Lane Community College Institutional Self-Study

lane community college institutional self-study

Lane Community College — Self-Study

Dedication The Accreditation Self-Study Coordinating Team dedicates this volume to Dr. Carol Lynn Morse, who died unexpectedly in April 2004. Carol Lynn was a devoted instructor and counselor, who made outstanding contributions to Lane’s Student Services. As chair of the Standard Three team, she committed countless hours to integrating the work of her colleagues into a unified report that reflects Lane’s services to students. The Commission’s standard for institutional integrity involves “the pursuit of truth and its communication to others.” In her work for the Self Study and in her entire professional career, our colleague Carol Lynn embodied this integrity. She is greatly missed.

Lane Community College — Self-Study

Institutional Self Study

For Reaffirmation of Accreditation

Submitted August 2004 to the Northwest Commission on Colleges and Universities

Lane Community College 4000 East 30th Avenue Eugene, Oregon 97405 (541) 463-5301

Accreditation Liaison Officer Dr. Sonya Christian Associate Vice President for Instruction and Student Services (541) 463-5306 [email protected]

Faculty Chair: Dr. Russell H. Shitabata (541) 463-3316 [email protected]

Editor: Dr. Anne B. McGrail (541) 463-3317 [email protected]

Coordinating Team: Charles Appleby, Mary Brau, Dr. Sonya Christian, Karen Edmonds, David Keebler, Dr. Nanci LaVelle, Dr. Anne B. McGrail, Andrea Newton, Dr. Russell H. Shitabata, Dr. Craig Taylor, Mary Jo Workman

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Table of Contents

Dedication ...... ii Self-Study Organization ...... vi List of Figures ...... x Abbreviations and Acronyms ...... xii Lane Community College Organization Charts...... xvi Executive Summary ...... 1

Standard One Institutional Mission and Goals, Planning and Effectiveness...... 15

Standard Two Educational Program and its Effectiveness...... 35

Standard Three Students ...... 95

Standard Four Faculty ...... 119

Standard Five Library and Information Resources...... 137

Standard Five-Technology Information Technology...... 151

Standard Six Governance and Administration...... 163

Standard Seven Finance...... 177

Standard Eight Physical Resources...... 193

Standard Nine Institutional Integrity ...... 209

Appendices A-C

Lane Community College — Self-Study

Self-Study Organization Coordinating Team Standard 4 The Coordinating Team (CT) provided leadership Dr. Sonya Christian, Associate Vice President for and coordinated the work of the self-study. This Instruction group designed the study, translated the design Dr. Russell H. Shitabata, Instructor, English into structures, roles, tasks, and set the schedules. CT members established communications to the Standard 5 Steering Committee and the college community Nadine Williams, Director, Library and coordinated collection and synthesis of data. They met biweekly for the first year and weekly Standard 5-Technology the second year to manage overarching issues, set Stephen Pruch, Associate Vice President for themes for the study, create in-service and Information Technology feedback presentations and sessions, allocate resources, and make decisions to ensure Standard 6 successful completion of the self-study. David Keebler, Chair, Advanced Technologies Division Steering Committee The Steering Committee was comprised of the ten Standard 7 standards chairs; the Lane Community College Stan Barker, Accounting Manager, College Education Association Representative, Dr. James Finance Salt, Social Science Instructor; Lane Community College Employee Federation Representative, Standard 8 Robert Baldwin, Procurement Specialist; Classified Charles Appleby, Interim Chair, Computer Council Representative, Carol Barton, Library Information Technology Classified Staff; and the Executive Team. Members took part in planning, organizing, staffing, Standard 9 directing, and monitoring the individual standard Dr. Nanci LaVelle, Manager, Institutional self-studies. Standards Chairs oversaw collection Research, Assessment and Planning and analysis of all data related to their standard. The Executive Team were ex-officio members of The Executive Team the Steering Committee and participated in analysis Dr. Mary Spilde, President and review of all standards. Dr. Marie Matsen, Vice President for College Operations Standards Chairs Dr. Sonya Christian, Associate Vice President for Standard 1 Instruction Dr. Craig Taylor, Director, Institutional Research, Dr. Donna Koechig, Associate Vice President for Assessment and Planning Instruction and Student Services Tim Craig, Executive Director of Community Standard 2 Education and Workforce Development Mary Brau, Coordinator, Institutional Research, Stephen Pruch, Associate Vice President for Assessment and Planning/Curriculum and Information Technology Scheduling Dennis Carr, Executive Director for Human Standard 3 Resources Karen Edmonds, Coordinator, High School and Dr. Craig Taylor, Director, Institutional Research, Community Relations Assessment and Planning Dr. Donna Koechig, Associate Vice President for Tracy Simms, Executive Assistant to the President Insruction and Student Services Dr. Carol Lynn Morse, Instructor, Counselor (deceased) vi

Lane Community College — Self-Study

Standards Teams Tamberly Koorndyk, Health Patrick Lanning, Health & PE Standard One Dr. Nanci LaVelle, Institutional Research, Scott Bell, Adult Basic & Secondary Education Assessment and Planning Dr. Craig Taylor, Institutional Research, Cynde Leathers, Distance Learning Assessment and Planning Son LeThi, Health & Safety Annick Todd-LeDouarec, English as a Second Jim Lindley, Business Development Center Language Dr. Karen Locke, English Standard Two Susan Lowdermilk, Art Leadership: Linda Loft, Computer Information Technology Mary Brau, Curriculum & Scheduling Matt Luke, Languages Dr. Ken Murdoff, Social Science Kimberly McConnell, Music Dr. Russell H. Shitabata, English Brian McGlynn Susan Swan, English, Foreign Language and Donald McNair, Mathematics Speech (retired) Shirl Meads, Workforce Development Ginger Yamamoto, Counseling (retired) Fred Meyer, Cooperative Education Clifton Mitchell, Chemistry Membership: Dr. Robert Barber, Computer Information Linda Myers, Cooperative Education Technology Evelyn Nagy, Adult Basic & Secondary Education Jean Bishop, Early Childhood Education (retired) Tim Blood, Counseling Andrea Newton, Cooperative Education Mary Brau, Curriculum & Scheduling Annie Paschall, Business Technologies Melanie Brown, Curriculum & Scheduling Ray Peterson, Academic Learning Skills Dr. Sonya Christian, Instruction & Student Stephen Pruch, Information Technology Services Robert Purscelley, Florence Center Marvin Clemons, Cooperative Education Amy Riggins, Health and Physical Education Cheryl Coleman, Library Jane Russell, Family & Health Careers Tim Craig, Instruction and Student Services Michael Samano, Social Science Jeff Davis, Continuing Education Stephen Selph, Mathematics (retired) Dr. Pamelyn Dane, English Don Strahan, Cottage Grove Center Dr. David Doctor, Library Dr. Kate Sullivan, English Dr. Joe Escobar, Social Science Kapone Summerfield, Associated Students of Sari Gomez, Associated Students of Lane Lane Community College Community College Dr. Brooke Taylor, Chemistry Marilou Good, Computer Information Technology Dr. Craig Taylor, Institutional Research, Pat Hansen, Business Technology Assessment and Planning Dr. Jeffrey Harrison, English Dr. Stan Taylor, Social Science Cherrill Hemminger, Enrollment Services Karen Louise White, Mathematics Dr. Benjamin Hill, Mathematics Mark Williams, Computer Information Technology Dan Hodges, Testing (retired) Dr. Suzanne Williams, Social Science Deb Hupcey, Counseling and Advising Carol Woodman, Cooperative Education Stephen Johnston, Academic Learning Skills Sue Woods, Computer Information Technology Tom Kadash, Advanced Technologies Ken Zimmerman, English Sharon Kimball, Business Technologies

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Standard Three Standard Five-T Kathleen Barry, Women's Program Casey Adams, Information Technology Karen Edmonds, High School & Community Jesse Codding, Distance Learning Relations Thad Cowdin, Information Technology Dr. Donna Koechig, Instruction & Student Carolyn Cruz, Information Technology Services Cindy Dietz, Family & Health Careers Dr. Carol Lynn Morse, Instructor/Counselor Dr. Joseph Escobar, Social Science (deceased) Linda Grenz, Library Standard Four Lida Herburger, Continuing Education Selina Chavez, student Jan Kleminsky, Information Technology Dr. Sonya Christian, Instruction & Student Patrick Lanning, Health & PE Services Cynde Leathers, Distance Learning Sharon Hagan, Family & Health Careers Linda Loft, Computer Information Technology Mark Harris, Counseling Barbara McIntire, Instructional Technology Vicky Kirkpatrick, Mathematics Dennis Mills, Electronic Services Patrick Lanning, Health & PE Kaaren O’Rourke, Business Technologies Beth Naylor, Family & Health Careers Phil Powers, Information Technology Tamara Pinkas, Cooperative Education Stephen Pruch, Information Technology Susan Reddoor, Academic Learning Skills Joseph Russin, Science Michael Sámano, Social Science Audrey Stribling, Electronic Services Dr. Russell H. Shitabata, English Ardene Toney, Information Technology Dr. Mary Skoda, Mathematics Standard Six Sue Thompson, Health & PE Robert Baldwin, Purchasing Standard Five Dr. Mason Davis, Counseling Raymond Bailey, Library Greg Duncan (graduated) Carol Barton, Library C. Jay Frasier, Speech Juanita Benedicto, Library Nancy Hart, Disability Services Denise Bernard, Library Dr. Betty Hosokawa, Counseling Terria Burch, Library Dave Keebler, Advanced Technologies Cindy Chabre, Library Judy McKenzie, Academic Learning Skills Dr. David Doctor, Library Dr. James Salt, Social Science Linda Grenz, Library Dennis Shine, LCC Board of Education Lorina Johnson, Library Tracy Simms, President’s Office Teresa Lindseth, Library Elizabeth Uhlig, Archives Matthew Liston, Library Don Macnaughtan, Library Gail Shilliday, Library Nadine Williams, Library

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Standard Seven Standard Nine Stan Barker, College Finance Robert Baldwin, Purchasing Chris Culver, Business Technologies Dr. Mason Davis, Counseling Bill Kyker, College Finance Dr. Barbara Delansky, Student Life & Leadership Development Kay Malmberg, Budget Office Helen Garrett, Enrollment Services Dr. Marie Matsen, College Operations Dr. Nanci LaVelle, Institutional Research, Dr. Russell H. Shitabata, English Assessment and Planning Gloria Vanderhorst, Instruction & Student Dr. Anne B. McGrail, English Services Angela Miller, Curriculum & Scheduling Standard Eight Marcia Sexton, Associated Students of Lane Charles Appleby, Computer Information Community College Technology Dr. Russell H. Shitabata, English Paul Colvin, Bond Office Dr. Craig Taylor, Institutional Research, Roger Ebbage, Energy Management Assessment and Planning Jennifer Hayward, Recycling Donna Zmolek, English, Foreign Language & Robert Mention, Bond Office Speech Dennis Mills, Electronic Services Stephen Pruch, Information Technology Mike Ruiz, Facilities Management & Planning Robert Thompson, Mathematics Robert Vogel, Instructional Technology (retired) Mike Zimmerman, Health & PE

Lane Community College — Self-Study

List of Figures

Figure ES-1: First Lady Eleanor Roosevelt visits Eugene Vocational School, May 1941 (Photograph: Karl Rose, Register-Guard. Used by permission).

Figure 1-1: Plan-Do-Check-Act Cycle at Lane. (Source: Strategic Planning Task Force, 2004.) Figure 1-2: Annual Planning System at Lane. (Source: Strategic Planning Task Force, 2004.) Figure 1-3: Evolution of Strategic Planning, 1988-present. (Source: IRAP, 2004.) Figure 1-4: Institutional Effectiveness Measures and Benchmarks (Source: IRAP, 2004). Figure 1-5: Planning Cycle (Source: IRAP, 2004). Figure 1-6: Recent Planning and Resource Allocation Changes (Source: IRAP).

Figure 2-1: “Rosie the Riveters” — women in the Aviation Mechanics Shop, Mel Gaskill, instructor, Eugene Vocational School, c. 1941-1945. The women worked in pairs — the riveter used a gun to shoot rivets through the metal and fasten it together, and the bucker used a bucking bar on the other side of the metal to smooth out the rivets (Source: Lane Archives). Figure 2-2: Percent of FTE 2003-04 by Type (of Total FTE 10,700) (Source: IRAP). Figure 2-3: Programs Discontinued and Added 1994-present (Source: Office of Instruction and Student Services, 2004). Figure 2-4: Importance of Lane’s General Education Core Abilities and Effectiveness of Lane Courses (Source: IRAP, 2003). Figure 2-5: Student Reports of Satisfaction with Instructional Quality (Source: ACT Student Opinion Survey, 2002). Figure 2-6: Goal Accomplishment of Former Students (Source: Student Follow-Up Study Spring 2002). Figure 2-7: Change in Faculty Experience 1994-present (Source: Human Resources). Figure 2-8: Faculty and Credit Student FTE Trends 1995-present (Source: Human Resources and IRAP). Figure 2-9: Increase in Square Footage at the College 1996-2002 (Source: Facilities, Management, and Planning Office). Figure 2-10. Curriculum Approval Process (Source: Office of Curriculum and Scheduling). Figure 2-11: Inventory of Assessment Practices used by Instructors, N=188 (Source: IRAP, 2004). Figure 2-12: Overall Rating of Lane Training (Source: Student Follow-Up Survey 2002). Figure 2-13: Rating of Lane’s Contribution to Placement/Advancement (Source: Student Follow-Up Survey 2002). Figure 2-14: General Education Components of Lane Awards Compared (Source: IRAP). Figure 2-15: Licensing Exam Pass Rates, 1999-2000 (Source: DCCWD). Figure 2-16: Licensing Exam Pass Rates 2000-01 (Source: DCCWD). Figure 2-17: Licensing Exam Pass Rates 2001-02 (Source: DCCWD). Figure 2-18: Distance Learning Student FTE as Percentage of Total College FTE (Source: 2002-03 Enrollment Report). Fig 2-19: Distance Learning Enrollment (number of students registered), 1993-2003 (Source: 1993-2003 Enrollment Reports).

Figure 3-1: Organizational Chart for Student Services (Source: IRAP). Figure 3-2: Student Services at a Glance (Source: Office of Instruction and Student Services). Figure 3-3: Student Services General Fund Allocation Trend FY95-FY04 Need (Source: College Operations). Figure 3-4: Growth in Total Financial Aid to Lane Students (Source: Lane Profile 2002-2003).

Lane Community College — Self-Study

Figure 3-5: Satisfaction rates among students for Academic Advising (Source: ACT Student Opinion Survey, Spring 2002). Figure 4-1: Percentage Change from 1994 in Faculty with Graduate Degrees (Source: Human Resources). Figure 4-2: Faculty Opinion – Lane’s Previous System of Governance was Effective (Source: Self-Study Feedback Survey, Spring 2004). Figure 4-3: Faculty Opinion – Lane’s New Governance Proposal is an Improvement (Source: Faculty Opinion Survey, Spring 2004). Figure 4-4: Faculty FTE Comparison 1995-2004 (Source: Human Resources Data). Figure 4-5: Student FTE Comparison 1995-2004 (Source: IRAP). Figure 4-6: Student FTE to Faculty FTE Comparison 1995-2004 (Source: IRAP). Figure 4-7: Responses of 149 self-identified faculty to the statement, “The Workload at Lane is excessive” (Source: Self-Study Feedback Survey, Spring 2004 ). Figure 4-8: Responses of 149 self-identified faculty to the statement, “Lane does enough to address workload issues.” (Source: Self-Study Feedback Survey). Figure 4-9: Trend Analysis: Use of Part-Time Faculty 1994-present (Source: IRAP).

Figure 5-1: Library Organization Chart (Source: Library).

Figure 5T-1: Student Opinion — Does Lane provide students adequate access to computers and related equipment on campus? (Source: ACT Student Opinion Survey — Additional Questions, Spring 2002). Figure 5T-2: Organizational Chart for IT (Source: Information Technology Department). Figure 5T-3: Student Survey on comfort using the Internet to register for classes. (Source: ACT Student Opinion Survey—Additional Questions, Spring 2002).

Figure 6-1: Lane Community College – Organizational Chart. (Source: IRAP). Figure 6-2: Lane's Governance Model (Source: President’s Office). Figure 6-3: Board Governance by Policy (Source: President’s Office). Figure 6-4: Governing Board and Zone Representation (Source: President’s Office).

Figure 7-1: Tuition Rates 1996-present. (Source: Profile of Lane Community College). Figure 7-2: Revenue Sources of Lane Community College (Source: Draft Long-Range Financial Plan). Figure 7-3: Lane Operating Expenditures by Category (Source: Oregon Department of Community College and Workforce Development 2001-2002 Profile). Figure 7-4: Lane Operating Expenditures by Category (Source: Oregon Department of Community College and Workforce Development 2002-2003 Profile).

Figure 8-1: Square feet per maintenance staff—Oregon Community Colleges, 2003-04 (Source: DCCWD). Figure 8-2: Campus Crime Data (Source: U.S. Department of Education). Figure 8-3: Staff Opinion—Responses to the Statement “I have no concerns about the impact of Lane’s physical environment on my health.” N=285 (Source: Self-Study Feedback Survey, Spring 2004).

Figure 9-1: Lane’s environment is welcoming and accepting to all students (Source: ACT Student Opinion Survey— Additional Questions, Spring 2002). Figure 9-2: Satisfaction with ethnic/racial harmony at Lane (Source: ACT Student Opinion Survey, Spring 2002).

Lane Community College — Self-Study

Abbreviations and Acronyms

A&P ...... Anatomy and Physiology AVP...... Associate Vice President AAMA ...... American Association of Medical BAG...... Budget Advisory Group Assistants BDC ...... Business Development Center AAOT ...... Associate of Arts/Oregon Transfer BOLI...... Bureau of Labor and Industries degree BWEL...... Business, Workforce, and Extended AAP ...... Affirmative Action Plans Learning AAS ...... Associate of Applied Science degree CAD...... Computer-Aided Design ABSE ...... Adult Basic & Secondary Education CARF...... Capital Assets Replacement Forecast AC...... Alternating Current CATS...... Classroom Assessment Techniques ACA...... American Counseling Association CAWG ...... Criteria Applications Work Group ACCESS ...... Alternative Career Choices for CBA ...... Credit by Assessment Equitable Student Success CBE...... Credit by Exam Accuplacer/ CPTs...... Computerized Placement Tests CBL...... Computer Based Learning ACF...... American Culinary Federation CCIL ...... Center for Connection and Innovation in Learning ACRL...... Association of College Research Libraries CD-ROM .....Compact Disc-Read-Only Memory ACT ...... American College Testing CE ...... Continuing Education ADA...... Americans with Disabilities Act CES...... Career and Employment Services AGS ...... Associate of General Studies CEUs...... Continuing Education Units AHS ...... Adult High School CEWD...... Continuing Education and Workforce Development AIA ...... American Institute of Architects CHO...... Chemical Hygiene Officer ALS...... Academic Learning Skills CIS ...... Oregon Career Information System ANSI...... American National Standards Institute CISCO...... Cisco Systems, Inc. AS ...... Associate of Science CIT...... Computer Information Technology APASU...... Asian Pacific American Student CLA ...... Center for Learning Advancement Union CLC’s...... Community Learning Centers ASD ...... Adult Skills Development CNC ...... Computer Numeric Controls ASE...... Automotive Service Excellence CoCo...... Computer Options Company ASLANE...... (student ballot measure) Co-op ...... Cooperative Education ASLCC ...... Associated Students of Lane COPPS ...... College Online Policy and Procedure Community College System ASME ...... American Society of Mechanical CORE...... Creating Our Respectful Engineers Environment

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DC...... Direct Current FMT ...... Facilities Management Team DCCWD ...... Department of Community Colleges FPD...... Faculty Professional Development and Workforce Development (also FTE ...... Full-time equivalent OCCWD) FWAC ...... Faculty Workload Advisory DEQ ...... Department of Environmental Committee Quality FY ...... Fiscal Year DL...... Distance Learning GAAP ...... Generally Accepted Accounting DRRC ...... Degree Requirements Review Principles Committee GASB...... Governmental Accounting DTC ...... Downtown Center Standards Board EBSCO ...... Elton B. Stevens Co., an information GED ...... Test of General Educational service providing online journals Development EFLS...... English, Foreign Languages and GFO ...... Global Fund Observer Speech Division GFOA ...... Government Finance Officers ELMO...... Name of projector Association EMPFU...... Employer Follow-Up survey GIS...... Geographic Information Systems EMT...... Emergency Medical Technician GPA...... Grade Point Average EOAR ...... Early Orientation and Registration GTAW...... Gas Tungsten Arc Welding EPA ...... Environmental Protection Agency HIPAA ...... Health Insurance Portability and EQIR...... Environmental Quality Incident Accountability Act of 1996 Report HR...... Human Resources ESD...... Enterprise School District IAQ ...... Indoor Air Quality ESL ...... English as a Second Language ICL...... Instructional Computing Laboratory ET ...... Executive Team ICP ...... Income Credit Program EVS...... Eugene Vocational School IEQ...... Indoor Environmental Quality FAA...... Federal Aviation Administration IPEDS ...... Integrated Post Secondary Education FA...... Financial Aid System FAQ...... Frequently Asked Questions IP...... Internet Protocol FEC...... Fitness Education Center IRAP ...... Institutional Research, Assessment, and Planning FERPA ...... Family Educational Rights and Privacy Act IRS ...... Internal Revenue Service FFTP ...... Future Faculty Task Force ISCP...... International Student Community Program FIPSE...... Federal Improvement in Post- Secondary Education ISS...... Instruction and Student Services FISAP ...... Fiscal Operations Report and Application to Participate FMP ...... Facilities Management and Planning

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IT...... Information Technology/Instruction NFAs ...... No Formal Award students Technology NWAACC....Northwest Athletic Association of ITC...... Instructional Technology Center Community Colleges ITIP...... Instructional Technology NWC...... Net Working Capital (carryover) Infrastructure Project NWC-R...... Net Working Capital Restricted ITFS ...... Instructional Television Fixed NWC-U...... Net Working capital Service Unrestricted JBAC...... Joint Boards Articulation NWCCU ...... Northwest Commission on Colleges Commission and Universities JEAP ...... Joint Emergency Action Planning OAR...... Oregon Administrative Rules Group OCCITA...... Oregon Community College JOBS...... Job Opportunity and Basic Skills Information Technology Association KLCC...... Lane’s non-commercial radio station OCCS...... Oregon Community College KSA ...... Knowledge, Skills, Abilities Services (now renamed ODCCWD) LASR ...... Lane Administrative Systems OCCURS .....Oregon Community Colleges Renewal Unified Reporting System LCCEA ...... Lane Community College OCLC...... Online Computer Library Center Education Association OI ...... Office of Instruction LCCEF...... Lane Community College OISS...... Office of Instruction & Student Employees Federation Services LCC...... Lane Community College OLMIS...... Oregon Labor Market Information LCD ...... Liquid Crystal Display Service LGBT...... Lesbian, Gay, Bisexual, Transgender OPE...... Other Payroll Expense (benefits) Student Alliance Org ...... Organization LTD...... Lane Transit District ORS...... Oregon Revised Statutes M&S ...... Materials & Services OSHA ...... Occupational Safety and Health Mac ...... MacIntosh Administration MCC ...... Multicultural Center OSBDCN .....Oregon Small Business Development Center Network MIS ...... Masters of Information Science OSPIRG ...... Oregon Student Public Interest MLS ...... Masters of Library Science Research Group MOA...... Memorandum of Agreement OUS ...... Oregon University System MSDS ...... Material Safety Data Sheets PAT...... Prospect Assignment Team NACADA ....National Academic Advising PC ...... Personal Computer Association PDCA...... Plan, Do, Check, Act NACUBO ....National Association of College and University Business Officers PDF...... Professional Development Funds NASA ...... Native American Student PE...... Physical Education Association

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PERS...... Public Employees Retirement STUFU...... Student Follow-Up study System SWOT...... strengths, weaknesses, opportunities, PLC...... Programmable Logic Controllers threats PTECC...... Professional Technical Education TACT ...... Technical Advising and Consulting Coordinating Committee Team PT...... Professional Technical TILT...... Texas Information Literacy Tutorial PUGs...... Project User Groups TLC...... Teaching Load Credit QSA ...... Queer Straight Alliance TOEFL...... Test of English as a Foreign Language RFP ...... Request for Proposal TRiO ...... refers to the three programs; Upward RTS ...... Return to Service Bound, Talent Search, and Student SAGA ...... Success and Goal Achievement Support Services in the original Title SA ...... Student Accounts IV authorizing legislation SCT...... Systems and Computer Technology UO...... University of Oregon (Lane’s administrative computing VP ...... Vice President system, name of company) WICHE ...... Western Interstate Commission on SES ...... Specialized Employment Services Higher Education SLI ...... Strategic Learning Initiative WIN ...... Wireless Instructional Network SLLD ...... Student Life and Leadership Development SS...... Student Services SSU...... Services to Students Units

Lane Community College — Self-Study

Organizational Chart - Mary Spilde

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Organizational Chart - Marie Matsen

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Organizational Chart - Vice President for Instruction and Student Services

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Organizational Chart - Sonya Christian

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Organizational Chart - Donna Koechig

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Organizational Chart - Timothy Craig

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xxii Lane Community College — Executive Summary

EXECUTIVE SUMMARY

Introduction and Overview college also decided to develop a new college governance system that was inclusive, timely and Lane Community College lives out its vision of effective, knowing that reaching agreement on a Transforming Lives through Learning on a daily new system would be a long and difficult process, basis by focusing on transforming students’ lives, but will provide lasting benefits to the the learning environment, and the organization organization. itself. The journey to becoming a learning college was a conscious decision, an extension of Lane’s The withdrawal of technical support for Lane’s traditional focus on students. Innovation has old administrative software system was a characterized the college’s efforts to continuously significant factor in the college’s embarking on improve in response to evaluation and change. the Lane Administrative Systems Renewal (LASR) Project, and the college showed foresight The changes that the college has experienced over and planning in expanding capacity to respond to the last ten years have been profound. Nearly all 21st century information needs and expectations. have been intentional. In the past ten years, the college has made significant positive changes to To transform students’ lives and the college its physical environment and decision-making organization, Lane has raised the bar on its processes. When Lane sought approval of a major diversity efforts and focused several projects, bond to address maintenance, construction and initiatives and processes toward this goal. Lane equipment needs, everyone understood that has taken advantage of retirements to revise its improved facilities would outweigh the inevitable hiring processes and to develop a culture that temporary dislocations and cramped spaces. The welcomes, values, and promotes diversity among decision to be inclusive and deliberate in updating staff, students and the community. Diversity has major plans and the planning system itself has become a core value and a strategic goal. required all to develop capacity to collaborate Other changes have also developed Lane’s meaningfully and productively. More recently, the potential to move toward realizing its preferred

Lane Community College — Executive Summary future. All members of Lane’s new administrative expand Lane as a vibrant, learning-centered leadership team have been appointed since the last organization does not happen overnight. Rather, full-scale evaluation; six of these members are such an undertaking is a journey that takes new to their positions in the last three years, and sustained effort over a number of years. In five of them are new to the college. This new embracing this journey, many are increasingly leadership has provided a dynamic context, aware how improvements in one element of the receptive to institutional change, but has presented college throw into relief the other work that needs its own set of challenges. The turnover of faculty to be done. The college community sees this as and staff at all levels has also provided part of the transformation process, but it is a opportunities and pressures. But the addition of challenge to stay focused on the future while new thinking and energy directed toward fulfilling dealing with the realities of the present. the college vision, mission and core values has Writing a self-study in the midst of Lane’s tempered the effects of the loss of experience and changes has been revelatory. Being only one year institutional memory. away from the worst budget situation ever faced Impact of Budget Cuts by the college, and recovering from the turmoil Some significant changes in the past decade have associated with that, has provided a particularly not been of Lane’s own making. Perhaps the acute institutional context for self-study. Lane has biggest impact has been created by changes always been challenged by its own ambition, and related to revenue shortfalls resulting in budget high standards are a positive part of its culture. deficits — certainly not of the college’s choosing. And usually Lane is successful in achieving its The state fund distribution policy has adversely goals. In the last ten years, however, one impacted Lane for a number of years, in many consequence of continued ambition in the face of ways forcing it to expand in order to maintain the stretched resources and cuts has been a decline in same level of funding. While this expansion morale: college staff can forget to celebrate Lane’s improved access for students, it has had many successes, and they can be critical when it deleterious impacts on staffing patterns and the falls short of its ideals. college’s ability to invest in physical and human In summary, these elements of institutional resources. Recent state revenue shortfalls as a transformation have converged to bring the result of the economy and the lack of balance in college to this point in its history: becoming a the state of Oregon tax system have caused Lane learning college; committing to innovation; to take unprecedented steps to balance the budget. weathering the upheavals of the bond and reaping The college is now on the road to fiscal stability, the rewards of an improved learning environment; but not without consequences: however necessary, learning how to work with the entirely new LASR these budget cuts were painful and caused a great administrative software system; developing deal of anxiety and feelings of insecurity across planning and governance systems to better reflect the college. In the face of these cuts, Lane at first core values of learning, collaboration, and attempted to do the same work with fewer integrity; welcoming and responding to new and resources. But the reduction in staff, combined more diverse faculty, staff, and administration; with the learning curve associated with LASR and and beginning to develop solutions to the the college-wide planning and governance efforts, increased workload brought about by all of these together have negatively impacted workload at all changes. This context provides a lens through levels of the college, and it has become clear that which one can view the following institutional Lane cannot do more work with reduced assessment. resources. Strengths: Transformation in a New Context Lane is a learning-centered college with: Transforming the college is a long-term • an exceptional faculty and staff who are leaders proposition. All at Lane understand that making in innovation and learning. The college holds the kind of systemic change necessary to keep and board membership in the League for Innovation

Lane Community College — Executive Summary

in the Community College and was chosen as • a committment to adhere to high ethical one of only twelve Vanguard Learning standards in its representation to its Colleges. The college has developed its own constituencies and the public; in its teaching, learning-centered principles based upon work scholarship, and services; it its treatment of in the field that puts learning at the heart of all students, faculty, and staff; and in its it does. (See Standard 4.) relationships with regulatory and accrediting • many innovative learning options for students. agencies. (See Standard 9.) In addition to a varied and comprehensive Lane enjoys great support from its community, as educational program of courses that fulfill its evidenced by: mission, Learning Communities, Service Learning, Apprenticeship, and Cooperative • the $42.8 million Bond Levy passed in 1995 Education also give students various for the Construction Project, which provided opportunities to test what they know in new buildings, office space and classrooms interdisciplinary formats and in workplace with instructional and operational technology situations, deepening their knowledge. (See upgrades to enhance the learning environment Standards 2 and 4.) (see Standard 8); • comprehensive, holistic, and learning-centered • community involvement in the life of the services for students. The Student Services staff college such as active advisory boards that are dedicated to providing students whatever provide important connection to the workplace they may need to support their success: help for Lane’s professional technical programs (see with high school orientation, registration, Standard 2); retention, counseling and advising, financial • and a growing Foundation with events that aid, student health, drug counseling. The new invite community members to help Lane fulfill Student Services Building provides a its mission and vision (see Standards 6 and 7). centralized meeting place for students, and Lane staff are guided in their work by a strong includes a Multicultural Center and Women’s commitment to: Center and Student Life and Leadership offices and meeting space for student activities. (See • core values: Lane has become a value-driven Standard 3.) institution that puts learning at the center of its • a core value of diversity that provides the work (see Standards 1, 6, 7, and 9). philosophical underpinning for its diversity • collaboration: the culture of inclusion has efforts. The Diversity Team and Hiring improved significantly in the last ten years, in Processes Team are focused on improving the areas ranging from budget development to college climate for underrepresented groups; strategic planning (see Standards 1, 6 and 7). the Rites of Passage Summer Academies aim to • improvement: the college is constantly introduce communities of color to Lane at an reviewing its practices and making them better. early age. The updated Diversity Plan has been Developing a culture of assessment of reviewed by the board. One of the college’s programs, services and learning is a strategic strategic goals for 2004-08 is keyed to diversity direction for 2004-08 (all standards reflect this efforts: “Create a diverse and inclusive learning commitment). college: develop institutional capacity to • fiscal stability: Lane dealt directly with revenue respond effectively and respectfully to students, shortfalls and made decisions to position the staff, and community members of all cultures, college for a more stable financial future and languages, classes, races, genders, ethnic develop capacity to respond to future financial backgrounds, religions, sexual orientations, and threats (see Standard 7). abilities.” The 2004 Oregon Diversity Institute • technology: The college has made wise will be held at Lane’s Center for Meeting and decisions and shown foresight by investing in Learning in November 2004. (See Standards 1, its network operating system, updates from the 3 and 4.) bond and new executive oversight of information technology; the Student

Lane Community College — Executive Summary

Technology Fee provides a stable source of • The college continues to develop tools for funding for instructional technology, allowing assessment of programs and courses. (See Lane to remain current with technology and in Standard 2.) turn provide students with relevant skills and • The college continues to review workload opportunities. issues in instructional, administrative and support areas. Challenges: • A Labor Management Sub-Committee is • The college is still developing its capacity to addressing the issue of appropriate levels of effectively use planning and evaluation to full- and part-time faculty and will develop a provide processes. plan that takes into account the impact on • While Lane has adopted the Plan-Do-Check- enrollments. (See Standard 4.) Act cycle of continuous improvement, there are • A Library and Information Commons is one of instructional areas that need to develop further Lane’s three proposed state capital construction in the area of program- and course-level projects. (See Standard 5.) assessment. • The new governance system implementation • Workload across the college is a matter of has assessment embedded in its charters; concern. Given the financial constraints of the continuous improvement is a function of each recent past and the foreseeable future, the council. (See Standard 6.) college must focus concerted discussions on • The college continues its process of “right- how to set priorities and manage workload. sizing” to address budget and workload issues. • There are discipline areas where the overuse of (See Standard 7.) part-time faculty is a concern. The effects of • The college has processes for addressing indoor reliance on part-time faculty on quality and environmental quality. (See Standard 8.) workload are understood, but the budget has • The college will implement diversity initiatives forestalled planned action in this regard. as financially feasible. (See Standards 1, 3 • The college library is in need of collection and 4.) materials, staffing and space. • The college governance system, developed over the course of a year in a collaborative process Lane Community College History with representatives from all employee groups, Lane Community College celebrates its 40th is still untested. Concerns about anniversary this year. The college is proud of its implementation include workload. contributions to the educational needs of the • The college continues to face budget challenges community. Lane grew from a tradition of caused by state and national trends in higher vocational-technical education begun by the education funding. Eugene Vocational School in 1938. In May of • Indoor environmental quality issues have 1941, First Lady Eleanor Roosevelt visited the affected staff and morale, and will continue to Eugene Vocational School aircraft factory. (See be addressed. Figure ES-1.) Predicting the future of “Rosie the • Creating an inclusive climate for all and Riveter,” the First Lady “expressed a great interest increasing diversity on campus are ongoing in training young women and suggested that in a challenges. short time women would be permitted to train for Improvement Plans: actual work in defense industries” (Register- • The new unit planning process, in which Guard May 1, 1941). divisions and departments evaluate and plan Lane maintained the vocational tradition admired their work by aligning their work with the by the First Lady and expanded to a college’s Strategic Plan, has the potential to comprehensive mission at its founding in 1964; by improve the college’s capacity to use fall 1965, Lane offered 295 credit and 32 non- systematic planning and evaluation to improve credit classes in 14 locations throughout the processes. (See Standards 1 and 2.) district. Since that time, Lane has grown to serve a 4,600 square-mile area from the Cascade

4 Lane Community College — Executive Summary

Figure ES-1: First Lady Eleanor Roosevelt visits Eugene Vocational School, May 1941 (Photograph: Karl Rose, Register-Guard. Used by permission).

Mountains to the Pacific Ocean — larger than the Student Characteristics states of Delaware and Rhode Island combined. A total of 4,804 students took classes full time in The college is located at its main 30th Avenue 2003-04; 5,362 students attended part time for a campus in Eugene; at the Downtown Center; total of 10,166 credit students. Fifty-five percent Outreach Centers at Cottage Grove and Florence; of students are women; 45 percent are men. The and at seven Community Learning Centers at area average age of Lane’s credit students is 27 years. high schools. Caucasian students comprise 88.4 percent of The district has a population of approximately credit students; 1.5 percent are African American; 325,000. In recent years, more than 30,000 people 3.2 percent Asian; 3.8 percent Hispanic; 3.1 take one or more classes at Lane each year percent Native American. (unduplicated headcount), attesting to the local Of non-credit students, 78.5 percent are perception that everyone in Lane County goes to Caucasian; 1.5 percent African American; 3.2 Lane Community College at some point in their percent Asian; 15.1 percent Hispanic; and 1.8 lives. In 2003-04, the college offered classes with percent Native American. The average age of non- a total student FTE of 10,700. The total annual credit students is 45. college general operating budget for 2003-04 was $71,024,572. Financial Aid In 2003-04, 6,331 credit students received Mission $31,894,809 in financial aid, most of it from Lifelong learning is a key element of Lane’s federal sources. comprehensive mission, as can be seen from the scope and variety of programs and services Lane Staff Characteristics makes accessible to students (see Catalog). Lane Lane employs 1,005 staff, managers and faculty: is a learning-centered community college that 437 contracted classified staff; 52 managers; provides affordable, high-quality, lifelong seven management support staff; 248 contracted educational opportunities that include: and approximately 261 part-time faculty (Fall professional technical and lower division college 2003). The college is overseen by a seven- transfer programs; employee skill upgrading, member elected Board of Education. business development and career enhancement; Eligibility Requirements foundational academic, language and life-skills Lane Community College meets the revised development; lifelong personal development and eligibility requirements for accreditation as enrichment; and cultural and community services outlined below. Further detail is provided in the (see Standard 2). standards.

Lane Community College — Executive Summary

1. Authority 6. Administration The college is authorized by the State of Oregon Through its Process Redesign and Administrative to operate and grant degrees. We are defined as a Reorganization, the college has developed and Community College in accordance with OAR maintains administrative and support services 589-001-0300, and are recognized in the official necessary to achieve its mission and meet its State Directory. goals. Lane provides adequate administrative resources to achieve its Vision, Mission, and Core 2. Mission and Goals Values, and to fund college support services (see Lane Community College has clearly defined Standards 6 and 7). vision, mission, and goal statements; it devotes most of its financial resources to supporting these 7. Faculty objectives (see Standard 7). Lane employs a core of 248 full-time, professionally qualified faculty (Fall 2003). 3. Institutional Integrity Through the college’s governance structure, faculty Lane’s governance system provides stakeholders are involved in the formulation of institutional who are most affected by decisions a timely policy, including academic planning, curriculum opportunity to be informed and involved in development and review, student academic deliberations in order to influence the advising, and institutional governance. Lane’s formulations of decisions. As evidenced by Board faculty are evaluated in a periodic and systematic Policies A.030 on Treatment of Staff, D.020 on fashion. Faculty are contracted to workloads that Sexual Harassment, D.060 on Equal Opportunity reflect the mission and goals of the institution and in Employment, D.070 on Equal Opportunity in the talents and competencies of faculty, while Admissions, D.100, as well as College Online allowing time and support for professional growth Policy and Procedure Systems regarding and renewal. (See Standard 4.) Affirmative Action, Disabilities, Harassment based on Race/Ethnicity, and Sexual Harassment, 8. Educational Program Lane is governed and administered with respect Congruent with its mission, Lane offers a broad for the individual in a non-discriminatory manner. range of educational programs leading to four (See Standard 9.) associate degrees: the associate of arts/Oregon transfer, the associate of science, the associate of 4. Governing Board general studies, and the associate of applied Seven elected, unpaid persons comprise the Board science. All Lane educational programs are based of Education and have primary authority for on recognized fields of study, require establishing policies governing the operations of effectiveness in the use of library and information the college and adopting the college’s annual resources, and are approved by the Oregon budget. Their charge is to oversee the Department of Community College and development of programs and services that they Workforce Development as sufficient in content believe will best serve the needs of the people of and length. Lane provides a rich environment for the Lane District. Lane’s board has the authority faculty and student interaction. (See Standard 2.) to establish policies and adopt a budget. (See Standard 6.) 9. General Education and Related Instruction Lane’s three transfer programs require substantial 5. Chief Executive Officer and coherent components of general education: President Mary Spilde is the chief executive officer who is appointed by the governing board • AAOT: of 90 credits required, 61 are in general and whose full-time responsibility is to the education. institution. As per Board Policy B.050, the • AGS: of 93 credits required, 54 are in general President is appointed by the Lane Board of education. Education. As per Board Policy B.010 neither the • AS: of 93 credits required, 73 are in general President, nor any current employee of the education. college, can serve on the board. (See Standard 6.)

Lane Community College — Executive Summary

Lane’s professional technical degree programs 14. Public Information leading to an associate of applied science degree Lane publishes its catalog in both paper and require at least 21 credits of general education and electronic form. Among other matters, the catalog distribution requirements, out of a minimum of 90 makes clear the institution’s purposes and credits. Lane’s certificate programs all require at objectives by publishing Lane’s vision, mission, least nine credits of related instruction in and core values. The catalog also contains communications, computation, and human accurate information regarding admission relations. (See Standard 2.) requirements and procedures, academic rules and regulations, costs and refund policies, programs 10. Library and Learning Resources and courses, students’ rights and responsibilities Lane’s library provides resources, technology, and (including grievance procedures), academic services appropriate for the college’s mission and credentials of faculty and administrators, and educational programs. In addition to its book attendance and withdrawal policies. Board collection of over 67,000 volumes, Lane’s library policies and College Online Policy and Procedure uses technology to help students develop skills for Systems (COPPS) are published on Lane’s using information effectively. The library has Website. The COPPS policy on the course catalog online course and reserve materials, online ensures that it is updated following procedures to tutorials and major research databases for student ensure accuracy. In order to “to ensure the and faculty research. Reciprocal borrowing dissemination of accurate, clear and consistent privileges augment the library’s holdings. Lane’s information to the community,” COPPS policy on liaison program ensures consideration of all credit Marketing and Public Relations requires that the and non-credit programs and allocation of Marketing and Public Relations Department resources thereto. (See Standard 5.) “oversees college advertising, produces most 11. Academic Freedom college-wide publications, provides public According to the faculty contract and published relations and marketing advice to other college operating procedures, academic freedom departments, and reviews and approves certain of inquiry and expression is supported by the public relations and marketing activities college. Faculty and students are free to examine undertaken by other college departments.” (See and to test all knowledge appropriate to their Standard 2; Policy 3.1.) discipline. (See Standards 4 and 9.) 15. Financial Resources 12. Student Achievement Lane can document its funding base, financial Lane publishes General Education and Core resources, and plans for financial development Ability outcomes in the print catalog. Learning adequate to achieve its mission and meet its goals outcomes for most professional technical degrees within an annual balanced operating budget and and certificates are published online. Expected manageable level of debt. Lane’s budget is learning outcomes will be published in the print prepared on a modified accrual basis of catalog. Methods of measuring and improving accounting (revenues reported when earned; student learning continue to be examined and expenditures reported when the liability is implemented. (See Standard 2.) incurred; taxes accounted for on a cash basis). 13. Admissions The result is that carryovers of financial Lane Community College holds that admissions obligations from year-to-year are precluded and shall be open, within budgetary limitations, to all projections of anticipated revenue are not inflated. applicants who are qualified according to its (See Standard 7.) admission requirements. Students who enroll for 16. Financial Accountability high school or alternative school credit must Lane’s financial records are externally audited comply with Oregon Revised Statutes 339.010 annually by Kenneth Kuhns & Co., certified (Compulsory School Attendance Law). (See public accountants whose offices are located in Standard 3.) Salem, Oregon. Lane’s audit reports have been clean for the past ten years. (See Standard 7.)

Lane Community College — Executive Summary

17. Institutional Effectiveness 1. In formulating its short-term financial strategy, Lane maintains an office of Institutional Research, the college must keep foremost its mission “to Assessment and Planning which tracks the provide affordable education” and that goal college’s effectiveness through reports such as should not be overlooked in the face of Enrollment Reports, Lane Community College financial exigency. The institution must ensure Facts, Key Benchmarks, Lane Community that special fees do not have a cumulative College Profile, and Student Outcomes reports. negative impact on the student population it (See Standard 1.) serves. 18. Operational Status For many years, the college has held its tuition Lane Community College has been in operation rates down in the face of budget cuts and other since 1964, offering a variety of educational financial pressures. However, legislators and programs and classes. Lane Community College the voting public have made it impossible for has been accredited since 1968. the college to maintain its comprehensive mission without raising tuition. Tuition 19. Disclosure increases in the last four years came only after Lane Community College agrees to disclose to the considerable sacrifices and discussions with Northwest Commission on Colleges and stakeholders, including the students themselves, Universities any and all such information as the who preferred tuition increases as the only Commission may require to carry out its alternative to program cuts. evaluation and accreditation function. The college makes efforts to offset the impact 20. Relationship with the Accreditation of these increases through financial aid: Lane Commission distributes more financial aid than any other Lane Community College accepts the standards community college in Oregon. The Student and related policies of the Northwest Commission Technology Fee was initiated with the support on Colleges and Universities and agrees to of the student body as the best means to ensure comply with these standards and policies as high-quality, continually updated instructional currently stated or as modified in accordance with technology. In 2003, the Board of Education Commission policy. Further, Lane agrees that the passed a non-refundable $15 per quarter Northwest Commission on Colleges and transportation fee for main campus credit Universities may, at its discretion, make known to students and $5 fee for all other students. This any agency or members of the public that may fee provides free bus passes for main campus request such information, the nature of any action, credit students and helps fund parking lot positive or negative, regarding its status with the improvements on the main campus and at the Commission. Lane understands that the outreach centers. (See Standard 7 for an Commission treats institutional self-study reports extended discussion of Lane’s budget.) and evaluation committee reports as confidential; however, Lane itself may choose to release the 2. The facilities plan needs to be updated and documents. made more visible to the college public. This plan, once updated and prioritized, must be Progress Since the 1994 communicated and shared with faculty. Self-Study Report The college has developed significantly better In December 1994, the accreditation of Lane communication and collaborative processes in Community College was reaffirmed following a this area. For the past ten years, facilities comprehensive self-study and full-scale evaluation planning has occurred primarily around the $43 visit. In reaffirming accreditation, the Commission million Bond Project, which is nearing on Colleges requested a written progress report in completion (see Standard 8). The Bond Project four key areas. The college has undertaken User Groups (PUGs), comprised of faculty, initiatives to address identified concerns; major staff and managers from across campus, ones are summarized below. participated in the design of all new areas on

Lane Community College — Executive Summary

campus. Communication for the bond was classroom and office space; many buildings overseen by a designated coordinator; signs and were refurbished. The identification of postings on the web and in the Daily staff equipment needs, along with specifically newsletter kept all staff apprised of changes; planned acquisition of schedules has been and the project manager reported to the Board completed. Approximately $5 million worth of of Education on all bond issues and projects college equipment needs were met with the completed. Bond Project funds. The Capital Repair and Improvements Priority List from the Facilities Since the Bond Project, the Facilities Management Team provides a process for Management Team (FMT) has continued its needs to be addressed in a prioritized and review of the Facilities Plan. The FMT is a timely manner with involvement from all representative group, comprised of the vice stakeholders. The charter for the FMT calls for president for instruction and student services; annual review of the Facilities Plan and a Five- associate vice president for information Year Plan; the review includes adequacy of technology; two faculty selected by Faculty facilities for instructional functions. Council; one classified selected by Classified Council; one classified from the “trades” Lane’s use of classroom and office space has group; one manager selected by Management improved considerably in the past ten years. Senate; and one student selected by Associated Lane purchased Resource 25, a space- Students of Lane Community College. The management software tool, as part of its Lane Facilities Plan update was accomplished by Administrative Systems Renewal Project inviting divisions and departments to identify (LASR; see Standards 7 and 8.). This tool their facilities needs through 2014. enables the college to analyze utilization of space. The Facilities Management and Planning As part of its new governance system, the Office and the Scheduling Office have college now has a representative Facilities produced the first set of reports that enables the Council which is responsible for planning, college to easily evaluate room utilization. policy and evaluating effectiveness. Each Schedule 25 enables the college to schedule council will develop appropriate methods for classes and to utilize available space much dialogue and communication with the college more efficiently. The Space Assignment community prior to, during, and following its Committee, first convened in 2003, is a cross- deliberative process. Each council will be campus committee intended to address space responsible for coordinating with the other needs and align space assignment with college- governance councils and the College Council. wide utilization needs. Recurring funds have (For more about the new functional councils’ been budgeted for deferred maintenance and work and the new governance system, see equipment. Standard 6.) 4. There appears to be collegiate participation in 3. In view of the increased demand for additional the development of the Institutional classroom and office space, as well as other Effectiveness Measurement Plan. However, facilities, the college must proceed to update there is a perception that the Plan has an the facility utilization study and to develop a external orientation and faculty have expressed prioritized plan for the numerous maintenance, varying levels of acceptance. Faculty and staff remodeling and construction projects. A similar involvement in the formulation and use of plan for the prioritization, acquisition, and/or assessment tools and procedures are necessary replacement of materials and equipment to ensure that assessment instruments also throughout the college should be included in possess an internal orientation that provides the master plan. for program-specific planning and review A Facilities Master Plan was completed in 1996 (Educational Program and its Effectiveness). and guided the $42.8 million Bond Project, resulting in new buildings and additional

Lane Community College — Executive Summary

As reported in the Progress Report for 1997, learning is the pole star and assessment is the many new projects and approaches to engine of change.” (See Standard 2.) assessment have been developed since this 5. While the college is providing related recommendation. To coordinate efforts and instruction in both special, separate classes ensure a faculty orientation, a faculty and as an embedded part of the trade coordinator of student outcomes, assessment curricula, the latter should be displayed so as and curriculum development position was to be readily discernable. created. The coordinator’s responsibilities have included forming and leading an initial The related course requirements for the assessment team which developed an professional technical programs have clearly assessment plan for the college. The team also been identified and labeled in both the college completed a case study involving interviews catalog and class schedule. All AAS programs with faculty in every division on faculty have specifically identified courses that meet attitudes to assessment and areas for the related requirements. All courses are now professional development in this area. taught by qualified discipline faculty in the sponsoring departments for related instruction. The Strategic Learning Initiative (SLI), a The college no longer embeds related faculty/administration partnership to instruction in its professional technical courses. systemically improve the learning environment, began its Assessment Coaching Team Project 6. The faculty and staff need to embrace the from 1998-2000. The focus of this project was organizational change that is occurring and to train twenty faculty assessment “coaches” should be encouraged to assume their who could foster assessment efforts in their responsibilities and roles in creating a team- disciplines. These coaches provided expertise oriented and participatory organization. on assessment at the program and classroom Through implementation of many initiatives, levels. The Advanced Technologies area in Lane has embraced collaborative, team-oriented particular developed its assessment techniques approaches to all of its work. Collaboration in through the coaching project. developing the learning environment has In April 2000, Lane was selected as one of occurred through the Strategic Learning twelve colleges from an applicant pool of close Initiative (SLI), which includes Learning to 100 in the U.S. and Canada to participate in Communities, Service Learning and several the Vanguard Learning College Project, a five- other projects designed to foster learning- year League for Innovation in the Community centered approaches to transforming students’ College project focused on learning-centered lives. To support learning, the Students First! approaches to education. The Vanguard Project process redesign fundamentally changed how gave the college a focus for its work on services to students are delivered. Its success learning outcomes. The college chose to focus depends upon the closely linked, collaborative on the general education core abilities: defining nature of the student service areas (see them and ensuring that Lane’s courses prepare Standard 3). From financial aid advisors to students for them. The college now does annual counselors, the faculty, classified staff and comprehensive graduate assessment of core managers of Student Services work as a high- abilities, recording students’ assessment of the functioning team to offer comprehensive importance of these abilities and the services and provide a holistic approach to effectiveness of Lane courses at developing serving students. these abilities. Strategic planning at Lane has also developed In its 1999 Interim Report, the college received in a more collaborative fashion. a commendation for its “very strong Representatives from all employee groups, commitment to the redesign and refocusing of including leadership of the classified and [the college] to an institution where student faculty unions, developed the current Strategic

Lane Community College — Executive Summary

Plan. Communication about the plan was In May 2003, the Executive Team chartered a provided throughout the process through Hiring Process Team to review and revise the reports made by email and to the Faculty and college’s hiring processes; the team made Classified Councils. policy and procedural recommendations. Several of these recommendations have already In Spring 2004, the college adopted, and the been implemented. board approved, a new governance system which, when fully implemented in 2004-05, Institutional Research, Assessment and will formally involve all stakeholders in the Planning has tracked Lane’s progress with process of planning and governing the college. Affirmative Action. In 1995, employees of (See Standard 6.) color at Lane were as follows: 25 Faculty (5.0 percent); 29 Classified Staff (6.9 percent); There are 33 committees, councils and teams and two Managers (2.9 percent), for a total of that provide a framework for teamwork and 56 employees of color, or 5.7 percent of all collaboration across all areas of the college. In employees. In Fall 2003, 96 people of color the past ten years, most members of the college were employed by the college, or 9.8 percent of community have developed a high expectation all employees: 45 faculty (9.1 percent); 43 of inclusion and participation. The most obvious Classified Staff (9.8 percent) and eight challenge at this juncture is to provide resources Managers (16.0 percent). This is a significant to support this participation when it involves improvement. (See Standard 4; Policy 6.1.) time away from primary responsibilities. Workload has become a serious issue as budget 8. Faculty and administration should work in a cuts have meant reductions in all areas. collegial relationship to implement the Commission’s requirement for consistent and 7. Through its normal recruiting and hiring continual faculty evaluation. It may also be processes, the college must seize the desirable to strengthen the part-time faculty opportunity to translate its affirmative action with a formal orientation and/or initiate a plans into reality, especially with the mentoring program to complement the anticipated turnover of faculty due to evaluation process. retirements. Evaluations of all Lane faculty are completed The college has made increasing diversity in on a three-to-five-year rotational cycle. All hiring a high priority. Since 1998, of 248 evaluations of contracted and part-time faculty contracted faculty positions there have been are up-to-date as of Fall 2004. After much 163 retirements in the contracted faculty, with discussion, the administration and the Lane 65 contracted faculty leaving for various other Community College Education Association reasons. The Lane Diversity Plan (1995 and (LCCEA) have agreed upon a Faculty 2003); the Future Faculty Task Force Report Evaluation Handbook. This handbook outlines (1995); and the Committee to Focus Efforts to the criteria and procedures for two distinct Create and Maintain a Diverse Faculty (2002- types of evaluation. The Developmental 04) began to develop strategies and discuss Evaluation is triggered every three years as a issues related to Lane’s hiring processes. A normal part of faculty professional mandatory hiring training for all hiring development. There are three parts to these committee chairs has improved college-wide evaluations: peer or self-evaluation; student understanding of affirmative action goals and course evaluations; manager observation and procedures; diversity experts and advocates are evaluation. True to their names, these available to guide hiring committee processes; evaluations are intended to build on faculty Human Resources has improved its hiring strengths, identify areas for development and calendar to be more responsive to national improvement, and provide a collegial schedules. opportunity for self-reflection and growth. The second type of evaluation, the Corrective

Lane Community College — Executive Summary

Evaluation, is a response to indications of Daily provides official announcements, event performance deficiencies requiring significant information, job vacancy notices, construction intervention. Their outcomes shall be a and technology updates, college-wide clarification of the validity of deficient committee meeting schedules and Board of performance indications, a clarification of Education meeting summaries, to name a few. performance expectations, and/or an There is also space for staff classified ads. The Improvement Plan if indicated by the Lane website is another major resource for evaluation. college staff and students. The Banner information management system, available To improve orientation to both full-time and online through the college website, provides the part-time faculty, Lane developed Faculty structure for communicating and conducting all Connections, one of several Strategic Learning Lane’s scheduling and business functions. Initiatives. This is a two-day orientation for which all attending faculty are paid; it has been The Self-Study Coordinating Team made use of mainstreamed into the college budget. (See the college’s email system and website in the Standard 4.) self-study review process. For the past two years, self-study documents have been 9. Efforts to move toward a visionary college available on the website, and in Spring 2004 structure must necessarily incorporate members of the college community emailed improved communication and interaction with responses directly to the Standard Chairs by all areas of the campus that will ensure shared sending an email to discussions, involvement, and a willingness to [email protected]. make modifications in response to faculty and staff reactions, so that the entire Lane Lane’s communication challenges mirror its community will have an investment in the strengths: because the college has improved in success of this change. its communication technology, there is an ever- increasing demand for faster and more As noted in the response to recommendation appropriate response on the part of staff. number six above, the college has made great Workload is a challenge in this respect. In the strides in developing a more collaborative and 1999 Commission Interim Report, the evaluator team-based approach to its work. The college noted that Lane had “a very full plate.” This is restructuring has “flattened” the administrative characteristic of Lane’s ambitious goals. The structure, which has had some positive effects college will continue to review and prioritize its on communication: the division chairs have goals to address workload issues related to frequent direct contact with associate vice achieving its mission. presidents, keeping them apprised of college- wide issues. Division meetings and standing committees are also essential methods of The Self-Study Process keeping communication lines open. President The Lane Self-Study began in Summer 2002 with Spilde convenes all-college gatherings as an leadership provided by Cheryl Roberts, Vice important means of communicating with the President for Instruction and Student Services and entire campus community. She has also sent out Accreditation Liaison Officer, and Russell H. emails each term with updates on the budget or Shitabata, Instructor of English and faculty co- other important news. chair of the Self-Study. When Dr. Roberts There is a high expectation of involvement and resigned in January of 2004, Associate Vice participation across campus. As with many President for Instruction Sonya Christian took her organizations in the past ten years, email place as the Accreditation Liaison Officer. The communication at Lane provides excellent work was organized by a Self-Study Coordinating access to information instantaneously. The Team, which oversaw planning, production, Daily electronic newsletter is emailed to every review sessions and deadlines; the Steering staff member; it enjoys high readership. The Committee, comprised of the chair for each

Lane Community College — Executive Summary standard, members of the Executive Team, the meetings to share information, respond to representatives of the faculty and classified unions questions, and receive feedback. All feedback was and students; and more than a hundred considered and reviewed in an all-day self-study participating members of the ten Standard Teams retreat, and most ideas and suggestions were whose data collection and analysis culminate in integrated into Draft Two. A second draft was this report (see Self-Study Organization at the posted on the website June 8 and a second review front of the report). The tenth standard is Standard retreat provided the opportunity for final 5-Technology, which uses the commission’s comments to be considered for integration into the Standard 5 elements and indicators to organize a report. systematic self-study of instructional and Drafts of the Self-Study and all feedback are operational technology on campus. available in the Exhibit Room. Constructive criticism was a guiding principle of The Self-Study Survey the self-study. In the first year of the self-study, After the first draft of the self-study was standards teams met and made preliminary published, the Coordinating Team proposed a assessments of alignment of college practice with brief survey as a “check” to the initial findings of commission standards. These assessments, or the self-study. Some of the major themes that “Compliance Audits,” were entered into a emerged from the self-study involved issues of comprehensive data base designed by a member assessment, governance, workload, indoor of the Coordinating Team. The compliance audits environmental quality, and personal safety. When provided important information about themes as the Coordinating Team members visited divisions they emerged from the self-study process. Many and teams during the feedback process, they plans for improvement in all standards areas were distributed a Likert opinion survey to check already in process, and others were developed. whether the self-study themes were in line with Several activities across campus engaged the the perceptions of the college community. Results entire college community in the process of self- of that survey are cited throughout the self-study study. In the Fall 2002 and Fall 2003 all-college report, and complete methodology and data are in-services, the Coordinating Team conducted available in the Exhibit Room. sessions to invite the college community to reflect on how their daily work links to the mission, vision, and core values of the college. The Spring Conferences for 2003 and 2004 focused on Lane’s core values of learning and diversity. In Spring 2003, two feedback sessions were organized for faculty to review initial compliance findings for Standard 4. The departure of the Vice President posed a challenge to the self-study organization, but by April 5, 2004, the first draft of the report was posted on the Lane website for college review; full paper copies were distributed to college leaders and each contracted faculty member received copies of Standards Two and Four. The Coordinating Team visited divisions, councils and teams throughout the month of April to explain the results; provide a roadmap to key issues of concern; and encourage the college community to provide feedback. President Spilde and the Coordinating Team also held two all-staff

Lane Community College — Executive Summary

Lane Community College — Standard 1

STANDARD ONE

Institutional Mission and Goals, Planning and Effectiveness

S PLAN E C R U O S E R

IM Mission, P R O Vision,T Goals V N ACT EE DO M M Learning (ANALYZE) S E (OPERATE) S N E TCollege S S A Principles

P E R F O R CHECK M A N (MEASURE) C E

Figure 1-1: Plan-Do-Check-Act Cycle at Lane. (Source: Strategic Planning Task Force, 2004.) Introduction the college’s first Diversity Plan, which was approved by the Board of Education in 1995 (a Institutional evaluation and planning at Lane have comprehensive update followed in 2003; 3.D.2). become more sophisticated and broad-based in the This evaluation led to several recommendations, past ten years. The college has become more many of which have been implemented. inclusive, encouraging constituencies to voice their needs and concerns and providing formal Following an analysis of a number of college processes for them to do so. Major evaluations of processes, Lane also undertook an evaluation of diversity efforts, student services, and hiring and its services to students using the Process Redesign budgeting processes have strengthened Lane’s methodology. Applying Process Redesign, Lane institutional effectiveness. Planning efforts at the reorganized its business processes so that students college since 1994 include the new unit planning and staff could use them more effectively (1.B.2). process; revision of the Strategic Plan; and the In addition, building on several previous new governance system. evaluation efforts, the Hiring Processes Team made recommendations for improvement of In 1993, the Western Interstate Commission on Lane’s hiring practices; the college has Higher Education (WICHE) evaluated Lane’s implemented most of these. diversity efforts which prompted development of

15 Lane Community College — Standard 1

Planning Parameters Executive Team Articulate the College's mission, vision, and values. Identify College Council and set strategic directions and goals. Provide planning and budgeting process communications.

Unit Plans and Initiatives Unit Staff Workgroups Analysis Initiatives Priority Resources G N I N N A L P Divisions and Master Plans Governance Analysis Initiatives Priority Resources Councils B U D College Plan G E T I College Council Analysis Priority Resources N G

Approved College Budget Executive Team Board Allocate Resources

Figure 1-2: Annual Planning System at Lane. (Source: Strategic Planning Task Force, 2004.)

The budget process, too, has benefited from role that unit planning plays in the college’s evaluation and improvement: budgeting has annual planning and budgeting process. evolved from a tightly controlled process The college’s Strategic Planning Task Force was understood by few on campus to one which follows more inclusive and representative than previously, clear criteria developed by a broadly representative and has been guided by the mission, vision and group and guided by a plan. The Budget Advisory core values of the college in developing the Group continues to develop tools to communicate Strategic Plan for 2004-08. The work of strategic the budget processes to non-specialists. planning will become the purview of the College The unit planning process, undertaken first in Council under the new governance system. 2003-04, requires each functional unit, i.e., Implementation of the new governance system is department or division, to evaluate and plan perhaps the most anticipated planning effort of the annually: units assess past and present college for 2004. A major aspect of the work of performance; develop a plan for the future; and members of the governance councils will be integrate unit missions and goals with those of the strategic-level planning and policy development college. The college uses these unit plans to guide (see Standard 6). resource allocation, which allows for a “ground- As can be witnessed by a quick perusal of a level” analysis of college needs to effectively summary of strategic planning documents from reach college-level planning and budgeting. The 1988 to the present presented in Figure 1-3, the Unit Planning Design Team has just completed an college has more fully articulated its vision, evaluation of the first year’s successes and areas mission, core values, strategic directions and goals for improvement, and will revise the process (see Appendix A). As Lane’s planning processes accordingly for 2004-05. Figure 1-2 illustrates the

Lane Community College — Standard 1

Date Planning activities Participation 1988 Strategic Plan developed. Executive Leadership Team (ELT). 1997-1999 More inclusive process concludes Members of ELT and small group of appointed with President Jerry Moskus stakeholders. Fall 1998 All-College In-service presenting comprehensive Strategic review. More faculty included after in-service Plan for college review. review. 2001-02 Strategic planning process under President and College Council. new President Mary Spilde. College Council works on further development of the core values. President and the Board of Educa- President and the board. tion develop an operational work plan whose outcomes link to goals in the Strategic Plan. Work plan posted on the web with performance indicators. 2002-2003 Phase I President’s Office asks College ET, College Council and the board. Council to review the vision, mission and core values (approved by the board in January 2003). Executive Team (ET), in consultation with the board, develops Strategic Directions to guide college work for the coming calendar year while plan is being updated. 2003-2004 Phases Strategic planning process produces Chartered, representative committee of all II & III new Strategic Directions (approved groups, including students. Reviewed by by the board in January 2004) and councils and the college. Goals (approved by the board in July 2004). 2004-2008 Phase IV New Strategic Plan directs the work Review and implementation of entire plan of the college; College Council through new governance system. reviews the plan.

Figure 1-3: Evolution of Strategic Planning, 1988-present (Source: IRAP, 2004). evolve, more members of the college community necessarily guide decisions and resource are becoming familiar with the mission, vision, allocations. The plan will become more fully core values and strategic directions and goals of realized when the entire college community the college, and recognize their relevance to their experiences completed cycles in which the daily work. While the college has had a strategic strategic plan drives resource allocation. plan since 1988, plans in the past did not

17 Lane Community College — Standard 1

College Mission and Goals communicate Lane’s mission, vision and core values to the community at large. Understanding the Mission and Goals Lane’s mission and goals derive from, and are Documenting Progress in Meeting widely understood by, the campus community; Goals they are adopted by the governing board, and are Lane documents and makes public its progress in periodically reexamined (1.A.1). Several meeting its mission and goals in several ways educational activities at the college are anchored (1.A.3). Since the 2001-02 academic year, the in and contribute to an understanding of the President’s Office has produced annual reports mission, vision, and core values. The Annual distributed to the community in special hardcopy Spring Conference, an all-college gathering of mailings. These reports summarize highlights and faculty, classified staff, managers and progress made on areas of focus from the previous administrators, has used the college’s vision and year. Board Monitoring Reports ensure regular core values in designing its program. Last year’s monitoring of finance and treatment of learners conference theme, “Building an Inclusive and staff, among other topics (see Standard 6). Community that Puts Learning at the Center of Quarterly reports produced in the President’s our Work,” traced core values of diversity and Office also address Lane’s performance, including access as well as what it means to be a “learning a section, “Lane’s Mission Meets Community college.” The Spring Conference 2004 addressed Needs.” Lane also publishes an Institutional core values of diversity and learning with its Effectiveness Measurement Plan Annual Report theme, “Learning and Working Together: (1.B.7). In Spring 2002, an economic impact Privilege, Power and Difference in Our Lives.” By study was conducted which documented the working directly with the college’s core values benefits Lane brings to its students and to the and vision through work sessions, lectures, and community. Lane also provides brief progress open discussion, the college is becoming more reports to the entire community through aware of these guiding principles’ relationship to occasional inserts in the printed class schedules everyone’s work. mailed each term to nearly every household in the district. Even innovation is linked to the vision, mission and core values. The Strategic Learning Initiative To clarify to students the goals of programs and (SLI) uses them to frame its programs and courses, learning outcomes are printed in Lane’s innovations (1.A.5). The Reading Together Catalog for every instructional program. Also, Project, through which common books are course objectives are printed on course syllabi and selected as the basis for college-wide reading, distributed to every student at the start of the discussion and creative projects, also uses the course (2.B.3). college’s core values, mission and vision as Executive summaries of documents demonstrating criteria for choosing books and activities. analysis and appraisal of institutional outcomes Publishing the Mission are in the Required Evidence booklet for Standard Lane’s mission, which was adopted by the board, 1. Complete documents are available in the is published in appropriate institutional Exhibit Room. publications, including the catalog, on Lane’s Goals Consistent with Resources website and in the printed class schedule (1.A.2). Strategic directions and goals are aligned with The schedule is mailed to district households Lane’s mission and are consistent with college every term. The mission, vision and strategic resources (1.A.4). Additionally, Strategic directions are published on the inside cover of directions provide a framework for 2004-05 Catalog; the core values are published on operationalizing the college vision to “transform the outside cover. Lane’s mission, vision, core lives through learning.” The directions explicitly values and strategic directions also appear in a address areas of financial, human and physical variety of college publications. Announcers on the resources to transform students’ lives, the college college radio station, KLCC, also regularly environment, and the college organization.

18 Lane Community College — Standard 1

Given the context of decreasing revenues at the mission, vision and core values of the college. state level, Lane faces changes in its operations. During unit planning, each unit must make clear The college has traditionally valued a culture of links between its work and these overarching expansion in line with its comprehensive mission; goals and principles. Institutional and unit however, Oregon voters and legislators have initiatives are evaluated for allocation based on recently refrained from fully funding this how they help achieve the college’s goals (see mission—at Lane and elsewhere in public higher Introduction). education. Adapting this tradition of expansion to Disciplines and departments link their educational working within reduced resources involves setting activities to the college mission in a variety of priorities, and these priorities must be inclusive ways, whether by providing learning-centered and fair. instruction in vocational and career preparation In an effort to achieve the college’s courses, transfer classes, skill upgrading, personal comprehensive mission in the face of these fiscal development and enrichment, or cultural and challenges, the college piloted a differential community services. In addition, curricular pricing structure in 2003-04. The board reviewed additions and changes are guided by the mission this structure and has approved a second pilot of the college. The faculty-led Curriculum year, after which the impact will again be Approval Committee has followed the college’s reviewed. All budgeting decisions are made with strategic plan in honoring diversity. maintaining the college’s comprehensive mission Several key educational initiatives at Lane are in mind. (See Standard 7 for discussion of the also guided by the college’s core value of budget development process.) innovation. In 2000, Lane submitted a In the most recent strategic planning cycle, goals comprehensive evaluation of its innovation efforts for the coming year were developed with source to the League for Innovation in the Community documents such as the Diversity Plan, unit College in successful application for continued planning themes, the Long-Range Financial Plan board membership. Lane has participated in the Draft, and the Long-Range Facilities Plan Draft, twelve-college League Vanguard Learning Project, each of which specifically links projected and which serves as an incubator and catalyst for available resources to goals. The Civil Rights colleges that place learning first throughout their Audit and the Lane Self-Study also provided institutions. Lane’s goals for the Learning Project information for developing goals. were aligned with goals set out in the 1999 Strategic Plan. The $43 million Millenium2 Bond Construction Project used monies from a 1995 bond issue to The Strategic Learning Initiative (SLI) has broad fund important facilities essential to meeting the goals and objectives that are linked to Lane’s core college’s mission and goals. (See Standard 8 for values and goals set out in the 1999 Strategic more on the Bond Project.) Plan. A faculty/administration partnership aimed at improving the learning environment, SLI is Mission and Goals Provide Direction built around widely engaging faculty toward four For College Work general goals directly linked to the core values of The college’s mission and goals provide direction learning, innovation, and accessibility. The SLI to all educational activities, to the admission goals are: policies, selection of faculty, allocation of resources, and to planning (1.A.5). Lane’s core • to incorporate what is known about learning value of accessibility is embodied in its open and student motivation to enhance the learning admission policy. The Strategic Plans from 1999 environment (learning); to the present have had sustained impact on the • to incorporate technology to enhance the direction of the college’s work. learning environment (innovation); • to fit the course and program formats to better Instruction and Instructional Support meet the learning needs of current and potential Allocation of resources is tightly aligned to the students (accessibility);

19 Lane Community College — Standard 1

• to create a college-supported practice of The Future Faculty Task Force, comprised of learning scholarship among faculty (learning). faculty, and a second committee, the Future Faculty Steering Committee, which included Every project selected for SLI funding meets these faculty and managers, made recommendations criteria. The SLI leadership team continues to based on the Task Force report; many of these review its goals as part of its work. (For more have been implemented. Recommendations information on SLI, see Standards 2 and 4.) concerning search requirements have helped the Lane’s planning efforts with respect to recruitment college scrutinize its internal promotions policies and retention of students have evolved in the last and meet affirmative action goals. five years. In 2001-02, Lane’s Enrollment To develop and maintain a high-quality faculty Management Plan was directly linked to Goal 5-A whose focus is on student learning, new hiring of the 1999 Strategic Plan to develop a proactive processes are in place to help ensure that the plan to enroll and retain students. The plan college’s vision, mission and core values are involved ongoing evaluation of each college reflected in hiring processes. Nine hiring project designed to enhance student access and recommendations were implemented as a result of success at Lane. More recently, the Office of the Future Faculty Steering Committee’s Instruction and Student Services focused on recommendations; these included moving to an improving the plan by reorienting it from student annual calendar of posting and hiring that more enrollment management to student retention, closely matches other national academic searches success, and goal attainment. Since Spring 2003, and clearly outlining the duties of the hiring the Success and Goal Achievement Committee committee chair. (SAGA) focused these efforts. The Executive Team chartered a Hiring Process Admission Policies Team in February 2003 to review and revise the Lane’s admission policies are aligned with the college’s hiring process. The team was chartered college’s mission; accessibility is directly to develop a proposal for a more operationally addressed in the Admission Policy (3.D.1). efficient hiring process that would support several Additionally, Board Policy D.070 supports the objectives: college’s values of diversity and accessibility, giving all students equal and open access to the • hiring the best person for the job; college’s services. • meeting the college’s Affirmative Action Plan goals; Selection of Faculty • affirming Lane’s commitment to career ladders Lane has been intentional in aligning its mission, for current employees; vision, and core values to selection of faculty. • advancing the mission of the learning-centered Historically, many stakeholders in Lane’s hiring college. process have suggested that hiring processes needed to be reviewed and modified to ensure The team worked for three months; its report was this. Many hours of work have culminated in reviewed and completed in May 2003. The team several important working documents aimed at made recommendations for changes related to outlining means by which the college’s hiring policy, to orientation of new hires, and to training. goals with respect to learning and diversity could They also made recommendations for developing be achieved: capacity through trainings, process improvement, and streamlining and clarification of manuals and • The Lane Community College Diversity Plan forms. Several of these recommendations have (1995) already been implemented. • The Future Faculty Task Force Report (1995) • The Future Faculty Steering Committee Various other efforts have been ongoing to help • The Hiring Policies and Practices Development ensure that the core value of diversity is reflected Group (1996) in selection of faculty. As a result of suggestions • The Committee to Focus Efforts to Create and from the 1994 accreditation report, Lane took Maintain a Diverse Faculty (2001, continuing) advantage of the large number of retirements in

20 Lane Community College — Standard 1 the 1990s to overhaul its hiring practices. One public radio station, KLCC, reaches over 70,000 improvement made was to specifically link the listeners each week within a 75-mile radius of college’s mission and goals to job descriptions for Eugene with a variety of programs that serve the employees. To more closely align selection of informational and cultural needs of Lane County faculty with Lane’s core value of diversity, Lane residents. KLCC provides innovative, diverse, started to include diversity advocates in hiring high-quality programming which strives to reflect teams. The Office of Instruction and Student and serve the needs of the community. KLCC Services made improvements in this area, as did continually assesses needs of listeners and success Human Resources. At the curricular level, faculty of its programming. in the English Department and Social Sciences Student publications include the Torch, an award- Division were hired specifically for their expertise winning, student-produced, weekly college in subject areas related to diversity such as Asian newspaper with an average circulation of 4,000; American literature, Native American literature, and Denali, an award-winning literary arts Latino/a literature and ethnic studies. magazine published three times a year. Cultural Members of the Diversity Team often serve on events and community activities are listed and hiring committees. The Committee to Further publicized in the class schedules, the website, in Efforts to Recruit and Maintain a Diverse Faculty the Daily staff newsletter, and in local newspapers was convened under a Memorandum of and news releases. Agreement between the Lane Community College Lane has recently served as the venue for the Education Association (LCCEA) and the Lane Native American students annual pow-wow. administration; when developed and implemented, Each year, hundreds of students and families from its recommendations could improve Lane’s Lane County and the larger Northwest region diversity in selection and retention of diverse attend this event. faculty. Lane’s instructional programs are also active in Allocation of Resources community service. For example, Lane’s From 2001 to 2004, Lane’s Budget Advisory Construction Technology program is well-known Group (BAG) advised budget leaders, the vice for its involvement in community housing president for college operations, and the budget projects. During the 1997-98 academic year, staff analyst about matters regarding the development and students from the program collaborated with of the annual college budget, including the Habitat for Humanity to construct homes for low- development process and the substance of the income families in Lane County. In 1999, Lane budget. This group facilitated communications began to support a Service Learning Project with the rest of the college community regarding entitled, “Poet in the City.” This project enables budget development. The BAG follows budget Lane students to reach out to troubled and development criteria which specifically mandate disadvantaged youth, elders and others in the maintenance of the overall mission, core values community, while learning about the power of and strategic directions of the college. The poetry in their own lives. strategic plan is referenced in the “Financial Policies and Strategies” section of the Budget Each year, musical, dance, and theatrical Development website, which also includes the performances open to the public extend the reach criteria (see Standard 7). In 2004-05, the Finance of Lane’s instruction in these areas to the entire Council will undertake this work. community. Lane provides the venue for collaborative arts and performance ventures with Public Service the University of Oregon theater and music Public service at Lane is consistent with the departments as well. In Summer 2004, Fiddler on college mission (1.A.6). Lane has explicitly the Roof performances to the public continued the included cultural and community services in its summer musical theater tradition at Lane. comprehensive mission statement since its 1988 Strategic Plan. The college’s award-winning

21 Lane Community College — Standard 1

Lane’s Rites of Passage Summer academy for • Dental Hygiene Clinic middle-school and high-school students of color • Fitness Education Center has a four-fold mission: • Infant Toddler Lab School • KLCC-FM • to introduce African American, Asian/Asian • Lane Family Connections American, Native American, and Latino/Latina • Library students to the rich history, literature, folklore, • Multicultural Center and customs of their individual cultures; • Music, Dance and Theatre Arts • to expose this population of students to the • Preschool Center Lab School opportunities and possibilities of life-long • Recycling Services education through the community college • Senior Companion Program experience; • Seniornet • to prepare students for the demands and rigor • Specialized Employment Services of higher education in an environment that • Service Learning respects and nurtures their culture and • Rites of Passage Summer Academies community; • Workforce Development • to help these students develop positive self- esteem, confidence, and awareness essential for Substantive Change success in life. Lane’s Application for Substantive Change has Many Lane staff are actively involved in public been mailed to the Commission (1.A.7). This service organizations and events in our application reflects a change in the number of community. A recent example is the Copia Lecture classes available online for the Associate of Arts Series, begun in 2002 by a Lane faculty member Oregon Transfer degree. While the college has as a partnership with the Adult Education reviewed and revised its mission in recent years, it Commission of St. Mary’s Episcopal Church. The has not altered the comprehensive nature of the goal of the series is to “nourish the mind and curriculum, nor have changes occurred in spirit of our community.” All lectures are free autonomy, ownership, locus of control or the and open to the public. offering of degrees higher than the two-year associate degree. In addition, Lane’s president serves on the Board of Directors of the United Way of Lane County; Strengths (1.A): she was also appointed by the Governor to the • Broad college discussions, use of the college Oregon Workforce Board; she sits on the Lane staff newsletter, in-service and conference Metro Economic Development Partnership board activities, and the unit planning process and the Southern Willamette Research Corridor contribute to making the vision, mission and board. The executive director of Continuing core values a living document better Edcuation and Workforce Development (CEWD) understood by all members of the college sits on the Chamber of Commerce board and the community. local workforce board. • The mission, vision, core values and Strategic Plan continue to be evaluated and updated as Other Cultural and Community necessary to reflect the environment and Services at Lane Community College respond to community needs. The Strategic • Archives and Records Management Planning Team, and architects of the Long- • Art Department Gallery Range Facilities Plan and Long-Range • Bookstore Financial Plan ensure that all goals are closely • Business Development Center linked to the college vision, mission, and core • Career and Employment Services values. • Center for Meeting and Learning • Marketing and Public Relations and IRAP, • Culinary Arts among other offices, have been successful in • Cooperative Education publicizing the mission, vision and core values. • Diversity Training

22 Lane Community College — Standard 1

• The Budget Development Principles are clearly • College Council and other designated outlined and posted on the website. These committees will clarify the relationship principles are driven by the college’s mission, between annual and strategic planning as part core values and strategic directions. of its work in 2004-05. • At the instructional and student services level, • The College Council and other designated key initiatives connect the mission and goals committees will prioritize goals to best focus with their projects. the work of the college within available • Lane is improving in its capacity to prioritize resources. Councils for Technology, Learning, goals and adapt to current fiscal challenges. Student Affairs, Diversity, Finance, and • Public services such as KLCC, the Torch Facilities will also address the impact of newspaper, and Denali serve students and the funding issues on priorities for the college. community well. • The college has developed capacity for principled, Planning and Effectiveness/ systematic recruitment, hiring and retention of Improvement staff in alignment with the college mission, core values, and Affirmative Action goals. Evaluation and Planning In the last ten years, Lane has significantly Challenges (1.A): improved its evaluation and planning processes, • Reaching common understanding of how best and has developed and implemented procedures to to translate all of the core values into action is evaluate institutional goal achievement (1.B.1). an area for college development. Lane will continue to refine these improvements • Assessing how the many initiatives across under the new governance system. campus contribute to institutional effectiveness as a whole is a challenge. Most members of the college community • Broad involvement of Lane faculty, staff and understand at various levels the Plan-Do-Check- members of the community is key when setting Act (PDCA) cycle of continuous improvement priorities and developing goals, but is often a adopted by the college (Figure 1-1). Lane’s challenge given workload, schedules, and learning-centered principles and its mission and processes. goals provide the foundation for this cycle. In the • Strengthening the link between strategic and Fall 2003 in-service, the college undertook operational planning is an area of development extensive discussion of how their work follows for the college. In particular, the relationship this cycle. To maintain heightened awareness of between annual planning and strategic planning the PDCA cycle, responses to questions raised needs to be clarified. during inservice about the PDCA cycle were • Setting priorities to reflect a changed financial published in the Daily staff newsletter throughout picture for higher education presents a planning the academic year. challenge. Each chapter of unit plans is linked to a step in Improvement Plans: the P-D-C-A cycle, which facilitates the infusion • The college will continue to use development of continuous improvement awareness across the tools, including the unit planning process and college. Much evaluative work is coordinated in-service activities, to translate the core values through the college’s councils, committees and into action. teams who are responsible for specific areas of the • The college will develop measures of college. (See also Standard 6.A.1 for composition effectiveness for individual initiatives and and function of the new council system and its projects to coordinate with institutional role in institutional evaluation.) benchmarks and measures of effectiveness. The primary formal means by which Lane • Staff resources have been included in the new evaluates institutional goal attainment is through governance structure to address its workload preparation of The Institutional Effectiveness impact on staff, and the college will assess the Measurement Plan Annual Report, which is impact of the new governance system on prepared by the Office of Institutional Research, workload.

23 Lane Community College — Standard 1

Assessment and Planning (IRAP), distributed to Lane participated in developing a National the board and ET, and posted on the IRAP Community College Benchmarking system to website. In December 1992, Lane adopted 12 identify and define a series of standard primary measures and 27 benchmarks to enable performance indicators to enable performance the college to track achievement of its mission comparison across community colleges. Results of and goals (Figure 1-4). This report’s purpose is to the pilot report were published in November 2003. evaluate trends and changes; by focusing on In addition to benchmarks and monitoring reports, critical indicators, Lane is able to plan in June 2000, the college evaluated achievement improvements at the college-wide curricular, of its mission and goals at the department level; service, or organizational levels. The plan includes accomplishment of college goals were compiled four segments: in the Strategic Plan Attainment Report. The • Oregon Community Colleges’ key effectiveness president regularly tracks Lane’s progress in measures meeting its goals through regular reports in ET • Lane’s primary measures meetings. • Lane’s Benchmarks Other evaluations help the college improve its • Lane’s continual assessment studies services. The Printing and Graphics Perceptions These measures indicate areas of potential and Needs survey, for example, helped that concern which may warrant further study or department improve how they communicate to attention. The measures provide quantitative data their clients about their services. Housekeeping on two broad variables — institutional Team surveys, conducted three times since 1998, effectiveness and student outcomes — for internal assess and improve satisfaction levels. and external audiences. An important task of Planning and Evaluation of Activities College Council and the six functional councils Lane engages in systematic planning for, and will be to review and update Lane’s Institutional evaluation of, its activities, consistent with its Effectiveness Measurement Plan. In addition to mission and goals (1.B.2). The Strategic Planning this annual report, effectiveness assessment system, working within the new governance surveys, evaluations, and special studies are system, provides the college with a conducted annually and when the need arises. comprehensive and inclusive framework through Figure 1-4 lists measures of institutional which it plans and evaluates its activities, effectiveness. Executive summaries of reports of including teaching and public service. Figure 1-5 these measures are in Required Evidence booklet illustrates the planning cycle which includes for Standard 1. Complete reports are in the strategic and operational planning. Annual Exhibit Room. planning, including unit planning themes and Annual Monitoring Reports, which are required initiatives, as well as long-range plans developed by the board and tied to board policy, focus on by the councils, systematically inform the three- areas such as finance, treatment of learners, year strategic planning review and revision. treatment of staff, and assets. Lane Benchmarks Evaluation of Teaching and Learning are prepared and presented to the board each To fulfill the college’s vision to “transform lives month; prior to presentation to the board in their through learning,” Lane constantly evaluates how monthly meeting, the benchmarks are discussed well it facilitates that transformation through the and analyzed by ET, which identifies necessary teaching and learning process. This evaluation is action; the benchmarks prompt discussion during accomplished through various means, including the board meeting of the issue being evaluated instructor and department evaluations; regular and serve as a vehicle for board members to better committee review processes; individual course understand and offer ideas for continued evaluation by students each year; and student effectiveness and future evaluation. Benchmarks follow-up studies and Student Focus Groups. are published in Lane’s Profile, available in hardcopy and on the web.

Lane Community College — Standard 1

Lane's Primary Measures of Institutional Effectiveness

The following measures reflect the twelve primary desired outcomes of Lane students. Outcome 1 Professional Technical Students Are Employed in Jobs Related to Training.:

Outcome 2 Professional Technical Students Attain Appropriate Job Skills.

Outcome 3 Professional Technical Students Attain Family Wage Jobs.

Outcome 4 Transfer Students Attain Academic Performance Levels at Four-Year Institutions Comparable to What They Achieved at Lane. Outcome 5 Students Who Want A Bachelor's Degree Transfer to a Four-Year Institution.

Outcome 6 Students Transfer to an Institution or Program of Choice with Minimal Difficulties. Outcome 7 Students Attain Appropriate Skills for Further Academic Study.

Outcome 8 Students Attain a High School Diploma or GED Certificate.

Outcome 9 Students Attain 8.9 Grade Level Competency.

Outcome 10 Students Achieve Their Individual Goals.

Outcome 11 Students and Community Members Are Satisfied With the College's Services and Overall Offerings. Outcome 12 Community Members Use Lane's Community Services and Participate in Its Cultural Events.

Lane's Benchmarks

x FTE by reimbursement category. x Student headcount for credit, noncredit, and total college. x Student distribution by gender, age, ethnicity, and disability status. x Percent of students receiving zero credits. x Educational Goal at Lane. x Main reason for attending. x Percent of students enrolling from district high schools. x Feedback from former students on overall satisfaction with (a) courses and (b) services. x Feedback from employersformer students about about skills, importance knowledge of andskills work and effectivenessattitudes of former of Lane students. Training. x Feedback from former students about whether they achieved their goals. x Employment status of former students. x Community rating of Lane's overall quality and the quality of instruction. x Students' degrees and certificates by gender and ethnicity. x Employee headcount by group. x Minority staff by employee group. 1 Figure 1-4: Institutional Effectiveness Measures and Benchmarks (Source: IRAP, 2004).

Lane Community College — Standard 1

Review and Revise Develop, Review and Vision Update Strategic Mission Directions Core Values College Goals g n i n n a l Board, P

c College i

g Analyze Internal Council, Develop and

e and External t Governance Implement

a Environment Institutional r College Strengths and Councils t Weaknesses Effectiveness S Community Needs, Evaluation Plan Opportunities and Threats Linking Indicators of Demographics of Service Area Effectiveness to College Economic and Political Trends Legislative Mandates Goals

Review and Assess Outcomes

Develop Communicate Annual Plan Findings and Develop and Prioritize

g Annual Initiatives Progress in

n Develop Action Plans Achieving Initiatives i Assign Responsibilities for n Deliver and Goals Achieving Identified Goals n Programs and Distribute a Report to the

a Develop Budget and

l Community Allocate Resources

P Services to

l Students and a

n Community o i t a r e

p Evaluate the Results

O Operationalize the Review and Assess the Plan Annual Plan, Goals, Monitor Progress Priorities and Initiatives Make Adjustments Progress

Figure 1-5: Planning Cycle (Source: IRAP, 2004).

26 Lane Community College — Standard 1

The regular and coordinated work of the • explore academic disciplines of liberal arts, Curriculum Approval Committee ensures new social sciences and physical sciences. courses are designed appropriately and meet The primary objectives of this survey are to student and program needs. This committee is determine: 1) how important Lane’s general charged with overseeing the academic quality and education core abilities are to students and 2) how content of the curriculum. To fulfill this effective Lane’s courses have been in helping assignment, the committee initiates strategies to students develop these core abilities. (2.B.1, see promote academic breadth, depth, and integrity, Standard 2.B.) and to facilitate innovation in the programs offered to students. Among the duties outlined in Every two years, all Oregon community colleges its charter are to review and evaluate proposals to conduct a student opinion survey to assess initiate or change courses/programs/ certificates; perceptions of Lane’s environment and services. to evaluate the impact of a curriculum proposal on The survey has been authorized and supported by the resources and other curricula of the college; the Oregon Community College Deans of and to assure that assessment is built into the Students Association. The first statewide curriculum proposal. administration of this survey occurred in the Fall of 1993 using the standard Student Opinion The Degree Requirements Review Committee Survey questionnaire developed by American (DRRC) ensures that program requirements are College Testing (ACT). Following that first appropriate, current, and serving the learning needs survey project, the Oregon Council of Community of students. The committee reviews and evaluates College Institutional Researchers developed a suggested changes to requirements for all degrees customized Northwest Edition of the standard and certificates; holds hearings to gather current ACT instrument. This new survey instrument has faculty, student, and administrative thinking been administered to Oregon community college regarding proposed changes; and recommends to students during Spring Terms of 1996, 1998, the vice president for instruction and student 2000, 2002 and Spring 2004. Findings from the services prepared changes or rejections. Spring 2002 survey are posted online. ACT survey Students provide the college with valuable data offer valuable insights into Lane’s operations feedback to help Lane evaluate and improve its and provide just one instrument for the college to teaching and learning processes. Each term, track, over time, the way Lane’s services are students evaluate their courses individually. This perceived. feedback is provided to instructors and division Other examples of evaluation and planning of chairs. Recently, the college has designed and teaching and learning activities at Lane include a begun to pilot an online course evaluation system. Case Study in 1997 which examined 27 This system is being evaluated by a faculty-led instructional areas for planning and evaluation of group to determine how to most effectively use assessment techniques used at Lane; the findings the Internet in this evaluation process (4.A.5, see were reported in the 1999 Commission interim Standard 4). report (see also Standard 2). Faculty responses Assessment of Graduates’ Learning were analyzed, and faculty professional Each Spring, the Graduate Assessment of General development sessions led to development of Education Survey is conducted to assess the assessment coaching teams. The project’s effectiveness of general education at Lane. intention was to increase faculty awareness of General education is intended to foster wisdom assessment strategies. through educational depth and breadth and to Focus groups with students provide key develop the core abilities, which are to: information for the Treatment of Learners • communicate effectively; Monitoring Report to the Board. The vice • think critically and solve problems effectively; president for instruction and student services • understand the relationship between self and shares results of this focus group study with community and increase self-awareness and instructional managers and other groups such as personal responsibility; Faculty Council.

27 Lane Community College — Standard 1

Evaluation of Student Services evaluate its own goals; Student Services improved Process Redesign was an important example of this plan by changing its focus from enrollment to evaluations of support services leading to student retention and success. In Spring 2003, the improvements. The president and vice presidents Success and Goal Achievement Committee adopted Process Redesign in 1995 and authorized (SAGA) was formed; the committee set three technology and process analyses that year. A team goals for 2003-04: of managers, faculty and classified staff first • Use data to establish Lane Community identified six areas at the college to use this College’s baseline student success rate. methodology to improve operations. The team • Use interviews of experts and a thorough chose services to students to focus on (see review of the literature to identify the best Standard 3). The other areas were found to be less practices in supporting student success. amenable to business process redesign • Create an action plan for improving how Lane methodology; other kinds of redesign, such as can best support student success. SLI, were used to improve instructional areas. Evaluation of Workload Through Process Redesign, analyses of business During 2001-02, in an effort to respond to budget processes and student needs, and changes to these cuts and to streamline work, the Efficiency Work processes, were identified and implemented. Group researched, analyzed and made Highly successful in many ways, the process recommendations to ET regarding duplication of redesign culminating in the Students First! Project services, to identify efficiencies, and to advise ET has improved student access and reduced about possible solutions. Recommendations were confusion. sent to departments for feasibility review, and Students provide Lane with information about progress on recommendations have been tracked their experience after they leave the college. IRAP by ET since then. A progress report on the has conducted a survey of former Lane students Group’s work was taken to the board. The Faculty each year since 1976. The Student Follow-up Workload Advisory Committee and the “Less with Study is conducted annually to help Lane Less Committee” have also undertaken efforts to understand how it contributes to the lives of evaluate workload. graduates and near-graduates with respect to their Evaluation of Public Service employment, transfer studies, etc. These surveys Public services at Lane are evaluated at the point provide data about attitudes, perceptions, and of service through surveys and questionnaires and experiences of former students. The results are by special assessment projects and Community distributed throughout the college, including Perceptions surveys. Services are also included in instructional departments, and are the basis for a the ACT Student Opinion Survey. number of Lane Benchmarks. Participatory Planning IRAP also has conducted and guided special In the last ten years, Lane has become assessment projects. For example, Lane has increasingly participatory in all of its activities, surveyed students who did not complete a including its planning process (1.B.3). Students, program to find out why; and surveyed those who faculty, staff, members of the Board of Education did not apply for the second year of a program and members of the community have been active after finishing the first year. Although tracking participants in reviewing and updating Lane’s students who do not continue at Lane is harder Strategic Plan. See Figure 1-3 for an overview of than tracking those who do, these data provide participatory process related to reviewing and some insights into the possible oversights in updating the mission, vision and core values, and ensuring student success. developing strategic directions for the 2004-05 A key component of the Enrollment Management through 2007-08 Strategic Plan. Plan (1.A.5) was ongoing evaluation of each Within the new governance structure, stakeholders project that was designed to enhance student throughout the college serve on functional access and success at Lane. Lane used this plan to

28 Lane Community College — Standard 1 governance councils that have planning and Budget Development evaluation responsibilities for that function. The As is true with the Strategic Planning process, initial governance structure recommends that budget development at Lane has also evolved to College Council serve as the major planning and become more participatory and more explicitly policy body of the college and be responsible for linked to the mission and goals of the college. strategic planning, policy development, Previously, managers provided Function institutional effectiveness and coordinating the Information Sheets to budget administrators governance system and the councils that are part without consulting all unit staff. With the Budget of the system. Six functional councils are each Review templates, managers are expected to share responsible for planning and evaluation as they the nearly final templates with staff to ensure relate to the domain of the council, and are staffed accuracy. by administrators and stakeholders in those areas. Representatives of college constituencies were (See Standard 6.) key in the program/unit review phase of the The community at large were invited to participate budget development process. The Criteria in focus groups conducted in Fall 2002 to Applications Work Group (CAWG) for budget communicate their values, beliefs, and perceptions development 2002-03 and 2003-04 was a broadly related to higher education. Contacted community representative group of staff that reviewed the members included: budget development materials that were prepared • representatives of local higher education at the unit level and were aligned with Lane’s institutions (public, private and proprietary); mission, core values and strategic directions. The • members of Lane Advisory Committees; CAWG prepared recommendations each year and • counselors/principals from area high schools; presented these to ET, who forwarded final budget • large donors to Lane; recommendations to the board. • current students. The Budget Advisory Group (BAG), which Information gathered during this project was used includes students and representatives from all by College Council in updating Lane’s vision, three employee groups, advises the vice president mission and core values. for college operations, the budget analyst and ET about matters regarding the development of the As part of Lane’s Strategic Plan review and annual college budget, including the development updating process, a Citizen’s Advisory Group process and the substance of the budget. This comprised of leaders of Lane County businesses, group also facilitates communications with the public agencies, higher education institutions and rest of the college community regarding budget community groups was formed to help the college development. better understand community needs and how Lane could focus its resources to meet those needs. The complexities of the budget process have This group met several times during Fall Term frustrated members of the college community. The 2002 and discussed Lane’s strengths and elements Budget Advisory Group produced a report making of Lane’s mission that are key to serving the recommendations for improvement in this regard. community. The group also discussed Lane’s This report was reviewed and accepted by the funding situation and how budget decisions can be board in February 2002, and many aligned with the college’s mission and vision. recommendations have been implemented or are in process. In addition to providing input to the creation of the mission, vision and core values, all staff have Unit Planning Process opportunities to review and comment on draft Through the unit planning process first versions through College Council representatives implemented Fall 2003, all staff in units have and also directly to staff involved in the review responsibility for determining how their unit is and updating projects. aligned with college goals and for identifying unit outcomes. Unit staff are also responsible for evaluating outcomes and performance of their unit

Lane Community College — Standard 1

Budget Year Process Groups Involved 2001 Function Information Sheets Division Managers, President and VPs; the Board; Public hearings; Unit-level discussions on ideas and possible cuts. Changes to initial slate of cuts resulted from feedback. 2002-03; 2003-04 CAWG and Budget Development Representative Committee and ET; Public hearings; Unit-level discussions on ideas and possible cuts. Changes to initial slate of cuts resulted from feedback. 2004-05 (pilot year) Unit Planning Units, ET 2005 and beyond Unit Planning Units, Functional Councils, ET

Figure 1-6: Recent Planning and Resource Allocation Changes (Source: IRAP). and for developing initiatives to improve influence resource allocation and improve its performance of the unit. programs, services and activities (1.B.4). Lane is developing in this area, moving from a situation in Unit plans provide the opportunity for faculty, which the budget development process had driven staff and managers to evaluate their departments planning and resource allocation to a more for planning and resource allocation requests. The systematic process whereby planning drives 2003-04 year was the pilot year. The Unit resource allocation. Figure 1-6 traces the changes Planning Design Team, comprised of members in planning and resource allocation since 2001. from all employee groups, has evaluated the first- year implementation and has made improvements During the budget cuts of 2001-2003, the CAWG on the system. was convened to evaluate programs; these evaluations were instrumental in developing Lane As with any new system, there has been a steep budgets for the 2002-2004 academic years. For learning curve with respect to planning, as all staff development of the 2002-03 and 2003-04 budgets, integrate the new cycle of planning into their all programs and services were evaluated work. Given the many changes that have occurred according to CAWG criteria. This process served in the last several years, the learning curve and as a program needs and effectiveness review. workload have increased. This results in a lack of Performance indicators included: time for all members of the faculty and staff to attend to and internalize changes as they emerge. • Enrollment capacity The unit planning process will affect resource • Student/community demand allocation, but many at the departmental level are • Cost per FTE still unclear how this process will be different • Local demand for employment from the ones preceding it; involvement in and • Wages support of this system need to be understood as • Availability outside Lane Community College part of the essential work of staff throughout the • Currency of the program college. This is an organizational development • Extent to which the service is essential to issue inherent to institutional change. enrollment, retention or success of students • Extent to which the service directly supports Planning and Resource Allocation instructional activity. Lane uses the results of its systematic evaluation activities and ongoing planning processes to The draft of the Long Range Financial Plan, completed in Spring 2004, is aligned with the

30 Lane Community College — Standard 1 vision, mission, and core values of the college. project plans to evaluate five areas: The Finance Council will review this plan in • responses to changes in Lane’s organizational 2004-05. culture; In addition to using planning for resource • staff recruitment; allocation, the college uses planning to improve • technology; its instructional programs, institutional services • learning outcomes; and activities. In 2004-05, the unit planning • under-prepared students. process will be in its second year of evaluation of Many of the project’s individual goals have been programs, department performance and goal achieved. Lane’s commitment to the Vanguard achievement. The unit planning process represents Learning Colleges project has set its priorities for a major shift in planning emphasis and the college’s work with innovation. coordination at Lane. Previously, major initiatives at the college level did not necessarily evolve in Resources for effective evaluation and planning response to work at the unit level; under the new processes are provided, and research is integrated unit planning system, however, themes developed with and supportive of institutional evaluation and from plans initiated at the unit development will planning (1.B.6; 1.B.7). IRAP is staffed by a inform college-wide initiatives. director who oversees and coordinates planning efforts and provides annual data and reports to Diversity and Planning college constituencies; he sits on ET, the Strategic One example of a systematic evaluation that led to Planning Task Force, among other committees. improvement concerned the issue of diversity at the Lane’s IRAP office also has a full-time faculty college. After the WICHE evaluation (see coordinator of student outcomes assessment and Introduction), Lane staff, students, and community curriculum development who contributes to the members created the first Diversity Plan, which college’s program assessment and curriculum resulted in, among other things, the hiring of a evaluation; a special projects manager who Diversity Coordinator and an Ethnic Studies coordinates unit planning efforts; and Coordinator; the institution of diversity administrative and support personnel. IRAP will scholarships; and the addition of a diversity provide councils in the new governance component to new faculty orientation. The WICHE committee with research data upon request. recommendations also resulted in development of the college’s centralized tutoring center. IRAP is structurally organized to ensure integration and support of the college’s evaluation Other issues, such as Americans with Disabilities and planning efforts (1.B.7). The director works Act compliance and Title IX impact, have driven toward maintaining continuity between evaluation and improvements at Lane. information gathered in IRAP and activities at the Planning, Evaluation and Priorities instructional, administrative and executive levels. Lane integrates its evaluation and planning IRAP also tracks several other key areas of the processes to identify institutional priorities for college’s focus of work: professional technical improvement (1.B.5). The Strategic Planning Task program annual evaluations; Student Outcomes Force in 2003-04 integrated evaluation and Reports; Community Needs and Perceptions planning activities articulated in the Long-Range Surveys; Annual Student Follow-Up Study. Financial Plan, the Long-Range Facilities Plan, IRAP’s evaluations for operational work units and the Diversity Plan, to establish its institutional such as Housekeeping; Printing/Graphics; the goals for coming year. The College Council under Bookstore; and Foodservices contribute to their the new governance system will continue this continuous improvement. Instructional unit work to establish priorities under the strategic assessments have included the Business plan for the coming years. Department; Graphic Design; Math; and To enable Lane to develop as a learning college, Academic Learning Skills. the Vanguard Learning College Project developed

31 Lane Community College — Standard 1

Systematic Review of Planning and As part of the new governance system, each Evaluation council develops appropriate methods for The review and revision of the college’s strategic communication with the college community prior plan has been systematic (1.B.8). The Strategic to, during, and following its deliberative processes. Planning Task Force was formed by the president Each council is also responsible for coordinating and included members of ET, the director of with College Council and other governance IRAP, and representatives from councils and councils. (See also 1.A.3 and Standard 6.) employee groups. This committee used Strengths (1.B): information from the Self-Study, discussions and • Lane has a variety of mechanisms for analyses of the CAWG evaluations from 2002- evaluation and planning of its activities and for 2003, and several key planning documents to measuring institutional effectiveness. Lane’s create the new plan. This plan has been forwarded planning and evaluation are more systematic to College Council, whose responsibility it will be than ten years ago. to undertake systematic review of planning and • The college community is starting to internalize evaluation at Lane under the new governance the Plan-Do-Check-Act cycle. process. (See Standard 6.) • Lane’s Institutional Effectiveness Measures, Following an executive review of Lane’s Benchmarks and Monitoring Reports provide Benchmarks, Lane joined a small group of League comprehensive data for improvement based for Innovation colleges to design and begin upon evidence. implementing a National Community College • Lane’s participation in the national Benchmarking system. This system will provide benchmarking project will allow the college to data for useful enhancement of Lane’s evaluation compare its effectiveness with other community of institutional effectiveness, enabling comparison colleges. of Lane’s performance with similar colleges on • The Curriculum Approval Committee and the standardized indicators of performance. Degree Requirements Review Committee are stable, established and effective at maintaining The Lane Administrative Systems Renewal effectiveness at the curricular level. (LASR) project included a project team that • Increased participation and community evaluated the information and data needs of units involvement in evaluation and planning has across the college (see Standards 5T and 7). changed the college culture. Communicating Evidence of • Planning and resource allocation are more Effectiveness effectively linked. The IRAP website communicates evidence of • Evaluation and planning of teaching and Lane’s effectiveness to the public, and IRAP learning, student services, and college facilities provides other reports to the public through its have resulted in the Strategic Learning board Monitoring Reports and Benchmarks Initiative, Students First! Project, and the Bond (1.B.9). The board minutes are made available to Construction project, all of which have the public via media reports (the radio station improved institutional effectiveness and student KLCC reports on board activity) and online. IRAP success. is planning how to better convey the findings of Challenges: its Institutional Effectiveness Measurement Plan • Lane’s strategic planning process and unit Annual Report (Figure 1-4) to the college planning processes are still not clear to all staff. community and the public. • Many staff are still unclear about criteria for Status reports on planning and implementation resource allocation under the new system. efforts of large projects such as the Bond • Some college evaluation and planning efforts Construction Project or Lane’s Administrative have been reactive rather than proactive. Systems Renewal (LASR) project have been • As the college has moved to a more data-based presented and discussed at monthly board planning system, workload for IRAP and other meetings. areas involved in planning and evaluation has

32 Lane Community College — Standard 1

increased. Workload is also implicated in unit planning efforts across the campus. Improvement Plans: • The Unit Planning Design Team and other staff members will work to clarify the relationship between unit planning and strategic planning and how this relates to resource allocation. • The new planning system embeds assessment into its work so that it is more proactive than reactive. • The college will continue to review the workload implications of its planning efforts and make adjustments as feasible. As the college integrates the changes created in the past five years, staff will become familiar with the new systems and the learning curve will flatten somewhat, which will help with some workload issues. • The strategic plan calls for committing to a culture of assessment.

33 Lane Community College — Standard 1

34 Lane Community College — Standard 2

STANDARD TWO

Educational Program and Its Effectiveness

Part I: Introduction and Overview careers. Lane’s programs have been designed in response to community needs through careful History tracking of employment in the community, and Well-known for quality learning experiences, through community connection with advisory Lane fulfills its mission as a comprehensive committees. community college. Lane’s educational program embodies the core values of the college: Learning, Offerings Diversity, Innovation, Collaboration and Today Lane offers three transfer degrees; 34 Partnership, Integrity, Accessibility. applied degrees with five additional degree options; eight two-year and 16 one-year Many of the current professional technical certificates in professional-technical program programs were originally offered at the Eugene areas; workforce development, BizCenter services Vocational School, and at its founding in 1964, and contract training; adult developmental the College continued the tradition of quality education; continuing education; and personal vocational and professional offerings (Figure 2-1). enrichment classes. Lane provides classes at the By June 1964, Lane had gained state approval for main campus in Eugene, the Downtown Center transfer collegiate coursework, as well as for and the Wildish building, Outreach Centers at programs in Airframe and Powerplant Mechanics, Florence, Cottage Grove, and seven high school Auto Body and Fender, Automotive Mechanics, Community Learning Centers (CLCs), as well as Diesel Mechanics, Electronic Engineering, job sites around the county. In 2003-04, each term Technical Drafting, Business Education, and the college scheduled over 1,800 sections of credit Practical Nursing—programs still training classes and approximately a thousand non-credit students today for technical and professional classes.

35 Lane Community College — Standard 2

A wide variety of Lane’s professional preparation training for assessment experts who work with programs have achieved specialized accreditation, faculty to select appropriate alternative assessment and students also have alternative program methods, help define outcomes, and develop choices within many fields at Lane, including rubrics to assist in assessment. health occupations, art, trades, and social science Evaluation careers. Health occupation choices, for example, Lane’s programs and disciplines undergo review include licensed practical and registered nurse and redefinition in response to changing needs, options; dental assistant and dental hygienist; and changing resources, and continuous quality tracks for emergency medical technician, medical improvements. The unit planning process office assistant and respiratory therapist. Figure launched in 2003-04 is designed to improve on 2-2 illustrates the per cent of FTE in 2003-04 by previous instructional planning efforts. Evidence type of class. provided by assessment of programs now informs The college continues to learn more about how budgeting decisions in a coordinated academic better to assess learning. In 2000, when Lane was planning process. Annually, each department selected by the League for Innovation in assesses its work, sets goals for the academic year, Community Colleges as one of twelve colleges to and requests funds for related initiatives which participate in the Vanguard Learning College must be aligned with the college’s strategic Project, the college developed a comprehensive directions. Unit plans include an assessment plan to address key Vanguard objectives. These component to ensure the continuous improvement included the importance of determining and of offerings. For the 2003-04 unit planning cycle, documenting learning outcomes to improve the unit plans were reviewed and emerging themes learning. The 2004-08 Strategic Plan reflects the across all plans were identified. The Unit Planning college’s determination to strengthen assessment. Design Team has assessed the first year of unit The Assessment Coaching Team project of the planning and based on feedback, made some Strategic Learning Initiative (SLI) has provided changes, which will be implemented in Fall 2004.

36 Lane Community College — Standard 2

Apprenticeship P.T. Supplementary 2% 4% Post-Secondary Remedial 7%

ABSE, ESL, GED 7%

Professional Self Improvement Technical Preparatory 4% 25%

Non-reimburseable 1%

Lower Division Collegiate 49%

Figure 2-2: Percent of FTE 2003-04 by Type (of Total FTE 10,700) (Source: IRAP).

In the context of an overall strategic plan, the unit Changes in Curriculum planning process has enhanced staff engagement The past decade has brought many changes in with the mission, vision, and core values of the Lane’s curricular offerings that parallel local and college (1.A, see Standard 1). national shifts from an industrial and Part of the job of the Learning Council, one of the manufacturing economy to a service and new governance committees, will be to synthesize information-technology economy. Some programs a framework for strategic directions. Beginning in have been discontinued in the last decade because Fall 2004, the Learning Council will use unit career opportunities are not as available or entry- plans to develop a college-wide learning plan. level wages are not high enough to warrant This plan will then be forwarded to units, which investment in training: agricultural equipment will in turn develop their next unit plans with the technology or radio broadcasting are examples. larger learning goals of the college in mind, New programs preparing students for service- and providing a recursive process between units and information-economy positions during this period college-wide initiatives and planning, so synthesis have included fitness technology, Emergency and testing will guide updating of the next set of Medical Technician (EMT)-Paramedic technology, plans. Through unit planning, faculty now review a renewable energy option on the energy evidence about program effectiveness, identify management degree, and multimedia design strengths and challenges, and plan initiatives for technology. Figure 2-3 lists the program additions change that will be forwarded through the and deletions since 1994. budgeting process. Effectiveness In addition to yearly unit assessment, each All Lane offerings are evaluated for effectiveness program will also undertake comprehensive self- on a regular basis. Examples include the Dental study on a five-year rotating basis. Currently, Hygiene program, whose students in Spring 2004 programs in Advanced Technology are piloting a placed tenth in the nation on their board exams; five-year review process. last year the Adult Basic Secondary Education program received a commendation as a model for the state in assessing outcomes; and in Spring

37 Lane Community College — Standard 2

Figure 2-3: Programs Discontinued and Added 1994-present (Source: Office of Instruction and Student Services, 2004).

Lane Community College — Standard 2

100 80 60

40 20 % 0 o f

R Communicate Think critically Understand self & Explore academic e

s effectively community disciplines p o n d e

n Very Important or Important Very Effective or Effective t s Figure 2-4: Importance of Lane’s General Education Core Abilities and Effectiveness of Lane Courses (Source: IRAP, 2003).

Figure 2-5: Student Reports of Satisfaction with Instructional Quality (Source: ACT Student Opinion Survey, 2002).

2004 the Workforce Development program academic disciplines. On the American College received highest ratings on a “Mystery Shopper” Testing (ACT) Student Opinion survey of 2002 assessment. (Figure 2-5), in which students rated the quality of instruction, Lane students reported higher positive Lane’s general education program is successful in responses and lower negatives than the statewide preparing students. Figure 2-4 summarizes the average. responses of 119 students who graduated in 2003 and completed the “Graduate Assessment of Core Student Success Abilities” survey. Between 82.5 percent and 95.7 The excellence of educational programs at Lane is percent of the graduates rated Lane courses as also demonstrated by the success of students who either “effective” or “very effective” in find related employment in the workforce or who developing identified core abilities to transfer to four-year schools. In the 2002 Student communicate effectively, think critically, Follow-up study completed by IRAP, 63 percent understand self and community, and explore of students who completed a degree in a

39 Lane Community College — Standard 2 professional technical program found full-time 1. Professional Technical and jobs upon completion of the program; 87 percent Lower Division Transfer of employed professional technical graduates who reported that they were employed in jobs related Advanced Technology Division to their field indicated that Lane courses were The Advanced Technology Division offers AAS “relevant” or “very relevant” to their jobs. Further, degrees and certificates in ten programs: Auto of students who were lower division transfer Body and Fender Technology, Aviation majors, 66 percent reported that they were Maintenance Technician, Automotive Technology, attending a four-year school and 80 percent Construction Technology, Diesel Technology, responded that Lane prepared them “well” or Drafting, Electronic Technology, “very well” for courses at their new institution. Fabrication/Welding Technology, Flight Technology, and Manufacturing Technology. The Studies completed by the Chancellor’s Office of division houses 16.48 FTE full-time faculty, the Oregon University System (OUS) indicate 4.65 FTE part-time faculty, and generated 656 Lane transfer students at the seven Oregon four- student FTE in 2003-04. Direct program cost per year institutions average a 2.90 GPA, slightly Student FTE ranges between $1,677-$4,199. better than first time freshmen with an average Faculty members in these programs bring valuable 2.80 GPA, and slightly lower than the continuing field experience to the classroom, and remain OUS student average 3.02 GPA. Further, the OUS current with industry through ongoing training. study shows that 74.7 percent of the 1996 cohort The programs provide classroom instruction and of Lane students who completed an AAOT degree shop training in laboratories that prepare students had enrolled at an OUS institution within five for employment. years, more than 10 percent higher than the statewide average of 64.1 percent for students Programs in this division include some original from Oregon community colleges. These and programs offered since 1938 through the Eugene other indirect measures of the success of Lane’s Vocational School, as well as programs educational program help the college to monitor established in 1964 at Lane’s founding. All the effectiveness of its educational program.

Instructional Divisions and Departments Lane’s instructional divisions offer courses that fulfill its comprehensive mission as a learning- centered community college that provides affordable, quality, lifelong educational opportunities that include: • Professional technical and lower division college transfer programs • Employee skill upgrading, business development and career enhancement • Foundational academic, language and life skills development • Lifelong personal development and enrichment • Cultural and community services Brief descriptions of divisions and departments follow. Complete unit plans, which include self- study components, are available in the Exhibit Room.

40 Lane Community College — Standard 2 programs are integral to the comprehensive mission of the college, providing technical training for direct entry into the job market with advanced skills. Curricular changes in the last decade include addition, suspension, and reactivation of Avionics Technology, AAS options in Manufacturing and Diesel, and an additional certificate in Welding, as well as the addition and deletion of a program in Microelectronics. Bond Construction provided a new Welding facility. Faculty members upgrade course content to reflect changes in industry. Advisory committees play an active role in programs in this division. Two students for entry-level positions in the field. faculty members are active on college committees, Separate advisory committees of practicing and all faculty members participate in divisional professionals assist these programs in evaluating committees. and updating the program to meet current Art and Applied Design Division technological advances in the profession. The mission of Art and Applied Design is to serve The department engages in a number of activities community needs in general education, lower that benefit the College and the community. These division college transfer, professional technical include committee memberships in local and training, and personal enrichment by providing the regional art organizations, exhibitions selection, very best broad-based curriculum in studio arts, workshops, lectures and presentations, design art history, graphic design and multimedia. consulting, technical advising, academic and The faculty consists of 7.5 FTE full-time career advising, and employment referrals for contracted positions, one interim position and many area businesses. about 24 part-time instructors. The division has Business Technologies just completed searches for three vacant The Business Technologies department provides contracted faculty positions for Fall 2004. An students with competencies needed for successful administrative coordinator and administrative employment in business, offering: Accounting assistant staff the division office. An Interim Chair AAS Degree, Office Assistant Certificate and is in place until the permanent chairperson is hired Administrative Assistant AAS Degree, E-Business in Fall 2004. AAS Degree, and Legal Assistant AAS Degree. The Art and Applied Design Department offers The department also offers courses for business comprehensive, high-quality programs in fine arts, transfer degree requirements, service courses for art history, graphic design and multimedia with other degree programs, and personal development approximately 85-90 class sections per term. A courses. Staff includes one administrative broad range of courses in the fine arts provides for coordinator, 7.6 FTE full-time faculty, and the development of personal skills and the cultural between six to ten part-time instructors per term. enrichment of students of all ages and academic An authorized testing center for Microsoft Office inclinations, as well as the opportunity for in- Specialist Certification exams, the department has depth study and studio experience for students pioneered innovative collaborations with non- seriously interested in furthering their abilities in credit instruction, and piloted classes that allow one or more specific disciplines. students to choose whether they want to access Graphic Design and Multi-Media offer two-year the curriculum in class, online, or via telecourse. professional technical programs leading to Recently a Leadership class has been developed to certificate of completion and the associate of increase student group leadership skills. applied science degree. These programs prepare

41 Lane Community College — Standard 2

Significant changes since 1994 include the business, culinary, early childhood education, elimination of Business Management AAS and graphic design, technical drafting, certificate, Sales and Marketing certificate, fabrication/welding, and others. Supervision certificate, Real Estate AAS, and Computer Information Technology (CIT) Business Education Center, cutting 5.1 FTE Computer Information Technology provides both faculty positions, and a slight drop in FTE. professional technical and lower division Facilities for the program are scheduled for computer science and information systems course remodeling during Summer 2005. work, and four professional technical programs: The department consistently uses feedback from Computer Network Operations AAS, Computer advisory committees and student outcomes User Support AAS, Computer Programming AAS, assessment to revise programs. Most recently, and Computer Application Specialist to prepare Accounting program changes included better students for jobs as computer network sequencing of classes, adding new courses, and administrators, user support specialists, or as changing pre-requisites on some courses, computer programmers. The department also particularly stressing math skills, and an elective offers service courses in computer literacy, course preparing students for national exams. computer software tools, and computer Seven contracted, two part-time faculty, and the programming. administrative support person participate in Staff of the CIT department stands at eight full- curriculum issues, and six contracted faculty and time faculty, including .66 FTE lab director, and one part-time faculty participate in college-wide 8-12 part-time instructors, one administrative committees. support specialist, and five part-time lab aides. College Now The CIT Department manages: an open 40-station Main Computer Lab with Tutoring room, two The College Now Program is a Dual Credit ‘bench’ labs (hardware and software), two program that provides selected college-level classrooms with laptops in a moveable cart, six coursework to students in high schools. The group rooms and one 26-desk computer courses are taught at high schools by Lane- classroom. approved high school instructors. Both professional technical and lower division Significant changes since 1994 include the addition collegiate courses are available. of the Computer User Support AAS, and steady enrollment increases between 1994-2001. College Now classes provide an opportunity for Decreasing enrollments since 2001 resulted from a students to simultaneously earn both college and slow economy and the “dotcom” bubble bursting. high school credits. College Now classes are Computer Information Technology became a similar to those offered in Lane programs, Division, with a manager also assigned to Business including course content, textbook and length of Technologies, and the Bond construction course. Students who successfully complete significantly improved physical facilities and instruction in such classes are awarded Lane equipment. Curricular changes have included credit. During the 2002-03 school year updates to all courses, most recently to increase approximately 1,600 students participated in LINUX training and information system concepts. College Now. All eight of the full-time contracted faculty College Now houses one faculty/coordinator and participate in curriculum changes and college- two office staff. Achievements include: award of wide committees, as well as departmental hiring, Carl Perkins Tech Prep (Title III) Grant funding; facilities management, unit planning, or program award of Perkins (Title I) grant funding to begin degree committees. Professional Technical Student Career Exploration Day. Given the market for computer experts, finding qualified instructors to teach in CIT remains a Courses offered are in the following subject areas: challenge. English, art, social science, science, math,

42 Lane Community College — Standard 2

Cooperative Education Division Culinary Arts and Hospitality Cooperative Education (Co-op) offers Management Division professional/technical and college transfer credit Culinary Arts and Hospitality Management for practical work experience related to a student’s provide associate of applied science degrees in educational and career goals. The objective of Co- Culinary Arts- Food Service Management and op is to provide an on-the-job learning experience Hospitality Management, and certificates in in a business or organization which adds meaning Hospitality Management. Programs provide and direction to the student’s total education. quality training for students interested in entry- Cooperative education is available in all academic level vocational training or upgrading current departments. In addition, the Cooperative skills. Both the course content and level of Education Division offers programs such as the expectation for performance are based on business Occupational Skills Certificate where students and industry needs as recommended by program work with staff to create an individualized course advisory committees. Programs are staffed by four of study to meet a specialized career path. contracted faculty, three part-time faculty, and one The Division houses 22 contracted Co-op faculty administrative support specialist, part-time. (15 of whom are shared with other divisions), nine Achievements in the last decade include: 2004 part-time Co-op faculty, three classified office Oregon State student champions in team cooking staff, and one Chairperson. competition, and nine additional state and regional Co-op goals include: facilitating an experience awards since 2000; significant progress by integrating classroom and work-site learning; executive chef and chef instructor toward enhancing skills to communicate effectively in the Executive Chef certification; integration of the workplace; enhancing critical thinking and Culinary Arts and Hospitality Management problem solving skills; increasing understanding curriculum and students with the Center for of the relationship between self and community Meeting and Learning. (and workplace); facilitating exposure to technology not available on campus; offering guidance in career expectations and demands; facilitating early exploration and confirmation of career choices; facilitating development of job contacts and work history. Lane’s Co-op serves more students annually than any U.S. college or university co-op west of the Mississippi River and is in the top ten nationally. Student placements involve over 800 businesses each year. The Cooperative Education Association and the National Commission consistently reference Lane’s Co-op as a model program for Cooperative Education. Program enhancements include: administration of the annual $1 million Carl Perkins III grant (1995- current); receipt of a Technology in Education grant (2000-02); receipt of an Occupational Skills program grant from Dept. of Human Services (2003); initiation of a pre-service education course of study (2004).

43 Lane Community College — Standard 2

Significant changes since 1994 include: Composition and Communication (4-C’s); the enhancement of Culinary Arts curriculum to Community College Humanities Association; the include all American Culinary Federation (ACF) Oregon Diversity Institute, and others. Part-time required competencies; application to American faculty have recently published in poetry and Culinary Federation for accreditation of culinary fiction publications such as Kenyon Review. One program; new culinary and hospitality classrooms faculty has received a National Endowment for in the Center for Meeting and Learning; additional the Humanities grant; one a National Endowment catering kitchen; new organizational structure at for the Arts Grant; and another a Pushcart Prize in the division level, including executive chef; 2004. Lane faculty are recipients of the Oregon upgrade of Hospitality Management curriculum Teacher of the Year Award; Oregon Literary Arts with direction from advisory committee; addition Award; Lane’s Faculty Recognition Award; and of full-time faculty; new budgeted administrative Lane’s Instructor of the Year Award. support specialist position in 1998. The Center for English faculty are coordinators to college-wide Meeting and Learning became a lab for part of innovative programs such as Service Learning, Hospitality curriculum; prerequisites for learning Learning Communities, the Copia Lecture Series were set to reflect learning in building block and the Reading Together Project; have founded sequences; and student assessments were used in the Nature Writer’s Club for students; and have conjunction with ACF competencies to upgrade co-founded the Community College Moment culinary curriculum. journal. English, Foreign Languages and The Foreign Languages Department of the EFLS Speech Division (EFLS) Division seeks to create a respectful learning- The mission of the English Department of the centered environment that fosters an awareness of English, Foreign Languages and Speech Division and appreciation for diverse cultures while is to provide transformative educational encouraging a spirit of inquiry and discovery. experiences and to foster academic excellence. By Through offering a variety of courses in both encouraging varied ways of reading, writing and language studies and second language acquisition. seeing, the program promotes critical thinking skills and prepares students for meaningful lives The Foreign Languages Department is made up of in a diverse and global environment. English three discipline groups, Spanish, French, and offers courses in composition, literature, creative American Indian Languages. writing, and film. The Writing sequence WR 121, The Foreign Languages Department consists of 122, 123, and 227 comprises the English six full-time faculty, one lab coordinator, six to Composition requirement for Lane’s AAOT. nine part-time faculty, and several native speakers English houses 18 full-time faculty and who serve as tutors and classroom aides. approximately 28 part-time faculty. Languages have an approximate retention rate and success rate of 85 percent. Over the past decade, English has expanded its ethnic literature offerings to include not only In Spring 2002, the Spanish faculty received African American literature, but also Asian Lane’s Innovation of the Year Award for their American, Chicano/Latino, and Native American Learning Strategies Project. Recent other literature courses. innovations in the Languages Department include 1) extensive planning by faculty for construction English faculty participate in the several learning of the new computer lab; 2) curricular revisions communities, including Fat Cats and Underdogs; and developments required to deliver this new Petal, Pen, Peck and Paw; BioBonds; Voices and technology to language acquisition students; 3) Visions; Talking Indian; and AfroBlue, among the creation and development of the American others. Contracted and part-time faculty are also Indian Languages program; and 4) revisions to the professionally active outside the college, Spanish program, including the Learning presenting at the Conference on College Strategies project.

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The Speech Department of EFLS design courses dental sealant clinics to qualified 4-J students. to help students develop an appreciation of speech Funding from two local hospitals supports communication, gain confidence in their abilities increased enrollment in the nursing program. to communicate, and understand their Through continuing education the department responsibilities as communicators. The goal is to offers a pioneering Dental Office Administration help students become more effective speakers and program. more sensitive listeners. Significant changes since 1994 have included: Speech Department courses have a retention and shifting demographics, with increased diversity in success rate of approximately 85 percent. faculty; budget cuts affecting support staff levels; Enrollments have increased 23 percent in the past suspension of Health Information Technology nine years. The department has also been active in program; partially funding Medical Office developing online courses: In 2003-04, the Assisting program by private donations. department offered 14 sections of four different Respiratory Care introduced major curriculum courses in online format. changes based on specialized accreditation recommendations. Nutrition class enrollments Speech faculty have been published in books and have tripled. Bond construction brought a state-of- peer-reviewed articles; are active on department, the-art dental clinic and new child development division, and college-wide committees, and are center. Student demand for Dental Hygiene and active in professional development activities. Nursing is three to four times the number of Speech is a campus leader in the three-four credit positions available. Health practitioners can earn conversion project. more practicing in the field than teaching, Family and Health Careers resulting in a shortage of qualified health care Family and Health Careers division offers classes instructors. for health professions: Emergency Medical Almost all staff participate in curricular and other Technician/Paramedic, Associate Degree Nursing, innovation; about half the staff participate in Practical Nursing, Dental Assisting, Dental college-wide committees; almost all staff Hygiene, Medical Office Assistant, Health participate in departmental committees. Records Technology, Respiratory Care, and Early Childhood Education. The division houses 35 Flight Technology Program contracted faculty, three contracted temporary Flight Technology is a two-year associate of faculty, 27 part-time faculty, 13 support staff in applied science degree program that prepares the Child Development Center, and six students for federal certification as a commercial administrative support staff. pilot, flight instructor, ground instructor, or instrument pilot. Students become eligible to take Graduates have high pass rates and scores on the various flight and/or written tests required by board exams. The division has a subcontract from the Federal Aviation Administration (FAA) for 4-J School District for Lane students to provide employment as pilots or instructors in airplanes. Flight Technology houses two full-time faculty, five office staff, and one administrator. A major effort has been equipping the training fleet with the very latest avionics technology. The program’s goal is to have airplanes in the training fleet equipped to the technology level common to the airline industry. The bond funded the purchase of a level V (5) simulator system, an important asset to the program. The FAA has approved Lane for “Special Curriculum” for the development of a new

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“Professional Pilot Course.” Lane’s program is two-or four-year institutions. PE courses may be one of only two in the Pacific Northwest having used to meet the graduation requirements for the “Examining Authority.” An FAR 141 FAA Associate of Arts and Associate of Applied Approved Pilot School with “Examining Science degrees. All Health classes may be used Authority” may act as an agent of the FAA for the to meet the Oregon transfer degree requirement. purpose of granting pilot certificates to graduates All courses offered through the Division carry of pilot certificate courses of study. The program transferable credit. has also earned an FAA Safety Award: more than Health, Physical Education, and Athletics houses 200,000 hours of flight instruction without an 11 full-time and 32 part-time faculty; two full- injury accident. time and one part-time office staff; one full-time Major budget constraints required the elimination instructional lab assistant; one facility coordinator; of the helicopter training program and phasing out six Fitness Lab Instructors; six work-study of all airplane leases. The program functions more students; and one Chairperson. like an enterprise which depends upon high levels Awards received by the Division include: 2003 of efficiency, new product development and American College of Sports Medicine aggressive marketing. Procedural changes largely Certification for the Fitness Certificate program in response to FAA and TSA security issues have (one of only two community college programs in been implemented since the passage of laws the nation); 2003-04 Implementation of a College- resulting from 9/11. wide Wellness Program. Health, Physical Education (PE) and Last year, nine full-time faculty participated on 23 Athletics Division college-wide committees. Also Health, Physical The Health, Physical Education and Athletics Education and Athletics executed two faculty Division offers approximately 360 sections of 45 searches in the past year, meaning nine full-time different curricula in Health, First Aid, Physical faculty served on search committees. No less than Education, Fitness Education, Professional Fitness eight serve on standing Division committees. Technician/Specialist, Recreation, Social and Additional committees, formed as needed, Aerobic Dance, and Therapeutic Exercise. The typically draw another three faculty. Division promotes and organizes intramural and extramural activities and special events. In Health and Physical Education face the challenge addition, intercollegiate athletics for Track and of meeting demand for limited sections without Field, Cross Country and Basketball are offered. increasing workload, since most sections fill to For students with physical disabilities, the capacity or over-fill. A likely factor for such department offers the Therapeutic Exercise and demand is the excellence exhibited by Division Rehabilitation Program. The Fitness Education faculty. During the past two-years, five faculty Center provides fitness programs for both were among recipients or nominees for Teacher of students, faculty and staff. The Division offers one the Year or Faculty Recognition Awards. and two-year degree programs in Professional Library Fitness Training, and a suggested course of study The library supports curriculum and fulfills in Coaching or Physical Education. information needs of students, staff, and Health courses continue to be highly enrolled with community by building and maintaining the First Aid and Work Place Health and Safety now collection and services. fulfilling the Health transfer degree requirement. The Library offers one course – “Library and The team has developed a Global Health class, Information Research.” Completing students are adding a new dimension to a solid program and able to: locate library resources and services and meeting the Ethnic/Gender/Cultural Diversity understand potential uses; know uses of Internet for requirement. library research; know uses of online library The Division offers lower division courses that catalog and efficiently locate material; understand meet requirements for students transferring to basics of library classification and subject

46 Lane Community College — Standard 2 headings; effectively use online databases in faculty also develop curriculum and participate on libraries for research; use resources in the reference committees. collection to find information; demonstrate basic Music, Dance and Theatre Arts Division principles common to library research strategies; The Music, Dance and Theatre Arts Division and prepare a bibliography according to standard offers a full range of lower-division courses and formats. (See Standard 5—Library.) abundant performance opportunities in music, Mathematics Division dance, and theatre. Curricula meet the needs of The Mathematics Division helps students reach students pursuing a baccalaureate degree, program and degree goals, upgrade skills, enhance recreation and personal growth, and/or a career in career choices, explore mathematics, enhance these fields. The dance and theatre programs have reasoning skills, and improve quantitative literacy. articulation agreements with their counterparts at The division offers transfer, professional the University of Oregon, and theatre also has one technical, and developmental courses in a variety with Portland State University. The Division of modes. enjoys a close working relationship with the University of Oregon School of Music and Achievements of the division include: early Northwest Christian College, and has negotiated participation in learning communities; leaders in articulation agreements in this area. using graphing calculators and computers in classes; math anxiety workshops and classes; The Division currently offers 100 courses not modeling approach for calculus courses; rigorous including individual music lessons and placement testing system; computer mediated, cooperative education. The Music Technology distance learning courses; NSF grant for computer Lab and Recording Studio was added to the main simulations of industrial statistical applications; a building two years ago and the curriculum has FIPSE grant for “Flexible Sequence Algebra;” a been rewritten and expanded with over 110 randomized math test question generator, an online students in the music technology sequence each testing system; a faculty member involved with the term. Theatre Arts program was partially cut in Great Internet Mersenne Prime Search; a weather 2002, but one year after being cut has rebounded station with data displayed on-line for analysis by with full classes. Theatre is entering the fourteenth trigonometry and science students; and a student- year of collaboration with Lane’s English friendly text and course: Math for Physical department producing a Shakespeare recital at the Sciences for prerequisite mathematics skills. end of each term. Significant changes since 1994-95 include The Division houses six full-time faculty in expanding from 14 to 16 full-time contracted music, one in theater arts, two in dance, one faculty (including Math Resource Center administrative assistant, one technical director, Director), and increasing from 25 to 40 part-time one publicist, one costumer, and one music lab instructors. Enrollment increased from 577.2 FTE coordinator. The Division employs several adjunct to 1062.1 FTE in the decade, while direct instructors, most of whom have been with the instruction sections taught by full-time faculty college several years. declined from 57 percent to 47 percent. Bond construction has had positive impacts: well designed and furnished classrooms; functional, expanded resource centers; increased student completion and success rates; an inclusive environment for study groups and tutoring; and increased math/science collaborations. All full-time instructors have lead course responsibilities and participate in curricular and other innovations. From four to seven part-time

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Music, Dance and Theatre Arts faculty visit biotechnology workshop to be held on campus district high schools to rehearse and adjudicate next fall; chemistry faculty have created a section their music ensembles; host high school concerts, of “Semester Chemistry” in which students joint high school and college music festivals, and complete three terms of coursework over two children’s piano recitals here at Lane; direct, terms. design, or act in plays produced by other Significant Changes since 1994-95 include community organizations; choreograph and expanding from 15 to 17 full-time contracted perform in dance concerts produced by others; faculty, and increasing from 25 to 40 part-time and perform in music ensembles, both paid and instructors. Enrollment increased from 557.4 FTE to unpaid, such as the Oregon Mozart Players, Bach 1058.6 FTE in the decade, while direct instruction Festival, the Eugene Symphony Orchestra, and the sections taught by full-time faculty declined from Eugene Concert Choir. Staff also serve on the 57 percent to 46 percent. Desktop computers went boards of those ensembles and organizations such from rare to common; the Internet and email are as the Eugene Youth Orchestra or HIV/AIDS completely integrated into daily work. Resources. Bond construction has had positive impacts: well- Science designed, furnished classrooms; functional, The Science Division helps students reach expanded resource centers; increased student program and degree goals, upgrade skills, enhance completion and success rates; an inclusive career choices, explore science, enhance reasoning environment for study groups and tutoring; and skills, and improve scientific literacy. The division increased math/science collaborations. offers transfer courses in a variety of modes. All full-time instructors have lead course Achievements of the division include: ongoing responsibilities and participate in curricular and participation in learning communities; ongoing other innovation. From four to seven part-time development of new courses and programs, faculty also develop curriculum and participate on development of new certificate program (GIS committees. applications); development of an online database of collections in the herbarium; increasing Social Science collections in the herbarium; botany students have Social Science helps students: prepare for a won competitive scholarships from statewide complex society; strive for excellence; understand organizations; one biology faculty is engaged in human behavior; contribute to the quality of PhD research on gray whale feeding ecology; one human lives. Social Science courses explore biology faculty is taking a national leadership role people, their social/cultural heritage, and their with the BIOQuest Curriculum Consortium and is behavior. Most Social Science classes can be lead organizational person in a ten-day long applied toward baccalaureates in eighteen fields of study. The Division offers three professional/technical programs: Criminal Justice, Human Services, and Juvenile Corrections. Social Science houses 21 full-time and 52 part- time faculty; two full-time and one part-time office staff; one part-time testing lab coordinator; eight lab aids; four work-study students; and one Chair. Division personnel work to improve the learning environment. Examples of awards received by Social Science personnel include: 1995 Innovation of the Year Award for “Fast Forward”; 2000-01 League for Innovation in the Community College Innovation of the Year Award for the

Lane Community College — Standard 2

“Evening/Weekend Project”; 2002 Eldon G. BizCenter programs, classes, and workshops Schafer Innovation Award for “Leadership provide a “ladder” of entrepreneurial Training for Student Leaders”; and a 2004 League development, from basic concepts to advanced for Innovation in the Community College Award techniques to increase market-share and (shared). profitability. All offerings are reviewed on an annual basis to evaluate for current and timely While budget reductions beginning in 2002-03 subject matter, interest and enrollment, and eliminated the Chemical Dependency Counselor feedback from attendees. Training Program and the Law Enforcement Reserve Academy, a notable addition has been Staff offers some programs that allow clients to Ethnic Studies. In Fall 1999, Lane’s new Ethnic “drop-in” at any time and then come back the Studies Coordinator developed curricula following year to complete missed sessions. examining African American, Chicano/Latino, and BizCenter also provides the “Going into Native American experiences. Business” series every term and offers SBA counseling services year-round. Social Science faces the challenge of meeting demand for limited sections without increasing BizCenter is moving toward self-support, workload, since most sections fill to capacity or modeling business practices to offer more value to over-fill. Although demand results from several cover higher costs. BizCenter is pursuing financial factors, one likely factor is the excellence stability through grant and revenue opportunities, exhibited by Division faculty who are consistently to help support training and services to business among recipients or nominees for Teacher of the owners, and aggressive marketing strategies for Year or Faculty Recognition Awards. updates and new target areas. Contract Training 2. Employee Skill Upgrading, Contract Training services help area businesses Business Development and learn, work toward profitability, grow, and Career Enhancement increasingly contribute to the local economy. Contract Training also provides Lane Community BizCenter (Business Development College with a positive connection to business, Center) farming, and public sector communities. BizCenter offers flexible, responsive, customer- driven educational programs, and services such as Contract Training provides entrepreneurs, training, coaching, peer-to-peer forums for established businesses, and organizations with learning, outreach to low-income, minority, and training and educational resources to build and disabled populations. Biz Center programs assist sustain great businesses and develop businesses and farm owners, non-profit extraordinarily productive employees; provides organization administrators, and micro- customized training and educational solutions to entrepreneurs. Four business management companies and government/educational programs for business and farm owners are organizations, including computer and leadership available at the BizCenter: Small Business courses, specific vocational skills and general Management, Farm Business Management, Non- knowledge. Contract Training responds to client Profit Management, and The Business Group. needs rapidly and is also able to deploy a mobile BizCenter also offers a program for micro- computer lab providing training that is convenient, entrepreneurs through Lane MicroBusiness and a flexible, innovative, and learning-centered. mentoring opportunity for women entrepreneurs. The department also helps organizations grow by BizCenter houses two full-time faculty, six retaining and adding employees; improving business advisors, nine administrative staff employee productivity and work processes; and members, a director, and many part-time faculty by helping to build a trained and diverse and staff. The BizCenter is conveniently located workforce to attract new employers to Lane in the Wildish Center near downtown Eugene. County.

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Small Business Development Center and Contract Apprenticeship Training provide ‘founding through maturation’ The Apprenticeship Program is a state regulated educational and training services for businesses, program coordinating the development and governmental agencies, service organizations, and delivery of training services. Apprenticeship entrepreneurial ventures. maintains professional relationships with the With an excellent reputation in the community for apprenticeship community which includes: high standards of employee training, the individual trade committees, student-apprentices, department provides training that is competitive in instructors, Bureau of Labor and Industries the marketplace, but that generates an adequate (BOLI), Department of Community Colleges and margin to allow for growth and profitability of the Workforce Development, community colleges department. Contract Training is also using the statewide, and labor and industry. Apprenticeship Internet to market services more cost-effectively, provides a structured system of training leading to and building a client database, for future training journey level certification in a trade, occupation, opportunities and to build a loyal customer base. or craft in Oregon. The program educates students in technical and theoretical aspects of a chosen Workforce Development skilled occupation. Through partnerships and innovation, the In 2000-01, the Apprenticeship Program became Workforce Development department provides part of the Cooperative Education Division and a three programs at Lane to serve employers and full-time coordinator position was hired. help individuals move toward new careers, new Apprenticeship houses two part-time credit faculty jobs, and new lives: the Workforce Network falls and 25 non-credit faculty. under the auspices of the federal Workforce Investment Act and serves dislocated workers and The program’s outcome is to provide a structured low income adults, utilizing a consortium system of training leading to certification in a approach with an alliance of workforce designated trade, occupation, or craft. As learning organizations. outcomes the graduate will be able to: perform duties and responsibilities of a trade, craft, or Job Opportunity and Basic Skills (JOBS) serves teen parents and welfare recipients. Lane Community College is contracted by Lane Workforce Partnership to provide the JOBS services in Florence and Cottage Grove. Employment Retention Assistance serves welfare recipients who have entered the workforce. The Manpower Demonstration Research Corporation developed the research concept, defined the program parameters, and clearly states the desired outcomes for the study. The Workforce Development department houses 20.35 FTE support staff. Workforce Network statistics are very strong, with sufficient resources, staff and facilities to operate a successful program for the next few years. JOBS program statistics continually surpass expectations. ERA research grant goals are being achieved, and the program has been spotlighted at the national level as a “best practice.”

50 Lane Community College — Standard 2 occupation; adapt to new job requirements for students. The program curriculum has changed to advancement; develop attitudes conducive to a better prepare students for post-secondary education trade and improve customer relation’s skills; and to develop basic computer/ technology skills. develop communication and critical thinking skills. ABSE program strengths include excellent staff, comprehensive services, and extensive partnerships Recent program enhancements include: Carl throughout Lane County. Program challenges Perkins Grant funding for new Trade Skills include consistency with a broad range of skill Fundamentals class; Bond Project Equipment development at many locations, providing services Funding for Motor controls lab; 2004-05 Unit to rural locations, coordination of services and Planning funding allocation for equipment and curriculum with the ESL program, and providing office support; Office/Instructor Space and clear pathways for student success. ABSE plans to securing of a dedicated classroom/lab space; continue seeking better ways to provide consistency attendance at League of Innovation Conference. In in program delivery and rural models for outreach. 2001, with the approval of Lane’s Curriculum Approval Committee, the college reinstated the Academic Learning Skills AAS Degree in Apprenticeship Trades. In Fall The mission of the Academic Learning Skills 2003 Apprenticeship hosted a Vendor Trade Show (ALS), which will be revised in Fall 2004, is to for Electrical Trades. help students succeed in lower division and professional-technical courses by upgrading their 3. Foundational Academic, learning skills. The department provides Language and Life Skills assessment, placement, and instruction in Development academic areas such as spelling, vocabulary, grammar, reading, writing, math, critical thinking, Center for Learning Advancement (CLA) effective learning, and English as a Second Language. In addition, the department offers Adult Basic and Secondary Education special services for students with learning Adult Basic and Secondary Education (ABSE) disabilities including assistive technology, creates environments in which students advocacy, and individual support. ALS is successfully learn basic skills necessary for committed to the personal enrichment and literate functioning in the community, as parents, development of its students and the community. and as workers. ABSE offers pre-college level ALS offers courses to improve students’ success alternatives for adults to improve basic reading, in lower division, professional/technical and writing, or math skills, for work-related reasons, university transfer courses. ALS courses offer to prepare for college, to pass the GED tests, or to clear and direct articulation with courses required accomplish personal learning goals; literacy, for the AAOT. ALS has coordinated class career skills, and computer skills classes for adults outcomes and sequences with the Mathematics with special needs; and reading, writing and Division, the English, Foreign Languages, and citizenship classes for English language learners. Speech (EFLS) Division writing classes, computer The department houses 16 full-time faculty, four classes, health occupations, the Women in support staff, and a division chair. Transition Program, Adult Basic and Secondary Winning two state and national awards in the past (ABSE) Education Department, the English as a decade, ABSE has an established reputation for Second Language (ESL) Program, and business excellence and innovation. ABSE has been classes. involved in national reading research, and has also ALS houses eight full-time faculty, 16 part-time been a site for the national “Equipped for the faculty, and two office staff. All eight full-time Future” research. ABSE’s community corrections faculty and one office staff member participate in program is a national model. college-wide committees. The program has made significant changes based ALS successes include: the Innovation of the Year upon data analysis. For example, intake, orientation, Award in 1999 from the League of Innovation; and assessment processes have changed for entering participation in Puentes al Futuro Learning

51 Lane Community College — Standard 2

Community (with Social Science and EFLS); academic endeavors. Tutors will clarify 2004-05 participation in Fast Lane to Success information presented in class or textbooks, help Learning Community (with TRiO); development students learn how to think about concepts in of cooperative hybrid credit/non-credit course courses, discuss ways to approach problems, and with ESL. help with effective ways to study and learn. English as a Second Language Tutoring houses one overall Coordinator of The mission of the English as a Second Language Tutoring Services, four Coordinators for Math, Program (ESL) is to assist non-native speakers of Science, Music, and Foreign Languages, and three English—both resident and international part-time Coordinators. students—in achieving educational, workplace or During academic year 2002-03, Tutoring Services other personal goals by facilitating English assisted 3,817 students for a total of 50,000 hours. language learning and intercultural understanding in a supportive, respectful environment. Courses 4. Lifelong Personal Development are designed to help students with everyday communication as well as with transition to work and Enrichment and other training and academic programs Lifelong personal development and enrichment including LCC non-credit programs (ABSE/GED, courses include: art classes, conflict resolution, Community Education etc.), LCC Credit cooking, cultures, dance, driving education, film Programs, and universities. This noncredit studies, financial planning/investing, floristry, instruction enrolls students from more than 40 health and fitness:, exercise and fitness, martial different nations, including Asian, Latino, arts, outdoor skills, home maintenance/ European, and Middle Eastern cultures. All improvement, music, nature and environmental classes are culturally mixed and all instruction is studies, online classes, parent, family and teacher conducted exclusively in English. education, personal growth and self improvement, ESL houses five full-time faculty, 15 part-time photography, recreation, sewing, woodshop and faculty, and three office staff. ESL administers the cabinetmaking, theatre, writing, yoga and BEST Plus, an innovative, computer-based pre- meditation. (For descriptions see Outreach, /post-test for oral competency to each resident Continuing Education and Special Learning student. ESL is currently the only program in the Activities.) state piloting the BEST Plus as both a pre- and a post-testing instrument. 5. Cultural and Community In 2003 an ESL faculty won a Faculty Services Recognition Award and an ESL office staff won KLCC an Employee of the Month Award. In 2004 ESL The college supports KLCC, a public radio was reviewed favorably by the Oregon State service of Lane Community College that provides Board of Education, Department of Community innovative, diverse, quality programming which Colleges and Workforce Development. strives to reflect and serve the needs of the In Fall 2004 ESL’s day time program will move community. from the Downtown Center to the main campus. KLCC-FM is an 81,000 watt public broadcasting Tutoring station located on the second floor of the Forum Tutoring Services is committed to providing free, Building. The station is operated by a professional high-quality, drop-in tutoring in many subject staff and volunteers from the community. It is areas to Lane Community College students. partially funded by the Corporation for Public Tutoring Services is a centrally located program Broadcasting and is affiliated with National Public that coordinates free drop-in tutoring occurring in Radio, broadcasting at least 20 hours each day of many subject areas and centers on main campus. the year. All tutoring is free to currently enrolled Lane While the primary function of the station is to students, providing one-on-one assistance in serve community needs, it also provides learning

52 Lane Community College — Standard 2 opportunities for qualified students. Students who between Lane Community College, the Lane work at KLCC-FM can receive credits toward County Office of Developmental Disabilities, and graduation through the cooperative education the State of Oregon’s Seniors and Persons with program. Disabilities Division. Lane Family Connections SES offers intensive individual and small group Lane Family Connections’ mission is to instruction addressing social skill development, on strengthen the community through partnerships the job employment skill training, work crew that promote and provide access to quality child skills in socially integrated settings, supported care systems. work skills, and competitive employment placement. To receive employment services and Lane has served as the lead agency for Lane training from SES, a person must have a Family Connections since the program began in developmental disability, or other cognitive 1991. Lane Family Connections offers child care limitation which is documented by a qualified resource and referral services (mandated by the professional. The program relies on Lane County Oregon legislature) to Lane students and the Office of Developmental Disabilities for community at large. Services are offered to appropriate screening. parents, staff, faculty, managers, child care professionals, employers and policymakers in People who are receiving employment training Lane County, Oregon. and support through S.E.S. are termed “student- workers,” because they are employees of the Child care resource and referral services address College as well as students. Specialized parents’ diversified child-care-related needs by Employment Services currently serves 70 student- offering referrals to various types of child care, workers, who are supported and trained by over care that is difficult to find, and near their home, 30 staff. Employment opportunities on campus employment, or other locations. Offering child include the Laundry, Food Services, Recycling, care solutions to student parents increases Custodial Services, Grounds Keeping Services, enrollment and supports their academic success. Mailing and Packaging Services, and Document Training and technical assistance programs for Shredding. Local businesses also offer job career preparation, retraining and upgrading skills opportunities, including Albertson’s, Dairy Queen, are offered to child care professionals throughout and Willamette Medical Supply. Businesses using Lane County. Training is offered during non- SES Mailing and Packaging Services get a quality traditional times, and in rural and urban locations. service at a competitive price, while helping to Services are offered in English and Spanish. train student workers in important vocational skills. Staffing levels have recently been reduced from 6.67 FTE to 4.17 FTE. Hours have been cut to 25 In order to meet the changing needs of student- per week, requiring balance between scarce workers, and the needs of the larger disability funding and community demand. community, Specialized Employment Services also offers “Alternatives to Employment.” The Funding partners include the Oregon Child Care goal is to provide enjoyable and meaningful Resource and Referral Network, State of Oregon activities for those individuals who are ready for Department of Human Services, Lane County retirement, or who have other needs beyond Commission on Children and Families, Oregon employment. Commission on Children and Families, and United Way of Lane County. Specialized Employment Services Specialized Employment Services (SES) provides employment training and education to adult students who experience developmental disabilities. SES operates as a cooperative venture

53 Lane Community College — Standard 2

Part II General Requirements For forty years, the college has attracted employees with passion for teaching and learning. Resources for Teaching and Within the past decade Lane has seen the retirements of founding staff members who made Learning their entire careers at Lane (Figure 2-7), including Despite changing economic circumstances in Lane a turnover of more than half the faculty corps. As County, in Oregon, and in the nation, Lane with all maturing institutions, this turnover has continues to provide sufficient human, physical, meant a loss in institutional memory across and financial resources to support its educational campus; it has also brought advantages as new programs. The college facilitates student faculty members bring new ideas and a fresh achievement of program objectives whenever and perspective to the college. Not all changes in however programs and courses are offered personnel have been positive or planned, however. (2.A.1). Over the last decade, an average of 82 In recent years, tax-reform initiatives in Oregon percent of Lane graduates and 62 percent of the have precipitated painful staff and program cuts students who completed at least 60 credits before (7.A, see Standard 7). leaving Lane reported they had “very much” Figure 2-8 shows faculty and student FTE trends achieved their goals (Figure 2-6). since 1995: the “Total Faculty FTE” trend line Human Resources follows relatively closely the superimposed Lane’s greatest strength is the quality of its “Student FTE” trend line, which suggests that instructional and student services staff. The college appropriate staffing levels have been maintained, employs highly qualified and committed individuals but at the expense of full-time positions. Other at all levels. Many faculty members have won factors also have affected the changing balance of regional disciplinary recognition as outstanding Lane’s human resources: teachers. In follow-up studies, students consistently • Student transfer, professional technical, and commend Lane’s faculty for their expertise, developmental credit FTE has decreased 3 enthusiasm, commitment, accessibility, and high percent overall since 1995, from 9,762 to standards of performance. Since Lane’s self-study in 9,439, but with an increase in transfer credit 1994, nearly 4 percent more full-time faculty hold FTE (up 11 percent since 19951). doctorates and 13 percent more full-time faculty hold master’s degrees (4.A.1, see Standard 4).

80%

60%

40%

20% ercent of Respondents P

0% Very much Somewhat Not at all

Level of Goal Accomplishment

'93-94 (N=730) '94-95 (N=681) '95-96 (N=571) '96-97 (N=512)

'97-98 (N=603) '98-99 (N=595) '99-00 (N=621) '00-01 (N=533)

Figure 2-6: Goal Accomplishment of Former Students (Source: Student Follow-Up Study Spring 2002).

1 Because of a 1995 state change in the calculation of reimbursable FTE (to 1 FTE=510 clock hours), in this report all student FTE statistics will date from 1995.

Lane Community College — Standard 2

Faculty Years at Lane Years Teaching Experience Experience Minimum Median Maximum Minimum Median Maximum 1994 1 14 24 2 20 42

2004 0 10 32 0 15 37

Figure 2-7: Change in Faculty Experience 1994-present (Source: Human Resources).

500 12,000 Student FTE

10,000 400

Total Faculty FTE 8,000 E E T 300 T

6,000

ulty F Full-time Faculty FTE Student F Fac 200 4,000

100 Part-Time Faculty FTE 2,000

0 0 '95-96 '96-97 '97-98 '98-99 '99-00 '00-01 '01-02 '02-03 '03-04

Figure 2-8: Faculty and Credit Student FTE Trends 1995-present (Source: Human Resources and IRAP).

• Figure 2-8 shows that full-time faculty FTE part-time faculty members varies from term to declined 11 percent from 1995 to 2003 (from term, and the cumulative annual part-time faculty 266 to 237; 27 positions were left vacant upon headcount is higher. However, the ratio of the retirement; 24 of these have been filled for Fall annual number of class sections taught by full- 2004 reducing the decline from 1995 to 1.5 time faculty to part-time faculty is 6251:4415 percent). (59:41 percent). • Part-time faculty FTE increased 26 percent Fortunately, Lane has a corps of dedicated and from 1995 to 2004 (from 112 FTE to 141 FTE). extremely well qualified part-time faculty who • During this same period, the ranks of classified provide high quality learning experiences for staff increased by 18 percent and managers students. Part-time faculty members are paid to declined by 24 percent. hold one office hour per week per class; there is The ratio of full-time faculty to part-time faculty no expectation for committee work or curriculum headcount in October 2003 was 248:237 (51:49 development. The college and the faculty percent). It should be noted that the number of association have negotiated a memorandum of

55 Lane Community College — Standard 2

Sq. Ft in Additional Total Sq. Location 1996 Sq.Ft. Ft. 2002 30th Avenue 746,836 203,887 950,723

Outreach Centers 125,106 45,173 170,279

Total 885,347 255,664 1,141,011

Figure 2-9: Increase in Square Footage at the College 1996-2002 (Source: Facilities, Management, and Planning Office). agreement to move toward a substantially full- percent of budget). In the most recent reported time faculty by developing a plan to achieve state audits of expenditures, (2001-02, 2000-01, appropriate levels of contracted faculty while not and 1999-2000) Lane has ranked among the top negatively impacting enrollment. three community colleges in percentage of expenditures for combined Instruction and Physical resources Instructional Support categories. Lane has Physical resources at Lane have improved reported consistently the highest percentage of dramatically in some areas, with new construction expenditures for Instruction alone; expenditures and remodeling providing markedly more space for Instruction in 2001-02 totaled $35,182,495, or and some state-of-the-art instructional facilities 60.11 percent of the total college expenditures. (Figure 2-9). The $42.8 million bond measure in 1995 supported new construction and Lane has been challenged by changes in revenue improvements in the facilities at the 30th Avenue since 1995, and has faced difficult decisions in the campus, construction at Cottage Grove Center and past three years to maintain the viability of its Florence Center, and seven high school educational programs. The 2001-02 and 2002-03 Community Learning Centers (CLCs): Churchill, budget cycles were particularly severe. Rather Elmira, Junction City, McKenzie, Oak Ridge, than cutting across the board and weakening the Thurston, and Willamette (8.A.1 and 8.A.2). entire organization, Lane initially adopted a strategy of “pruning” programs and seeking Continual updating of instructional technology has administrative efficiencies through Process been funded by the Student Technology fee (see Redesign and restructuring. But in 2001, much Standard 5.T). Funds from this fee go directly to more had to be done to achieve a balanced budget. instruction. Additionally, Carl Perkins funding Criteria for degree and certificate program meets a large part of the instructional equipment elimination during the 2001-02 and 2002-03 needs for professional technical programs. budget cycles included low program demand, low An experimental classroom, built with bond graduation rates, high program costs, and funds, supports innovation by creating a novel preparation for low-paying jobs (7.A, see space with wireless networked computers and Standard 7). reconfigurable desks. Plans for use of this room Students have felt the effects of these cuts. are in final stages. Other remodeled and new Revenue-generating methods to offset cuts have classrooms were built to the specifications of included a tuition increase as well as differential instructors and support staff. The new Tutoring pricing for certain professional technical Center and satellite tutoring centers in Math are programs, and increased fundraising No degree or customized to meet programmatic needs. certificate programs have been cut since the 2001- Financial resources 02 budget planning process, although some staff In 2002-03, instructional expenditures totaled and faculty positions remained unfilled for a $38,554,409 (52.03 percent of budget) (Figure 7-4); couple of years upon resignations or retirements. instructional support totaled $3,533,114 (4.77

Lane Community College — Standard 2

Curriculum Approval: Courses Developmental Professional Technical Approval Body Transfer Courses Courses Courses Department / Division Reviews for quality and appropriateness. Library Liaison Reviews collection for support materials. Curriculum Reviews for quality, appropriateness to mission. Committee Reviews for quality, Office of Instruction appropriateness, and Reviews for quality, appropriateness, and Student Services budgetary support; and budgetary support. approves. Reviews for quality, Department of compares with other Community Colleges -- courses statewide, -- and Workforce approves, assigns course Development number. Approves within next Office of Professional -- -- catalog cycle of Technical Education program amendments. Lane Curriculum Creates catalog records in Banner, publishes in print catalog, Office maintains official records.

Curriculum Approval: Professional Technical Programs Approval Body Letter of Intent Program Application Program Amendment Review program Complete research for Faculty and Advisory Initiate and complete assessments and program planning and Committee DCCWD form. propose amendments application. annually. Reviews for quality and Curriculum Reviews and appropriateness to Committee, including -- recommends to OISS. mission and Library Liaison recommends to OISS. Reviews and Office of Instruction Reviews and recommends to Board -- and Student Services recommends to OPTE. of Education. Lane Board of Reviews and approves -- -- Education to forward to OPTE. Completes Staff reviews and Reviews amendments Office of Professional “Intersegmentary recommends to State and approves for Technical Education Adverse Impact Board of Education. publication. Notification”. Other Educational Respond if Negative -- -- Segments Impact. Reviews and approves State Board of -- for funding; notifies -- Education College. Publishes revised Publishes program Lane Curriculum Maintains official program listings; listings; maintains Office records. maintains official official records. records. Figure 2-10. Curriculum Approval Process (Source: Office of Curriculum and Scheduling).

57 Lane Community College — Standard 2

Programs instruction. The DCCWD then reviews, approves, The goals of all of Lane’s educational programs and assigns a course number. are compatible with the college’s mission (2.A.2). Professional Technical Programs Maintenance of the college mission is ensured Lane offers Associates of Applied Science (AAS) through various levels of review, by the faculty in degrees and certificates with the goal of preparing the offering division, the Curriculum Approval graduates to qualify for career employment. Committee, the Office of Instruction and Student Faculty members evaluate program curricula Services (OISS), the Lane Board of Education, the annually during unit planning, and advisory Oregon Department of Community Colleges and committees review and suggest changes annually. Workforce Development (DCCWD), and the In addition, approximately once every three years, Oregon Board of Education. each faculty coordinator presents a report on the The Curriculum Approval Committee, staffed program and the effectiveness of its advisory primarily by faculty, and by managers and committee to the Professional Technical Education classified staff, is charged with supporting the Coordinating Committee (PTECC). All program mission of Lane by overseeing the academic amendments are filed annually with the state for quality and content of the curriculum. review, and must be approved by the DCCWD prior to catalog publication. Transfer Degree Programs Lane offers three transfer degrees: the statewide Evaluating Curriculum for Integrity Associate of Arts/Oregon Transfer (AAOT), the In the past five years, the Curriculum Approval Associate of Science (AS), and the Associate of Committee has drafted and approved a procedure General Studies (AGS). Each program shares to review courses for duplication and to ensure common goals of preparing students to transfer appropriate numbering, differentiating college credits to baccalaureate institutions, with varying level from developmental coursework. Courses in levels of general education requirements (see related instruction for applied degrees and pp. 42-43 of the catalog and the discussion under certificates, such as business English and Standard 2.C). While Oregon Administrative developmental grammar, business mathematics Rules prohibit community colleges from offering and basic mathematics courses, and software majors within the AAOT degree (OAR 589-006- applications courses have come under review for 0100(10)), Lane offers a wide variety of lower- duplication. division transfer coursework to meet requirements For two years, the Degree Requirements Review for general education and electives. Committee (DRRC) worked with faculty to All Lane transfer courses have state approval, and develop general education outcomes beginning in have been reviewed and recommended by 1998. Based on the outcomes approved in 2001, divisional faculty, the Curriculum Approval faculty committees identified written criteria to Committee, and the Office of Instruction and qualify courses used for Arts and Letters, Social Student Services prior to review and approval by Sciences, Science/ Math/ Computer Sciences, and DCCWD (Figure 2-10). Ethnic/Gender/Cultural Diversity requirements within transfer degrees, and clarified expectations The College Online Policies and Procedures for the Human Relations requirement in applied (COPPS) outlines procedures for course approval. certificates and degrees. (See Appendix B-1.) Faculty propose new courses, which are reviewed Formal faculty review of courses fulfilling degree by the discipline and the division, and discussed requirements is underway, and should be with a library liaison. Lane’s curriculum approval completed by Spring 2005. form has added two new sections since 1994 which address assessment and infusion of core Program Design values of diversity. The Curriculum Approval All Lane degree and certificate programs evidence Committee makes its recommendation to one of coherent design and are characterized by the associate vice presidents overseeing appropriate breadth, depth, sequencing and

Lane Community College — Standard 2

Archival records Behavioral observations

Capstone

CATs Exit interviews

External examiners

Group Projects

Individual presentations Oral Exams

Performance appraisals

Portfolios Simulations

Self assessments Surveys/ questionnaires

Written Assignments

Written Exams

0 20 40 60 80 100 120 140 160 180 200

sometimes frequently always

Figure 2-11: Inventory of Assessment Practices used by Instructors, N=188 (Source: IRAP, 2004). synthesis, and require the use of the library Cooperative Education (2.A.3). They achieve a balance between general Cooperative Education experiences are designed education (“related instruction” in applied to integrate with most applied degrees and many certificate programs) and core coursework and certificate programs. Synthesis of learning is electives. Many applied degree and certificate designed into Lane’s education programs through programs offer introductory courses to help the highly popular cooperative education courses, students explore a broad overview of the available for most applied degree and certificates, profession. as well as for many transfer subjects. Capstone (end of program) experiences ensure Co-op at Lane is considered an outstanding model synthesis of knowledge and skills. Student program in the U.S. Students earn credit and a capstone projects have also made significant grade while working full-time or part-time in contributions to the college: positions related to their careers. Each year, over • A touch-screen check-in system designed by 2,000 Lane students are enrolled in quality computer programming students for the Fitness placements locally, regionally, nationally, and Center tracks participants’ attendance and time internationally in both paid and non-paid positions. spent in various fitness activities. In follow-up studies of Lane graduates, students • At the west entrance of the college the stunning consistently cite cooperative education as among sculpture installation, commissioned by the the most valuable experiences of their Lane Lane Transit District, was conceived by Site programs. Specific Sculpture students as a metaphor for education at. Lane, and produced under the Use of the Library supervision of faculty member Lee Imonen. Transfer degrees require the use of library and • Culinary Arts students provide internationally- information sources within the written themed feasts on a quarterly basis. composition sequence, either in WR 123

Lane Community College — Standard 2

40 t

n 30 e c r e

P 20

0 Excellent Good Average Below Ave Poor

Figure 2-12: Overall Rating of Lane Training (Source: Student Follow-Up Survey 2002).

Composition: Research, or in WR 227 Technical The inventory confirms that while most faculty Report Writing. Both these classes require a reported heavy reliance on traditional written variety of sources, and students learn critical assignments (98 percent) and written exams (93 thinking and information literacy skills, including percent), a significant number require students to finding and using sources appropriately, making self-assess (thereby internalizing standards of judgments about the quality of sources, and using excellence), as well as provide feedback through accepted forms of citation. surveys or questionnaires (74 percent in each of these areas). Nearly half of 188 responding faculty Each technical degree and certificate also requires report using simulations or portfolios to assess the use of library and information resources, as student learning. This differs from the findings in specified in program learning outcomes published 1997 of Program Assessment: A Case Study in catalog listings. Some professional technical Approach, when simulations and portfolios were programs have departmental libraries available for seldom mentioned in faculty discussions of student projects. assessment methods. In addition, nearly 30 Agreements with the libraries at Linfield College, percent of the responding faculty in 2004 reported Northwest Christian College, and the University using archival data to track student progress and of Oregon (UO) library system allow Lane examine success as a function of prerequisite students to use those collections, significantly learning. Classroom Assessment Techniques enhancing student access to research materials (Angelo and Cross) are used by 43 percent of the (5.C.2). One innovative course, CG 215 respondents to gather feedback from students for Transitions to the University, has been designed immediate use in improving the learning and taught by a team of faculty and librarians environment (2.B). from Lane and the University. The college has In the 2002 Student Follow-Up Survey (Figures begun discussions regarding adding information 2-12 and 2-13), over 85 percent of students rated literacy requirements to general education. Lane’s overall training as “Excellent” or “Good” Analysis of the impact of such requirements on and over 85 percent credited Lane with students’ goal achievement, among other things, contributing to their job placement and will inform decisions. advancement. Assessment Degree Designators and Program In the past decade, Lane instructors have expanded the range of assessment tools used to Content measure elements of the learning environment for Lane uses four degree designators consistent with the continuous improvement of learning. Lane program content. Degree objectives are clearly instructors report using assessment practices listed defined in the Catalog on pp. 42-46. The content in Figure 2-11. to be covered and the skills, creative capabilities,

Lane Community College — Standard 2

40 t n e c

r 30 e P

0 Very Much Somewhat Not at All

Figure 2-13: Rating of Lane’s Contribution to Placement/Advancement (Source: Student Follow-Up Survey 2002).

and methods of inquiry to be acquired are also professional programs, the AGS degree provides clearly outlined in college publications (2.A.4). an alternative to meet individual goals, balancing general education and elective transfer or Lane’s degree programs and designators are: professional technical coursework. • Associate of Arts / Oregon Transfer (AAOT) The AS degree prepares students to transfer into • Associate of General Studies (AGS—transfer) an upper division baccalaureate degree program in • Associate of Science (AS—transfer) areas such as Business, Science, Mathematics, and • Associate of Applied Science (AAS) Engineering. For some majors, the AS degree best According to its administrative rules, the state of matches pre-major requirements of four-year Oregon (OAR 589.006) defines the AAOT as a colleges or universities. The AS degree is often degree intended to prepare students to transfer designed to meet the requirements of a specific into upper division programs for a baccalaureate receiving institution. Requirements for the AS degree. The AAOT is accepted in public include a rigorous general education program institutions statewide, with a balance of lower- balanced with electives. division general education requirements and Lane also offers a wide range of preparatory electives. AAOT graduates admitted to Oregon programs for specific professional technical University System institutions are guaranteed to occupations, awarding AAS degrees and degree have fulfilled all lower division general education options, as well as one- and two-year certificates. requirements. Additionally, the Oregon Joint Oregon Administrative Rules define the AAS Boards Articulation Commission (JBAC) degrees and options (OAR 589.006) as intended to guarantees that students admitted with the AAOT prepare graduates for direct entry into the will have junior standing for registration purposes. workforce. AAS degrees may also help to prepare (State baccalaureate institutions may not students for career advancement, occupational “unwrap” the degree, selectively excluding some licensing, or further study at the baccalaureate credits.) Thus, the AAOT is the most attractive level. All Lane AAS degree and certificate transfer degree for many Lane students. programs publish specific career-preparation The AGS degree is intended to meet individual outcomes in the college catalog, and have aligned student need, using a variety of collegiate level general education outcomes with program goals. courses to fulfill degree requirements. For students not pursuing specific transfer or

61 Lane Community College — Standard 2

Abbreviated and Flexible Timeframes • one lecture credit = 10-12 contact hours; Lane currently has no degree or certificate • one lecture-lab credit = 20-24 contact hours programs offered in abbreviated time frames • one lab credit = 30-36 contact hours (2.A.5). During summer terms, however, classes These definitions are common to all community are offered in 4-week, 6-week, 8-week, and 12- colleges in Oregon, and include the expectation week formats. Regardless of the timeframe, that each quarter credit requires approximately students must complete the same course outcomes thirty hours of student involvement in terms of as sections offered in the traditional format during class participation, reading, exam preparation, and a quarter-long term. Course outlines defining the completion of assignments (2.G.7). Courses are expected outcomes are kept in instructional approved by the state with these definitions as division offices to communicate those standard guidelines, and such approved Lane lower expectations to faculty and students. division collegiate courses articulate with OUS Students may complete courses offered in the institutions, either fulfilling degree requirements Mathematics Resource Center in an abbreviated for general education or as electives. Signed time frame during part of a term, as those courses articulation agreements have been maintained are self-paced. Because faculty in the division are with individual departments at the baccalaureate especially aware of the sequential nature of institutions where Lane students transfer most learning in mathematics, common finals are an frequently, such as the University of Oregon, option for some courses, and key concepts may be Oregon State University, and Portland State assessed by common embedded questions on University. finals for other courses. Currently the college is undertaking a voluntary In addition, a planned “Flexible Sequence conversion of courses from three to four credits in Algebra” pilot funded by the Fund for departments in Social Science and English, Improvement in Post-Secondary Education Foreign Languages, and Speech, among others. A (FIPSE) grant divides a traditional intermediate developing movement from three- to four-credit algebra course into five modules, and will allow classes presents challenges and opportunities to students who do not successfully complete one the college. Issues currently under review include: module to repeat immediately, continuing the • maintaining quality standards, maintaining sequence without delaying to the start of the next local faculty control over Lane’s offerings, term. All students successfully completing the five • resolving scheduling issues, modules will demonstrate mastery of the course • the effects of this shift on professional learning outcomes. This innovative approach to a certificates and degrees, and difficult course sequence is intended to enhance • negotiating changing workloads for faculty. student success and retention. Program Lengths Credit Hours, Program Lengths and The process of program approval through multiple Tuition stages ensures that program lengths are Lane equates its learning experiences with appropriate to the desired learning outcomes and semester and quarter hours using common higher comparable to similar programs at other education practices and is able to justify its accredited institutions. In some instances, for programs and tuition in terms of program costs, example, the state of Oregon establishes program lengths and objectives (2.A.6). Lane operates on approval for a specific curriculum, and that the quarter system with three terms of 11 weeks curriculum must be adopted by any community each. Summer term courses run from 4-12 weeks college offering the same degree or certificate. (2.A.5). Lane equates quarter credit hours (2.A.6) The AAS in Emergency Medical Technology, for using the definitions provided by Oregon’s example, was first proposed by Chemeketa Community College Handbook: Community College, and Lane’s program was required to use the same curricular balance for state approval of the program.

62 Lane Community College — Standard 2

Differential Pricing family responsibilities. Classes begin as early as Lane implemented differential tuition on a trial 7 a.m. and end as late as 10 p.m., with Saturday basis during 2003-04, in an effort to recoup the classes offered as well. In addition, Distance costs of instruction incurred by programs with Learning offers courses for students to take clinical and lab experiences. Differential tuition anytime and anywhere (see Policy 2.6). Lane also was justified, based on the increased costs of piloted a “Night’s Cool” campaign to inform those programs, as the preferable alternative to potential students of evening and weekend classes. program elimination under budget constraints. This award-winning effort highlighted all the Lane’s Board reviewed this pilot effort for effects transfer and professional programs with offerings on student attrition and financial hardship, as well available at non-traditional times. as its effects on tuition revenue. The board Methods used in Lane courses encompass a broad decided to continue differential pricing. Reviews range: facilitation and coaching; problem-based in the coming years will inform future practice. learning; case studies; service learning; learning Responsibility for Course Design communities; group work; computer-based Responsibility for design, approval, and learning; and lecture. Delivery systems include implementation of the curriculum is vested first in classroom lecture, lab, discussion, problem-based individual faculty. Faculty Council has appointing learning, service learning, learning communities, power to the Curriculum Approval Committee, the team projects; and Computer-Based Training (e.g., DRRC, Curriculum Development Committee and Electronics courses), Telecourses, Online, Academic Council. Channels of communication Cooperative Education, and Apprenticeship. and control are clearly established (2.A.2). Faculty Lane’s core values of innovation and diversity members serve on all of these committees and have inspired faculty to create many new transfer have a major role and responsibility in the design, courses since 1994, such as courses in Ethnic integrity, and implementation of the curriculum Studies, American Indian Languages, Asian (2.A.7). In the new college governance structure, American literature, Islamic Art, Latino/a the Learning Council, on which several faculty sit, literature and history. will provide planning and policy-level work in this area (see Standard 6). With support from Lane’s SLI projects and curriculum development funds, faculty members Use of Information Resources have collaborated across disciplines to create Faculty, in partnership with library and Learning Communities of linked classes with information resources personnel, ensure that the descriptive titles such as “Fat Cats and use of library and information resources is Underdogs” and “BioBonds.” Service Learning integrated into the learning process (2.A.8; also opportunities such as “The Poet in the City” were 2.A.3 and 5.A.1). The library liaison for each offered for the first time beginning in 1999. discipline meets with faculty proposing new courses to discuss resources and ensure that library holdings are sufficient. Transfer degree students take one of two writing classes, WR 123 or WR 227, which require library research. Each Professional Technical program publishes a library and information resources outcome. Planning for Learning and Accessibility The institution’s curriculum is planned both for optimal learning and accessible scheduling (2.A.9). All divisions at Lane plan curricular offerings carefully to sequence and optimize learning, and schedule classes for ease of access for students who often have full-time jobs and

63 Lane Community College — Standard 2

Prior Experiential Learning Assessment forwarded to the state’s Department of While the college has never had an aggressive Community Colleges and Workforce practice of granting credit for prior learning, Lane Development, which conducts intersegmental students do tend to be older than the average adverse impact notifications as the first step prior students at most four-year institutions, a to formal application for program approval. Given demographic very likely to find credit for prior no adverse impact claims, faculty may then learning attractive. In addition, there has been complete research supporting the application for a increased call for prior learning credits from new program. professional organizations and specialized The local advisory committee, the Curriculum accrediting bodies, especially in the health Approval Committee, Office of Instruction and sciences. Prior to 2004, Lane had no official Student Services and Lane Board of Education policy on Credit for Prior Experiential Learning review and approve the formal program but did administer Credit by Assessment and application to be forwarded to the state. The Credit by Exam. Office of Professional Technical Education staff After review in Spring 2003, the Curriculum reviews and makes recommendations to the State Approval Committee drafted and approved a Board of Education, the official body that policy in compliance with the Commission’s authorizes state funding and state approval of new Policy 2.3. Faculty Council, the faculty union, and degree and certificate programs. the Office of Instruction and Student Services Course Approval reviewed the policy, and the Executive Team A new transfer course is reviewed and approved at approved the new policy. Lane’s Credit for Prior three levels at Lane prior to a request for state Learning policy forms the basis for revised approval: by faculty in the discipline/division, by procedures for granting Credit by Assessment and the Curriculum Approval Committee, and by the Credit by Exam (2.A.10). Office of Instruction and Student Services. The award of Credit for Prior Learning involves State approval for professional technical courses training campus staff and faculty on equating accompanies the original program application. For course outcomes with documented student a program approved by the state, any new experiences, and it will be important to inform professional technical course follows the same students how to best present their evidence. local approval process (divisional and Curriculum Policies and Procedures for Approval Committee review) as transfer courses. Additions/Deletions The state Office of Professional Technical Each year, through the Curriculum and Education approves new professional technical Scheduling Office, the college systematically courses upon submission of program amendments reviews policies and procedures for additions and filed annually with the state. deletions of courses and programs (2.A.11). As Deletions state procedures for new programs and courses are Prior to 1999, course and program deletions at revised, Lane’s policies and procedures are Lane were governed entirely at the department updated to remain in compliance. Lane adheres to and division level, with managers initiating the state requirements for adding programs and process by memo. However, upon review, the courses, which are defined in Oregon Office of Curriculum and Scheduling discerned Administrative Rules (OAR). that this procedure failed to systematically remove Program Approval outdated courses from the catalog. To automate All Lane degree and certificate programs are this process, any course dormant for three years is state-approved, and have undergone a rigorous now end-dated by Lane’s administrative software. application process, beginning with a letter of Policy and procedures for program cuts have been intent reviewed by the Curriculum Approval part of the budget cycle assumptions and criteria, Committee and the Office of Instruction and clearly outlined on Lane’s Budget Development Student services. The letter of intent is then Website (2.A.11).

64 Lane Community College — Standard 2

Program Elimination or Change on a student’s transcripts, evaluators refer the In the event of program elimination or significant student to the appropriate department for faculty change in requirements, state administrative rules evaluation and recommendation on acceptance for and institutional policy both require appropriate any coursework in question. Students also may arrangements to be made for enrolled students to appeal transcript evaluations to the Academic complete discontinued programs in a timely Council. The process is designed to give every manner and with a minimum of disruption consideration to transferring students. (2.A.12). The Lane catalog also clearly notifies students Unfortunately, Lane has had recent experience intending to transfer elsewhere that a receiving with program eliminations due to budget cuts. institution may or may not accept credits earned at Institutional procedures require program Lane, and each student must work with an advisor coordinators or administrators to notify all at Lane and the receiving institution to minimize students in affected programs by letter. All credit mismatches. A 2001 OUS study shows that students affected by program eliminations have a 1995-96 cohort of Lane students transferred an reasonable opportunities to complete degree and average of 93.4 credits to baccalaureate state certificate program core courses. (Under state institutions. Lane students graduated from OUS guidelines, students have an additional three years institutions with a total of 205 credits, as once a program is discontinued to complete compared to the statewide community college general education requirements.) Core courses in transfer student average of 208.6 credits, and the two-year programs are offered for six additional native OUS student average at graduation of 198.6 terms following the announcement of program credits. In a 2002 follow-up study of Lane elimination, and core courses in one-year graduates and No Formal Award students (NFAs) certificate programs are offered for an additional with transfer majors, 78 percent reported they had four terms to allow students already enrolled in transferred to another institution; 74 percent the program an opportunity to complete the course reported that transferring was “very easy” or requirements for the program. Coordinators in “easy,” and nearly 81 percent said that Lane affected programs make arrangements for students courses had prepared them “very well” or “well.” to substitute similar courses if students are unable Lane is also responsive to transfer articulation to schedule remaining courses required for issues raised at the state level by the Joint Boards graduation. Articulation Commission (JBAC). For example, in State-approved Professional/Technical program 1999 the JBAC requested a statewide review of additions and deletions since 1994 are illustrated WR 115 Introduction to College Writing because in Figure 2-3. For budgetary and other reasons, of confusion about whether the course was college the following courses and curricula have also been level at various institutions in Oregon. During that deleted in the past three years: Adult High School, review, Lane faculty strengthened the learning Business Administration transfer courses, Jewelry, outcomes to meet the criteria for college level Retailing/ Wholesale Operations, Court Reporting. writing developed by the Oregon Writing and English Advisory Committee. Other articulation Policy on Transfer and Award of issues have been resolved at the state level in Academic Credit consultation with JBAC. Policies on transfer and award of credit are published in the Catalog and are reviewed and Faculty discussions have improved articulation revised periodically by the Degree Requirements and equated learning experiences at Lane more Review Committee to ensure fairness and equity closely with learning experiences at other for all students. Lane transcript evaluators, using accredited institutions in Oregon; they have also those policies, make every effort to provide maintained local control over requirements where maximum consideration for students who have appropriate. One subcommittee successfully changed institutions or objectives. When required argued for a Lane studio art course to be included knowledge in a subject area is not clearly evident in the Arts and Letters requirement of the AAOT.

65 Lane Community College — Standard 2

Strengths: • While Lane is strengthening library use in • Lane has a comprehensive program of high- curriculum, it is difficult to add higher quality instruction in its degree and certificate information literacy requirements to programs programs that meet the needs of its service that already involve intensive discipline work. area. An innovative, diverse curriculum • Connecting course-level assessment with supports the vision, mission and core values of program level assessment. the college. • Since the COPPS policy on Credit for Prior • Highly qualified, committed contracted and Learning was initiated, faculty, including part-time faculty. coordinators, and managers and staff need • The bond project contributed to innovation training to understand equivalencies and through classroom and lab spaces that changes in the process. improved the learning environment. • External pressures from advisory committees, • The Student Technology Fee has infused $1 licensing agencies or employers to increase million per year into the instructional technical preparation courses will affect technology budget, helping ensure high-quality, students’ abilities to complete programs within updated instructional technology for programs. reasonable time limits. • The Curriculum Approval Committee and • The move from three- to four-credits for some Degree Requirements Review Committee are courses is labor-intensive and requires highly effective. Their work on general thoughtful planning, revision and articulation education outcomes has been essential to for success. improvement of the quality of programs. Improvement Plans: • Cooperative Education at Lane is a model • The college has a plan and has budgeted program of its kind, providing supervised resources to catch up on deferred maintenance. learning and a flexible, creative structure. The college has increased its capacity to • Library privileges at the UO library provide respond effectively to IEQ issues as they arise important enhancements to the college’s (see Standard 8). collections as well as introductions to the scope • Lane makes every attempt to provide financial of university facilities for transfer majors. aid to students who need it. The college • Lane continues to offer courses and services at provides more financial aid than any other traditional and extended hours. community college in Oregon. As feasible, the • Lane’s curriculum development coordinator is college will add course sections for popular also the coordinator of student outcomes classes and continue to monitor the effects of assessment. This ensures integration of college budget cuts. (See Standard 7 for a discussion of efforts in these areas. the long-range financial picture in Oregon.) • A strong advisory committees structure • The college will look for ways to strengthen comprised of community volunteers help information literacy and library use while ensure continual improvement, provide support maintaining reasonable work levels and and advocacy for programs, and strengthen the timeframes for students. links between Lane and the community it • Building a culture of assessment at the college serves. is a strategic direction of the college for the Challenges: next four years. Developing links between • Facilities challenges include deferred course-level and program-level assessment will maintenance in some areas not included in the figure prominently in plans for this area. bond project, and some problems with Indoor • The college will utilize its communication and Environmental Quality (see Standard 8). training mechanisms in 2004-05 to help all • Tuition increases, program elimination due to faculty and staff understand changes in the budget cuts and course section cuts have Credit for Prior Learning policy. impacted students.

66 Lane Community College — Standard 2

• The college has made efforts to communicate development seminars developed assessment with students that professional program “coaches” to work with faculty in weekly requirements alone may take two years. The meetings. Ten faculty members each year shared Curriculum Approval Committee and the and discussed readings and explored new DRRC will review programs and consider assessment tools, and then were supported with appropriate options for future program reassignment time to return to their disciplines planning. and foster new assessment projects with other faculty. Assessment coaches helped define Educational Program Planning and outcomes, select appropriate assessment methods, Assessment and develop rubrics to assist in assessment. In this Faculty members have always played a central way, the institution was able to leverage its role in educational program planning and investment by training coaches, who then trained assessment at Lane. However, in the 1994 report other faculty to adapt assessment strategies in to Lane, the Commission noted the external their own programs. A list of these assessment orientation of effectiveness measures: Lane has projects is included in Appendix B, and project made improvements in this area and has also reports are included as exhibits. Curricular improved the faculty and staff involvement with changes prompted by these assessments are assessment (see Executive Summary). discussed below (2.B.3). Lane took steps to expand faculty awareness of Systematic assessment at the program level is assessment issues and improve reporting of routine in health careers, the sciences, program outcomes. Initial steps included mathematics, health and PE, and developmental designating a part-time assessment coordinator, programs at Lane, and other disciplines have appointing an assessment team, faculty assessment begun making progress toward the goal of training, a newsletter and webpage highlighting systematic assessment by identifying program assessment best practices, acquisition of outcomes and assessing them annually during unit assessment resources for the library, and the planning. The college is still working to achieve publication of a status report in 1995. Progress an important remaining goal of the 1997 continued in 1996 and 1997 with publication of assessment plan, “developing and maintaining Program Assessment: A Case Study Approach, a comprehensive and integrated assessment series of interviews with faculty in every division activities.” In 2000, Advanced Technology piloted to identify assessment practices throughout the a web-reporting system based on James Nichols’ college. That study showed significant progress in formats. Faculty coordinators planned assessments some areas of the college, but other areas where of three-to five program outcomes, and devised assessment had not become embedded into appropriate assessments. Few of the program teaching and learning processes for continuous coordinators, however, were able to complete the improvement. entire cycle of plan-do-check-act within resources In 1997, Lane hired a full-time faculty coordinator allocated for the project. of student outcomes assessment and curriculum The more the college learns about assessment, the development. The position was designed to help more such knowledge illuminates areas for faculty assess learning and use the results to improvement. In 1999, the college received a improve learning environments, closing the loop commendation from the Commission for its work (“Plan-Do-Check-Act”) between assessment and in assessment. Since then, the bar has been raised curricular change (1.A.). To integrate assessment again in a cycle of continuous improvement to into the learning process, this position directly tied which the college is committed. assessment to the front end of the curriculum development process. Lane’s Strategic Learning Initiative (SLI) project promoted assessment as one of five initial project areas. In 1998-99 and 1999-2000, faculty

67 Lane Community College — Standard 2

Planning and Evaluating Educational Assessment and the Learning Programs Environment Educational programs at Lane have established At Lane, program planning is based on evidence processes for assessing student learning (2.B.1). from assessment, broadly defined to consider The framework for these processes includes three multiple elements of the learning environment: sets of outcomes: • Student characteristics, including entering • General education and related instruction, knowledge and skills, entering attitudes, study including transfer courses (assessed through the habits, time on task, motivation, and self- graduate student survey of the general efficacy. education core abilities) • Course scope and sequencing, including • Professional technical programs (evaluated prerequisite requirements, appropriate course based on student learning outcomes defined for outcomes, appropriate assessment tools, and each program) sequencing of concepts and skills. • Developmental programs • Program qualities, including placement information and alignment with course level, Three processes for assessing educational advising issues, appropriate intended outcomes, programs encompass all offerings, and are and appropriate means of assessment and conducted on a regular basis. First, in each unit alternative assessments. plan, outcomes assessment is required, outcomes • Resources available, including texts, library are analyzed, and plans to address challenges are materials, current equipment, appropriate formed and reported, and reviewed the following classroom environment, links to the outside year. Second, professional technical programs community, curriculum development resources, undergo review on a three-year cycle with the and any other available resources to achieve Professional Technical Education Coordinating outcomes. Committee. Third, the institution monitors student • Faculty characteristics: expectations, expertise, outcomes with routine reports on student follow- attitude, workload, staff support, professional up studies of graduates, such as the graduate development. assessments of general education outcomes, and • Instructional methods: facilitation and student outcomes reports on graduates and NFA coaching, problem based learning, case studies, students who have completed at least 60 credits service learning, learning communities, group before leaving Lane. work, computer based learning, lecture, lab, Unit plans are included in the planning cycle cooperative education placements. (Figure 1-1) thus integrating assessment into • Instructional practices: frequency of feedback, overall college planning and evaluation. timeliness of feedback, spectrum of class While key constituents such as advisory activities from active to passive, committees are involved in the process, the lecture/discussion, lecture, lab, independent faculty has a central role in planning and study, on-the-job training. evaluating the educational programs. Faculty • While assessment of learning is essential to members design and implement assessments at all verify accomplishment of outcomes, Lane levels—within courses as formative assessments, faculty members have also analyzed the within programs as data to improve student learning environment as a whole, to identify learning, and in follow-up studies with advisory potential barriers to learning and improve committees and local businesses. Faculty program outcomes. The discussion of program members also evaluate the data from assessments improvements related to assessments will show to identify curricular reforms as part of a the value of this broad approach to assessment continuous improvement cycle. (2.B.3).

68 Lane Community College — Standard 2

Publishing Learning Outcomes • Associate Degree Nursing, licensing exams Lane publishes general education outcomes (“core through the Oregon State Board of Nursing. abilities”) for degrees and certificates on page 39 • Flight Technology certification exams from the of the Catalog. The Lane faculty has also Federal Aviation Administration. identified and published applied degree and • Aviation Maintenance, certification under Part certificate learning outcomes, including related 147 of the Federal Aviation Regulations of the instruction outcomes in alignment with each Federal Aviation Administration. professional technical program (2004-05 Catalog, • Dental Assisting, Certificate of Radiological pp. 69-116, and Appendix B-3). Proficiency, with proficiency examination administered by the Dental Assisting National Program-Level Assessment Board. Students complete three National Board Program-level assessment to verify student examinations each year and are also eligible to learning is conducted in many ways. For example, receive all state required credentials. some Lane programs have specialized • Dental Hygiene, National Dental Hygiene accreditation processes requiring regular Board and the Western Regional Examining assessment and evaluation: Board for Local Anesthesia and Clinical Dental • Dental Assisting, accredited by the American Hygiene. At program completion application Dental Association’s Commission on Dental for Licensing with the Oregon Board of Accreditation, a specialized accrediting board Dentistry. recognized by the U.S. Department of • Certified Medical Assistant, national Education. certification examination administered by the • Dental Hygiene, accredited by the American American Association of Medical Assistants Dental Association’s Commission on Dental (AAMA), for Certified Medical Assistant.® Accreditation, a specialized accrediting board • Emergency Medical Technician (EMT), Oregon recognized by the U.S. Department of State and/or National Registry EMT-Paramedic Education. examinations for certification as an EMT- • Medical Office Assistant, accredited by The Paramedic. Commission on Accreditation of Allied Health • Respiratory Care, Advanced Practitioner Education Programs, a specialized accrediting credentialing examination administered by the board recognized by the Council for Higher National Board for Respiratory Care, Oregon Education Accreditation, on recommendation of Health Division, Respiratory Therapist the Curriculum Review Board of the American Licensing Board. Association of Medical Assistants Endowment. • Respiratory Care, accredited by the Commission on Accreditation of Allied Health Education Programs, a specialized accrediting board recognized by the Council for Higher Education Accreditation, in collaboration with the Committee on Accreditation for Respiratory Care. External Exams External certification exams provide valuable information on the learning of graduates from some Lane programs. • Automotive Technology, certified by the National Automotive Technology Educational Foundation, a non-profit foundation within the National Institute for Automotive Service Excellence.

69 Lane Community College — Standard 2

• Welding, American Welding Society and Assessment and Improvement of American Society of Mechanical Engineers Teaching and Learning Welder Qualification Certification - wire drive At the classroom, program and departmental and arc welding processes. levels, assessment of learning at Lane leads to Alternative Assessment improvement. Faculty and staff adjust courses and A variety of alternative assessments across the programs in response to changes in the field of curriculum require students to demonstrate study, multiple institutional constituencies, and the successful learning: needs of the disciplines (2.B.3). Faculty and administrators have begun conversations about the • Juried performances are required in some areas direction Lane will pursue to develop a more such as music, dance, and theatre arts. systematic approach to reporting assessments in • Demonstration of skill is required in programs all programs, services and learning. In many such as Culinary Arts and Hotel Management, instances, funding to support this faculty with the Center for Meeting and Learning assessment work has been provided by IRAP and providing real-world context for practicum by the Strategic Learning Initiative, which aims at work for banquets and meetings. systematic improvement of the learning • Capstone courses provide opportunities for environment. students to integrate theories learned throughout programs in problem-based learning Student Follow-up and Employer Follow-up (e.g., Computer Science’s CIS 270- studies, conducted by IRAP, survey graduates and Programming Information Systems, and NFA students with at least 60 credits, for feedback Accounting capstone course). about the value of Lane training. This information • Simulations and Computer Based Learning in is then distributed to division managers for elementary electronics demonstrate successful dissemination and discussion. Additionally, since mastery of course outcomes. 2002, annual surveys of graduating students have • Skill performance in Flight Technology given feedback to the college on the quality of includes a solo flight in daylight, a solo flight general education and related instruction programs with instrument landing, a solo flight to a small in applied degrees and certificates. airfield, and a solo flight to an international Institutional effectiveness assessments measure airport. progress against key benchmarks annually, • In Recreational Vehicle Technology, an providing overviews to the board and the assessment checklist on individual student community for purposes of monitoring program jacket documents student abilities to perform quality. Benchmarks are often presented identified outcomes and competencies graphically over time to facilitate analysis of • The Welding program provides standard trends and formulate action plans based on the feedback for each required skill students must evidence. Additionally, data from the Oregon demonstrate: from “performs well without University System Chancellor’s office offer supervision,” to “not able to perform the skill.” insights about Lane students who transfer to • Cooperative education is available in almost all Oregon four-year institutions. Lane curricula to provide real-world experiences Lane’s 1997 case study of assessment techniques to integrate classroom theories with on-the-job provided a benchmark for faculty understandings training. Students set goals, work under and attitudes about assessment, and provided supervisors in settings outside academia, and are background information for analysis and planning assessed by those supervisors, as well as co-op purposes. A key finding of this analysis was a coordinators at Lane. need for faculty professional development on assessment philosophy and methods, including appropriate alternative assessments.

70 Lane Community College — Standard 2

Internal Program Reviews implications. Changes have been implemented as In addition to course-level assessment, internal a result of this assessment. Dental Assisting class program reviews take place on a routine schedule. interviews illustrate another learning Professional technical programs have specific improvement. Dental assisting students have reviews of each program by their Advisory provided feedback about changes in classes shared Committees. On a three-year cycle, the with Dental Hygiene students. Students’ Professional Technical Education Coordinating qualitative comments helped faculty to re-design Committee reviews all programs, including courses to address unmet program needs in Dental feedback from the advisory committees about the Assisting. skills of program graduates and the effectiveness The Mathematics division has a lead instructor of the advisory committees. for each major curriculum area, which facilitates Many assessment projects at Lane have led to ongoing assessment. The scope and sequence curricular reforms (2.B.3). Below is a sample project provides continuity and consistency across campus: among course offerings and helps align course lessons with course objectives. Math also utilizes Bio-Bonds. For example, faculty in Science advisory committees for faculty teaching pre- questioned whether the prerequisite introductory engineering courses to assure alignment with inorganic chemistry course was adequately changing requirements. preparing students for anatomy and physiology. Following an archival study of GPA data Math faculty also designed, implemented, update, correlating grades in those courses, faculty and maintain a rigorous placement testing system surveyed students who had completed the to ensure proper placement and enhancement of sequence to gather qualitative data about student student retention. In the near future, access to experiences. Faculty analysis of all the mathematics placement testing will also be quantitative and qualitative assessment data led to available to all local high schools and outreach the conclusion that the existing prerequisite centers. The Flexible Sequence Algebra project is functioned not as a ladder to the next course, but a result of systematic assessment of how students as a hurdle. Faculty also concluded that prior to learn algebra and the importance of schedule anatomy and physiology, students needed an flexibility in ensuring retention and success. Math introduction to cell biology and some introductory instructors also coordinate with lead faculty in organic chemistry. As a result of their analysis, the other programs to refine goals and make changes Bio-Bonds learning community was formed, based on students’ performance. replacing the previous chemistry prerequisite. Enforcement of prerequisites and placement exam Culinary Arts faculty asked students to consider scores in Mathematics, required since the early all the outcomes required for specialized 1980s, has had significant positive impact on accreditation, and evaluate the importance of each completion rates, which the department has outcome to their intended profession, as well as tracked for some time. Like some other the quality of Lane’s training for each outcome. departments, Math also recommends either a Faculty examined courses in which the common final for all sections or uses embedded curriculum-related concepts were taught, creating questions that are commonly scored; all faculty a curriculum map, with focus on training areas members thus have feedback about whether identified as weaknesses. The resulting curriculum students have learned key concepts. Math is restructuring was then designed to meet American gathering and utilizing good data on the use of Culinary Federation standards, better preparing common exams and/or elements in Math 60, 65, students for careers in culinary professions. 70, 95, and 111. Focus groups. A series of focus groups showed Like many other open-access institutions, Lane that students from Asian countries had very serves many students who are underprepared for different patterns of matriculation from Spanish- college-level work. Placement tests in math and speaking students, with significant advising writing/reading and prerequisites encourage

71 Lane Community College — Standard 2 students to prepare more fully for college with student expectations, increased student coursework. But gaps in preparedness prompted satisfaction, and higher persistence of students new Academic Learning Skills (ALS) faculty and to the pedagogy. This assessment project won the colleagues in Counseling to improve the system. 2002 Innovation of the Year. Together, these faculty examined archival data, Assessment and the Needs of the establishing that the success and retention rates of Disciplines underprepared students were very low. A pilot Computer Information Technology faculty program called “Guided Studies” presented members create new courses to respond to new stronger advising requirements to complete developments in hardware and software, and reading classes for students with low reading delete courses no longer useful to graduates. In scores. the last decade, for example, new and constantly A comparison of students’ grades in succeeding changing technology has precipitated many terms for this cohort, for a control group of other changes in the curriculum to meet the needs of underprepared students, and for the general computer science disciplines. Advisory population established that underprepared students committees at Lane provide strong links to the who completed reading classes not only persisted needs of the disciplines, and assessments longer, but were also able to achieve comparable involving advisory committees lead to strong grades with students in the rest of the population, recommendations for curricular changes. and earned higher grades in subsequent courses Graphic Design. Surveys of graphic design than underprepared students who did not complete professionals in the Lane service area have helped reading instruction. Faculty analysis of the data identify changes needed in the curriculum in light led to a new policy for advising underprepared of a shift in emphasis to Internet-related design. students, improving retention and the quality of New graphic design courses in the last decade students’ experiences at Lane. have provided introductory instruction that Spanish faculty noted negative student comments respond to this shift for non-majors, and two on course evaluations about the immersion courses that sequence professional skills for pedagogy of their courses, in which Spanish is majors. spoken, but not presented in a textbook. Because Drafting faculty established that the college’s unmet expectations led to attitudinal barriers, CAD software was not in use in the occupations faculty designed a video featuring successful Lane for which the drafting program prepared students. Spanish students talking about their experiences as Their analysis of the current software needs led to students, and prepared an orientation required of all overhaul the scope and sequence of the entire students new to the methodology. The result of this curriculum in 2002, better preparing students for curricular adjustment has been an improved match employment. The Microelectronics Manufacturing degree program was designed to prepare students for employment in new industries in the Lane service area. When those industries subsequently closed factories in the area, assessment of potential employment opportunities led to the conclusion the program should be discontinued, as occupations for which students were being prepared no longer were available locally. The Health faculty surveyed all students taking Health classes to determine why they were taking the class. They then added new faculty to meet students’ expectations and needs. They also

72 Lane Community College — Standard 2 revised several classes and added a Global Health • Clear outcomes statements for each class to respond to students’ stated needs. professional technical program and general education are published annually in the catalog. Assessment and Stakeholder Input • The faculty has completed initial work on core Budget cuts and assessment. Lane has actively abilities and has identified course criteria for sought community input into decisions each general education degree requirement. surrounding the budget cutting process over the • The faculty reviews professional technical past three budget cycles. One valuable form of student performance annually and analyze data qualitative information is community testimony against learning outcomes defined for each about the value of programs selected for cuts; in program. Based on this analysis, programs some instances, it has influenced the board’s make changes to curricular offerings. Student decisions about Lane’s curricular offerings. data include placement rates in the workforce; The Business Technology faculty has consistently student satisfaction perception surveys, as well sought input from local businesses and from as performance on Licensing exams. alumni about proposed changes in the Business • The Strategic Learning Initiative has supported Technology curriculum. That feedback led to faculty assessment projects, as has Institutional changes in the Accounting program, for example, Research, Assessment and Planning and to include both the theoretical (transfer) academic divisions. From archival studies of coursework and the practical, hands-on courses that institutional data to qualitative studies such as have always characterized the program. This focus groups, the faculty has sought feedback integration increases student problem-solving to improve programs. abilities and gives students the flexibility to pursue • Assessment in many disciplines effectively additional training at the baccalaureate level. identifies curricular strengths and challenges. Best practices are found in sciences, The faculty in the Professional Fitness Training mathematics, fitness, health careers and ABSE, Program’s Fitness Certification program, which as well as in workforce development is nationally recognized by American College of assessments such as “mystery shopper” Sports Medicine, developed a series of questions evaluations conducted by outside agencies. to determine the knowledge, skills and abilities of • Efforts in Mathematics to assess student students. These responses are reviewed annually prerequisite skills and place students to monitor the effectiveness of Lane’s program to appropriately in math coursework have been prepare students for future employment. exemplary. The ABSE and ESL programs use standardized Challenges: tests authorized by the Office of Community • The Comprehensive Assessment Plan needs to College and Workforce Development (OCCWD). be updated with provisions for faculty The Comprehensive Adult Student Assessment involvement in reviewing program assessment System assesses reading and writing skills; the plans across college divisions. BEST Plus assesses listening and speaking skills • There is still more work to do assessing general for ESL. Scores are reported to the federal education outcomes/core abilities, including government through the National Reporting review of courses aligning with degree System. requirements (2.C.) Strengths: • Addressing preparedness once preliminary • Lane’s Comprehensive Assessment Plan, assessment has occurred is an inherent formulated in 1997, has formed the basis for challenge of an open-admissions policy. Lane’s assessment directions in the last seven • Human and financial resources to support years, and Lane has completed almost all the systematic college-wide assessment of many goals in that plan. programs have been scarce.

Lane Community College — Standard 2

Gen Ed Total % General Award credits Credits Education Associate of Arts Oregon Transfer 61 90 68% Associate of Science 73 90 81% Associate of General Studies 54 93 58% Associate of Applied Science 21 90 23% Certificates 9 45 20% Figure 2-14: General Education Components of Lane Awards Compared (Source: IRAP).

• Systematic reporting of assessment activities the relationships between disciplinary skill sets. college-wide needs the support of faculty and • Use of the unit planning process and the work the new Learning Council, and the infrastructure of the Learning Council will ensure the college of an Assessment Committee to oversee the implements and tracks assessment in a process and ensure quality assessments. systematic way. Improvement Plans: Undergraduate Program • Lane’s Assessment Plan will be updated by the Learning Council as part of comprehensive Lane’s credit instructional program is designed to learning plan. The Council will take into account provide students with substantial, coherent, and processes for reviewing and improving articulated exposure to the broad domains of assessments; provision for continuing faculty knowledge. The four associate degrees prepare professional development on assessment; and students for transfer to baccalaureate institutions setting priorities for funding assessment projects. or for careers in professional and technical fields • The faculty will complete the course review for (2.C). Each degree and certificate has carefully all degree requirements by Spring 2005, and considered elements including general education implement appropriate assessments of the and distribution requirements, with core and/or general education core abilities as soon as is elective courses. The number of required credits practicable. in each component varies, to foster student • The college will consider additional means of achievement of goals specific to each degree. addressing preparedness beyond initial General Education and Related assessment, including the Guided Studies and Instruction Components “bridge” courses for under prepared students in All Lane transfer degrees require general professional technical areas. education components; applied degrees and • The best assessment projects take time and certificates require related instruction in resources. One strategic direction of the college communication, computation, and human relations for 2004-08 is to “commit to a culture of (2.C.1). General education requirements are assessment of programs, services, and published in Lane’s catalog on pp. 39 and 42-43, learning.” Resources are tied to strategic and are also available in the online catalog in directions, and the college will work through clear and complete terms. Figure 2-14 compares the budgeting process to allocate assessment general education credits students earn for each resources. award. • When the writing assessment project is funded and implemented, students’ success in writing The overall amount of general education in Lane’s courses will be tracked for skill transfer after transfer degrees compares well to national norms they leave composition courses. The project for baccalaureate degrees. According to an will help establish appropriate ways to assess Association of American Colleges and student learning of complex skill sets, and will Universities survey, an average of 37.6 percent of foster faculty dialogue on important issues in the degree are in general education in four-year

74 Lane Community College — Standard 2 institutions in this country. The median in the General Education Rationale same study was 40 percent. Lane provides more Through a collaborative process from 1999 to than half of the general education credits needed 2001, the Degree Requirements Review for a baccalaureate degree. Lane’s transfer degree Committee developed a written rationale for requirements are intended to fulfill most, if not Lane’s general education degree components all, the educational breadth and depth (2.C.2 and Policy 2.1). Sub-committees for each requirements for baccalaureate degrees. of the distribution requirements elicited faculty Associates of Applied Science and applied participation and feedback on proposed outcomes. certificates focus on the professional core courses, The resulting rationale, approved in February with related instruction and general education 2001, emerged in two parts: an introductory components clearly secondary to training for philosophical description of the purpose of future employment. By contrast, the transfer general education requirement;, and core degrees (AAOT, AS, and AGS) require from two- outcomes statements defining what students and-a-half to four times as many general should know and be able to do as a result of education credits, providing greater breadth and general education at Lane, with criteria to evaluate depth in general education than applied degrees the relevance of each course to general education and certificates. outcomes (2.C.2). The general education outcomes relate to Lane’s mission, providing Collegiate Level General Education and educational opportunities that include professional Related Instruction technical and lower division transfer programs. All coursework fulfilling general education requirements for Lane degrees is collegiate level Approved Description of General (Policy 2.1). Until 2003, Lane’s AGS degree Education minimum mathematics requirement was MTH 052 - Mathematics for Introductory Physical Sciences. General education helps students develop After considerable discussion, the Degree knowledge and abilities useful to all programs of Requirements Review Committee (DRRC) study. The purpose of general education at Lane changed the requirement, offering AGS students Community College is to foster wisdom through two choices: MTH 052 plus a college level educational depth and breadth. General education computing class, or MTH 105 or higher. All Lane at Lane has the following goals: transfer degrees now require general education • to encourage exploration of the academic outcomes at the transferable collegiate level. disciplines: liberal arts, sciences, mathematics, Related instruction for applied degrees and information sciences, and social sciences certificates is aligned with program outcomes. • to promote understandings of self, society, and Some certificate and AAS programs require the the environment crucial to citizens of a diverse minimum mathematics course, MTH 025 - Basic global community Mathematics Applications. The course develops • to cultivate habits of mind and heart essential to skills in measurement, metric system, signed lifelong learners numbers, graphs and tables, and introductory Descriptions of Expanded Core Ability probability and statistics. The Lane faculty has Outcomes Statements carefully considered the role of general education These descriptors are used as criteria in in applied degrees and certificates, and has determining whether courses meet general validated that Lane’s non-transferable MTH 025 - education outcomes. Courses which meet one of Basic Mathematics Applications conforms to the the goals stated in the rationale, with principal statewide definition of collegiate level. focus on one or more of the bulleted points below, may be included on the lists meeting general education degree requirements.

75 Lane Community College — Standard 2

1. Communicate effectively. Courses meeting • plan, implement, and evaluate lifestyle change this requirement may also require that students: strategies which contribute to optimal physical and mental health • demonstrate understanding and use of effective • describe core aspects of today’s integrated and respectful listening, interpersonal, small global society, including historical perspective, group/collaborative, and public communication cross-cultural variation, gender issues, as well skills among diverse populations as group function, interaction and change • demonstrate effective writing skills through principles of clear thinking; awareness of 4. Explore academic disciplines: liberal arts, audience; appropriate conventions of format, social sciences, and physical sciences. Courses structure, and language; and clear thesis meeting this requirement may also require that development students: • be able to read critically for information; • value artistic expression and human creativity develop new ways of seeing and understanding • understand fundamental concepts of physical the world; understand points of view and and life sciences multiple perspectives • understand diverse roots of our nation and • demonstrate general information literacy: world civilizations critically analyze, synthesize, and evaluate • understand the role and appropriate uses of various forms of information including written technology in our global society texts and other media • develop understanding of another culture General Education Program through language study Requirements 2. Think critically and solve problems Associate degree programs at Lane require effectively. Courses meeting this requirement may students to master competencies for independent also require that students: learning and to develop an awareness of the fundamental areas of knowledge. Lane’s general • apply the scientific method, incorporating the education program requirements include arts and appropriate mathematical skills or processes as letters, sciences, mathematics, and social sciences needed in various problem solving contexts (2.C.3). Lists of courses fulfilling AAOT degree • interpret, translate, and communicate requirements are published in the catalog on quantitative information expressed in pp. 44-46 and in the online catalog. Worksheets mathematical notation, graphs, charts, tables, (pp. 47-50) give students a guide to complete symbols, or standard English general education courses for the degree of their • interpret and make inferences from data; choice. An excellent range of courses are available estimate outcomes where appropriate to fulfill the traditional academic general • determine whether conclusions or solutions are education components; many stimulate reasonable, using inductive and deductive contemporary interests, such as ART 217 - reasoning Islamic Art, or HE 255 - Global Health, or • apply technology competently, selecting and REL 243 - Nature, Religion and Ecology. Others using tools appropriate to tasks offer a multidisciplinary approach to classical 3. Increase understanding of the relationship topics, such as TA 140 - Acting Shakespeare, or between self and community, including self- HUM 260 - Go for Baroque. awareness and personal responsibility. Courses Of Lane’s transfer degrees, the Associate of meeting this requirement may also require that Science has 22 percent electives, the Associate of students: Arts Oregon Transfer degree has 32 percent • describe interacting facets of environmental elective credits, and the Associate of General and personal health, and identify steps to Studies has 39 percent elective coursework. While protect and preserve environmental resources most applied degree programs allow for some elective choices, almost all list fewer than 10 percent electives, with the program core courses

76 Lane Community College — Standard 2 comprising between 67-77 percent of the required Where patterns of transfer from other institutions credits. A few programs have shifted general are established, Lane has formulated articulation education and related instruction to admissions agreements. requirements, and thus professional technical core Effective Academic Advising Programs courses may represent an even greater fraction of Lane designs and maintains effective academic the credits required once students are admitted. advising programs to meet student needs for AAS degrees and applied certificate programs list information and advice (2.C.5). The college uses requirements by term (catalog pp. 69-126), an holistic approach to counseling and advising, providing clear pathways for students to complete a and locates counselors and advisors in each chosen curriculum. Only the AAS degrees have division “neighborhood” as well as centrally in major requirements, in compliance with the Oregon the Student Services Building. Over the last Administrative Rule (OAR) that prohibits other decade, five ACT surveys of student opinions associate degree awards from specifying majors. indicate 58.8 percent of the responding students Program listings in official publications, such as were “very satisfied” or “satisfied” with advisor the catalog and advising sheets, provide guides for availability. (See 3.A.1 for discussion of full-time students to select coursework. Courses availability of advisors.) In the same timeframe, specified on those program listings are reflected in 63.9 percent of students surveyed indicated they official student transcripts. Any equivalent core were “Very satisfied” or “Satisfied” with the value course substitutions are guided by a relevant of information provided by an advisor. college policy limiting substitutions to 10 percent Comments about advising at Lane are in the 2002 of the published required core credits for a Student Outcomes Report in the Exhibit Room. program. Lane’s Counseling and Advising Center informs Related Instruction in Applied Degrees and prepares all personnel responsible for the and Certificates advising function, with a system of mentoring All Lane applied associate degrees and certificate new advisors, counseling “strands,” weekly programs of an academic year or more in length update meetings, and training for staff. contain easily recognizable communication, computation, and human relations components (Policy 2.1). Following a recommendation from the 1994 site visit, programs formerly embedding related instruction in core coursework now require explicit coursework in related instruction. All applied programs now require related instruction courses taught by clearly qualified faculty in related instructional disciplines. All program listings use a uniform set of footnotes in the Lane catalog, clearly identifying which courses fulfill related instruction components. Transfer and Acceptance of Credit Lane’s policies for transfer and acceptance of credit are clearly articulated (2.C.4). In accepting transfer credits to fulfill degree requirements, degree evaluators ensure that the credits accepted are comparable to Lane courses, or require skills comparable or higher than those required in Lane courses. Transfer policies are published in the catalog on page 40.

Lane Community College — Standard 2

Figure 2-15: Licensing Exam Pass Rates, 1999-2000 (Source: DCCWD).

Developmental Work policy that developmental credits do not apply While developmental work is not required for toward a transfer degree. On the program listings admission to Lane, there is a procedure restricting for specific applied degrees, developmental coursework available to students with very low courses are allowed and apply toward those reading abilities (2.C.6). The ability to benefit and degrees. In AAS listings, program outcomes the relationship of student load to student success relating to skill levels required, for example, may were primary considerations in the creation of that specify a non-transfer mathematics requirement. procedure. Developmental courses include those Developmental courses are listed in programs offered by Academic Learning Skills, as well as where they are acceptable toward a certificate or some professional or technical courses that have degree. (See, for example, the catalog listing for traditionally been taught in high school, such as “Computer Applications Specialist,” pp. 78-79.) keyboarding or introductory courses in word processing. Adequacy of Full-Time Faculty Lane employs well-qualified full-time faculty Courses with pre-college level numbers (below adequate for the educational levels offered, 100) may count toward the financial aid including full-time faculty representing each field minimums, and may also count as credit toward in which it offers major work (2.C.7). Careful an AAS or certificate program. On the degree instructor certification processes ensure faculty page listings students are informed of Lane’s credentials meet instructor qualifications of the

Lane Community College — Standard 2

Figure 2-16: Licensing Exam Pass Rates 2000-01 (Source: DCCWD). college, establishing eligibility to teach transfer or Licensing in nursing, or track students’ professional technical undergraduate courses. This achievements on certifications provided by process is governed by OAR and college policy external agencies such as the Automotive Service and monitored by the Commissioner’s office at Excellence certification for auto mechanics. the State Board of Education. Figures 2-15 to 2-17 compare Lane students’ Licensing pass rates with state and national Tracking Licensure Rates and averages for tracked Lane programs during the Employment Rates period 1999-2002, and show Lane students to be To further establish Lane’s success with respect to well prepared in occupations requiring Licensing student achievement, state licensing examination exams. pass rates are tracked as applicable, and job placement rates are surveyed through annual Despite increasingly sophisticated databases in Student Follow-Up studies by IRAP (2.C.8). The state offices, tracking job placement rates has Oregon Department of Community Colleges and been problematic. The Oregon Community Workforce Development (DCCWD) maintains College Unified Reporting System (OCCURS) records of community college licensure pass rates, has built the capacity to track students from including statewide and national pass rates. community colleges into the workforce, but due to concerns about privacy, cross-matching data with Career-specific Competencies other statewide systems such as the state Oregon Many disciplines either prepare students for Labor Market Information Service (OLMIS) has licensing exams, such as National Council been prevented at the state level. Lane does

Lane Community College — Standard 2

Figure 2-17: Licensing Exam Pass Rates 2001-02 (Source: DCCWD). conduct Student Follow-Up surveys, however, to community-college educated person should provide monitoring data about student know and be able to do. employment in occupations related to their Lane • Lane’s applied degrees and certificates provide training. both related instruction courses and core coursework in preparation for professional and Strengths technical employment. Recently formulated • Lane offers a wide variety of high-quality, criteria for human relations coursework innovative options for students to fulfill all (Appendix B) represent clear skill sets to be distribution requirements for degrees. addressed by courses meeting that requirement. • The college’s transfer degrees are well- • Lane has strong policies on developmental designed to meet the needs of its student education. constituencies. Articulation with 17 Oregon Challenges: community colleges and seven four-year • Statewide influences on requirements and Oregon institutions has facilitated ease of curriculum are in conflict with local college transfer for most students. control of its curriculum. It has taken additional • The general education rationale and core work on the part of faculty to monitor proposed abilities outcomes reflect thought and care. statewide changes and advocate for retention of Faculty articulated goals beyond minimum Lane’s curriculum. requirements, and considered an ideal of what a

80 Lane Community College — Standard 2

• Transfer advising is highly useful but not “assessing the assessments” of professional required. This has resulted in some students not technical programs. acquiring the necessary skill sets in sequential • The college will participate in a statewide order. Non-advised students may also end up discussion with JBAC about a draft “General taking more credits than required or Education Core” certificate to restrict inter- transferable. community college courses or deletions, and • Communicating the goals of general education will actively advocate for reasonable solutions and related instruction to students is a in the best interest of students. challenge. • The Labor Management sub-committee on • Verifying general education outcomes apart Full-time/Part-time issues, provided for in from completion of courses is a challenge. contract language, will continue to consider • While the requirements for the AAOT to four- advising and curriculum development issues in year schools are clear, transfer requirements their discussions. within OUS community colleges could be clarified for students’ convenience. Outreach, Continuing Education, • Sufficient contracted faculty to provide and Special Learning Activities informal advising for students and coverage Given Lane’s extensive service area (4,600 square during course reassignment for curriculum miles), the Downtown Center, the Wildish development and other full-time faculty Building, Centers at Florence and Cottage Grove, responsibilities is a challenge. and the community learning centers at local high Improvement Plans: schools provide crucial accessibility for the • In 2004-05, faculty will work on the general community. Distance Learning classes, both credit education requirements through the newly and non-credit, also offer students additional organized governance system. opportunities to access learning off-campus. • Lane and the University of Oregon will Lane serves the training needs of the community complete the work of comparing courses through Continuing Education and workforce and fulfilling general education requirements. business development (BizCenter, Contract • The DRRC will review all currently listed Training, Workforce Development), and also courses using the approved set of criteria to provides work experience opportunities through evaluate courses proposed for new or continued Cooperative Education and Apprenticeship. Lane’s listing. The DRRC has discussed framing the College Now articulation program offers college- process as formative, with mentors from the level learning to high school students in their local committee assisting faculty to document how a school districts through state-supported dual credit course fits the criteria, or to clarify how a classes. course might be modified to meet the criteria. • In the coming biennium faculty will examine Exemplary curricula of the Center for Learning whether more courses should require basic Advancement include credit courses to develop academic skills of mathematics and writing as study skills and college preparation classes for prerequisites. ESL students, support for students with • The college will consider ways to increase disabilities, Adult Basic Education and GED student participation in advising for transfer. preparation, and tutoring services for many Lane • The college will devise a plan to communicate courses (see descriptions in overview of more effectively to students the goals of instructional programs). general education, including how general Compatibility with Lane’s Mission education complements professional training. All these special learning activities and services • The Learning Council will consider chartering are compatible with Lane’s mission and goals an Assessment Committee, with a charge to (2.G). Offerings are characterized by high quality recommend methods for direct assessment of instruction with qualified credit and non-credit general education outcomes, as well as instructors. Outreach, Continuing Education, and

81 Lane Community College — Standard 2 other special programs are designed, approved, All credit classes offered through special activities administered, and periodically evaluated under the such as Academic Learning Skills, Distance same established institutional procedures as all Learning, Cooperative Education and College other Lane classes (2.A.7). Now are administered under the same procedures as other credit classes at the college. Credit classes offered at the outreach centers are administered under the appropriate COPPS policy Responsibility for Academic and Fiscal and with support from appropriate academic Elements divisions. Certification of faculty who teach in the Lane is solely responsible for the academic and outreach centers is the primary responsibility of fiscal elements of all instructional programs it the academic division chair. Credit classes offered offers (2.G.2, A-6). Contractual relationships at the outreach centers are evaluated using the adhere to the following principles: same process as all other Lane courses. Non-credit classes and workshops are regularly evaluated. • Their primary purpose is educational. This ensures that the programs offered in the • Courses offered through contractual outreach centers are of the same high caliber as all relationships are consistent with the other Lane courses. A responsibility matrix institutional mission and goals. illustrates the primary and secondary • All courses offered for credit do so in responsibilities of instructional divisions in the accordance with established procedures and outreach and community learning centers. mechanisms of review • The limited number of courses offered for Contracted credit-granting classes are provided in credit remain under the direct control of Lane, cooperation with the corresponding academic which exercises ultimate and continuing division and outreach center. The determination of responsibility for the performance of functions need, planning, and evaluation is the reflected in the contract. responsibility of the sponsoring department in cooperation with the respective academic division Lane assumes sole responsibility for the academic chair and faculty. quality and fiscal integrity of all Continuing Education programs it offers, including both those Faculty recruitment is the primary responsibility offered by Lane personnel and those offered of the sponsoring departments with the support of through contractual relationships. the academic division. Certification of faculty is the primary responsibility of the academic Some Continuing Education activities, such as division. The sponsoring department has the Real Estate and Certified Nursing Assistant primary responsibility for selecting faculty in courses, were first developed by academic accordance with the faculty contract. Academic departments on campus. Relationships between divisions have the primary responsibility for Continuing Education and the originating selecting faculty for classes at the Community department ensure that academic quality is Learning Centers (CLCs) in accordance with the maintained over time. faculty contract. Sponsoring departments and Fiscal policies and practices for Continuing academic divisions work together to ensure that Education non-credit classes are identical to credit the special needs of students in outreach and programs. Periodic audits and reviews ensure that contracted credit classes are considered when Lane policies are followed. selecting faculty. Planning and Evaluation Performance evaluations for outreach and Full-time faculty representatives are involved in contracted credit classes are the primary Outreach, Continuing Education., and other responsibility of the sponsoring department with Special Programs as appropriate for three the academic divisions having secondary identified levels of Continuing Education classes responsibility. The academic divisions have (2.G.3). primary responsibility for this function at the CLCs.

82 Lane Community College — Standard 2

Credit Classes: Planning is identical and special learning activities in locations other than consistent with Lane credit classes. Faculty and the main campus are reflected in the department chairs approve adjunct faculty and organizational chart describing the Continuing curriculum. All courses for credit at any of the Education and Workforce Development Division, outreach centers are planned and evaluated by as well as the sections of the Lane Organizational full-time faculty. Chart showing the Center for Learning Advancement and Cooperative Education Non-credit: Foundational academic, language and Divisions under the Associate Vice President for life skills development coursework is planned and Instruction and Student Services. (See the Profile.) evaluated by full-time faculty in the areas of Adult Basic and Secondary Education, English as a Access to Appropriate Learning Second Language, and GED, Basic and Secondary Resources Skills. Classes with a professional technical Programs and courses offered through emphasis, such as those in health occupations, electronically-mediated or other distance delivery involve appropriate academic departments in a systems provide ready access to appropriate collaborative relationship for planning and learning resources and provide sufficient time and evaluation. Continuing Education is currently opportunities (electronic or others) for students to working closely with departments (e.g., Advanced interact with faculty (2.G.5). Technology, Cooperative Education, Health Occupations, Counseling, others) to increase full- Lane’s network of Outreach Centers and time faculty involvement as appropriate for Community Learning Centers offer ready access planning and evaluation of non-credit classes. to learning resources, often identified by Employee skill upgrading, business development instructors on syllabi. All locations offer and career enhancement is also planned and scheduled hours of Internet access. Continuing evaluated by experienced full-time faculty through Education students are able to interact with the “BizCenter,” providing both credit and CEU- faculty in most of the same ways as their qualifying courses for business owners. This counterparts in traditional Lane settings, including relationship will continue to grow, as evidenced teleconferencing, electronic mail, and scheduled by Continuing Education’s recently accepted office hours. representation in an ex-officio capacity on the Fee Structure and Refund Policy Faculty Council. Lane has a standard refund policy for credit and Non-credit Personal Enrichment/ Community non credit fees and tuition (2.G.6). There is an Education: classes are often a result of an equitable fee structure and continuing education immediate community need of a class that aligns refund policy. The fee structure for non-credit with the college’s mission, unconnected to varies from the credit classes because continuing subjects appropriate for contracted faculty education classes are self support. For non- involvement and oversight. standard sessions (the length of the class does not fit a standard term), the refund deadline is three Role of Continuing Education days before the first class meeting. The responsibility for the administration of continuing education and special learning Granting Of Credit activities is clearly defined and an integral The granting of credit for continuing education organizational component of Lane’s organization courses is based upon institutional policy, (2.G.4). Continuing education is an integral consistent throughout Lane, and applied wherever component of Student Services (Center for located and however delivered (2.G.7). The Learning Advancement, Cooperative Education, standard of one quarter hour of credit for 30 hours including Apprenticeship and College Now) and of student involvement is maintained for all of the Continuing Education and Workforce instructional programs and courses. Development division. The administration and operational delivery of Continuing Education and

83 Lane Community College — Standard 2

Lane’s special learning activities include Co- the-job training, and the competencies are measured operative Ed, Apprenticeship Program, ESL and by demonstration of skills, just as are competencies ABSE, developmental courses (Center for in many Lane professional-technical programs. Learning Advancement) and Distance Learning. Credit is only granted for specified competencies Some of these courses do not award transfer upon presentation of the earned Journey card, in credit, but may count for financial aid or compliance with OAR and is limited to less than 25 professional technical programs (see catalog, percent of the required credits for the pp. 24 and 54.). In all cases, the same standard of Apprenticeship AAS. 30 hours of student involvement is maintained. All cooperative work experience courses meet the Lane ensures that the granting of credit within same academic standards, award similar credit, Continuing Education is based upon institutional and are subject to the same institutional control as policy, is entirely consistent throughout the other cooperative education courses offered by college, and applied in all locations and Lane. Individual learning plans prepared for each instructional models. student provide a model for clear expectations and assessment strategies to document learning. Learning Activities for Credit All Lane Continuing Education and/or special Work Abroad learning activities, programs, or courses offered The only Lane program abroad is the international for academic credit are approved in advance by cooperative work experience program offered by the Curriculum Approval Committee and the Cooperative Education Division (2.G.12). The monitored through established procedures (2.G.8). International Cooperative Education program at While very few Continuing Education activities, Lane Community College is a work-abroad programs or courses are offered for academic program rather than what is typically known as a credit, those that are have been approved in study abroad program. Credit is not awarded for advance by the appropriate institutional body and travel alone (Policy 2.4). monitored through established procedures. Although Lane is equipped to consider work COPPS has a policy and matrix for outreach experiences in many countries, the main emphases credit classes. have been in Mexico, Chile, Africa, England, and Credit for prior learning is offered for lower Asia. Students receive up to 12 elective transfer division courses and is carefully monitored by the credits for their experiences. Financial aid is office of enrollment services (2.G.9, Policy 2.3). available as it is with all cooperative education Two procedures based on the Credit for Prior courses that apply to a student’s major course of Learning Policy are Credit by Assessment and study. Credit by Exam (2.A.10). Students receive preparation for their co-op External Degree Programs experiences through handbooks, videos, and Lane has no external degree, degree-completion orientation seminars. The sites determine language program, or special degrees (2.G.10). requirements and the faculty coordinator assesses student proficiency. By college policy, no credit is Comparable Outcomes earned retroactively for experiences not monitored In some programs like Apprenticeship, when credit by Lane faculty. is measured by outcomes alone or other nontraditional means, student learning and Strengths: achievement are demonstrated to be at least • The director of Continuing Education has comparable in breadth, depth, and quality to the joined the Faculty Council (ex officio) to results of traditional instructional practices (2.G.11). increase communications with faculty on key Apprenticeship programs have defined student issues requiring appropriate faculty outcomes in terms of competencies that are agreed involvement. upon by the Joint Apprenticeship Training Councils • Currently classes exist that have been built as for each trade or craft. These competencies are credit/non-credit, creating efficiencies in the achieved both in non-credit coursework and in on- use of college resources.

84 Lane Community College — Standard 2

Distance Total College Percent Year Learning Credit FTE of Total Credit FTE 1993-94 6595.0 155.0 2.35% 1994-95 6177.0 144.2 2.33% 1995-96 8027.7 192.7 2.40% 1996-97 8094.2 214.8 2.65% 1997-98 8333.6 269.5 3.23% 1998-99 8452.2 349.9 4.14% 1999-00 8738.4 385.8 4.41% 2000-01 8960.9 422.2 4.71% 2001-02 9738.7 473.5 4.86% 2002-03 9760.9 501.5 5.14%

Figure 2-18: Distance Learning Student FTE as Percentage of Total College FTE (Source: 2002-03 Enrollment Report).

• Faculty and department chairs approve adjunct • The new executive director of Continuing faculty and curriculum for all credit classes. Education and Workforce Development • Co-op, including International Co-op, offers continues to improve coordination and high-quality, accessible and flexible working logistics. The new Learning Council’s work on and learning experience to Lane’s students the Learning Plan will improve joint planning. while building partnerships with education and business. Policy 2.6: Policy on Distance • The Continuing Education organizational Delivery model provides for a broad community interface and accessibility through several In 1995 Lane’s Distance Learning (DL) locations throughout the service area. department first offered the AAOT degree entirely through a combination of distance learning Challenges: options. Approximately 20-23 telecourses, 30 • Faculty involvement in development of sections of online courses, three live interactive Continuing Education classes with a courses, and five teleweb courses are offered professional technical emphasis could be every term (except summer). DL schedules 10-20 improved. IP videoconferences and five to eight satellite • Coordination and logistics, availability of delivered teleconferences per term. It also technology and the need for joint planning are provides Comcast Channel 23 and Charter challenges to continuing education programs. Communications Channel 9 with continuous Improvement Plans: telecourse and educational programming from • In 2004-05 the Continuing Education Lane’s television station. department will develop an appropriate Figure 2-18 shows that the Distance Learning structure for full-time faculty consultation and credit FTE increased from 155 FTE in 1993-94 involvement. Through monthly involvement by (2.35 percent of total FTE) to 505.5 FTE in 2002- representation on the Faculty Council an 03 (5.14 percent of FTE). Figure 2-19 indicates appropriate structure will be determined. tht increases in the number of students enrolled in

Lane Community College — Standard 2

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4 5 6 7 8 9 0 1 2 3 -9 -9 -9 -9 -9 -9 -0 -0 -0 -0 3 4 5 6 7 8 9 0 1 2 9 9 9 9 9 9 9 0 0 0 9 9 9 9 9 9 9 0 0 0 1 1 1 1 1 1 1 2 2 2

Telecourse Enrollments Online Credit Enrollments Host Provider Enrollments

Fig 2-19: Distance Learning Enrollment (number of students registered), 1993-2003 (Source: 1993-2003 Enrollment Reports). telecourses, online courses and host provider telecourse programming. All telecourses are courses in the last decade. cablecast over Comcast Channel 23 (available to subscribers in Eugene, Springfield, Junction City Telecourses and Harrisburg) and Charter Communications As new telecourses become available from Channel 9 (available to subscribers in east national producers, instructional departments Springfield, Oakridge, along the McKenzie River evaluate content and decide whether to offer these to Blue River, and south along the I-5 corridor to for credit. DL provides faculty with support and Drain and west to Elmira/Veneta). Lane TV assistance implementing and designing provides continuous telecourse/instructional telecourses. Aware of student needs, the DL programming directly from Lane’s campus-based department provides a distance learning program automated head-end (located in the basement of that is flexible, well organized, dependable, and the Center Building.) Oregon Public Broadcasting, convenient. Approximately 71 percent of Lane’s the statewide broadcasting system, collaborates telecourse students are women between the ages with community colleges to use this system to of 18-45 and almost 70 percent are employed broadcast limited college programming. outside of the home. Timing and flexibility are extremely important to this population. All telecourses are available for viewing in the library on the main campus and all have check-out Lane provides many viewing options for students tapes available on two-day loan from the library. and is continually exploring new ways to deliver In addition, videotapes of all telecourses can be

86 Lane Community College — Standard 2 viewed at community learning centers at seven delivered /received via ITFS (Instructional local area high schools and at outreach centers in Television Fixed Service). Cottage Grove, Florence, and the downtown Instructional Television Fixed Service center. For those residents of the community not interested in earning college credit, telecourses (ITFS) provide opportunities for personal enrichment by Lane is a member of Oregon WIN (Oregon allowing them to view programs over Comcast Wireless Instructional Network), a consortium of and Charter at no charge other than the regular educational institutions in the Willamette Valley cable subscriber fee. that uses ITFS (a wireless broadcast technology) channels to broadcast courses, cultural programs, Online Courses and information services directly to homes, Lane provides students with additional businesses, and schools. The signal is transmitted asynchronous educational opportunities through from local towers to small, inexpensive receiver online courses. Online courses are complete dishes (less than 22”) attached to the exterior of a standalone courses that make lectures, notes, and building. Oregon WIN members rely on a assignments available to students through office collaborative approach in system and program or home computers. Interaction with the instructor development to meet specific interests and and other students is provided through the use of educational needs of Oregonians throughout the discussion forums and e-mail. Online courses are Willamette Valley and Medford. Currently, ITFS available to students who have access to a technology allows Lane to originate live courses computer, modem and required hardware and from the Studio/Classroom, sent into the software. Currently Lane delivers online community via Cable TV. instruction via the Internet using WebCT as the learning management system for most online Approval and Purpose courses. Online courses have been very well Lane’s Distance Learning provides support and received by students and all have solid leadership for the delivery of instruction through enrollments. technology. DL supports Lane’s mission of being a learning-centered community college and is an Satellite-Delivered Teleconferences integral part of the college’s overall instructional The college community has access to myriad program. DL provides students with alternatives educational programs available via satellite to attending on-campus classes, delivering quality transmission, generally known as college-credit courses and instructional teleconferencing. Lane has several classrooms programming through a variety of computer, equipped to provide access for the community to video, and communication technologies. A core participate in nationally distributed value at Lane is accessibility, and DL provides teleconferences. Satellite transmissions provide access to students who may be enrolling in participants with a global perspective and the courses with alternative modes of delivery for a opportunity to hear outside speakers and world- variety of reasons. Lane is also committed to renowned experts who would otherwise be minimizing geographical barriers to learning, and unavailable. DL provides one solution while maintaining the Live Interactive Courses same high educational standards of courses offered via traditional delivery. With the opening of Lane’s new Studio/Classroom winter term 2003, Lane offered its first live In the 2000 ACT Student Opinion Survey, 42 interactive courses. The new Studio/Classroom percent of students responding said that they felt provides the capability to originate “live” the availability of online courses was important to programming. Presentation formats can include achieving their educational goals. In that same weekly classes, review session, meetings and survey, 37 percent reported the importance of workshops. Live programming can be broadcast telecourses, and 28 percent of all respondents felt from the Studio/Classroom and viewed on that it was important to be able to complete a television by local area cable subscribers, and/or degree entirely through distance learning options.

87 Lane Community College — Standard 2

In the 2002 survey, those numbers had risen to 49 the Department of Community Colleges and percent stating the importance of online courses, Workforce Development, standards for qualifying 41 percent stating the value of telecourses, and 34 to teach the courses are developed collectively by percent of all student respondents stating the faculty and approved by the AVP for Instruction. importance of a degree program delivered entirely DL instructors go through the same process of through distance learning options. submitting credentials for hiring and certification as traditional faculty. Course evaluations give Distance Learning courses support Lane’s vision, students the opportunity to provide feedback to mission, core values and strategic directions. Each instructors on how effective they are at helping DL course that fulfills the AAOT degree program students meet the approved course objectives. requirements has been approved through Lane’s Curriculum and Degree Requirements Committees. The college ensures that the technology used is appropriate to the nature and objectives of the Curriculum and Instruction programs. As discussed in Standard 5-T, Lane has Lane’s DL courses provide for timely and made significant improvements in its capacity to appropriate interaction between students and oversee the technological needs of its DL faculty, and among students through a variety of programs. In September 2000, Lane created a new means. Contact among students is often Associate VP for Information Technology who has maintained through online forums (“chat” rooms) executive oversight of all DL courses and and other assignments that encourage student-to- resources. He is supported in this work by the faculty and student-to-student contact. Faculty Technology Advising and Consulting Team members are also encouraged to schedule on- (TACT), a cross-campus group of faculty and staff campus review sessions which provide additional who encourage and facilitate campus opportunities for student-to-student orientation. coordination, collaboration, and budget decisions Interpersonal connections with faculty and the about technology in areas that include services to opportunities for this contact are outlined in the students and instructional development and orientation session provided to DL students at the delivery. TACT was involved in the selection of start of a course. At this session, students also WebCT as the college’s online course platform, have a chance to question faculty on specific allowing various kinds of interactivity over the aspects of the course that may be unclear. Internet for a class environment. The DL Advisory Instructors are required to be available for Committee also provides support for technology personal contact during on-campus office hours a decisions and policy. minimum of two hours per week. In addition, faculty are provided with guidelines which outline Lane has also developed several other means to responsibilities for all DL instructors, including ensure appropriate technology for its DL program. reporting grades, returning work; keeping office The Instructional Technology Infrastructure hours, establishing availability, and indicating Project (ITIP), an SLI project, creates the capacity preferred mode of contact. for Lane to use technological innovations to enhance instructional courses. The Student Faculty Oversight Technology Fee, first implemented in 2002, has The college’s faculty assumes responsibility for provided a stable source of funding for and exercises oversight over distance education, enhancements of technology directly related to ensuring both the rigor of programs and the instruction. The Instructional Technology Center quality of instruction. The DL Department is an (ITC), staffed by an Instructional Technology administrative unit, coordinating DL courses Coordinator, offers the faculty and staff of Lane housed in instructional departments across Community College the resources to develop campus. Faculty members in those departments effective educational materials and integrate new meet the same qualifications for DL courses as for learning methodologies into their classroom or all other Lane courses. Standard outcomes are online class. In addition, Lane funds two half-time developed collectively at the department level. SLI faculty webmasters. (See also Once the course is approved by the college and 5.B.2/Technology.)

88 Lane Community College — Standard 2

Lane ensures the currency of materials, programs and staff for the purposes of discussing problems and courses. For telecourses, the DL coordinator that come up and possible solutions. provides instructional division chairs and/or The SLI Instructional Technology Infrastructure instructors with information regarding newly project is supported by a .25 faculty member who developed or revised telecourses. Instructional participates in strategic-level planning for college departments determine when it is necessary to investments in this area and works as an adopt new or revise existing telecourses, and the Instructional Technology Specialist within the coordinator makes these available. Outdated EFLS division. telecourses are retired as necessary. Faculty and departments are responsible for updating all There is a high level of web development skill courses, including online courses. The annual unit necessary to build strong, pedagogically sound, planning process involves reviewing all courses ADA compliant online courses. This level of and programs, including online courses, to ensure specialized skill requires resources, time, and a they are current and relevant. college-wide effort to develop. It is probably unreasonable to think that faculty could be trained Article 18 of the collective bargaining agreement to be web designers. Consequently, there is a discusses clarification of policies concerning strong need for support for faculty who wish to ownership of materials, faculty compensation, move into online instruction. In an attempt to copyright issues, and the utilization of revenue address these challenges, the two webmasters derived from the creation and production of have begun to move toward a solution with the software, telecourses or other media products. new Design Resource Center Project, an online Faculty Support service shop that can provide graphic design Lane provides faculty training and support assistance for faculty. Continued efforts in this services specifically related to distance education. direction are needed. The DL office provides administrative support as Library and Information Resources the first contact for any course and serves as The college ensures that students have access to liaison between the DL schedule and the and can effectively use appropriate library instructional departments providing oversight for resources. In the 2002 ACT Student Opinion the courses. The DL office supports faculty by Survey, of distance learning students reporting that printing syllabi, providing samples of instructional they sought library services during their courses, 88 materials and guidelines for new instructors and percent responded that they felt library resources providing a manual for developing syllabi and had either been excellent or adequate. The DL communicating clearly with DL students. In webpage links students directly to the Lane Library addition, the office organizes and schedules all services webpage. This, in turn, links students to a orientations, provides support during orientations, variety of services that help them work with online provides materials for students; and provides information available to them. The student rooms for reviews and exams, and a proctored technology fee has contributed to the library’s testing service: instructors can provide an exam to ability to maintain current databases and there are a the DL office, and the DL office will arrange to wide array of databases available to students. The send the exam to an approved proctor responsible library offers “Answerland,” an online resource for for returning the exam when completed by the students providing round-the-clock answers to student. research questions. The library homepage links Other forms of training and support for DL students directly to a series of other online research include the Instructional Technology Center, resources, organized by topic. staffed by a part-time coordinator for development The Library 127 course requires a one-hour in- of web-based course materials, and two half-time person orientation, but is a self-paced, online SLI webmasters whose responsibilities include tutorial that DL students can take which provides providing technical support for faculty. DL an overview and training in the use of library convenes quarterly meetings of all DL instructors resources (5.B.1). Currently, the course requires

89 Lane Community College — Standard 2 use of a traditional library (books, etc.), but plans and services available. Examples of this are underway to modify the Texas Information information include DL brochures, the Lane Literacy Tutorial (TILT) so that it works solely catalog, the Lane class schedule, the Oregon with online resources (Lane Information Literacy Community Colleges DL Consortium schedule, Tutorial.) The college monitors whether students the DL website, and a Welcome Letter sent to all make appropriate use of learning resources students registered in a DL course. Once students through the use of a suggestion box and an have registered online for a course offered through archive of patrons’ suggestions and replies on the DL, they may click to a hyperlink that gives the library’s homepage. orientation schedule for that class. The college provides laboratories, facilities, and All advertising conforms to the COPPS Marketing equipment appropriate to the courses or programs. and Public Relations policy on accuracy. The At the 30th Avenue campus, the Downtown catalog and schedules are reviewed annually by Center, the Outreach Centers and the Community the campus; each area is given the opportunity to Learning Centers, there are computer labs for proofread and change information. enrolled students to use (see Standard 5T). To Lane ensures that students admitted possess the accommodate a variety of student needs, Lane knowledge and equipment necessary to use the makes available different options for courses technology employed in the program, and requiring lab work. For Geology 142 Earth provides aid to students who are experiencing Revealed, for example, the lab assignments can be difficulty using the required technology. The completed in one of three ways: purchasing a lab course orientations help students discover whether kit, checking out a lab kit, or by completing the they possess the skills necessary to succeed in a labs in Science Resource Room on campus. distance environment. The DL website also has Student Services information to help students self-assess their Lane Community College provides access to the capacity in this regard. range of student services appropriate to support Evaluation and Assessment DL students, including admissions, financial aid, The college does monitor student retention in DL academic advising, delivery of course materials, courses and compares those rates to the same and placement and counseling. classes offered through traditional delivery Students who take courses through distance methods on campus. Although no anomaly has delivery methods have the same access to student arisen in the data to suggest that admissions or services that traditional delivery students have recruitment policies for DL courses would need to (see Standard 3). For students who are only be re-evaluated (the average drop rate for DL enrolled in online classes and cannot conveniently classes in Fall 2004 was 6.24 percent higher than come to campus, Lane has entered into a contract the same sections taught on campus), the with oregoncomcolleges.org, which offers online existence of the data provides an opportunity for admissions advising, financial aid information, monitoring should such a problem arise. placement and counseling. Students have access to The college evaluates the educational Lane advisors via this website. effectiveness of its distance education programs at The student complaint process for students taking multiple levels. Student learning outcomes are courses via electronic delivery is the same process determined by faculty in the relevant discipline as that outlined for traditional delivery (3.B.2. and department and are approved by the Curriculum 3.B.3). The procedures for resolving complaints Review Committee and Degree Requirements are outlined in the College Online Policies and Committee (4.A.1 and 4.A.2). These outcomes are Procedures manual (COPPS). re-evaluated on an annual basis in the department’s Unit Planning process. The Lane provides to students advertising, recruiting individual student’s ability to meet these outcomes and admissions information that adequately and is assessed by the certified faculty teaching the accurately represents the programs, requirements, course through a variety of assessment methods

90 Lane Community College — Standard 2 similar to those utilized in on-campus courses. • Workload for support staff and webmasters has Student satisfaction is measured both through become too heavy to provide adequate support Student Evaluation of Courses submitted each for faculty teaching online classes. academic term and through the Student Survey Improvement Plans: administered by IRAP every two years. • Infusion of technology is a priority for Strengths: curriculum development allocation. The college • Superior talent among faculty “early adopters” will consider developing other incentives for of online courses has resulted in high-quality faculty to develop and teach online courses, distance education. including making online courses a priority for • SLI-sponsored quarterly breakfast meetings of curriculum development. all online instructors to discuss best practices • Assessing online courses will be included in and challenges provide continuous the update of the college’s Comprehensive improvement opportunities. Assessment Plan. • Continuing discussions of securing and test • The college will consider developing stronger proctoring issues have moved the college student self-assessment of requisite distance toward best practices in this regard. learning skills. A proposal for a one-credit • Online courses have a strong technology preparatory class has been discussed. infrastructure including high-speed Internet • The Distance Learning Advisory Committee, connections, computers on every staff desk, and called for in the collective bargaining WebCT distance learning administrative agreement, will consider the issues of software. Banner also supports registration at a ownership and copyright raised by online distance. course development. • The associate vice president for technology • The college has a draft Instructional provides executive oversight of distance Technology Plan which addresses staffing learning. issues; this will be reviewed by the Technology • Faculty pay serious attention to differences in Council in 2004-05. pedagogy necessary for quality online learning • The Faculty Workload Advisory Committee experiences. continues to address appropriate workload for • Some online courses are “blended” with testing faculty. The college will also review and lab sessions on campus. administrative staffing levels for distance learning and consider adjustments as feasible. Challenges: • Some required degree components are not offered online; online courses are becoming the Continuing Education and distance learning option of choice for many Outreach working students. Lane Community College— • Developing strong assessment mechanisms for Florence Center distance learning is a challenge. The Florence Center offers a balance of credit and • It has been difficult to ascertain that students non-credit courses that reflect the needs of who register for online courses possess the western Lane County, including credit courses computer skills necessary for success in an leading to associate’s degrees and non-credit online environment. courses in skill building, health and safety, as well • The “portable” quality of complete online as cooperative education, personal enrichment and courses developed by full-time and part-time classes targeting the senior population. The Center faculty raises some issues around ownership offers distance-learning courses using the and copyright that need to be clarified. traditional videotape lecture, as well as live • Enrollment since 1995 in distance education interactive instruction from main campus to a has doubled without adequate increase in classroom in Florence, saving coast residents a administrative and support staff. trip to Eugene.

91 Lane Community College — Standard 2

The Florence Center houses a 0.89 FTE manager, staff workroom, and staff break-room. A second 3.97 FTE support staff, 0.5 FTE GED instructor, facility on 5th Street has 4,400 square feet, with 0.25 FTE counselor, and part-time instructors. In four classrooms and two offices spaces. 2000 the center formed a partnership with the Strengths of the center include a representative local school district and hospital to create Health advisory committee; commitment of staff to Career Pathways, resulting in a significant shift in provide quality service; strong community curriculum from business courses to health partnerships; AAOT course availability; and occupations. The Florence center not only courses for senior citizens. Challenges include prepares students to enter the nursing program budget constraints in 2002 resulting in a 25 with all necessary prerequisite courses, counseling percent program reduction and elimination of a and academic advising, it also offers an business program, summer classes and weekend assortment of community education classes classes. Substantial tuition increases for non-credit including skill building, health and safety, as well classes reduced enrollment. as personal enrichment and the very popular “Outward Ventures” for seniors. Community Learning Centers Lane centers at local high schools include Originally built on twenty acres, a 1995 bond McKenzie, Oakridge, Thurston, Churchill, Elmira, measure brought a new addition to Florence Junction City and Willamette. Centers provide Center. The Center has a healthy advisory both credit and non-credit classes for easy access committee; better facilities and equipment; a of local communities, in addition to serving as strong community presence with curricula geared student service outposts that includes placement to west Lane county residents. testing, access to computer services, and distance Challenges include budget constraints which close learning. Community Learning Centers are open the center for six-weeks during summer terms. In Monday through Thursday under the management addition, most classes are taught by part-time of the directors of the Cottage Grove and Florence instructors. Centers. Each Community Learning Center has an Lane Community College— assigned staff person that has total responsibility for supervision and security of the center. Cottage Grove Center The Center at Cottage Grove provides southern Strengths include active advisory committees, and eastern Lane County residents with partnerships with local high schools, low cost, and accessible, high-quality educational opportunities quality of staff and facilities. The greatest and services, including all courses necessary for challenge in the last two years has been a 50 transfer associate’s degrees courses toward some percent budget reduction. applied degrees and certificates such as general Continuing Education Non-credit education and courses that represent many Courses and Vocational Training professional technical programs at Lane, Continuing Education offers programming in the cooperative education, and non-credit courses. areas of vocational preparatory courses and The center houses 0.89 FTE department head, programs; job and career skill development and 3.58 FTE support staff, time-sheet employees, two upgrading; lifelong personal development and part-time counseling and advising staff, and part- enrichment; and community service. With a staff time faculty. of twelve contracted employees, and other part- The center has an 18,500 square foot facility on time staff during busy periods, Continuing three and 1/3 acres of land on River Road, Education offers hundreds of non-credit courses donated by South Lane School District. The each term, employing part-time instructors who facility has three computer labs, seven classrooms, are practitioners in the subjects they teach. Classes math lab, distance learning room, student resource include professional technical (vocational) room, five faculty offices, four staff offices, training for massage therapy and certified nursing student service counter, student lounge, bookstore, assistants, phlebotomy, cabinet making, real estate, and chemical dependency counselors.

92 Lane Community College — Standard 2

Other courses include job and career training, Employee skill upgrading, business computer skills, consumer interest, languages, development and career enhancement courses health, health occupations, art, music, and include: apprenticeship related training courses, programs for adults with special needs. business owners classes, continuing education computer classes, business development center Continuing Education also offers short-term and contract training, BizCenter classes and training and upgrading for a wide range of workshops, BizCenter small business programs, professional fields. In 2002-03, Continuing contract training for workforce development, Education produced 941 FTE (890 reimbursable business skills, conflict resolution, contractors and and 51 non-reimbursable). construction, floristry, grant writing, health career, Continuing Education uses classrooms at the job and career training, law, massage therapy Downtown Center, main campus, and other program, real estate, welding, woodshop and locations throughout the service district. Some cabinetmaking, and workforce development classes and programs are self-support, providing classes. the funds to support course and staff costs, and Foundational non-credit academic, language there are some high-demand programs with solid and life skills development courses include: enrollment. • Adult Basic and Secondary Education Continuing Education offers some classes in • English as a Second Language collaboration with credit departments to benefit • Foreign Language students and increase efficiency of offerings. • GED, Basic and Secondary Skills With significantly reduced budget, the department • American Sign Language has responded by restructuring staff and Non-credit programs and courses are administered responsibilities and streamlining offerings. If the under appropriate institutional policies, department can continue to move toward self- regulations, and procedures. Faculty are involved, support, classes can be priced more competitively as appropriate, in planning and evaluating non- for the general public and for seniors. credit programs such as ABSE, ESL, and GED Non-Credit Programs and Courses preparation (2.H.1), and the director of Continuing Non-credit programs and courses are consistent Education attends Faculty Council meetings (ex with the mission and goals of Lane (2.H) to be a officio) to attend to coordination issues between learning-centered community college that credit and non-credit courses. Other non-credit provides affordable, quality, lifelong educational programs planned and evaluated by full-time opportunities that include: contracted faculty include credit/non-credit combination classes in Business Technology, • Employee skill upgrading, business Advanced Technologies, Family and Health development and career enhancement Careers, and Health and PE. • Foundational academic, language and life skills development For continuing education non-credit classes, • Lifelong personal development and enrichment, current and potential instructors design new and courses with outcomes and descriptions and • Cultural and community services submit them to a Continuing Education Coordinator. A Coordinator reviews the course, Non-credit work related programs include: real interviews the instructor, and makes a decision on estate, cabinet/furniture making, massage therapy, whether to offer the class or not, based on Certified Nursing Assistant, phlebotomy program, demand, subject, and the potential for self- and apprenticeship related-training developed and support. For vocational supplementary courses, evaluated by JTC and trades people. vocational preparatory courses, and “other The variety of non-credit courses is best reimbursable” courses, Continuing Education demonstrated by glancing at the following list of Department uses existing state-approved numbers recent offerings: or submits an approval form for the proposed

93 Lane Community College — Standard 2 course to the State. If approved, the Continuing guidelines for recording the hours of instruction as Education Department ensures that the new appropriate to the objectives of the course. Lane number is entered into the administrative software has a comprehensive record system that translates for registration and begins using the new course contact hours into CEUs using the accreditation number. Non-reimbursable courses are not standard of 10 contact hours per CEU (2.H.3). submitted to the state since there is no state Lane has a comprehensive record system that reimbursement for them. gives appropriate recognition to the individual Non-credit classes offered by the college are student and also properly accounts for the administered with appropriate support from institutional effort and resources expended in non- academic divisions. The determination of need, credit offerings (Policy A-9). Lane transcripts planning, and evaluation is the responsibility of non-credit classes using the prefix “X” to the sponsoring department with secondary input distinguish between non-credit and credit. In from the respective academic division addition, state audits for purposes of verifying chair/faculty. FTE reimbursements are available to document appropriate non-credit records. Non-credit faculty recruitment is the primary responsibility of the sponsoring department with Strengths: the academic division having secondary • Continuing Education and Outreach at Lane responsibility as needed. provide community residents with lifelong- learning opportunities, stimulating interest in Performance evaluations for non-credit classes are other offerings of the college. the primary responsibility of the sponsoring • Non-credit offerings include an excellent, broad department. All first-time instructors are range of coursework to meet the needs of thoroughly evaluated in their first quarter of Lane’s community. instruction and then periodically evaluated • The Center for Learning Advancement has thereafter. Academic departments will assist in consolidated services for under prepared this function when it is deemed appropriate. students, and has very strong programs. ABSE All Continuing Education, non-credit programs and ESL are exemplary programs cited as and courses are compatible with Lane’s mission, models by state evaluators. vision, strategic directions and core values, as • The Workforce Development program provides expressed in the unit plans for the Continuing excellent services to the community. Education Department. • Transcription of all non-credit courses allows Lane’s Handbook for Continuing Education and tracking and documentation of student work. Outreach faculty is available as an exhibit. Challenge: Records for Audit Purposes • The uncertain funding picture in Oregon continues to make non-credit offerings Lane maintains records for audit purposes that vulnerable, especially those categorized as describe the nature, level, and quantity of service personal enrichment. Legislative decisions have provided through non-credit instruction (2.H.2). resulted in Lane non-credit offerings becoming The Continuing Education Department maintains self-supported, and student enrollments have detailed records for each non-credit course declined as a result of higher costs. offered, including learning objectives, instructor qualifications, pre-requisites/sequencing (where Improvement Plan: appropriate), course evaluations, contact hours, • The College will continue to explore and all other relevant information. entrepreneurial solutions and funding partnerships to support non-credit and Continuing Education Units community outreach courses and programs. When offering professional development classes that are workforce related for Continuing Education Units (CEU), Lane follows national

94 Lane Community College — Standard 3

STANDARD THREE

Students

Introduction centrally in the Student Services building. Counselors and advisors use a developmental From the moment students walk in the door of the model that has proven highly effective in assisting new Student Services building, they benefit from students with their goal attainment. The college is the major evaluation and redesign efforts in this guided by a philosophy that views student area of the college in the last ten years, including learning holistically, and so makes every effort to the culmination of the Students First! process provide all the necessary services that support redesign project (3.A.4). A key element of Student student success: in addition to counseling, Services is integration: all service staff at Lane put advising, and financial aid, Lane provides student the student’s perspective and convenience first, health services, child care services, a Women’s and services are located and coordinated with this Center and a Multicultural Center, among many in mind. The Student Services building is a major others. physical resource for student services that reflects this integrated, student-centered approach (3.A.4). The college’s implementation of Banner, a new Within it, students can apply for admission; seek organizational information management system, is academic advising, career or personal counseling; another major improvement that automates register online; apply for financial aid; take registration and business processes and allows placement tests; and pay their bills. Completed in students to select courses and register online in 2001, the aptly named Building One provides a “ExpressLane,” saving them time and offering home for most student services under one roof, 24-hour convenience. and has become the new gateway for the college. The expanding level of services has resulted in The college provides comprehensive and high- increased student traffic for all units, particularly quality student services that are also closely during peak periods. Figure 3-2 summarizes major integrated with instruction through its student services offered by the college, indicating “neighborhood” model for placing counselors a bustling environment with students benefiting locally in instructional divisions as well as from multiple services.

95 Lane Community College — Standard 3

AssociateAssociate ViceVice PresidentPresident forfor InstructionInstruction && StudentStudent ServicesServices DonnaDonna KoechigKoechig

Center for Learning Enrollment Services Advancement Helen Garrett John Miller --High School /Community Relations --International Admissions --Academic Learning Skills --Operations --English as a Second Language/ --Students First! Center International ESL --Student Records --Tutoring Services --Veterans Dawn DeWolf --Adult Basic & Secondary Education Library --Adult Skills Development --Adult Basic Skills Development Nadine Williams --General Education Development --Literacy Student Financial Services Bert Logan Cooperative Education --Financial Aid Andrea Newton --Sponsored Accounts and Scholarships --Apprenticeship --Student Accounts --College Now

Counseling Development Student Life & Leadership Development Dan Timberlake Barbara Delansky (Betty Hosokawa) --ASLCC --Career and Employment Services --ASLCC Child Care Co-op --Counseling --Lane Family Connections --Human Development Department --Multicultural Center --Community Center for Family --International Student Program Counseling --Native American Student Program --Substance Abuse Prevention --Rites of Passage Program --Testing Services --Student Activities, Clubs and (Chris Gilbert, Director) Organizations --TRIOTRiO Learning Center (Mary Parthemer, Director) The Torch Dorothy Wearne Disability Services Nancy Hart Women’s Program Kate Barry --Access --Transitions to Success --Women’s Center

Figure 3-1: Organizational Chart for Student Services (Source: IRAP).

96 Lane Community College — Standard 3

Student Services at a Glance Characteristics and Activities (per year except when noted)

Athletics Student Health • 135 student athletes participated in • 5,178 health care visits intercollegiate sports • 1,011 students educated via class presentations • 4,227 students participated in open gym • 169 emergency/urgent care visits • 20,000 joined in 27 events Student Life and Leadership Development Bookstore (SLLD) • $450,000 transferred to General Fund • 100 visits per day in SLLD • 20,000 used books bought back from students • 100 visits per day in Multicultural Center (MCC) Career and Employment Services (CES) • 16 recognized student clubs and organizations • 1,147 students toured CES • 300 students per term seek assistance through • 222 students earned wages of $563,314 in Job ASLCC Legal Services Location and Development Program • 2,161 children in families served through Lane • 744 students earned $793,167 in Federal Work Family Connections Study Program • 48 families per term received low-cost child • 233 students earned $132,459 in Learn and care from the ASLCC child care co-op Earn Program Substance Abuse Prevention (SAP) Counseling and Advising Center • 300 walk-in contacts • 74,895 contacts (16 months) • 900 phone calls received • 23,166 called the reception desk • 1,700 contacts through clubs and activities • 7,155 students participated in advance registration Testing Office • 17,997 placement tests administered Disability Services • 2,247 GED tests administered • 700 students eligible for services • 2,228 interest inventories administered • 3,446 in-person services per term • 23,750 total tests administered • 1,312 calls received at reception desk per term The Torch Enrollment Services • 4,000 student circulation • 34,394 total enrollment in 2002-03 • 99,894 credit registrations TRiO • 37,342 non-credit registrations • 84 percent percentage of students who persisted • 411 students served in person daily at Students to enroll the next fall after beginning TRiO First! Center • 82 percent transferred to 4-year schools • 342 student phone calls responded to daily at Tutoring Services Students First! Center • 4,000 students served Financial Aid • 50,000 tutoring hours • 9,000 students received financial aid • $75,000 students earned in wages as tutors • $28 million disbursed in financial aid Women’s Program Foodservices • 2,284 visits per month • 481,874 transactions processed • 607 attended program orientations • $1.5 million annual gross revenues • 675 women students enrolled in Transitions to Success classes

Figure 3-2: Student Services at a Glance (Source: Office of Instruction and Student Services).

97 Lane Community College — Standard 3

Purpose and Organization Services to students was selected for focus, and a significant Process Redesign effort was initiated, Lane’s Student Services support the achievement resulting in the Students First! Project, an of the college’s goals by contributing to students’ innovative, holistic approach to meeting students’ educational development. Student services are needs. organized to best ensure students’ success (3.A.1) Student Services units support instructional Lane’s human, physical and financial resources departments by focusing on the whole student in a are allocated on the basis of identified needs and student-centered, integrated service-delivery are adequate to provide essential services for model. student services and programs to achieve the college’s mission and goals (3.A.4). Overall, there In its recent organizational restructuring, the are 13 managers overseeing 13 units, 50 faculty, college emphasized the importance of strong 189 classified staff, 55 student employees and 27 linkages between instruction and student services: other employees providing student services the associate vice president for instruction and support. In the new Building One, Lane has student services (AVP for ISS), who oversees created a physical nucleus for Student Services several instructional and student service areas, which enhances efficiency and reduces confusion reports to the vice president for instruction and for users. Student services are funded from several student services (VP for ISS), the chief academic appropriated budgets: the General Fund and student services officer of the college. This ($6,790,993 for FY04); financial aid ($320,449 linkage between instruction and student services FY04); Enterprise Fund ($11,006,300 FY04); on the Executive Team (ET) helps assure that the special revenue ($5,751,000); special revenue— college provides high-quality and integrated restricted ($743,753 FY04). services for students (Figure 3-1). Figure 3-3 shows the general fund allocation for Additional Student Services areas covered in this student services over the last ten years. There was standard are overseen by appropriate members of an overall increase in student services funding ET: Athletics (AVP for ISS), Foodservices from FY96 to FY03 and then a 14 percent (Executive Director for Community Education decrease from FY03 to FY04, which reflects and Workforce Development), Marketing and college-wide budget reductions as a result of Public Relations (President’s Office), and Public decreased state revenues. Even during budget Safety, Student Health, and the Bookstore (Vice cuts, however, the percentage of the General Fund President, College Operations). budget allocated to Student Services has remained Process Redesign stable: in 2003-04, the Student Services budget In 1995, the president and vice presidents was 9.36 percent of the total general funds budget; determined it was important to streamline this compares to a low of 8.52 percent in 1995 processes at the college; they authorized and a high of 11.09 percent in 2002-03 technology and process analyses for that year, and (Figure 3-3). budgeted $1.5 million for the project (3.A.4). From 1995-2003, student transfer, professional Several areas were reviewed and narrowed down technical, and developmental FTE increased 9 to focus on six key process areas: percent overall, from 9,762 to 10,613, with the • Facilities/support largest increase in transfer credit FTE (up 10 • Grants/contracts percent since 19951). • Personnel/payroll Given that students use services such as • Planning/budget/financial transactions counseling and advising heavily, these increases • Procurement have stretched resources: in a recent survey, • Services to students students reported that while they were satisfied

1 Because of a 1995 state change in the calculation of FTE (to 1 FTE = 510 clock hours), in this report all statistics will date from 1995.

98 Lane Community College — Standard 3

$90

$80

$70

$60

$50

Millions $40

$30

$20

$10

$0 1994-95 1995-96 1996-97 1997-98 1998-99 1999-00 2000-01 2001-02 2002-03 2003-04*

Total Expenditures Student Services

* Figures based on 2003-04 budget rather than expenditures Figure 3-3: Student Services General Fund Allocation Trend FY95-FY04 Need (Source: College Operations). with the quality of services (3.D.10), their example, in 2000, 582 students used Disability satisfaction with availability has declined in Services and accommodations; by 2004, that recent years. In 1994, 19.8 percent were “very number increased to 717. Lane’s student services satisfied” and 43.4 percent were “satisfied” with meet an important set of community needs during availability of advisors. In 2002, those numbers difficult economic times. had dropped to 16.4 percent and 38.6 percent Staff Qualifications respectively. Lane’s thorough search and hiring practices have The high success of Students First! and its new resulted in competent staff with excellent enhanced visibility in Building One have produced qualifications appropriate to their assignments increased demand for services that staff have found (3.A.2). Student services units have access to difficult to meet adequately given budget classification descriptions on the College Online constraints. In the Women’s Center, for example, Policy and Procedure System (COPPS). Job user count per month at the front desk the year they descriptions which clearly outline the essential moved into Building One increased from 931 in functions for each position are updated when 2000 to 1,765 in 2001; by May 2004, that number vacancies occur. When positions change through had increased to 2,284; there has been no decrease reorganization, technological change, or college in use of the Women’s Center even with drop in needs, a reclassification review process, described college enrollments in 2003-04. In addition to the on COPPS, is followed. high visibility and convenience of Building One, Classified staff, faculty and managers are other factors have contributed to the significant evaluated, as per union contracts, agreements, and increase in workload in Student Services. During college policy (4.A.5). Self-assessment is part of this same period, community resources have each evaluation process, and evaluations dwindled due to federal, state and local budget cuts contribute to staff development. The performance in social services. Individuals who had relied on review process for managers is aimed at these services have turned to Lane to replace some evaluating managers’ achievement of their units’ of their needs for psychiatric, social, medical, goals. recreational and other types of support. For

99 Lane Community College — Standard 3

COPPS policies and procedures also guide the • The learning curve involved in the Banner appropriate operation of Lane’s student implementation added to staff workload and development programs and services (3.A.3). changed many job functions. Policies and procedures guide the development of Improvement Plans: clubs that are ratified by the Associated Students • Student Services directors will continue to use of Lane Community College (ASLCC). Clubs and the unit planning process to identify solutions advisors are expected to abide by college rules to address student demand for services, and procedures. Student programs and services including appropriate staffing levels and have policies and procedures formalized and on increased utilization of technology. record. Each develops goals for the coming year • Lane invited two consultants to examine that are compatible with Student Services’ and the workload and service delivery issues in 2004, college’s mission and goals. in Enrollment Services and Student Financial Strengths: Services. Several recommendations were • Lane provides a comprehensive range of offered and are in the process of follow-up. Use student services conveniently located, including of document imaging may provide some counseling and advising, legal, health, social, workload relief. cultural, and even basic needs such as donated • The learning curve in Banner is a temporary clothing. phenomenon which will improve each year as • The new Student Services building has had a staff become accustomed to it and fully trained. significant positive impact on student service In fact, the implementation of Banner will delivery, providing a central location for eventually streamline some of the student specialized services such as the Multicultural services functions. Center and Women’s Center, and for formal and informal student meetings and gatherings. General Responsibilities • Students relate high satisfaction with services. Meeting Students’ Needs • Lane uses a holistic approach to providing Lane systematically identifies the characteristics services, with a high level of coordination. of its student population and students’ learning • Nationally recognized student services and special needs; the college also makes personnel are highly qualified and deeply provision for meeting those identified needs committed to ensuring a welcoming (3.B.1). Examples of programs that meet environment and student success. identified needs follow: • Lane is committed to providing services for a Career and Employment Services diverse group of students, including programs • ASLCC Child Care Coop for various groups of students and special • Testing Office populations. • Counseling and Advising • The organizational structure strongly integrates • Tutoring Services student services with instruction. • Adult Basic and Secondary Education • Recruitment and retention are strongly • Academic Learning Skills supported. • English as a Second Language (ESL) • Banner improves student access to information • Disability Services and streamlines productivity. • Substance Abuse Prevention Program Challenges: • Student Life and Leadership Development • Heightened demand for student services has • Multicultural Center resulted in increased workload in the most • Native American Student Program heavily used areas, including services by • Rites of Passage Summer Academy phone. During peak periods, workload can be • College Information Sessions for Students of unmanageable. Color • High School Visitation Program

100 Lane Community College — Standard 3

• Women’s Program Counseling and Advising • TRiO Counseling and Advising identifies and serves • Guided Studies students’ learning needs and serves the mission of • Student Health Services the college by facilitating student orientation, Institutional Research Assessment and Planning entrance, and successful completion of program (IRAP) tracks students over time (longitudinal) who choices; providing placement test orientation and attend Lane, including those coming to Lane from matching appropriate resources to developmental high school and those with county residency status, needs; and collaborating with students to help to record their reasons for attending, as well as their realize their potential. Counselors are trained in race and ethnicity, gender, and age. To the extent crisis intervention techniques and respond to possible, the college also tracks data on disability, urgent situations within the department and across preparedness, and income, and addresses these campus. Counselors and advisors are assigned to issues as well. The American College Testing (ACT) programs, undeclared majors, and diverse Student Opinion Survey, Student Follow-Up populations to facilitate entry into the college Studies, Benchmarks and Monitoring Reports learning environment. Counseling and Advising provide key information about Lane’s success in uses a unique computerized tracking system, meeting students’ identified needs (1.A.3; 1.B.7). which collects information on students’ reasons for seeing counselors and advisors, time spent The Success and Goal Achievement (SAGA) waiting, and numbers of contacts. Staff can add committee focuses on overall student success. notes after each contact with students to enhance SAGA, a relatively new adaptation of the continuity during a student’s subsequent visits. college’s Enrollment Management Plan, shifted the focus of the original plan from enrollment to Counselors at Lane are also faculty, and teach student success and retention. SAGA incorporates courses using a psycho-educational model. The best practices learned from Lane’s Student college-wide advising model, in which some Support Services (TRiO), a successful high-risk counselors’ and advisors’ offices are physically intervention model for a limited group of students, located in instructional divisions, facilitates and generalizes TRiO’s successful methods to coordination of instructional and student services Lane students at large. In Spring 2003, the SAGA (3.D.10). Committee set three goals for 2003-04: Following a comprehensive evaluation of the • Use data to establish Lane Community college’s efforts at retaining students of color, two College’s baseline student success rate. retention specialists/counselors have been hired • Use interviews of experts and a thorough with .4 FTE of each position dedicated to review of the literature to identify the best retention of students of color. Traditionally under- practices in supporting student success. served populations are sought out and especially • Create an action plan to improve student encouraged to use the retention services offered. success at Lane. SAGA has seen promising results so far: one is the institution of a First Year Experience class to enhance student success. Lane maintains an open admissions policy and makes provision for students’ varying preparedness (3.B.1). Students entering the college take placement tests, primarily in the Main Campus Testing Office. Most degree-seeking students take placement tests in reading, sentence skills, and math, which places them in the appropriate class for their skill level.

101 Lane Community College — Standard 3

Women’s Program advising, personal and career counseling, The Women’s Program has been highly successful information and referral to services on- and off- in identifying the needs of women students and campus, mentoring, cultural enrichment activities, helping them achieve their academic and life study groups, special workshops and classes, goals. The Women’s Center offers resources, assistance with transfer planning, and visits to referral and information for women returning to Oregon four-year colleges and universities. school; Alternative Career Choices for Equitable TRiO’s performance outcomes for 2002-03 are Student Success (ACCESS) helps women explore impressive. On measures of persistence, good technical and trades careers; Transitions to academic standing, graduation, and transfer, TRiO Success is an entry program for women in students surpassed proposed benchmark levels. transition; and the Options Unlimited Conference Focus Groups provides hand-on exploration for middle- and In the last several years, Lane has increased its high-school girls in non-traditional skills. A efforts to identify and address the needs of calendar of events and an online newsletter keep communities of color. In November 2001, for women informed of events and services. example, the board met with students and Disability Services community leaders for one of several “Strategic Disability Services strives to provide equal access, Conversations” to hear their perspectives on the as defined by federal legislation, to all students direction of Lane’s diversity efforts. Results of with qualifying, documented disabilities. The these conversations have been incorporated into department provides academic accommodations, Lane’s Diversity Plan (3.D.2). In Spring 2003, the advising and problem solving, printed materials in administration conducted eight student focus alternative formats, assistive technology, and groups, involving 55 students. Students described resources and training for faculty on referral and many concerns they felt about campus climate and accommodations. Disability Services also other on-campus issues. Their concerns were collaborates with community resources and school taken to Faculty Council, the board, and districts throughout Lane County and provides departments organized a response where website links to information on financial aid, appropriate. grants, and scholarships for students with disabilities. Student Participation Disability Services has seen a significant increase Students utilize many opportunities to participate in a variety of areas of service, including the in institutional governance (3.B.2; see also number of students requesting services and the Standard 6). Lane recognizes that student number of complex accommodations. The ratio of government, ASLCC, is an active and vital part of students to Disability Services advisors is 280:1; the campus community, and that organization is the best practice ratio according to national often the route by which students are recruited for recommendations is 150:1. Still, student participation on institutional committees. ASLCC satisfaction with Disability Services is high. is given a great deal of autonomy over its TRiO operations and budget. Preparedness for college is a common issue for ASLCC includes as members all main campus Lane’s students; TRiO is one of the most students who are enrolled and have paid successful models for using supplemental learning mandatory student fees. Because Lane recognizes environments to facilitate the success of students the importance of the student voice at the highest with identified needs. A federal grant-funded level of governance, the ASLCC president, while program, TRiO offers a variety of services to help not officially a member of the board, sits at the first-generation college students, students with board table for meetings. The Strategic Planning disabilities, and other at-risk students move from a Task Force and the College Council both have two-year to a four-year institution. TRiO provides two seats available for student representatives. a Learning Center, a computer lab, academic Each of the seven new governance councils,

102 Lane Community College — Standard 3 which provide strategic planning for all college see also Standard 8). The Public Safety functions, also has two student representatives. It Department’s goals support the learning is also customary, when feasible, for students to environment through proactive responses to safety sit on hiring and standing college committees such concerns. Public safety officers are on campus 24 as the Budget Advisory Group and the Facilities hours a day, every day. The emergency extension Management Team. (See Standards 7 and 8.) for all emergency calls is publicized and easy to remember: 5555. Public Safety also provides other Faculty Involvement non-emergency services free of charge, including Some student services departments are also collecting lost and found items and performing instructional units, and faculty are involved in the security checks. development of policies and planning for student programs and services (3.B.2). Some student A college-wide committee, the Joint Emergency services use a psycho-educational model, Action Planning Group (JEAP), developed and enhancing student access by providing widely distributed an employee manual describing developmental counseling in a group setting that a wide variety of potential emergency situations would otherwise be unfeasible on an individual and action steps for handling them. The college basis. Many faculty also serve in an advisory informs staff to ensure the safety of students. capacity to programs such as the literary magazine Information concerning student safety is published Denali, the Nature Writer’s Club, and others. In and widely distributed, including an incident addition, Rites of Passage Summer Academies report in the Torch, the student newspaper. Lane involve many faculty in its development. The has a low crime rate (see Standard 8). Policies and Diversity Team, which includes several faculty, procedures for dealing with security issues are drew up the campus Diversity Plan (3.D.2). The described on COPPS, including how to deal with Diversity Team College Climate Action Team crime reporting, substance abuse prevention, and chair is a faculty member, as are the Student building access. The Women’s Center and the Retention Counselors. Student Services personnel Counseling Department also provide services and who are faculty serve on such committees as assistance for domestic violence and sexual Faculty Council, where they can communicate assault victims. important student services needs to the instructional areas. The new Student Affairs While the college attempts to meet the needs of a Council has faculty representation. diverse population, challenges remain. In Spring 2003, for example, a series of on-campus racial Student Rights and Responsibilities harassment incidents prompted the college to take Lane has clearly stated and well-publicized steps to provide support for individuals and policies on students’ rights and responsibilities groups affected. President Spilde called an all- with procedures to ensure policies are campus gathering and publicly condemned the implemented in a fair and consistent manner incidents and committed her support and the (3.B.3). COPPS policies for students include: college’s support for individuals affected. In Code of Conduct, Student Complaint Process, addition, she convened a Response Team, which Informal Report and Resolution Process, Sexual included all employee groups and the union Harassment, Race/Ethnicity and National Origin presidents, to make recommendations to address Harassment (with both Informal and Formal these incidents. Many of these recommendations Report and Resolution Processes), ADA have been implemented or are in process. Complaint Procedures and Affirmative Action Guidelines and Complaint Procedure. Information Information for Students is publicized in the Catalog (pp. 60-68); in the The college collects all necessary information on Class Schedule; and on the web. student rights and responsibilities in one source, the catalog, which is provided to students at no Safety and Security charge if picked up and for $3 shipping and Lane makes adequate provision for the safety and handling charge if mailed; the catalog is also security of its students and their property (3.B.4; available on-line (3.B.5). A Student Planner that

103 Lane Community College — Standard 3 supplements rather than repeats catalog The SAGA report is also being used for planning information has garnered positive student and and evaluation of student services goals (3.B.1). staff feedback. Updates for the printed catalog are The Response Team Report and the Diversity Plan made annually; updates for the on-line version are encourage evaluation of student services in made periodically. responding to college climate issues and diversity. In addition, the Student Affairs Council in Lane’s The 2004-05 Catalog includes all of the new governance system will develop, review and information required for compliance: the mission, evaluate plans and set directions for student affairs vision, core values, and strategic directions are in accordance within the vision, mission, core printed on the inside front cover; admission values, learning-centered principles and Strategic requirements and procedures are on pp. 11-13; Plan of the college. students’ rights and responsibilities, pp. 60-68; academic regulations, pp. 54-68; degree Strengths: completion requirements, pp. 39-50, and for each • Lane systematically identifies the degree, pp. 69-126; credit courses and characteristics of its student population and descriptions, pp. 127-204; tuition, p. 19; fees and provides comprehensive, high-quality services other charges, p. 19; refund policy, p. 23; items to meet those needs. Lane is unique in Oregon relative to attending or withdrawing, pp. 4-64; in its provision of basic medical care to student conduct, pp. 60-68; grievance policy, p. community college students, and Lane’s child 60; academic honesty, p. 63; student government, care centers help working parents attend school p. 33; student organization and services, pp. 24- while their children are well cared for. 38; athletics, p. 33. • Student participation in governance is welcomed. Two students sit on each of the new Student Services Evaluation governance councils and are present on many Lane periodically and systematically evaluates the committees across campus. appropriateness, adequacy, and utilization of • Policies and other information are readily student services and programs and uses the results available to students through Lane’s of the evaluation as a basis for change (3.B.6). The publications and website. college utilizes the Profile of Lane Community • Lane provides a safe, secure environment for College and the ACT Student Opinion Survey to its students. track the effectiveness of its student services. In • The college’s integrated service delivery model addition, the assessment chapter of unit plans for Counseling and Advising is high quality, allows departments and units to systematically and its unique computerized tracking system engage in the annual evaluation of their own goals ensures continuity in service. and achievements at the point of impact, and build • Evaluation and improvement are deeply from year to year on that information. These unit embedded in the culture of student services. plans are also the basis for college-wide resource The Students First! project itself was an allocation and planning (1.B). improvement based on evaluation, and continues to be evaluated and improved. • SAGA, Counseling and Advising, and the Women’s Program regularly use assessment data to track and improve student success. Challenges: • Some on-campus racial harassment incidents have shown the need for continued positive college response in this area (3.D.2). • Some students have expressed concern about the enforcement model used to manage campus safety.

104 Lane Community College — Standard 3

Improvement Plans: and grading criteria. Departments are very involved • Recommendations from the Response Team in the process of establishing criteria. In those areas have begun to be implemented and will come that use portfolio grading, departments set the under review and further implementation in standard for student performance and achievement. 2004-05. The Curriculum Approval Committee approves • Public Safety is transitioning from a security departmental standards (see Standard 2). enforcement model to an educational- The college makes a clear distinction in the developmental model in handling campus Catalog between credit and non-credit on pp. 69- safety. 126 and pp. 205-6 (3.C.3). In addition, Lane’s quarterly class schedule is clearly divided into Academic Credit and Records credit and non-credit sections. The distinction is Evaluation of student learning and the award of further defined on the Continuing Education credit are based on clearly stated and website FAQ section. Student transcript notes distinguishable criteria (3.C.1). Criteria for award clearly indicate whether courses are credit or non- of credit are noted in the 2004-05 Catalog, p. 53, credit. In the Banner system, students choose including classroom hours per credit hour, whether to include non-credit courses on their classroom hours per lecture/lab credit hour, and transcripts, whereas credit courses must appear on classroom hours per lab credit. a transcript. Academic records are accurate, secure, and Lane’s policy on the award and transfer of comprehensive: all permanent records are stored academic credit is consistent with indicator 2.C.4 on microfilm in a fireproof vault; comprehensive and Policy 2.5 (3.C.4). The Catalog describes records include records for each term of articulation agreements in place with individual attendance, course numbers and titles, grades colleges; the AAOT covers all Oregon University earned, and indication of credit or non-credit System (OUS) institutions. Staff are well-trained classes. Records are kept permanently with no and experienced in transfer of credit. Lane only expiration date. Degree evaluations verify that accepts credits from regionally accredited students have met requirements set by the state institutions or, in the case of international and approved by the Degree Requirements transcripts, colleges that are recognized by the Review Committee (see 2.C for specific degree Ministry of Education or a similar government requirements). In 2003-04, the credit evaluation body of foreign countries. process was automated through Banner and Lane’s student records, including transcripts, are counselors can now review students’ progress at private, accurate, complete, and permanent any point; degree evaluators can double-check (3.C.5). Student records are stored on microfilm in system-generated degree evaluations. a fireproof vault. The data and records in the ExpressLane is a group of web services for computing systems are saved daily on tape and students, staff and others to view and change their stored at an off-site location. Recent construction information in Lane’s administrative system. Lane has improved space for storage and security. students, instructors, administrators, staff All staff have Family Educational Rights and employees, and the general public may use some or Privacy Act (FERPA) training and are supervised all of ExpressLane services. Every ExpressLane to ensure the law is observed. The college user is assigned an “L” number as an identifier, includes FERPA guidelines in COPPS on-line and replacing the insecure Social Security number. posts them in Divisions. Evaluation, Credit and Records Strengths: Criteria used for evaluating student performance • Lane’s systems of evaluation of student and achievement are appropriate to the degree level, learning and awarding of credit are clear, clearly stated and implemented (3.C.2). Syllabi, appropriate, and well-publicized. distributed to every student on the first day of every • Records are private, accurate, complete and class, outline the course objectives, requirements, permanent.

105 Lane Community College — Standard 3

• The ExpressLane computer self-service Attention to Students’ Needs environment allows students to access their Lane gives attention to the needs of its student academic records without waiting in line. body, and pays conscious attention to such factors • Procedures for transfer credit are appropriate. as ethnic, socioeconomic, and religious diversity Challenge: while demonstrating regard for students’ rights • Some students who have fewer computer skills and responsibilities (3.D.2). Lane exceeds federal have difficulty interfacing with Lane’s guidelines for protected classes, including lesbian, automated registration system. gay, bi-sexual and transgendered students in its non-discrimination policies. Diversity is one of Improvement Plan: Lane’s core values and undergirds its strategic • Student Services employs students and staff to directions. Lane has an open and non- assist students with ExpressLane. They are also discriminatory admissions policy and does not currently designing a survey of students to factor ethnic, socioeconomic, or religious study user-friendliness of ExpressLane, and diversity in its admissions process. Once admitted, will make improvements as appropriate. students have access to support, success, and retention services (3.B.1). Student Services Services for Diverse Students Admission Policies, Inclusiveness The college holds diversity as an area of Lane’s General Admissions policy, published in continuous training and improvement, and has the Catalog on p. 11, is consistent with the college made consistent efforts at every level to address mission to provide affordable, quality, lifelong the needs of a diverse community. The Diversity educational opportunities to all students (3.D.1). Team and the Response Team have worked According to this policy, Lane is open to all directly to solve ongoing problems and issues applicants who are 18 years of age or have a high related to bias and discrimination. In addition, school diploma or GED. Previous academic status Lane has approached these issues from an at other institutions does not constitute a criterion educational standpoint by including issues of for denial of admission. Board policy D.070 privilege, power, and difference in its Reading provides for equality of opportunity in admissions. Together Project and in the Spring Conference. Students who enroll for high school or alternative The Diversity Team is also responsible for long- school credit must comply with Oregon Revised range, proactive planning in this area, which will Statutes 339.010 (Compulsory School Attendance be assumed by the Diversity Council in Lane’s Law). Lane’s admission policy for Adult Basic new governance system. Lane has a draft and Secondary Education (ABSE) is described in Diversity Plan, which outlines approaches to the Catalog on p. 207. many diversity issues. The plan is comprehensive and ambitious in its scope. A primary goal of the College is to assist students to develop programs of study designed to meet The college maintains an on-going program of their individual needs and consistent with feasible diversity education, events and leadership college operation. Some programs do have opportunities for students and staff. A partial list selective enrollment or waiting lists. There is a of programs follows: publicized and clear process for those who are on • The Multicultural Center (MCC) provides a a wait list. place for students, staff and community International students follow a different members to meet, connect, and network, and admissions process. Students must have sufficient supports student academic and cultural English language skills as measured by TOEFL or activities. MCC provides support for all IELTS exam results, have completed secondary students, including services for Asian, African, school and provide official records, and have Native American, and Latino and Lesbian, Gay, evidence of financial responsibility. Bi-Sexual and Transgendered (LGBT) students, and provides hands-on experiences to

106 Lane Community College — Standard 3

complement theoretical and philosophical be available for all students and promote a classwork in many areas. sense of campus community. • The Rites of Passage Summer Academy is a • Disability Services provides strategies, collection of four cultural immersion programs resources, support and legal accommodations designed to provide high school and middle for students with disabilities. school students of color in Lane county with • Specialized Employment Services (SES) education specific to their ethnic heritage. The provides employment training and education to four programs include: African American Rites adult students who experience developmental of Passage, Asian/Asian American Rites of disabilities. SES operates as a cooperative Passage, Umista Native American Rites of venture between the college, the Lane County Passage and Puertas Abiertas Latino/Latina Office of Developmental Disabilities, and the Rites of Passage. State of Oregon’s Seniors and Persons with • The International Student Community Program Disabilities Division. (ISCP) supports and offers special services and Other Support Services activities that assist international student The college provides comprehensive tutoring success. The ISCP provides cultural and services, both in departments (e.g., Math, program resources to instructors and students Languages) and in a newly remodeled “Tutor through class presentations and special events. Central” on the second floor of the Center The ISCP also contributes significantly to the Building. Adjacent to the Academic Learning overall diversity of the student body. Skills department, Tutor Central is staffed by • The Native American Student Program has professional and student-peer tutors, and provides increased the enrollment of Native American a welcoming environment for students who need students and has established contacts with help with coursework and skill development. The various tribal representatives that will have Tutoring Center houses a coordinator of tutoring long-term impacts in a variety of training and services, four coordinators for Math, Science, education programs at the college. This group Music, & Foreign Languages, and three part-time is a vital recruitment and retention tool and also coordinators. During academic year 2002-03, may soon receive financial support from Tribal Tutoring Services assisted 3,817 students for a education representatives to further expand total of 50,000 hours (see Standard 2.G). services. • The Women’s Program provides a home base Among other support services for its diverse for students, resources, and sponsors cultural population, Lane offers support for low-income events as well as providing services and students (such as a free “No Cash Clothing Stash” programs for women. clothing outlet, Learn and Earn, and job • The Queer-Straight Alliance provides support, placement services). The Guided Studies program social activities and special events for queer supports students who are under-prepared in students, staff and allies on campus and in the reading, writing, and math skills (see Standard community. • In an effort to enhance the learning environment, Lane supports efforts to create a long house. Frank Merrill, Native American Student Program Coordinator, first raised the issue of building a long house in 1993. The Board has reserved $250,000 in matching funds for construction of the long house, which is designed to be a multiple-use facility for all students that incorporates the needs of Native American students and the local Native American community. The structure would also

107 Lane Community College — Standard 3

2.G). The college supports specialized services registration with an aim of ensuring their success: that are available for students who encounter if they are prepared for college-level work, they language barriers or other obstacles (e.g., ESL and are referred to advisors and counselors for that International ESL, TRiO, Disability Services; area; they may be restricted to registration for 3.B.1). non-credit developmental classes and the Guided Studies department; or they may be referred to Strengths: Lane’s non-credit Core College Connections • Lane’s admission policies ensure accessibility program for skill development. Lane’s Credit for consistent with its mission: Lane is one of a Prior Learning gives students the opportunity to few community colleges which does not charge demonstrate they have mastered the material an application fee. covered in a Lane course (2.A.10, see Standard 2). • More bilingual signage is planned to accommodate needs of Spanish-speaking Policies and Appeals students. Lane specifies and publishes requirements for • The college offers a host of support services for continuation in, or termination from, its its student body. educational programs, and it maintains an appeals Challenge: process (3.D.4). The policy for readmission of • Resource allocation for the Diversity Plan is a students who have been suspended or terminated challenge. is clearly defined. The requirement of continuation in or termination from educational Improvement Plan: programs is described in the 2004-05 catalog on • The Board has reviewed the Diversity Plan and p. 58; the policy for readmission for students who funding recommendations will be made during have been suspended for academic reasons is in the budget development process. the 2004-05 catalog on p. 59. This information is also available online. Placement, Degree In the case of dismissal, students are provided the Requirements, and Termination opportunity to petition the Academic Progress Policies Review Committee for reinstatement into the college the following term if there is evidence that To facilitate student success, appropriate policies extenuating circumstances contributed to and procedures guide the placement of students in unacceptable academic progress. The student may courses and programs based upon their academic be allowed to remain in class(es). and technical skills. Through the Testing Office and Adult Skills Development (ASD), the college Requirements for Lane graduation are stated makes provisions for the ability of college work to clearly in the catalog on pp. 39-41 and the online benefit students. Lane provides instruction at no catalog (3.D.5). These are consistently applied in charge for students who need skills improvement both the certificate and degree verification before taking or re-taking the Ability to Benefit process. Student Right-to-Know Act appears on test. The Testing Office oversees testing and p. 41 of the catalog and online. Graduation provides tips on preparing for placement testing, requirements for transfer degrees, degrees, and taking computer-administered tests, managing test certificates are stated in the catalog on pp. 39-50. anxiety, improving memory, and developing Pages 69-126 of the catalog detail professional effective strategies for college success. The technical program requirements. Testing Office also makes provisions for computer literacy differences; provides clear policies and Financial Aid explanations; and provides referrals for test interpretation and advising. Lane provides an effective program of financial aid consistent with its mission and goals (3.D.6). Degree-seeking students must take placement The college provides more financial aid than any tests. Test results guide the direction of their other community college in Oregon. Figure 3-4

108 Lane Community College — Standard 3

$36 $32 $28 $24 d in Millions i $20 $16 $12 $8 t Financial A n $4 $0 Stude 1998-99 1999-00 2000-01 2001-02 2002-03

Figure 3-4: Growth in Total Financial Aid to Lane Students (Source: Lane Profile 2002-2003). shows growth in total financial aid to Lane (3.D.7). A full range of financial aid information students from 1998-99 to 2002-03. Financial Aid is published on the web for prospective and (FA) staff are dedicated to providing financial enrolled students, and the Foundation publishes a assistance to all student applicants who book on scholarships available to Lane students. demonstrate financial need based on federal, state In addition to providing required consumer and institutional guidelines. information, the FA Office also conducts a number of outreach activities, including Banner automates labor-intensive processes and presentations at high schools and community allows increased productivity and timely services. meetings of parents and prospective students. The Banner system also enables student access via the web, which provides on-demand services and Comprehensive scholarship resources, applications, information regarding the students’ own financial and assistance are available in Career and aid status. The online website also provides Employment Services (CES) (3.D.11). Staff assist general information and guides the student through students with researching and applying for the financial aid process. With the Students First! scholarships. Numerous scholarship workshops are model in place, Financial Aid is able to provide a conducted in fall and winter terms, as well as an focused effort to the timely processing of financial annual “College Financial Aid & Scholarship aid applications. Students First! personnel are Workshop” in January. In 2003-04, CES hired a trained as financial aid specialists, while financial part-time scholarship coordinator, funded through a aid advisors attend to the more complex nature of Carl Perkins grant, who is responsible for overall the delivery of aid. On short notice and when coordination of scholarship resources and services. appropriate, students can see a financial aid Lane regularly monitors its student loan programs advisor who has expert knowledge in the and the institutional loan default rate; the determination of student aid eligibility. preliminary default rate for 2002 is 9.4 percent Institutional reporting for financial aid awards is (3.D.8). Borrowers are required to pass a pre- provided through the yearly Profile, which reports loan/entrance test that identifies the the number of students receiving financial aid, the responsibilities of borrowing and includes a amount of award, amount of grants and loans, and statement of their rights and responsibilities. This amount of scholarships. The Profile tracks information and test is provided by the US financial aid trends over time. Department of Education Direct Loan programs. The Perkins Loan Program is closely monitored Information regarding the categories of financial by Student Accounts (SA) and Lane’s default assistance (scholarships and grants) is published management strategy ensures that Department of and made available to both prospective and Education expectations regarding default rates are enrolled students on the financial aid webpage met.

109 Lane Community College — Standard 3

Enrollment Services has implemented changes in • To provide additional cross-training in financial its credit policies intended to help students aid and other functions, Students First! is now accumulate less debt. These changes include no closed for an additional two hours a week. longer allowing students to register who owe past due balances, sending accounts to collection after Orientation and Advisement three months instead of six, discontinuing special payment plans, shortening the refund period from Lane’s numerous orientation programs for new two weeks to one, no longer carrying collection students, including special populations, are strong. agency charges on Lane’s accounts receivable, Students First! provides general information for and discontinuing first-time students from new students about applications for admission, charging non-textbook items in the bookstore. As residency, catalog and schedules, registration, a result, the total student debt has been reduced photo identification, refunds/drop deadlines, from $9 million in 2002 to $6.8 million in 2003. transcripts, release of records, and financial aid Exit counseling information sessions are provided (3.D.9) Students First! directs students to five on the web and pay particular attention to loan steps for new (and returning) students: admission, repayment obligations. placement testing, new student information sessions, program advising/course planning, and Strengths: registration. It also provides referrals to campus • The Testing Office has a strong record of and community services. Students First! offers a placing students at levels appropriate to their one-stop approach that allows new students to get preparation, which increases retention. started at Lane with minimal confusion; services • To help reduce the impact of tuition increases, are also offered at the Downtown Center. the college has increased financial aid to students; the college gives out more financial The Counseling and Advising Department offers aid to students than any other community new students program orientation sessions; an college in Oregon, regardless of size. online orientation is available for those who • Lane’s default rate on student loans has been cannot attend in person. Counseling and Advising reduced by 4 percent over the last six years. also provides Early Orientation and Registration • Changes the college has made to its credit (EOAR) for new students, and provides advising policies are having the effect of lowering at outreach centers on a limited basis, which new student debt. students can access. Challenges: Academic Advising is available on the main • Testing Office staff have difficulty finding campus and outreach centers for every student at sufficient time to train part-time staff, Lane to help them choose a career, select the particularly in outreach centers. appropriate academic program, or select courses • Because of tuition increases and other financial (3.D.10). Training at all levels ensures the delivery considerations, not every student who wishes to of timely and accurate advising information to help attend Lane can. students make appropriate decisions concerning • Continuous cross-training of all Students First! academic choices and career paths (3.D.11). representatives in financial aid and other Specific advisor responsibilities are defined, functions is a challenge. published, and made available to students (2.C.5; see Standard 2; 4.A.2; see Standard 4). Counselors, Improvement Plans: advisors, and support staff work as a team using a • The Testing Office will continue to address the college-wide advising model to present a variety of learning curve involved in training part-time services to a diverse student population. Students staff. report a high level of satisfaction with advising • The college and Lane Foundation will continue services, with 73.6 percent satisfied or very to develop scholarship opportunities for satisfied compared with an all-Oregon rate of 65.9 students with the goal of finding financial aid percent (Figure 3-5). Advisors follow FERPA for every student who wishes to attend. Guidelines and NACADA (the national advising association) standards.

110 Lane Community College — Standard 3

60%

50%

es 40% pons 30% all Res 20% % of

10%

0% Very satisfied Satisfied Neutral Dissatisfied Very dissatisfied % Lane % All Oregon

Figure 3-5: Satisfaction rates among students for Academic Advising (Source: ACT Student Opinion Survey, Spring 2002).

Advising teams have a broad range of information Challenge: and specialized knowledge about assigned • The unemployment rate in Oregon has been programs and provide specialized advising for high, contributing to a high volume of contacts programs and for students with identified needs. in Career and Employment Services. This poses The Counseling Department has developed the a challenge to meet the need for individual Academic Advising Handbook for students to use assistance with career exploration, job search in conjunction with web pages, catalogs, and other skills, and scholarships. advising information. Improvement Plans: Other areas of the college that provide targeted • The college will continue to review appropriate orientation and advising are: service and staffing levels to ensure high- quality within fiscal constraints. • International Student Community Program • In partnership with Lane Educational Services • Disability Services District, the college is developing a career • TRiO counseling pilot program to assist high school • High School and Community Relations students in career exploration and development. • Guided Studies This will provide relief to CES by reducing the • The Women’s Program, including Transitions to number of contacts with undecided high school Success students entering Lane. • Career and Employment Services Strengths: Services and Co-Curricular • The college-wide advising model, assigning a Activities counselor and advisor to each instructional area, increases communication linkages and Student Health effectiveness between instruction and Lane is the only community college in Oregon advisement. with a Student Health Clinic. Open on regular • Students report a high level of satisfaction with school days during the academic year, it provides Lane’s advising. primary health care services, family planning • Orientation sessions for special populations services, services for students with disabilities, help ensure these students’ success. information about student health insurance, and links to “patient-friendly” sites. The clinic

111 Lane Community College — Standard 3 provides a professional level of health care and hot entrée. Vending machines for food and excellent services and is well-utilized by students beverages are available at all times. The menu is (3.D.12). In-house Student Health surveys show under constant development. that students are satisfied with service. Because Lane has degree and certificate programs COPPS provides procedures and policies in Conference and Culinary Services, there is a regarding student and staff health. high level of culinary support and instructor involvement. The student-run Renaissance Room High-quality counseling within the Counseling provides a “laboratory” for students to prepare Department and the Women’s Program provide sophisticated cuisine in an elegant atmosphere for help for students experiencing problems that students and staff at reasonable prices. A customer prevent them from being successful in school, and feedback survey is completed every spring, and links students with community resources. The the department makes improvements accordingly. Counseling Department also provides a Substance Abuse Prevention Program and a Recovery Student Life and Leadership Center, which includes counseling, support Student Life and Leadership Development groups, and retention services. This program has a (SLLD) is a center for co-curricular activities on multicultural emphasis and provides culturally campus. In alignment with the college mission, sensitive support and recovery counseling. In these activities and programs foster the addition, the Community Center for Family intellectual and personal development of students Counseling provides credit and non-credit classes (3.D.15). Lane adheres to the spirit and intent of in parent education, counseling, and a telecourse equal opportunity for participation, and explicitly series on parenting skills. communicates its policies in this regard. The Housing Services college ensures that appropriate services and facilities are accessible to students in its programs Although Lane does not provide dormitory through Disability Services (3.B.1). Co-curricular housing, Student Life and Leadership activities and programs include adaptation for Development provides free housing referral traditionally under-represented students. services to Lane students. The Ashlane settlement provides housing to qualified credit students at Student Life and Leadership Development Lane who are working toward a two-year degree, provides a web-based newsletter, the Includer, to one-year certificate, or transfer to a four-year keep students informed about its broad range of institution. Ashlane includes four complexes in co-curricular programs and services, which Eugene, rented on a sliding scale based on include: individual income. The housing is operated by • Denali Literary Magazine local non-profit housing, and subject to health and • International Student Program safety regulations (3.D.13). Lane’s investment in • Latino Student Union Ashlane includes an agreement which allows Lane • Native American Student Association (NASA) students priority access to a certain number of • Psi Beta Psychology Club units. The Student Life and Leadership Office has • Phi Theta Kappa Honor Society a process for referring students. The International • Queer Straight Alliance (QSA) Student Community Program offers housing • Black Student Union resources and homestay placement opportunities • Asian Pacific American Student Union for international students only. (APASU) Food Services • Nature Writer’s Club Appropriate food services are provided for • Oregon Student Association students and staff during the normal class • Oregon Community College Student schedule from 7 a.m. to 6 p.m. most days Association (3.D.14). A wide variety of menu offerings are • Oregon Student Public Interest Research Group provided, including espresso, a snack bar, a food (OSPIRG) court, full-service catering, and a small bistro- • ASLCC Child Care Co-op style restaurant. Prices start from under $3 for a

112 Lane Community College — Standard 3

Student Life and Leadership Development also Strengths: sponsors a broad range of cultural events and • The Student Health Clinic is an invaluable programs, including a Tea and Chat (International resource to students. Student Program); English Conversation Partners • High-quality counseling services address the (International Student Program); Week of the needs of the whole student to help ensure Young Child (ASLCC child care co-op); Fall student goal achievement. Welcome Week (SLLD); and a series of trips and • Students benefit from the dedicated spending special events. SLLD also provides leadership on diversity efforts, including the Multicultural trainings (in collaboration with ASLCC); sponsors Center. Yom Ha Shoah, Day of Remembrance (MCC); • Food services are comprehensive and the and sponsors other speakers and events. Culinary Arts Program’s Renaissance Room provides fine dining and service at a reasonable SLLD supports ASLCC operations, such as the cost. Book Consignment; Student Resource Center; No • Student Life and Leadership Programs provide Cash Clothing Stash; and Ad-Hoc Committees; learning opportunities that extend beyond maintains 11 bulletin boards for posting traditional academic boundaries, including a information; and maintains roommate and variety of cultural activities and services. information boards in the Student Resource Center. Challenges: • While Student Health Services is heavily used, Campus-wide, Lane spent over $3 million in the physical space is insufficient, and does not 2003-04 on diversity efforts. The Multicultural allow for confidentiality in the waiting room. Center, staffed by full-time coordinators, provides • Accountability and evaluation of student clubs a comfortable atmosphere where students from all by the Student Life and Leadership ethnic backgrounds can get information about Development Director could be improved. multicultural services on campus. The MCC is a planning hub for a variety of activities and Improvement Plans: celebrations, including the Lane Pow Wow, with • Student Health has submitted a formal request 3,000 attendees; Día de los Muertos with 350 to the Space Assignment Committee for attendees; the Martin Luther King Celebration additional space. The college is currently with 1,000 attendees; Chinese New Year considering integrating health care for staff into celebration with 750 attendees. The center hosts the Student Health Clinic; money for video screenings and speaker series, and its remodeled and enlarged space will be included members attend the Oregon Diversity Institute in this project. Staff will continue to analyze each year, plus other conferences. current space use and look for ways to improve patient privacy. The department will clarify Lane’s co-curricular program includes policies how this impacts HIPAA/FERPA policies. and procedures that determine the relationship of • Policies are being established to clarify the the college with its student activities (3.D.16). expectations for student leaders and club Policies and procedures have been developed to advisors, and the role of the SLLD director, and determine the institutional relationship with to provide a mechanism for accountability for student government: clubs are sponsored by all parties. A training manual for student ASLCC, and must conform to COPPS policies as leaders and club advisors is currently being part of their bylaws. The Director of SLLD is the developed and SLLD staff are developing advisor and budgeting director for student systems for identifying needs and evaluating government but has no evaluative role; he or she effectiveness of programs. is the budget authority for clubs. However, there is no instrument for attaching money to performance of club functions, and there is currently no policy for training club advisors and student government leaders.

113 Lane Community College — Standard 3

Facilities, Bookstore, Student possible prices; to join with faculty and staff to Media and Athletics create an environment for innovative learning and a respectful and inclusive climate; to promote Part of Lane’s mission is to provide lifelong services, products and information that support personal development and enrichment, and the campus activities and enhance pride in Lane. college supports this mission by providing a An open dialogue with students, faculty and variety of opportunities and facilities for student vendors provides direction for the selection of recreational and athletic needs. The mission of the general books, supplies and merchandise that best Athletics Department includes providing the finest fit the needs of Lane’s population. The Bookstore recreational experience for as many participants as has been actively involved in the “Reading possible (3.D.17). Together” project. During 2002-03, the Bookstore Lane’s Fitness Education Center (FEC) provides participated with other Enterprise Units (e.g., equipment and facilities for students to increase Foodservices, Laundry, Printing and Graphics) to their strength, flexibility, and health, and the create an advisory board of students and staff. college offers classes in aerobic dance, yoga, and Surveys indicate that customers are pleased with other health and fitness areas. Highly popular Bookstore services. IRAP’s fall 1999 survey among students and staff, the FEC operates at indicated a rating of 4.2 (strongly agree rated five) 97.5 per cent of its capacity. There are also several for overall services. This survey of more than informal opportunities for sports including: 1,000 students found that 92 percent of all valid • Intramurals responses agreed that people working in the store • Club sports (cheerleading, karate, were well-informed and ready to help, and 86 men’s/women’s soccer) percent were pleased overall with the service. • Fast pitch softball • Family recreation (miniature golf, ice skating) Student Media • Swimming Lane sponsors student media under clearly • Bowling defined and published policies (3.D.19). The • Badminton Torch is a student-produced weekly campus • Basketball newspaper published by authority of the Lane • Cards and games Board of Education. Denali is a literary arts • Tennis magazine that includes genres of student writing • Volleyball and artwork and is published three times a year. It • Weight lifting operates under the guidelines of the Media Commission. Lane is exemplary in that it is only one of two colleges in Oregon that offers Family Recreation programs. In 2001-02, the total number of participants in Family Recreation at Lane was 1,099; 24 different activities were offered. In the Open Gym, there were 4,227 participants in 15 activities. In club sports, there were nine teams with 123 participants, averaging 14 per term. Lane sponsors trips to the Oregon Coast Aquarium, Oregon Museum of Science and Industry and the Wildlife Safari. Bookstore The Lane Bookstore’s mission is to enhance learning and provide quality products and services to the Lane community (3.D.18). The Bookstore aspires to supply goods and services at the best

114 Lane Community College — Standard 3

Intercollegiate Athletics services, equipment, equal number of sports and access to facilities (3.E.5). The practice schedule The Board of Education periodically reviews the for men and women alternates to ensure fairness. philosophy, goals, and objectives of its The athletic trainer hours and access are the same intercollegiate athletics. The program is evaluated for men and women. Lane provides equivalent regularly and systematically to ensure that it is an locker room team facilities. Lane offers the same integral part of the education of athletes and is in number of scholarships to men and women, keeping with the educational mission of the although individual teams may fundraise to institution (3.E.1). provide additional scholarship opportunities. In Lane provides information regarding the goals and addition, the equipment and maintenance budgets objectives of Lane’s intercollegiate athletic for both men’s and women’s facilities are program and institutional expectations of staff equivalent, as are repair and prevention schedules. members in writing. Policies and rules concerning Both men’s and women’s sports are covered in the intercollegiate athletics are reviewed at the annual Torch, the college’s weekly newspaper. Athletics department meeting during Fall In- Lane schedules its intercollegiate practices and service. The duties and authority of those involved competition for both men and women to avoid in athletics policy-making and program conflicts with the instructional calendar, management are stated explicitly in the athletic particularly during end-of-term examinations director’s job description and in the athletic (3.E.6). Lane also follows all policies outlined in commissioner’s job description. Faculty the Official Code Book of the Northwest Athletic participate in development of athletics policies Association of Community Colleges (NWAACC). (3.E.2; also 4.A.2). Policy on Institutional Advertising, Admissions Student Recruitment, and Lane uses the same admission requirements and Representation of Accredited Status procedures, academic standards and degree Educational programs and services offered at Lane requirements, and financial aid awards for all are the primary emphasis of all advertisements, students, including those involved in student publications, promotional literature, and athletics (3.E.3). There are Talent Grants which recruitment activities (Policy 3.1). Lane student provide twelve credit tuition remissions; these are success stories are also featured in such literature. awarded to students with exceptional abilities in Lane has an active recruiting program which specific areas, such as athletics. However, Lane reaches out to high schools and the community at offers fewer talent grants than other schools in the local events, describing Lane’s benefits and region. sharing information about courses and programs. Lane’s athletic budget development is systematic; College catalogs are distributed free of charge, funds raised for and expended on athletics by and class schedules are mailed to most households alumni, foundations, and other groups are subject in Lane County. Lane’s class schedule won a to the approval of the administration and are Paragon Gold award (first place nationally) in accounted for through Lane’s practices of 2002. Lane’s has also won other awards from the documentation and audit (3.E.4). Preapproval National Council for Marketing and Public letters are arranged for some food purchases for Relations for its print, television and movie student activities. Lane’s purchase order system theater advertisements. ensures central budget oversight. The Foundation Most schedules offer feature articles on successful has signature authority for some activities. students and programs. Reasonable Equal Opportunity accommodations for Lane’s publications can be Lane demonstrates its commitment to fair and made available upon request. equitable treatment of both male and female The college radio station communicates Lane’s athletes in providing opportunities for vision, to transform lives through learning, in its participation, financial aid, student-support

115 Lane Community College — Standard 3 promotion of the college. Marketing materials Challenges: reflect college values. • While the Athletics department follows the NWAACC policy concerning the scheduling of The core value of diversity provides a guiding intercollegiate practices and competition, it principal for Lane’s efforts to promote its would be valuable to develop an internal programs to diverse communities. Photographs COPPS policy. and graphics in college publications show diverse • Keeping all publications current and students and staff. communicating Lane’s vision, mission and core Lane has expanded its efforts to recruit Latino values in advertisements is challenging, given students by publishing a recruitment brochure the college’s limited human and fiscal written in both English and Spanish. A recruitment resources. packet, which includes information in Spanish, Improvement Plans: was designed to recruit a more diverse staff. • The department will follow COPPS procedures Strengths: for adding scheduling policies from the • The Fitness Education Center is a valued NWAACC handbook to COPPS. resource for the fitness and recreation needs of • The college will continue to improve students and staff. Some equipment is state-of- communication of its vision, mission, and core the art. values to the public within resource constraints. • The Bookstore provides quality educational materials and services at competitive prices at a central location. • The Torch has won numerous student journalism awards and is a valued outlet for an independent student voice on campus. • Full compliance with Title IX and an Athletics Department culture that supports women athletes contribute to student success. • Lane’s men’s baseball team won the NWAACC championship in 2004. • Overall athletic team GPA is 2.938 for 2001-02, testament to a strong scholar-athlete culture. • Athletic scholarships support many Lane students’ transfer to four-year schools: 20 out of 36 students who transferred to four-year schools in 2001-02 received athletic scholarships. • Lane’s Marketing and Public Relations Department has won numerous awards. • A highly competent staff ensures accuracy of information and keep the public informed. • To promote inclusiveness, the college has been developing materials, including posters, in Spanish.

116 Lane Community College — Standard 3

Standard Three – Students Table 1 Admission Report (Data requested may be provided in computer format compatible with the institution's data information system. (Not all data requested may be applicable to all institutions.) Evaluation Year 1 Year Prior 2 Years Prior 3 Years Prior (2003-04) (2002-03) (2001-02) (2000-01) Total Enrollment1 Admitted N/A Denied N/A Enrolled Not avail. yet 34,394 40,099 43,223 Transfer N/A Applications Received Readmission N/A Applications Received Graduate N/A Applications Received Professional N/A Applications Received Non Degree N/A Applications Received

1 Lane does not track First Time Freshmen applications Received. Total Enrollment figures only are reported here.

117 Lane Community College — Standard 3

Standard Three – Students Table 2 Student Affairs Staff Profile

Professional Support Student Other Female 37 162 41 11 Male 27 27 14 16 Degrees2: PhD, EdD 13 1 1 MD, JD, MSW 2 1 1 MA, MS 39 20 1 3 BA, BS 9 50 3 4 AA, AAS, Certificate, etc. 1 61 10 2 Years Experience in field: None 1 3 Less than 5 4 45 41 13 5 – 10 16 48 10 8 11 – 15 8 24 16 – 20 6 25 1 1 More than 20 30 47 5 Full-time: 9/10 months 23 15 1 12 months 15 94 1 Part-time: 9/10 months 19 38 42 19 12 months 7 43 11 8

2 Only highest degree completed was counted.

118 Lane Community College — Standard 4

STANDARD FOUR

Faculty

Introduction Language faculty speak eloquently with their hands; Ethnic Studies faculty connect the Lane’s faculty strive to translate into practice the Chicano/a Latino/a experience in Oregon to the college vision to transform students’ lives through national picture; faculty gather with students in learning. Faculty excellence in teaching, research the Drumming Circles of Native Circles. and artistic creation at Lane has been recognized at the local, regional and national level. Each Visitors can witness faculty dedication by walking term, this love of teaching and the faculty culture around campus: through the second floor Library that sustains it can best be captured by example: window, one might see a faculty librarian ease a Science faculty walk with students at Amazon student’s apprehension about an online search; Creek to study native Willamette Valley flowers; through a studio window one might see dance Culinary Arts faculty lead students in a live faculty calling steps to a group of intent students; laboratory to create lunches for hundreds; an early morning visit to Sacred Heart Hospital Physical Education faculty lead a room full of finds nursing faculty guiding students through a students, faculty and staff through their aerobic rigorous practicum. paces; team teachers engage students in one of Back on campus, one might see Aviation Lane’s many Learning Communities such as Go Maintenance faculty build a reciprocating diesel for Baroque! or AfroBlue. engine with students in the hangar lab; Energy Workforce Training faculty help create a bilingual Management faculty work with students to do an workforce through their courses with students, or analysis of the Administration Building’s air flow; help students build software skills for the Massage Therapy faculty prepare students for information economy; Counseling faculty teach at their first clients in the student clinic; Dental the “Saturday Circus” parent education classes; Hygiene faculty supervise students working on Cabinet Making faculty lead students in their clients of the Dental Clinic; or Flight Technology career and lifelong avocational interests; Sign faculty preparing students for their first solo flight.

119 Lane Community College — Standard 4

Faculty Contracted faculty Part time faculty Full time faculty Part-time faculty Credentials with Doctorate with Doctorate with Masters with Masters 1994 12.8 % — 51.1% — 2004 16.6% 16% 64.4% 56.8%

Figure 4-1: Percentage Change from 1994 in Faculty with Graduate Degrees (Source: Human Resources).

These are only some of the ways that Lane’s collaboration with faculty, determine certification faculty shape the learning environment, standards for new courses, and update these individually and collectively. Innovation has been standards periodically; and Human Resources a faculty strength at Lane for years, a strength maintains these qualification standards and most recently given new emphasis through the ensures their implementation for new-hires. The Strategic Learning Initiative (SLI) partnership, in qualifications are also posted on all Job Vacancy which faculty and administrators work in concert Notices. Qualifications for both credit and non- to foster innovation in education. Through SLI, credit instructors are outlined in COPPS. faculty have expanded educational opportunities by developing Learning Communities, Service Faculty Roles and Participation Learning, and the college’s Instructional Technology Infrastructure, among other projects. Academic Planning Participation Innovation has now been mainstreamed into the Faculty members participate actively in instructional budget at Lane through the SLI curriculum development, academic planning, “incubator.” Another campus-wide project, advising and governance (4.A.2). The Curriculum “Reading Together,” won a 2003 Schafer Approval Committee, which reviews curricula Innovation Award for building community across submitted by individual faculty members, is campus through discussions, book groups, and comprised primarily of faculty (currently nine out curriculum infusion. of 15 members). Faculty also serve on the Degree Requirements Review Committee (DRRC), which Faculty Selection, Evaluation, determines the composition of the degrees offered by Lane and reviews the courses that can be used Roles, Welfare and Development to meet degree requirements. Twelve faculty Faculty Qualifications members serve on this committee out of a total of Lane faculty are highly qualified, and the 17 members. (See Standard 2.) contracted faculty’s primary commitment is to the The Academic Council (six faculty out of 16 institution (4.A.1). The faculty data shows that members) decides on student petitions based on 16.6 percent of Lane contracted faculty have policies set by the DRRC. The Council acts on doctorate degrees, and 64.4 percent of contracted student petitions covering deadlines extensions, faculty have master’s degrees (see Figure 4-1). program waivers, college graduation requirements, Every field or program offering degrees or major grade appeals, and other concerns, as appropriate. work is staffed by a core group of contracted Furthermore, faculty play a major role in academic faculty who are carefully screened for advising through the Counseling Department. qualifications. Innovation Lane ensures the quality of faculty work through The many innovative efforts of SLI have led several avenues: the faculty contract outlines the faculty and administrators to appreciate the conditions for employment of all faculty; the benefits of the interdisciplinary mode of learning. College Online Policy and Procedure System A small group of SLI representatives and (COPPS) policy for Instructor Certification administrators began discussions to consider the outlines the responsibility for maintaining these best infrastructure to support interdisciplinary standards; departmental managers, in learning. Planning for a Center for Connection

120 Lane Community College — Standard 4 and Innovation in Learning (CCIL) emerged from numbers of faculty participating on this committee these discussions, although the project is still in its are still relatively low (25 percent in 2004 vs. nascent stages. Currently, CCIL provides a central 21 percent in 1999), the process by which they location and administrative support for innovation were selected is an improvement: in contrast to initiatives including Learning Communities, the previous system of administrative Faculty Professional Development, the appointment, each body (e.g., Faculty Council, Community College Moment, Reading Together, LCCEA, College Council) appoints its own Service Learning, SLI and other projects related to faculty representatives. innovation. In 2004-05, there will be a broader The new governance system, still in the early discussion on campus about CCIL’s character and stages of implementation, will develop this formal role. representational model of participation (see Division Governance Standard 6). Some are apprehensive about how The faculty contract supports the development of the new governance system will impact their division charters, which outline faculty’s, work. See, for example, an article, “Faculty manager’s and classified staff’s roles and Decision Making and Participation in the College participation in divisional governance. While Governance System at Lane Community College,” some divisions have developed sophisticated and written by former Faculty Council co-chairs. useful charters, others have chosen to set up In the Lane Self-Study Feedback Survey, 134 self- division governance and structures without identified faculty responses were collected in creating a formal charter. The decentralized Spring 2004. To the statement, “The new Lane process of developing division charters poses governance proposal is an improvement,” 63 some challenges with consistency across campus, somewhat agreed; 41 agreed; and three strongly but many divisions have found them to be agreed (Figure 4-3). Eleven disagreed and one unifying documents that support division strongly disagreed with the statement. At the same governance. time, not all faculty felt that the previous system College-Wide Governance of governance was ineffective. To the statement In the last ten years, Lane has made improvements that “Lane’s previous system of governance was in its inclusion of faculty in major decision- effective,” 43 somewhat agreed and 15 agreed making processes such as strategic planning. (Figure 4-2). (See Executive Summary for a Faculty have long been involved in division- and description of the Self-Study Feedback Survey department-level governance. This has had the methodology.) The new governance model has a benefit of local involvement; however, limited built-in mechanism for evaluation and participation at this level had not encouraged improvement, and provides for communication of development and inclusion in institutional all stakeholders’ concerns. processes and decision-making. Seven years ago, Faculty Workloads and Professional faculty had to petition to be included in the Growth strategic planning process for the 1999-01. Faculty workloads reflect the college mission and Following this petition, three faculty were selected goals and talents and competencies of the faculty to serve on the Strategic Planning Committee. (4.A.3). By contract, non-teaching-related Since then, governance at Lane has shifted from a workload comprises “up to 15 percent of faculty situation of appointment to a systematic and . . . FTE, averaged over the academic year, representative model of inclusion that faculty have provided it can be accomplished within a work come to expect. The current Strategic Planning schedule based on 1.0 FTE = 40 hours/week.” Task Force, for example, is comprised of one Many faculty are unable to accomplish all their faculty representative from the Lane Community tasks within the 40-hour week, however, which College Education Association (LCCEA), one presents workload issues. Smaller departments are from College Council, and one from Faculty often disproportionately affected, since committee Council. While some faculty suggest that the work such as departmental hiring and

121 Lane Community College — Standard 4 representation on college-wide committees is 1995 to 237 in 2003-04 (Figure 4-4). However, 24 shouldered by a smaller group of faculty. of these have been filled for Fall 2004, which nearly restores the 1995 level. Student FTE Teaching Workload (except for enrollment in apprenticeship, Multiple factors have affected changing occupational skills supplementary, and noncredit workloads at Lane during this decade: First of all, personal enrichment classes) rose from 1995-2001 this decade has witnessed a simultaneous growth from 9,762 to 11,043; enrollment for 2003-04 in credit and developmental student FTE and declined slightly to 9,439 (Figure 4-5). The decline in full-time faculty FTE paired with a overall student FTE decline over the last decade is growth in part-time faculty FTE. This decline has 3 percent. The ratio of student FTE to faculty FTE been felt keenly in the past year, when 27 has remained stable with 25.9 in 1995-96 and 25.0 vacancies were temporarily left open due to state in 2003-04 (Figure 4-6). budget cuts. With these positions open, full-time contracted faculty numbers decreased from 265 in

g 40 n i d n o p s

e 30 r y t l u c a f

f 20 o r e b m u

n 10

0 Strongly Disagree Disagree Somewhat Somewhat Agree Agree Strongly Agree Disagree Figure 4-2: Faculty Opinion – Lane’s Previous System of Governance was Effective (Source: Self-Study Feedback Survey, Spring 2004).

60 g n i d n

o 50 p s e r 40 y t l u c a

f 30 f o r

e 20 b m u

n 10

0 Strongly Disagree Somewhat Somewhat Agree Strongly Agree Disagree Disagree Agree

Figure 4-3: Faculty Opinion – Lane’s New Governance Proposal is an Improvement (Source: Faculty Opinion Survey, Spring 2004).

122

Lane Community College — Standard 4

Faculty FTE Comparison Change ’95-96 ’96-97 ’97-98 ’98-99 ’99-00 ’00-01 ’01-02 ’02-03 ’03-04 1995-04 Full-time Faculty FTE 265 264 249 257 263 271 272 263 237 -10.6% Part-time Faculty FTE 112 112 117 122 135 136 135 127 141 25.7% Total Faculty FTE 377 377 367 378 399 407 407 390 378 0.2%

Figure 4-4: Faculty FTE Comparison 1995-2004 (Source: Human Resources Data).

Student FTE (Credit) Comparison Change ’95-96 ’96-97 ’97-98 ’98-99 ’99-00 ’00-01 ’01-02 ’02-03 ’03-04 1995-04 LDC 4,750 4,897 5,079 5,103 5,223 5,419 5,861 5,768 5,225 -10.0% Professional Tech. 2,643 2,613 2,640 2,717 2,782 2,759 2,962 2,994 2,689 1.7% Developmental 2,370 2,151 2,160 1,887 1,998 2,150 2,220 1,851 1,525 -35.6% Total Student FTE 9,762 9,661 9,879 9,707 10,002 10,328 11,043 10,613 9,439 -3.3% Figure 4-5: Student FTE Comparison 1995-2004 (Source: IRAP).

Ratio: Student FTE to Faculty FTE Change ’95-96 ’96-97 ’97-98 ’98-99 ’99-00 ’00-01 ’01-02 ’02-03 ’03-04 1995-04 Student FTE: Faculty FTE 25.9 25.7 26.9 25.7 25.1 25.4 27.1 27.2 25.0 -3.5% Figure 4-6: Student FTE to Faculty FTE Comparison 1995-2004 (Source: IRAP).

The college strives for equitable teaching loads lab. Lecture credit is calculated at 100 percent of for faculty. For example, Social Science faculty its value, whereas lab credit is calculated at teach 15 credit hours with four preparations. 68.2 percent. Faculty who teach labs have some English faculty are required to assign multiple concern about the equity of these percentages. By drafts and essays (the Oregon English and Writing contract, all non-teaching duties are “focused on Advisory Committee recommends five papers or furthering the college mission.” 20 pages per term); due to the required increased Four-year colleges in the Oregon University workload involved in reading drafts, conferencing, System (OUS) have moved from offering three- to and grading essays, English faculty currently four-credit classes. For pedagogical reasons and to teach 12 credits in the form of four classes (three enhance transferability, many faculty in the areas credits each) with a maximum of three of arts and letters and social science are moving preparations. the number of credits for their courses from three In order to keep courses current in a rapidly to four. These courses are changing in response to changing technological environment, CIT faculty student need. Some faculty see an increase in typically teach 12 credits per term in the form of workload brought about by the conversion, while three classes (four credits each). Health others note a decrease. Currently, with classes at Occupations faculty maintain their equivalency three credits, a typical faculty member’s annual through 22 contact hours in a laboratory situation. workload is 15 classes for a total of 45 teaching Currently, the Nursing Department has proposed load credits. With the change to four credits, the workload based on Teaching Load Credit (TLC) assignment will mostly be 11 classes for a total of system as opposed to contact hours in a clinical 44 teaching load credits.

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g 50 n i d n o

p 40 s e r y t l 30 u c a f f

o 20 r e b m

u 10 n

0 Strongly Disagree Somewhat Somewhat Agree Strongly Agree Disagree Disagree Agree

Figure 4-7: Responses of 149 self-identified faculty to the statement, “The Workload at Lane is excessive” (Source: Self-Study Feedback Survey, Spring 2004 ).

In the Spring 2004 Self-Study feedback survey of 6. New orientation procedures and mentoring 149 self-identified faculty, the results strongly duties help new contracted faculty and new suggested that faculty find workload excessive part-time faculty. (Figure 4-7). 7. Increased sections, reflected in the increased part-time faculty numbers, mean that some As part of the self-study process, the Standard departments have grown in their instructional Four Team and the Coordinating Team conducted capacity at the course level, but have not several discussions and gathered feedback from grown in the instructional support capacity, faculty about the constellation of factors that because this is provided by contracted faculty contribute to a sense of oppressive workload for for whom committee work is expected. contracted faculty. Reasons put forth included: 8. In the past ten years, expectations regarding 1. The “flat” administrative structure resulted in use of technology in the workplace have downward pressure onto contracted faculty for affected workload in two ways: instructional administrative and instructional leadership technology involves a steep learning curve; traditionally provided by management. and some work that involves technology, such 2. The move to a participatory governance model as reading and answering emails from students has increased faculty committee work; and staff have increased workload. Emails however, there has been insufficient workload have begun to produce a culture wherein adjustment to account for this increase. students have high expectation of constant 3. Increased lead faculty activities in some access and ready response from faculty. disciplines and reassignment time shifted to 9. Secretarial and administrative support has been college-wide priorities. directed away from supporting instructors’ 4. An expanded unit planning process requires work such as correspondence, typing, etc. significant research on the part of faculty and 10.Faculty of color have unique workload issues more frequent meetings. related to their representation on college-wide 5. Increased participation in hiring committees to committees; requests sometimes stretch them replace retirements, require more intense beyond a reasonable workload; and yet many hiring procedures to ensure equity in hiring find it difficult to decline requests given the practices. The improvements in processes are importance of diverse voices in decision-making. labor-intensive.

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g 40 n i d n o p s

e 30 r y t l u c a f

f 20 o r e b m u

n 10

0 Strongly Disagree Disagree Somewhat Somewhat Agree Agree Strongly Agree Disagree Figure 4-8: Responses of 149 self-identified faculty to the statement, “Lane does enough to address workload issues.” (Source: Self-Study Feedback Survey).

Workload is a topic under increasing discussion provide excellence in a climate of reduced for all work groups across campus, even as staff financial support. members continue to meet the highest standards Professional Growth of instruction and services to students. The Self- The college has made professional growth one of Study Feedback Survey found that 31 respondents its strategic directions for 2004-08, raising strongly disagreed that Lane “does enough to awareness of its importance. By contract, the address workload issues”; 42 disagreed; and 29 college provides money and leaves — paid and somewhat disagreed, reflecting faculty’s unpaid — for faculty professional growth. The expectation that the college should do more in this per-contract-faculty three-year ceiling for short- area (Figure 4-8). However, there have been term leaves to attend conferences is $1,750, which challenges associated with the process of translates into one professional out-of-state assessing workload issues. The Faculty Workload conference every three years. Advisory Committee (FWAC), which was formed in Fall 2002, is intended to facilitate “the Faculty are awarded sabbaticals to develop clarification and definition of workload professionally. Sabbaticals are awarded benchmarks, general principles, and workload competitively by a committee of faculty and issues/concerns.” It has been difficult for FWAC managers. Each year, during fall in-service, to reach agreement on workloads, and they faculty disseminate their findings and report the continue their work. A report is due in the Fall of results of their research to their colleagues; these 2004. reports are posted on the web (4.B.1). Many of the workload issues at Lane are Article 23 of the Faculty Contract provides for a attributable to a high-achieving faculty. No one is Faculty Professional Development (FPD) fund. As willing to settle for less, yet the state legislators of the 2004 economic agreement with the and voters have demonstrated that at least for now LCCEA, the college moved from a fixed they will not fund public higher education at allocation of FPD funds to a dynamic one, with a levels that support excellence. This, too, has an floor not less than the 2003-04 allocation. The effect on workload. Given the funding picture and FPD allocation is now indexed at 2.25 percent of the need to do less with less, less work may mean the General Fund faculty gross compensation; fewer students, which would compromise the faculty choose how this money is spent. The college’s value of accessibility. Thus the college is dynamic percentage of payroll could have positive caught between its desire to be accessible and to long-term effects on faculty professional

125 Lane Community College — Standard 4 development funding if the college moves to a The comparison of Lane’s salaries to peer more substantially full-time faculty. The institutions has been a subject of debate for some Professional Development Committee administers time. The LCCEA and the administration have the funds, and a professional development committed to completion of a faculty salary study coordinator (a reassigned faculty person) agreed to by both parties. The study includes eight coordinates activities. Among other opportunities, peer institutions: four in Oregon (Portland FPD and professional activities funds support Community College, Chemeketa Community short-term and long-term sabbatical leaves, College, Mt. Hood Community College, and Faculty Connections, the Community College Clackamas Community College) and four out of Moment and attendance at conferences. state (Delta College, Truckee Meadows College, Kirkwood Community College and Clark Curriculum development money also supports College). A preliminary analysis found a faculty creation of innovative and updated 4-6 percent differential based on peer institutions; courses. The rate of pay has changed significantly in work session on the issue, the board asked for since 1994: after a brief raise in 1997 to $15 per more information. The results of the completed hour, the rate had not increased for seven years, study will be considered in future salary until 2004, when it increased by 73 percent to negotiations. $25.94. This rate, negotiated in the faculty contract, is dynamically linked to Level 1, Step1 While the policies concerning salaries and of the contract faculty salary schedule. The total benefits have been applied in an equitable manner allocation for curriculum development in 2003-04 overall, an issue surfaced when some faculty were was $42,000 from the general fund and $60,000 initially misplaced on the salary schedule. Initial from Carl Perkins. misplacements can have a deleterious cumulative effect on career salary. Human Resources Time, of course, is essential to professional addressed this problem by placing new-hires on growth for faculty, and workload issues pose a the salary schedule only after a meeting with the challenge for faculty in this regard. candidate to determine all relevant salary data. Faculty Salaries and Benefits Faculty Evaluation Faculty salaries and benefits are adequate to Lane’s evaluation system has fundamentally attract and retain a competent faculty. Policies on changed in the last ten years. The original salaries and benefits are clearly stated, widely investigative model could lead either to help or to available, and equitably administered (4.A.4). The discipline. Currently, the college uses two percentage of college General Fund Expenditures mutually exclusive options: one is a time- to pay for faculty salary and benefits has triggered “developmental evaluation” performed fluctuated over the past ten years, +/- three points regularly as an integral part of learning and of 30 percent. The percentage, however, is ongoing faculty development. The second, dependent on the aggregate of the General Fund “corrective” evaluation is only triggered by Expenditures for each year. For example, while allegations of poor performance. The new Faculty the percentage stood at 32.3 percent in 1994-95 Evaluation Handbook has been agreed to in its and at 30.7 percent in 2002-03, the total entirety by the LCCEA and the administration and expenditures in relation to contracted faculty has been published on the web and distributed to stood at $10.9 million in 1994-95 and $13.2 departments and divisions. As per the contract, million in 2002-03. this handbook may be clarified and move through The mean faculty salary at Lane in 2002-03 was another iteration before final publication. The $50,605 which is just above the 60th percentile handbook outlines the process of evaluation for compared nationally ($48,698 for 2001-02, AAUP probationary and non-probationary faculty. The rating scale for category IV institutions). (Source: improvements reflected in the handbook have the Chronicle of Higher Education Full-Time effect of creating a more respectful and collegial Instructional Staff Salary Comparisons). working relationship between faculty and managers (4.A.5).

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The new faculty evaluation process uses multiple Improving Hiring Practices indices: self-evaluation, student evaluation, One of those efforts was the Future Faculty Task management evaluation and peer evaluation. The Force (FFTF) comprised of faculty, which real strength of the new system lies in its produced a report in 1995 outlining the “faculty of emphasis on “developmental” evaluation, which the future.” The president did not approve the means that both faculty and managers see findings of the report but appointed a Future evaluation as being for improvement rather than Faculty Steering Committee, which included punitive or merely corrective. The new system union leadership, managers, vice presidents, and does acknowledge an appropriate need for faculty leadership, to review recommendations corrective tools: should a faculty member pose and develop implementation plans. Some of these consistent or multiple problems that interfere with recommendations were approved by the former an effective learning environment, the president and have been implemented. administration can initiate a “corrective” Professional development issues raised in the evaluation. FFTF Report were not the subject of joint work, Some faculty have expressed uneasiness with the but changes were made in the 1999 collectively new pilot system of online student evaluations, bargained agreement between faculty and which provides one index of faculty performance administration. Many recommendations in the for evaluations. These evaluations are facilitated FFTF report are now in the manual that hiring by Banner, which can capture data and efficiently committees receive. store it. Students are required to log online outside A more recent effort to systematize hiring practices of class in order to respond. The online response across the college culminated in the 2004 Hiring rate of 10-33 percent is substantially below the Process Team Final Report and Recommendations, response rate of the conventional in-class, paper a 39-page document outlining improvements in evaluations, which was approximately 60 percent. areas such as the hiring calendar, committee Recruiting and Appointing Contracted makeup, and recruitment tools. Starting around 1990, the college moved from local to national Faculty searches, and the screening process is now more The administration defines an orderly process for systematic and rigorous than it has ever been. the recruitment and appointment of contracted faculty (4.A.6); policies and procedures for this A Faculty in Transition process are published and made available to Recognizing that the large number of “faculty of faculty on COPPS. The process includes a Hiring the future” would need to be welcomed to a “new Processes Manual, which is currently being Lane,” SLI initiated a new project in 1998, updated by the Hiring Process Team, a chartered Faculty Connections, a successful new faculty committee made up of faculty, staff, and orientation also available to part-time faculty that managers. The college is committed to taking has since been mainstreamed. The two-day in- affirmative action to remedy minority or female service activity is intended to build collegiality underutilization in the job groups identified under among faculty across the college and break down the current Affirmative Action Plan. the “silo” mentality whereby faculty from different departments do not connect with one In the past decade, Lane has experienced the another. Through introductions, discussions, largest turnover of contracted faculty in its presentations, luncheons and games, Faculty history; of the 237 contracted faculty at Lane (264 Connections smoothes the transition to Lane for positions, with 27 vacant positions in 2003-04), new full- and part-time faculty, helping with the 163 faculty retired and 65 faculty left for other appointment process, including communicating reasons since 1998. Responding to a 1994 faculty’s rights and responsibilities upon hire. This Commission recommendation, over the years process often involves new faculty pairing with a several college efforts have taken advantage of continuing faculty member in a mentoring these retirements to improve hiring practices. relationship that fosters cross-departmental

127 Lane Community College — Standard 4 collegiality. Meetings between new faculty and the percentage of female applicants rose and fell mentors are supported through a stipend paid to above and below an average of 40.77 percent. both mentor and mentee in the first year. Whereas in the five years from 1999 to 2003, the average percentage of female applicants rose to Diversity in Hiring 52.02 percent, with 2000 to 2003 consistently One of the main benefits of the retirements of the holding numbers above the 50 percent mark. (See past ten years has been the opportunity for the also 1.A.5 and Policy 6.1 for discussions of college to focus on its Affirmative Action goals in Affirmative Action and Lane’s improvements in hiring. The issue of salary is an important factor in hiring practices.) recruitment and retention of diverse faculty because of Oregon’s relatively low diversity of Recruitment and retention efforts have been qualified faculty candidates. Since Lane cannot hindered in part by structural issues beyond the depend on its local candidate population to increase college’s control. For example, the Oregon Public faculty diversity, the solution has been to increase Employee Retirement System (PERS) recently recruitment from neighboring states such as restructured such that the retirement benefits at California, which is highly diverse in comparison. Lane and other Oregon community colleges are However, the faculty data indicates that, as noted not competitive. This was a recruitment and above in 4.A.1, the percentage of people of color retention tool that was effectively taken away who apply for faculty positions at Lane remains from the college. In addition, some faculty who roughly static over the past ten years despite recent have left Lane have complained that the efforts to enhance Lane as a multicultural campus. homogeneity in the service area results in a lack Also, 49.25 percent of faculty at Lane are graduates of communities of color, including communities from an Oregon institution. of color for staff members’ children. Such community issues affect the attractiveness of Lane The faculty union has taken a positive stance with and negatively affect retention. respect to diversity in hiring. The current Main Agreement (1999-2005) has moved toward In developing its capacity, the college has had to positive commitment to diversity rather than a recognize that it must use alternative mechanisms, compliance mentality, making issues of diversity a including networking to attract diverse applicants. faculty-wide concern rather than an interest of a Connecting with communities of color often small group. Beginning in 1994, the LCCEA happens at the departmental level. This work is stated its commitment to non-discrimination by hard to centralize institutionally. Recruitment and working for two contract negotiations to get non- retention of diverse faculty are highly complex discrimination contract language for sexual issues; the college has not achieved its goals, but preference in the contract. (It was already in has made progress. college policy.) In addition, the LCCEA worked to Academic Freedom get language into the contract to protect faculty Lane fosters and protects academic freedom for from initiative petition actions which might faculty (4.A.7). The Faculty Contract clearly nullify affirmative action. outlines this freedom (p. 31. Article 15.2): In its effort to recruit and retain a diverse faculty, 15.2 Academic Freedom. Each faculty Lane’s current data at first seem hopeful. Whereas member is entitled to and responsible for 25 faculty of color, or 5.0 percent, were employed protecting freedom in the classroom in by the college in 1995, in 2003, 45 faculty of discussion and presentation of the subject color were employed, or 9.1 percent. For the matter. The professional freedom of faculty purposes of increasing diversity, Lane has reached includes the right to explore and discuss outside of Oregon for qualified hires from diverse controversial issues and divergent points of backgrounds; 57 percent of those recent hires view, including evaluating, criticizing, and have been from out of state. advocating their point of view concerning the In relation to gender, the recruiting data are policies and programs of the college [. . . .] promising. In the five years from 1994 to 1998,

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In addition, articles 16.2, 16.3, and 7.3 of the institutional memory and experience during times contract also support academic freedom for of faculty turnover. faculty. Agreements supporting SLI, division Disseminating Information to Part- charters, and other opportunities for faculty work support the exercise of academic freedom. Time Faculty Through orientation and personnel training, part- Lane provides a non-moderated listserv for faculty time and adjunct faculty are informed about the to discuss issues related to their work life and the college, their work assignment, their rights and world of ideas. Free speech is not curtailed. responsibilities, and the conditions of their Recently one faculty member developed an online employment (4.A.9). At the institutional level, newsletter posted from his Lane math website part-time faculty are invited to and paid to attend entitled, News and Opinion. Faculty have mandatory in-service activities, and are paid for published articles in this newsletter on such topics mandatory division and department activities. as “Crisis in Community College Funding: Part-time faculty are also welcome to attend other Recommendations,” an analysis of the plans for college activities, although attendance at voluntary college interdisciplinary studies, and an editorial activities is uncompensated. on the college’s Governance Proposal. Every new faculty person is paid to attend Faculty Another example of the strong support for Connections, a two-day new faculty orientation academic freedom at Lane is the process by which during which faculty may gather information student complaints are addressed when related to about Lane. course content and faculty speech. In 2002-03, there were a total of 46 student complaints and In 1999, a handbook was developed as a resource two (four percent) involving issues around faculty for part-time faculty; while this handbook could speech. Both complaints claimed hostile be revised and updated, some divisions (e.g., environments due to the way faculty presented Math) created their own part-time faculty information/analysis. The administration ruled in handbook. Part-time faculty are provided both cases that there was no basis for hostile mentoring through departments, a practice which environment due to the way the faculty presented could be done more consistently across the information. In 2003 to present, there are a departments. A part-time newsletter that discussed total of 23 complaints and none of them involve conditions of employment as well as research issues around academic freedom of the faculty. news was published by faculty on Lane’s website. The last posting on the web was Fall 2001, Qualifications of Part-Time and Adjunct however. The Faculty Connections webpage goes Faculty some way toward being an information resource. Lane follows Oregon Administrative Rules 581- This was updated Fall 2003. 043-0700 to ensure that part-time faculty are As with many colleges in Oregon and elsewhere, certified to teach the courses they are assigned compensation for part-time faculty continues to be (4.A.8). HR maintains these certification an issue at the bargaining table. However, Lane’s standards. Part-time faculty are hired under the part-time salaries are higher than at other Oregon same qualifications as contracted faculty; community colleges, and Lane is the only however, the processes by which part-time faculty institution in Oregon that provides health are hired may be somewhat less comprehensive insurance benefits to faculty who work between than those for contracted faculty. The standards 0.2 FTE and 0.5 FTE. are outlined in COPPS for non-credit and for credit. The faculty contract (Article 34) addresses part- time faculty issues related to the seniority system, Given that retirees at Lane sometimes take up which offers some measure of job security to part-time positions post-retirement, one of the long-term part-time faculty. This inclusion strengths of the part-time pool of faculty lies in its demonstrates that the institution values part-time ability to retain a transitional period of faculty.

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Classified Contracted Credit Faculty Part-time Credit Faculty

Managers Management Support

Figure 4-9: Trend Analysis: Use of Part-Time Faculty 1994-present (Source: IRAP).

Policies Concerning the Use of Part- 112 to 141. With some exceptions, part-time Time Faculty faculty teach less than 0.5 FTE by contract. The The professionalism, dedication and pedagogical ratio of the number of class sections taught by acumen of part-time faculty is noteworthy at contracted faculty to part-time faculty is Lane. Many part-time faculty are active 6251:4415 (59:41 percent). The increase in innovators and participants in Learning student FTE combined with the decline in Communities and other programs. Lane has contracted instructional staff has contributed committed to addressing appropriate levels of considerably to the workload issue at Lane, since contracted faculty (4.A.10). non-instructional work is not required of part-time faculty. When the college has had resources to do Especially in the last ten years, the increased use so, faculty have been added. There have been of part-time faculty has been an issue of concern contracted positions added in the last ten years in for faculty and administration. In the first decades specific departments (e.g., Speech, Dance, CIT, of Lane’s existence, part-time faculty were hired ESL, English, increased Spanish FTE, Library, to address spikes in student enrollment, anomalies Counseling). in schedules, or for specific community expertise. However, since 1989-90, the trend in part-time Some departments, such as Speech, have employment seen across the country has been difficulty recruiting part-time faculty because of a reflected at the college: part-time faculty serve the small pool of qualified instructors in the Lane instructional needs of a permanently increased County area, from which most part-time faculty enrollment. In addition to part-time faculty are drawn. Thus, in some departments the need for teaching sections of classes on the schedule, they substantially contracted faculty is even more also provide coverage of courses for released time acutely felt, as these areas struggle to meet for contracted faculty to participate in college- instructional needs. wide governance and department- and college- Figure 4-9 tracks the change in use of part-time wide instructional coordination efforts. faculty at Lane since 1994. Credit FTE has changed from 9,762 in 1995 to The college recognizes the importance of having 10,700 in 2003 (see Standard 2). Use of part-time faculty participate fully in the teaching and faculty has increased 26 percent since 1995, from

130 Lane Community College — Standard 4 learning process, much of which work is done improvement over the previous corrective outside of the classroom. However, with some model. As of Winter 2004, all faculty have been exceptions, such as some committee work and evaluated on schedule. department meetings, non-instructional work is • As a result of the many improvements in hiring not paid for part-time faculty (4.A.9). Thus part- practices in the last ten years, the college has time faculty members do not always feel included hired highly qualified faculty from across the in the full range of the teaching and learning country; has achieved some diversity hiring process at Lane. goals in individual departments; and has developed sensitivity to retention issues. The The conditions of part-time employment present college understands the importance to students many challenges: many faculty have worked at of recruiting and retaining a diverse faculty. Lane on a term-by-term basis for decades, and, • Academic freedom is well-supported at the like their full-time colleagues, are nearing college. The culture is one of a free exchange retirement. This situation produces a unique and of ideas. troubling moment in Lane’s history, as urgency over part-time employment issues such as health Challenges: care increases. At this point the national health • There has been a steep learning curve and care crisis, and the reliance of most Americans on workload impact on faculty from the college’s their job to provide health insurance, provide a new planning and governance initiatives. structural issue over which the college has • Workload among contracted faculty can be increasingly little control. Health crises natural to oppressive, particularly in small departments. an aging population and unexpected crises in • Providing competitive salaries for Lane faculty family well-being among part-timers highlight the has posed a challenge. manner in which many long time part-time • The pilot online student course evaluations do employees of the college lack adequate benefits or not have a sufficient response rate to provide resources to meet such exigencies. adequate and valid data for use in faculty Strengths: evaluations. • Timeliness of faculty evaluations has been • Faculty are highly qualified and engaged in the affected by the high turnover of managers. teaching and learning process. Many faculty • Use of part-time faculty in some areas is too publish books, articles and creative works that heavy given the needs of students and the reflect favorably on the institution and foster workloads of full-time faculty taken up with student learning. committee work. • Faculty innovation at Lane is well-known and • The hiring process from start to finish should highly valued. be briefer in order to attract the best candidates • Lane faculty are highly involved in most before they take jobs elsewhere. This can be a aspects of academic planning, curriculum challenge with all the processes in place and development and review, academic advising, with the college staff already stretched as far as and instructional and institutional governance. they are. • The culture of inclusion and the expectation of • Developing effective recruiting and retention representation on major decision-making tools to meet Lane’s diversity goals in hiring is bodies is a positive development which ensures a challenge. instructional issues are directly considered throughout planning and budgeting processes. Improvement Plans: • Support for professional growth is a priority of • Like all staff at the college, faculty will become the college as reflected in its resource familiar with their roles in the new planning allocations and 2004-08 strategic directions. and governance processes. The workload • The college strives to address the issue of impact of both planning and governance will be adequate salaries and benefits for faculty. evaluated as part of the unit planning and • The faculty evaluation process is based on a governance councils’ work. professional development model and is an

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• Through the administration and the LCCEA League for Innovation in the Community College collectively bargained agreement, the college is one powerful measure of national recognition of has developed a mechanism, the FWAC, to the consistent level of innovative and creative address faculty workload issues. The work done by faculty and staff. All college- committee’s recommendations will be reviewed supported scholarship, research and artistic in Fall 2004. creation relates to the college mission. • Recommendations are pending the joint One area of research in which most Lane faculty LCCEA-college salary study; results of the share a common interest is the teaching and study will be considered in future negotiations. learning environment. The Strategic Learning • The online student evaluation is still in its pilot Initiative (SLI) is informed by the learning- phase. The college continues to develop ways centered literature outlined by such authors as to increase the response rate of online course Terry O’Banion of the League for Innovation. The evaluations to ensure validity. Institutional SLI is a faculty-led partnership with Lane’s Research, Assessment and Planning (IRAP) administration. The purpose of SLI is to support continues to fine-tune the system, and the systemic redesign of the learning environment, Faculty Council continues to monitor the and to provide an infrastructure for faculty improvements. It is expected that, over time, as throughout the college to engage in innovation to students and faculty become used to using the improve student learning. SLI provides an computerized system, the numbers will incubator for innovative teaching and learning improve. strategies and courses that need time to be • The college provides a means for faculty to developed before being mainstreamed. evaluate managers directly, including such issues as timeliness and uniformity of faculty Other examples of faculty research and artistic evaluations. The Labor Management creation include the sculpture that graces the Committee will assign a group to evaluate the college’s main entryway, “Transformation through faculty evaluation process and make changes as Education,” a student project produced under the necessary. direction of a faculty member in the Arts Division. • The college will continue to review the issue of The Native American Indian Language the ratio of part-time to contracted faculty on a Foundations class is another example of department-to-department basis and develop a innovation which promotes the college’s core plan that takes into account the ratio and the value and strategic direction related to diversity. impact on student enrollment. The college provided start-up funding for the • The Hiring Process Team recommendations and inaugural issue of the Community College the Memorandum of Agreement to Recruit and Moment, a faculty journal whose purpose is to Retain a Diverse Faculty offer two avenues for “offer a forum for high-quality progressive articles improved recruitment and retention of diverse that reflect a new vision of scholarship at the faculty. The college plans to review the use of intersection of academic, activist, and community minority publications as a recruiting tool, and interests.” This vision dovetails well with the will explore other effective methods for college’s vision. In Spring 2004, the Moment won meeting its recruitment goals. the Innovation of the Year Award from the League Scholarship, Research, and for Innovation. It is well received by faculty and Artistic Creation administration alike; its budget, which includes reassignment time and publication, comes out of Research and Scholarship Relating to the Faculty Professional Development Fund. The Mission Moment is now in its fifth year of publication, and Faculty at Lane stand out among community has been preliminarily proposed as a League college instructors in their engagement in project, at which point the college would fund the scholarship related to their fields of research and Moment directly. teaching (4.B.1). Lane’s board membership on the

132 Lane Community College — Standard 4

The institutional impact of faculty research is Resources for Scholarship, Research, readily evidenced by curriculum development and Artistic Creation projects. Via curriculum development, Lane Lane provides appropriate resources for sponsors faculty research projects that directly scholarship, research and artistic creation (4.B.4). enhance and shape the learning environment. For Guidelines for resource allocation are aligned with example, consistent with Lane’s core value of the college’s mission and goals. accessibility, Family and Health Careers faculty researched the use of WebCT format for Dental Lane faculty’s intellectual and creative work is Hygiene courses; five on-line hybrid courses one of the college’s strengths. Lane’s core values resulted. In Fall 2003, Lane offered its first of learning, diversity and innovation, and its American Indian Language class supported by strategic direction to promote professional growth curriculum development funds. Lane has on file and increased development provide the foundation two dozen reports of Curriculum Development for the college’s support of faculty scholarship, projects completed in 2003-04. research, and artistic creation. In addition, academic and artistic freedom are supported. As Policies Regarding Scholarship, illustrated in its collectively bargained Research, and Artistic Creation agreements, support of professional development There is a policy and procedure that reviews the is recognized as an inherent aspect of faculty ethical considerations related to performing work (4.B.5). research at Lane, including federal guidelines for Because Lane is a teaching institution, resources treating subjects and the process for getting for scholarship are limited; alignment of research approval to conduct research (4.B.2). Guidelines work with college mission is encouraged, but there for ethical behavior are also outlined in the Values is wide latitude for how one does this. Curriculum and Behaviors document assembled by the Work Development money directly supports teaching Roles and Relationships Council. However, there research, although this is limited. Contracted is no similar document that outlines the process faculty often use summers for this purpose. The for engaging in artistic creation. The office of college provides level changes resulting in salary Instruction and Student Services will work with increases as a consequence of substantial research, Faculty Council to develop policies and scholarship, and/or artistic creation. (See the procedures related to artistic creation. contract: contracted faculty level advancement: The Faculty Contract outlines distance learning article 28 pp. 67-70; part-time faculty placement intellectual property rights (Article 18, p. 34 and and advancement: Article 30 pp. 72-44.) Item 13, MOA, p. 107). The MOA provides real Funding: guidance on distance education, and provides for a Faculty Professional Development Funds are a Distance Learning Advisory Committee. However, primary source of funding to support faculty the administration and the LCCEA have yet to scholarship, research and artistic creation (4.B.1). negotiate distance learning intellectual property The president’s and vice presidents’ special rights as called for in the MOA. projects funds also provide resources to special Faculty play a substantive role in developing and learning projects. Learning college principles and administering research policies and practices core values are embedded in the criteria used to (4.B.3). The COPPS policy, “Research: evaluate proposals for professional development Authorization to Conduct,” was developed by and sabbaticals. faculty. The other sources of review for research The college makes efforts to adjust workload for projects are those submitted to the Faculty faculty to support scholarship and research. For Professional Development (FPD) committee to example, CIT faculty workload is adjusted to request FPD funds. This review is conducted by a allow them time to keep up with the changing faculty committee according to guidelines nature of the computer science discipline. Funds developed by faculty. for faculty to keep up with changes in their discipline are available through Discipline Contact

133 Lane Community College — Standard 4

Funds of the FPD. In addition, curriculum Administrative support is provided at various development money is provided for faculty to points, including a .25 reassignment for the FPD develop courses. coordinator; a .50 Instructional Technology Center coordinator; two .25 reassignments for production Physical Resources: of the Community College Moment; and Carl With the completion of the Bond, many faculty Perkins funds for internships. Coordinators for the have enhanced office space with computers Reading Together Project, Service Learning, appropriate to their work (see Standard 8). The Learning Communities, and the adminstrative Library has journals accessible to faculty on support for these efforts also provides an campus, and provides interlibrary loans as needed. infrastructure that supports innovation by faculty. All Lane faculty have borrowing privileges at the University of Oregon Library, which has more Opportunities for Recognition and than two million volumes. Many faculty use the Renewal college’s science and computer labs to conduct The college’s mission and goals are reflected in research. faculty responsibilities, expectations and rewards The new Instructional Technology Center, one of of faculty performance, and opportunities for the Bond remodels, offers faculty the use of faculty renewal through sabbatical leaves and computers, scanners, and software for developing other similar programs (4.B.5). In 1994, the materials for teaching and research. college allocated $40,000 per year for short-term leave funds plus monies for a minimum of nine For artistic creation, several resources exist: the terms of leave. This figure remains in effect for new Music Technology Center includes a the current year, with $40,000 going to short-term Resource Center, a Music Technology Lab and a leaves and support for nine sabbatical leaves. The Recording Studio. Every aspect of this facility is total 2003 allocation for short-term leaves and the designed to create a high-quality learning backfill, salary and OPE for sabbatical leaves was environment. The Recording Studio has a large $296,873, which became the floor for future Control Room with a Tracking Room large allocations. There is a fund to support sabbaticals; enough for a typical “big band.” A Sound ten faculty took long-term leaves in 2003-04; Isolation Booth provides sonic flexibility during seven in 2001-02; ten in 2000-01; 21 terms have recording sessions. The Control Room has signal been scheduled for 2004-05. Guidelines for feeds from the Tracking Room, the Isolation applying for short- and long-term leave are posted Booth, the Music Technology Center, plus the on the website. Faculty share the results of their existing Band Room, Choir Room, Main Stage research with the entire faculty at Fall In-service Theater, and the Blue Door Theater. and at other activities. “Smart classrooms” and an experimental In some cases, workload issues and professional classroom are new resources for faculty engaged development issues combine to present obstacles. in learning scholarship with technology For budgeting reasons, curriculum development enhancements; a satellite link is available; and a has been paid for on an hourly rate instead of new culinary arts facility, home to Classical reassignment time. Before 1995, reassignment Cuisine dinners, has enhanced the culinary time on an FTE basis was a common way for creativity of faculty. faculty to be compensated for curriculum The art gallery provides space for faculty to development. While the college continues its display artwork; the Performing Arts Center has a attempts to support FPD adequate to the number traditional theater as well as a Blue Door theater. and diverse needs of faculty, many complain that The Copia Lecture Series, a partnership with St. funds are inadequate. For example, some Mary’s Episcopal Church, is held at the church Professional Technical area faculty and smaller lecture hall each month during the regular departments in college transfer areas find it academic year. difficult to take the time for a short-term leave or sabbatical for a variety of reasons: there may be only one or two contracted faculty in an area, and

134 Lane Community College — Standard 4 there may not be qualified and committed separate fiscal entity, there is a strong link individuals in the community to fill a temporary programmatically between the college and faculty assignment. Foundation. See also Standard 7 for the role of the Foundation and the agreement between the Budget cuts have made it impossible for the Foundation Board of Trustees and Lane’s Board college to fully support all innovative projects of Education. faculty wish to pursue. The exemplary Faculty Connections and the award-winning Community External contracts are also administered through College Moment are funded out of faculty the Business Development Center (BDC), a professional development funds (4.B.1), a fact department of Continuing Education and which puts further pressure on individual FPD Workforce Development (CEWD). The director of activities. BDC reports to the executive director of CEWD who reports to the vice president of instruction For many faculty, exemplary teaching is the and student services. This tight link with primary measure of professional attainment. The Instruction and Student Services ensures that the Faculty Recognition Award recognizes faculty college’s mission and goals guide contractually whose excellence has contributed to Lane’s core funded programs. Some examples of sponsored values. The Teacher of the Year Award is one research and programs include: recognition of faculty; this award implicitly acknowledges ongoing learning scholarship Carl Perkins funding brings innovation to the practices. In the past, the faculty of the year award college by responding to environmental changes was a student-selected process. Now, peers decide and helping with institutional transformation for and select the faculty of the year; the number of professional technical programs; it also supports faculty honored has increased. The Faculty college values of collaboration and partnership. Evaluation Handbook encourages inclusion of Under a jointly administered $300,000 grant from research, scholarship and artistic creation in the Oregon Economic and Community evaluating faculty. Development Department, Lane’s Business and The Schafer award encourages creative thinking, Industry Services worked with PeaceHealth to train innovative approaches, and experimentation in employees in “Healing and Compassionate Care.” educational programs through an annual Academic Freedom competition. Innovation Grants of up to $5,000 Faculty are accorded academic freedom to pursue are for any innovation at the college; $250 Pat-on- scholarship, research, and artistic creation the-Back awards reward innovation. The consistent with the institution’s mission and goals. Innovation of the Year Award, sponsored by the (4.B.7) The college has a policy on freedom of League for Innovation in the Community College inquiry and expression which applies to all has gone to the Spanish Department in 2002 for members of the college community posted on their “Learning Strategies Project,” an assessment COPPS. The faculty contract also calls for and improvement of language learning; and to the academic freedom in the classroom (4.A.7). Community College Moment in 2004 for their Faculty research sponsored through sabbatical innovative journal. leave is covered under the contract (article 23.3: Sponsored Research Consistent with p. 42) which calls for the sabbatical selection the Mission and Goals committee to be comprised of eight faculty Lane’s sponsored research and programs are members; the vice president for instruction and consistent with the college’s mission and goals student services or designee is ex-officio member. (4.B.6) External funding through grants are The decisions rest with the faculty committee to administered through the Foundation office and determine who is selected for sabbaticals within College Finance, which seeks external funding. the provisions provided in the contract. Lane’s Foundation works closely with the The Lane library strongly supports academic administration so that the activities are aligned freedom. There are no content restrictions on the with the mission, vision and core values. While a

135 Lane Community College — Standard 4 book collection. Faculty are allowed to use the Improvement Plans: library and other college resources for research • Faculty and administrative support staff are and scholarship. finalizing plans for use of the experimental classroom in 2004. Strengths: • This issue of sabbatical opportunity for • Faculty have a high degree of control over the Professional Technical and smaller transfer area professional development fund. faculty will be addressed by Faculty • There is a lively culture of research, Professional Development and the Office of scholarship, and artistic creation. Instruction and Student Services. • Support for faculty professional development • The college will continue to nurture a culture of activities has been stable. recognizing, appreciating and rewarding • Several means of recognizing and supporting additional and exemplary work done by faculty. faculty work are available. • The college will explore expanding the • Within limits, the college affords reassignment authorization to conduct research procedures to time for faculty to participate in scholarship include faculty. and artistic creation. • The college is looking at ways to broaden the • The college provides coordination and Research Review to include non-human administrative support for innovative curricular subjects research. development. Challenges: • Implementing technology such as the satellite link and the experimental classroom has proved difficult. • Many faculty do not feel they have sufficient time to make use of resources available for research, scholarship and artistic creation. • There are fewer resources for research, scholarship, artistic creation and curriculum development than there are requests. • While the “Authorization to Conduct” document was developed by faculty, procedures are administered solely by the director of Institutional Research. • Currently, the Research Review Committee, which involves faculty and administrators, does not review non-human subjects research.

136 Lane Community College — Standard 5

STANDARD FIVE

Library and Information Resources

Purpose and Scope awareness, personal responsibility, and the development of cultural competence. Library and information resources support • Explore academic disciplines. teaching and learning in support of college goals. The Library is centrally located on campus and To support these outcomes, the Library offers the college’s library liaison system ensures formal learning opportunities through a three- communication between the Library and credit class in Library and Information Research; departments. Library outcomes are included in all orientations to classes; one-on-one assistance to of Lane’s degree programs, and the Library has students from the reference desk; a diverse developed a class that guides students through the collection of materials; and policies which teach research process. Electronic library holdings and personal responsibility and ethical use of services allow the Library to come to the student information. The Library provides a physically as much as the student to the Library: online comfortable and safe learning environment, and a resources are accessible from any computer well-organized collection of learning resources location that has an Internet connection. that optimize learners’ ability to access what is Technological advances in the last ten years have needed. Besides the centralized library facility, impacted the way students use the Library, and Lane supports the idea of departments building a staff have endeavored to keep pace with those discipline-specific collection of books and other changes. learning resources. In addition, many departments have created student study spaces in the For degree and certificate programs, Lane’s neighborhood of faculty offices. This Library contributes to student success in meeting decentralized approach, combined with the central general education outcomes: facility, provides an effective learning • Communicate effectively. environment for students. • Think critically and solve problems effectively. Lane’s library strives to maintain an accessible • Increase understanding of the relationship collection of curriculum support materials that between self and community, including self-

137 Lane Community College — Standard 5 enhance classroom instruction. It also provides include purchase in 1999 of a server and software options for accessing materials: remote access that allow library resources to be web-accessible; from Internet-connected computers anywhere, subscription to a wide variety of online, full-text interlibrary loan options, borrowing privileges at periodical and reference databases; construction the University of Oregon (UO) Libraries, and a and furnishing of an electronic classroom; and variety of formats. integration of library print materials with web resources. Housed on the second and third floors of the Center Building on the Main Campus, the Library The explicit goals of the Library are: is open during the regular school year as follows: • To provide organized collections of print, non- Monday - Thursday 7 a.m. - 8 p.m. print and online resources which will meet Friday 7 a.m. - 5 p.m. institutional and instructional requirements as Saturday 10 a.m. - 2 p.m. well as the individual needs of students. Closed Sunday • To create an environment in which resources (Hours differ slightly for summer and breaks.) are made readily accessible, not only through the provision of appropriate facilities, Lane’s comprehensive community college mission furnishings, equipment, and supplies, but is to provide accessible, high-quality, and particularly through the provision of adequate affordable lifelong education. To support this staff. mission, the Library provides library services that • To facilitate lifelong learning by providing support the curriculum and fulfill the information services, resources and facilities which needs of students, faculty, staff, administration, encourage and stimulate individualized and community through the building and instruction, independent study and effective use maintaining of a vital collection of library of resources by students, faculty and the materials and resources. Whenever possible, these community are extended to the community (5.A). The Library is planning several material, instructional, and Collection, Equipment and Funding service enhancements to support student learning The collection includes books and audiovisual in the coming year, including: materials, print subscriptions to 237 print • expansion of resources for, and Library periodicals, and a variety of online databases. The participation in Learning Communities; Library’s book collection numbers 67,557; the • an online tutorial for information literacy; average publication date is 1976. The college • a new combined information/computer literacy provides financial support for library and course; information resources and provides for their • online research guides and pathfinders; maintenance and security (5.D.6). In the past year, • course-specific web pages and library the college allocated General Fund monies of presentations; $1,058,367 and Restricted Fund: ICP (Income • and integration of library resources into a single Credit Program) from overdue fines and billed searchable database. items of approximately $40,000. For three years, the Technology Advising and Consulting Team Library Resources (TACT) has allocated $30,000 from student To accomplish the college mission and goals, technology fees to support subscriptions to the Lane’s information resources and services include online databases. Recognizing the need for books sufficient online resources and a basic book and materials, the college has allocated an collection; sufficient equipment; and a committed additional $50,000 for 2004-05. Each year for the (if often busy) staff (5.A.1). The collection past three years, more than 2,100 books and other analysis report demonstrates that the college’s paper materials have been added to the collection. core collection and related information are sufficient to support the curriculum (5.A.2). Recent and significant resource enhancements

138 Lane Community College — Standard 5

Library equipment includes 50 Internet research Analysis of Library Collection and computers; an electronic classroom, including an Human Resources instructor station, electronic whiteboard, VCR/DVD, Lane is below statewide averages in terms of and a document camera. Staff computers have been volumes per total FTE and expenditures per total upgraded recently to support webpage creation and FTE. The most recent Oregon Community College organization of web resources. and Workforce Development Profile (2000-01) Alternative methods of information delivery provides a comparison of library resources from which accommodate different learning styles and 17 community colleges across the state. Total technology align with the college’s values of operating expenditures per FTE for Lane’s library diversity and accessibility. The Library also has in are $63.35; the statewide average is $83.15 (high the past three years doubled the number of of $242.65 and a low of $47.26). Lane is below computers available for students, added a the statewide median in this number. Lane classroom for instruction and Internet research, provides 5.3 volumes per total FTE, including doubled the number of videotapes, added credit and non-credit; the statewide average is 7.5 VCR/DVD players, and expanded its assistive (a high of 21.7 and a low of .4). Lane is fourth technology area for students with disabilities. The lowest in the state in this regard. Student FTE per Library is also developing a space to house professional staff is 2,774; the average statewide collections from Staff Development and the is 1,593. (The range is 313 to 5,000.) Lane is well college’s Diversity Team, and shelving has been over the average number of students per added to accommodate more course reserves and professional staff. reference materials. While the average publication date of books is Staffing 1976, the average date of items in circulation this The Library has a full-time director, who is also a past year is 1990; this implies a need for a newer librarian. This is a significant improvement from collection, since many of Lane’s students are the previous manager of the division, who was engaged in research work that involves current part-time and was not a librarian. In addition, the information as opposed to archival documents. Library is currently staffed by 3.6 FTE reference While the online resources offer enhancements to librarians; a systems coordinator; a systems the book collection, they cannot provide the depth librarian; a network administrative support offered by longer works. There are no collections specialist; an office administrator-acquisitions or staff in the three outreach centers or seven assistant; a serials assistant; a lead technical community learning centers. services assistant (cataloger); a technical services Other national comparative statistics confirm the assistant (cataloging); a circulation services statewide comparisons. coordinator and 3.5 FTE circulation assistants. For example, the National Center for Education Librarians provide information assistance to Statistics reports that Lane spends $133.54 per individual students, faculty, and staff, offer a person enrolled per year, compared with $156.98 three-credit class in library research skills, present in the peer group. The college’s print orientations to classes, assist with the preparation material/paper volumes number of 67,557 falls of research assignments, prepare specialized well short of the 90,820 peer group average. bibliographies, design course-specific websites, Lane’s 7.4 circulation transactions per FTE and work with teaching faculty to develop the compare nationally to the peer average of 9.22. Library’s collection and provide curriculum The book collection has fewer volumes per FTE support. Library classified staff are responsible for student than in 1994; its 4.7 per FTE student in managing circulation functions, course reserves, 2002 compares unfavorably to the 19.41 acquisitions, serials, cataloging, computer Oregon/Washington community college standard. hardware and software, and the integrated library The peer-average for print periodical subscriptions automated system and technology resources. is 467; Lane’s library has 247.

139 Lane Community College — Standard 5

The librarian FTE of 3.6 FTE compares education programs, in recognition of the unfavorably with the 6.14 per FTE in the peer importance of these offerings to the mission of a group according to National Center for Education comprehensive community college. In the last Statistics. The total number of library staff is .5 year, faculty in outreach centers have been visited FTE less than in 1994, although there has been a by a librarian to discuss resources and needs. The significant increase in the number of students the Library also conducted a survey of faculty in all Library serves. college locations to solicit assessment of and recommendations for library collection and The ACRL minimum standard for library services. materials for community colleges is $24/FTE student; Lane allocated $18.75/FTE student in Librarians annually evaluate the budget allocated 2003-04. ACRL minimum standard for total for specific liaison areas. This includes a review operating budget is $175/FTE student; Lane of programs/certificates added or dropped in the allocated $165/FTE student in 2003-04. The previous year. Also analyzed are overall collection percent of 2003-04 Lane’s General Fund budget deficiencies and differential quality of subject for library operations was 1.5 percent; the collections. minimum ACRL standard is 6 percent. In each of There have been 17 degree and certificate these standards, an increase is recommended for programs added and deleted since 1994; however, institutions where the student headcount exceeds there has been no increase in materials budget for student FTE by more than 50 percent; Lane’s the Library since then. (2.A, see Standard 2 for headcount exceeds FTE by more than 70 percent. inventory of added and deleted Courses/ For IPEDS comparisons, community colleges of Programs.) comparable size to Lane spent (in 2000) $157/FTE student; Lane spent $134/FTE student. Library resources also support student retention. (Note: IPEDS data do not reflect total enrollment In the last year, faculty librarians and other library at Lane, but the total student body that the Library staff have provided classes and purchased serves.) materials in support of Career and Employment Services and the TRiO Program. A librarian is a Recently conducted library surveys of students member of the Success and Goal Attainment (2002) and faculty (2003) indicate strong committee (SAGA) whose charge it is to address dissatisfaction with the Library’s collection. issues of student retention (3.B.1 see Standard 3). Curriculum Support Program and Location Resources and The college’s Course Approval Form requires the Services evaluation of adequacy of Library resources to Lane’s library resources and services are support the course program offered, and the determined by the nature of Lane’s educational Library’s liaison program helps ensure that the programs and the locations where programs are core collection and related information resources offered (5.A.3). Since each discipline has a library are sufficient to support the curriculum (5.A.2). liaison officer, instructors can request acquisitions All of the college’s disciplines and programs have to fulfill the requirements of the programs offered. a liaison librarian who is responsible for working Many of the online resources help to provide with instructional faculty to select and deselect some information resource support for the library materials; design assignments; and create outreach centers. Within the limits of its budget, course/discipline-specific web pages of library the Library keeps its collection and other resources. The Library director has some resources current and relevant to students’ needs. responsibility in this area as well. Library personnel help ensure that library Faculty can make direct requests for specific resources meet program needs through their discipline-related items to the liaisons, thus participation in committees across campus, in targeting limited resources for use in direct particular the Curriculum Approval Committee. instruction. A librarian is also assigned liaison The Library is completing a plan for increasing responsibilities to the non-credit/continuing collaboration with instructional faculty so that

140 Lane Community College — Standard 5 courses are developed in even closer alignment • In response to an Accreditation Report with the Library’s resources. Lane now connects suggestion, a librarian is a designated standing library resources to course approval. member of the college’s Curriculum Approval Committee. Increasingly, the Library emphasizes the use of • Librarians’ participation in curriculum approval online sources and is in the process of developing guides library resources and monitors adequacy a web presence. The Library conducted a faculty of budget for new/revised courses and satisfaction survey in 2003. A librarian programs. participates on the Success and Goal Attainment • The Income Credit Program and recent Committee (SAGA) to help determine how best to establishment of a Student Technology Fee use library resources for student success goals have allowed the Library to double the number (see Standard 3). of Internet research computers for students. While there are no physical facilities in any of Challenges: Lane’s three outreach centers or seven Community • Static staffing levels have resulted in an erosion Learning Centers (CLCs), in recent years the of services in an environment of enrollment Library has put a large portion of its materials growth. budget into online full-text periodicals and • Keeping curriculum materials current with reference databases with unlimited remote access limited resources is a challenge. capability. The shift to more online resources has • Including library resources and information greatly increased the Library’s ability to provide literacy skills as outcomes for all professional service to all of the college’s locations, as has the technical degree and certificate programs puts college’s budgetary commitment to building a pressure on limited resources. strong technology infrastructure (see Standard 5T). • Some individual departments have developed The Library has recently completed a draft website collections of discipline-specific materials that to support Distance Learners who do not attend are housed locally at department offices and are classes on any of the college’s centers. The Library neither organized, catalogued, or searchable by 127 class is self-paced and requires only two the Library’s search engine. meetings with the instructor; it is also conducive to • Meeting all the learning resource needs at the distance learning. college’s outreach centers and CLCs is Strengths: difficult. • Lane’s subscriptions to online periodicals and • The college’s increasing commitment to reference databases enhance the limited Distance Learning requires a plan and collection and offer convenience to students. provision for library services to meet these • The resource allocation process has improved, students’ library needs. allowing for increased funding where it is Improvement Plans: needed most. • The college has authorized a reorganization of • The Student Technology Fee has provided a the Library department, and added a half-time stable source of funding for many of these computer support technician to optimize the information resources at Lane. Online Library’s ability to meet service demand with subscription databases allow students to access limited available funds. This will increase the some library materials on a 24/7 basis. They college’s ability to provide more students with are the main source of information for students high-quality library services. The college taking classes at the Community Learning continues to review appropriate staffing levels. Centers and Outreach Centers, and those who • The college has made appropriations for 2004- cannot be on campus except during class time. 05 to purchase metasearch software and a • The Library is strong in its policies, procedures, server to allow students and staff to locate any and organizational linkages, ensuring that library resource in a single search. resources and services are determined by the • The college has a Workstation Replacement nature of the institution’s education programs. plan with $100,000 allocated college-wide in

141 Lane Community College — Standard 5

2003-04 and an increase to $250,000 on a withdrawal of print, audiovisual and online recurring basis in 2004-05. The Library’s resources. Librarians deselect outdated materials workstation needs will be addressed through this according to policy in consultation with faculty plan on a prioritized basis (see 8.B.1 and 8.B.2). representatives. • The college has added $50,000 to the Library’s Some of the Library’s materials are available 2004-05 materials budget . electronically. Online periodical databases provide • The Library will continue to develop creative on-site and remote access to current information ways to meet institutional and instructional sufficient in depth and breadth to support the requirements. The college continues to consider college mission. Online databases provide cost- funding enhancements to support appropriate effective, up-to-date information sources for human, physical and financial resources for the students’ needs, and services such as EBSCO Library. Alert allow students and faculty to be apprised of • Library staff plan to work with departments to new information on relevant topics as it is made make all collection resources known and available. accessible to Lane staff and students. The Staff Development office and the Diversity The new library classroom provides a space for Coordinators in particular have collections that orientations to the Library and for joint appeal to a broad audience; the college is faculty/librarian projects with students. Equipped working to include a portion of their collections with a data projector and interactive whiteboard, in the Library itself. The college will review the the classroom enhances Lane’s capacity to provide Library resource needs of the Outreach Centers more students with information resources and the and CLCs and investigate opportunities for skills to use them. Each computer also serves as meeting the needs of students who attend there. an Internet workstation. Remote access to library • The college’s draft Instructional Technology accounts and services allows students to use Plan promotes the use of instructional online resources any time, day or night. technologies to support student-directed, Computers are adequate in currency and quantity anytime/anyplace learning. The Technology for students to use for searches and other research. Council will undertake review of this The additional funds allocated for college document, and make recommendations for how equipment replacement provides for maintenance best to support library needs of Distance of this equipment. Lane also plans to create a Learners. facilities capital reserve fund to address • In the 2003-04 unit plan, the Library asked for contingencies (8.A.3, see Standard 8). an addition of faculty and classified staff. Independent and Effective Use of Information Resources and Resources and Services Services Library and information resources and services contribute to developing the ability of students, Library Materials and Equipment faculty, and staff to use resources independently Lane’s library materials and equipment are and effectively (5.B.2). Librarians provide general selected, organized, and maintained to support the and subject-specific orientations to classes, college’s educational program (5.B.1; see also provide intensive research assistance by 5.A.1). Materials are chosen to foster the core appointment, and staff the reference desk during values of the college, including respect for all library open hours. The Library employs many diversity. According to its collection development modes in educating students and staff in use of the policy, the Library’s primary goal is to provide Library’s facilities. All staff must demonstrate library services which support the curriculum and core competencies and be able to communicate fulfill the information needs of students, faculty, these skills. The Library website provides an staff, administration and the community. This opportunity to develop information literacy skills policy has recently been revised and expanded to in all users, and makes it possible for users to provide specific criteria for the selection and view their library record anytime and from

142 Lane Community College — Standard 5 anywhere. In addition, all staff complete the development program. Recommendations from Library 127 syllabus, which assures a basic students, staff and the community are accepted understanding of all information resources most and evaluated according to the selection criteria important for Lane students. (5.B.4). Purchase requests for library materials costing over $100 will be considered if the Each term, librarians teach the three-credit Library requestor is able to cover the additional costs with and Information Research course. Due to its departmental or other funding. Attention is paid to popularity, the Library added an additional section alignment of the Library’s collection development of this course for Spring 2004. Currently 65 policy with Lane’s core values and with academic students per term complete the course, or 1.2 freedom issues; budgetary rationale behind percent of all Lane students. As a result of the new development management priorities is explained. awareness of and institutional support for information literacy and library use, librarians have The Library liaison system offers ongoing developed a plan for the addition of an online opportunities for faculty involvement in planning information literacy tutorial, have selected elements and development (5.A.1). The liaison system of a template to be used for course-specific web fosters relationships between library and other pages, and have revised and expanded the Library’s instructional faculty that contribute to coherent Collection Development Policy. planning and development. The Library works with other departments on campus, serving on Remote access has increased opportunities for committees and providing resources. independent and effective use of the Library. In addition, the Internet research computer classroom The Library supports a suggestion box available can be used by individual students or for library- online to give all users the opportunity to provide related classes. The reference desk is staffed by feedback, ask questions, and make requests. The knowledgeable librarians whose learning-centered Library “closes the loop” by providing an online approach to student service helps increase “reply” box with answers to questions asked so students’ independence and information literacy. that students can see the effects of their suggestions. Policies and Procedures Policies, regulations, and procedures for systematic development and management of information resources, in all formats, are documented, updated, and made available to college constituents (5.B.3). Lane has a Library Policy Manual which complements the college’s general policies. The Library practices careful stewardship of resources. Staff analyze usage and demand, work within the budget, and are committed to recycling. All staff participate in budget development. All policies are documented and updated and available online through the Library manual, which states the Library’s mission and philosophy, and policies on collection development, interlibrary loan, Internet use, and others. Campus Participation According to Library policy, professional librarians are responsible for coordinating the selection of most library materials and making the recommendation for purchases. The Library faculty encourage participation from all segments of the college community in the collection

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The entire Library Department is involved in the access these documents from school, home or decision-making process. At a recent librarian’s anywhere they have Internet access. This makes retreat, for example, all faculty librarians met with electronic reserve more versatile than traditional the director to collaboratively plan how to address library paper reserves. issues raised in the self-study. The unit planning Lane provides a wide variety of online databases process engages all members of the library staff in which provide access to more than 8,000 the process of yearly self-study and planning for magazines and journals and online collections of the coming year (see Standard 1 Introduction). reference materials. The Library collaborates with The “Reading Together Project,” in which the Distance Learning. It is a member of several college community selects and reads books in online networks, including global interlibrary loan common, has been developed with close library and a shared cataloging consortium. The Library collaboration. The Library orders additional subscribes to a variety of online ready reference copies of the book for campus use and creates sources such as the American National Biography. events. Lane library staff also created the program In Summer 2003, the Library conducted a website for Eugene’s community-wide “Reading usability survey of its homepage. In general, in the Rain” project. The Library collaborates with students found the homepage attractive to look at Disability Services, Distance Learning and Center and easy to navigate. The homepage has been for Learning Advancement, and is developing a revised based on many of the suggestions plan for service to Community Learning Centers resulting from that survey, and a complete (CLCs), Cottage Grove Center, Florence Center redesign of the Library website will be completed and the Downtown Center. It also engages the by Fall 2004. broader community by offering the Community Borrower card. Orientations to schools and to Strengths: College Now participants have a library • The liaison system offers the opportunity to component as well. order library materials that will be used immediately in instruction. Computing and Communication • The Library liaison program and library budget Services allocations process improve coordination and Lane relies on computing and communications planning. services to extend the physical boundaries in • The dedicated computer and systems support obtaining information and data from other effective operation. sources, including regional, national, and • The decision-making structure allows free and international networks (5.B.5). The college has full input from all staff, with a focus on invested wisely in information technology (IT) in continuous improvement. the last ten years, and the Library has been a • Staff all ensure that equipment and materials direct beneficiary of this investment. (See are selected, acquired, organized, and Standard 5T for an extensive discussion of IT maintained to support the educational program. infrastructure development at Lane.) The Library • The Library’s expansion of online, full-text homepage directs students to search engines and periodical subscriptions greatly improve the organizes electronic resource access by category diversity, currency and accessibility of high- and region. Directories, newspapers, quality information, especially in those bibliographies, journals, and other library catalogs disciplines where journals are the main vehicles are all offered to the college community free of for dissemination of information; consortial charge (some resources are only available to Lane sharing of subscription costs is a cost-effective students). alternative to print periodical subscriptions. Electronic course reserves allow easier access to • Online library policies and the ability to view reserve materials. These are articles, documents or one’s library records over the web contribute to images that the Library processes and places on independent and effective use of resources. the library computer system; students can then

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Challenges: Library works hard to provide the required • It is difficult for the Library to assess the extent resources students need for the educational to which students are developing skills in program, and makes creative and efficient use of effectively using library resources, including the resources it has (5.C.1). Distance Learning. Lane’s library hours are coordinated with the • For staffing reasons, formal and informal school calendar to ensure access. Many of its instructional opportunities are limited. resources are available online (see 5.B.5), which • Faculty and college staff receive less training also allows access to a wide variety of library than students; this is mostly a function of resources, especially newer ones. Interlibrary loan limited Library staff. and reciprocal borrowing agreements with the • While the migration of library resources to the University of Oregon libraries provide efficient Web is positive in many ways, it poses new and comprehensive access to most resources Lane problems for independent use. Many students students and staff need. The new technology fee do not have appropriate technology at home continues to support direct student access to and/or find research daunting. These students technology, and supports updating of databases benefit greatly from formal or informal library (see Standard 5T). Telecourses, too, allow for instruction. access to students who are limited by their Improvement Plans: schedule or geographical location. • The Library is redesigning its website in Lane is in compliance with ADA standards. Summer 2004 to make it easier for students to People who are registered with Disability Services use. It has developed a plan for providing basic are issued a key to the library elevator, which library resources instruction online. allows them access to the third floor. Anyone who • Since library use is required in classes such as is not so registered may ask library staff to Writing 123 and Writing 227, including online provide elevator access. versions, the Library will consider how to collaborate with faculty in these classes to Some non-library functions are housed in the better assess students’ effective use of library Library. The college has moved some of these, resources and make improvements accordingly. and the Library has requested of the Space • The Library is developing a marketing plan and Assignment Committee that areas housing a student and staff survey to better assess and remaining non-library functions revert to library serve student needs. The completion of a space. In response to suggestions from the comprehensive marketing plan will increase the previous self-study, the college also built a 24- potential for making optimum use of the computer library classroom, and the Library has Library’s resources. recently opened two small-group study rooms. • The Library 127 class will be revised to The Library building itself is half the incorporate ACRL standards and best practices recommended size for current service population. in information literacy, and has increased the The ACRL recommends library seating of 10 number of sections offered to meet demand. percent of the FTE enrollment; Lane’s library • The Library plans activities and a timeline for seats 385 students, or 5.6 percent of the 6,870 incorporating information literacy into the FTE students. The minimum recommended college staff training schedule. assignable space is four square feet/FTE; Lane’s • The Library will more intentionally solicit Library would need 7,500 square feet of input via regular staff, student and faculty additional space to meet that requirement. As part surveys, and formally include non-library of the Bond, study spaces across campus were stakeholders in its planning processes. added or updated, which has helped alleviate the pressure on the Library, but issues of noise and Facilities and Access access to library resources pose a continuing Lane’s library and information resources are challenge. readily accessible to all students and faculty. The

145 Lane Community College — Standard 5

Reciprocal Borrowing Agreements • In addition to facilities and books and materials Lane has established formal, documented enhancements, the Library is considering other cooperative arrangements with the University of options for increasing efficiency of resource Oregon, Linfield College, and Northwest use. The Library continually uses the results of Christian College (5.C.2). The college plans to surveys and suggestions to make participate in the ORBIS/Cascade Alliance improvements. The Library intends to survey (Summit), which will significantly expand print CLC’s, outreach centers and Distance Learning resources available to students. for their service needs and then to implement the results. The Library may also survey Strengths: programs and disciplines for the best way to • Online databases are sufficient, support the provide resources and then tailor collection, curriculum, and are readily accessible. website, databases, etc., to specific disciplines. • The College has a formal reciprocal borrowing The Library has revised its collection agreement with the University of Oregon development policy to reflect differential needs. Libraries, and the Lane Library is a member of As funds become available, the Library will an online international consortium (OCLC) and update its assistive technology. offers mediated interlibrary borrowing of books • The college and the Library will continue to and periodical articles to enhance its collection. find creative solutions to provide convenient • In 2003-2004, the college authorized a budget access to all persons with disabilities. Long- for membership in the Orbis/Cascade Alliance, range plans for a new building will consider which would allow any of Lane’s students and access issues. staff to borrow materials directly from any library in this two-state Oregon and Washington collaboration of two- and four-year Personnel and Management colleges and universities. Library Staff Challenges: The Library staff provides high-quality assistance • The only location for a physical library and to its users, but is often stretched. The Library’s library staff is the 30th Avenue campus. The reference librarians provide library instruction; institution currently has three outreach centers represent the Library on the Curriculum and seven community learning centers which Committee and others; develop the Library’s have no physical access to print resources or materials collection; and staff the Reference Desk reference assistance. 66 hours/week (5.D.1). In 2003-04, 4.5 FTE • While the college library is ADA compliant, circulation staff made services available to 9,439 some obstacles to convenient access present credit FTE students. themselves. Persons with disabilities who are The Library is staffed by qualified professional not registered with DS must wait for staff to and technical support staff (Figure 5-1), with assist them with elevators. Assistive required specific competencies that are outlined in Technology is in an inappropriate space to job postings (5.D.2). In addition to relevant accommodate many kinds of disabilities. experience and other knowledge, skills and • While the Bond Project provided 211,000 abilities (KSAs), the Library’s minimum additional square feet of instructional, office, qualification for director is now an MLS or an and common space to the college, the Library MIS; the faculty librarians have an MLS; the is still too small to accommodate students’ computer support specialist has at least an AS in quiet-study needs (8.A.1, see Standard 8). computer science or equivalent; library assistants Improvement Plans: must have library experience. Responsibilities for • The college has made a state capital staff are clearly outlined; Human Resources keeps construction proposal for a new Library and job classifications on file with general Information Commons one of its top three characteristics, KSAs, examples of work, and priorities. supervision.

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Library Director (1.0 FTE)

Administrative Assistant (.5 FTE)

Public Technical Services Services

Reference Serials Cataloging Librarians Assistant Assistant (3.6 FTE) (.5 FTE) (.5 FTE)

Circulation Services Acquisitions Technology Coordinator Assistant Coordinator (1.0 FTE) (.5 FTE) (1.0 FTE)

Circulation Computer Support Cataloger Assistants Specialist (1.0 FTE) (3.5 FTE) (.5 FTE)

Figure 5-1: Library Organization Chart (Source: Library).

Because of its commitment to lifelong learning Organizational Arrangements and high-quality service to students, the college Library and information resources and services provides professional development opportunities are organized to support the accomplishment of and resources for all of its staff (5.D.3). The Lane’s mission and goals. Organizational Faculty Professional Development Fund is a arrangements recognize the need for service resource for faculty librarians (4.A.3), and the linkages among library and complementary director has access to the Management resource bases (5.D.4). The college restructuring Professional Development Fund. In addition, there project aimed for a stronger integration and is a College Training Budget for regular staff communication between units (see Standards 1 trainings. Backfill is provided for classified staff and 6). Currently, the library director reports to for professional development. However, the travel the associate vice president for instruction and and training budget of $1,500 for a staff of 15 student services, which acknowledges, at the remains inadequate, especially for classified staff executive level, linkages between student service who wish to attend conferences. The need for and instructional support (see College constant upgrading of skills, particularly in the Organizational Chart, Standard 6, Figure 6-1). area of technology competencies, cannot be met with a budget of this size.

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Librarians and classified staff work as a team to Challenge: cover all service areas and maintain library • While the Library assigns one librarian to the collections and records. Librarians sit on reference desk during all open hours, staffing departmental and college-wide committees and levels mandate that the desk be left unattended are assigned specific discipline areas as liaisons; when that librarian is providing bibliographic library systems and computer support positions instruction to a class – a frequent occurrence. require liaison with the college’s IT infrastructure. Improvement Plans: The Library has recently been approved for a • Given budget and staffing constraints, the reorganization of staff assignments and Library will continue to weigh the needs of departmental structure to increase the number of bibliographic instruction with individual reference librarians while offering professional reference assistance. growth opportunities to existing staff. • Library reorganization in 2004-05 will allow the addition of a reference librarian. Curriculum Development The Library is represented on the Curriculum Committee which is involved in requirements for Planning and Evaluation course approval (5.D.5). The Library uses part of Planning Process and Involvement its $129,000 materials budget to support new and In accordance with the Library policy manual, revised courses and programs. The course Lane’s planning process involves users, library approval request requires evaluation of library and information resource staff, faculty, and resources, although course denial is not linked administrators (5.E.1). The Library holds an with lack of library resources. In addition, the annual planning event involving all staff. The Library’s planning document includes procedures Library’s decision-making matrix requires for greater collaboration with individual faculty in identifying and involving stakeholders in developing courses, syllabi, and assignments. decisions, and semi-annual librarian retreats allow The informal linkages between the Library and for program, collection and resource planning as other complementary resource bases have well. During unit planning, staff align library improved coordination and integration of goals and initiatives with the mission, vision, core resources. Examples are membership on the values and strategic directions of the college. Curriculum Approval Committee, the Success and Technical Linkages Goal Attainment (SAGA) committee, the Web There are strong technical linkages among Steering Committee, the Technical Advising and information resources (5.E.2; see also 5.T.E.2). Coordinating Committee, and Distance Learning. The Library is working to formalize these Evaluation and Improvement linkages. The Library regularly and systematically evaluates the quality, adequacy and utilization of its library Strengths: and information resources and services (5.E.3). • The Library’s personnel and professional and The Library and the college use the results of technical staff are highly qualified and these evaluations to improve the effectiveness of committed, and have strong area expertise. these resources. • The formal consultative role the Library now plays in curriculum development enhances The collection management reports, annual review coordination, as do the formal and informal of budget allocations, and review of staffing needs linkages between the Library and other with each vacancy provide occasions for constant complementary resource bases. review and evaluation. Unit plans involve a • The college has recently improved its financial departmental performance assessment piece. The support for library instruction and services 2004-05 work plan includes surveys of students, (5.A.1) and has approved reorganization of the faculty and library web resources so that the Library’s staffing. Library may continually improve its ability to meet student needs. The Library has also assigned

148 Lane Community College — Standard 5 liaison responsibilities for community education/ non-credit offerings to improve service to those areas. In developing its ties to distance learning, the Library has completed a draft of the Distance Learning website, which will soon be live. Responding to its popularity, the Library added an additional section of its three-credit Library and Information Research class for Spring 2004. As a result of planning, the Library classroom for instruction and individual research and two new small-group study areas have been added to the Library. In response to evaluation of the Library’s resources and services, the college has recently approved the following improvements: • addition of a .5 FTE computer support technician; • increase of the Library’s materials budget by $50,000 for 2004-05, and ongoing funding from the college’s technology fee for online full-text databases; • reassignment of some non-library space to library use; • purchase of computer upgrades and Multimedia MX Studio software for library staff ; • installation of a server upgrade and metadata software for the integrated library system ; • completion of a state capital construction proposal for a new Library and Information Commons. As a result of evaluation, the Library has made several major improvements: it has completed a plan for revision and expansion of its collection development policies and has completed a plan for more regular and intentional communication with faculty, staff and students about resources; it has developed a template for the creation of course-specific library resources webpages to provide easier access to library resources; and it continually assesses and responds to its users’ comments and suggestions through the online suggestion box (5.B.4).

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150 Lane Community College — Standard 5T

STANDARD FIVE-T

Information Technology

Introduction In 1995, the college had the foresight to commit major resources to technology. Other wise Ten years ago, Lane included a page-and-a-half decisions, projects and resource infusions have description of its instructional computing combined to put IT in a strong position to meet facilities, goals and objectives as a footnote to its the technology needs of learners in the coming “Standard Five — Library and Information decade: Resources” chapter. At the start of this self-study process in Fall 2002, the Steering Team debated 1. The bond project upgrades and remodels how to communicate the enormous changes in improved the physical spaces housing Information Technology (IT) at Lane since 1994. technology. When the $42.8 million bond Some suggested that since IT is everywhere it passed in 1995, Lane was forward-thinking should appear in all the standards but not in one about technology, allocating $5 million for of its own; others suggested that IT was like classrooms and labs enhanced with technology Facilities, and so should have its own standard. to provide new learning opportunities and The Steering Team decided that to make this self- environments. study the most useful to the college’s process of 2. The complete conversion of the new network self-improvement, Lane would take a focused operating system, encompassing GroupWise approach to IT and adapt the Commission’s and the Novell shell, provides a robust standards, elements and indicators for Standard 5 infrastructure for email and other electronic and create “Standard 5T—Technology.” Still, communication. instructional computing and information 3. The Lane Administrative Systems Renewal technology is addressed elsewhere in the self- (LASR) Project improved the infrastructure for study, including Policy 2.6 and Standards 2, 3, electronic information and business processes. and 8. The LASR Project is a $4.8 million multi- phase, multi-year project to purchase and implement an integrated information system to

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support the core administrative functions of the Lane has a new electronic video production college. Begun in 2000, LASR has helped the studio; a new experimental classroom; a new college meet the critical need to improve its Instructional Technology Center with new core information system by upgrading the equipment geared towards computer support of network. The college is still seeing the 2000 the learning environment; new IP video investment in the system today. conferencing equipment used for instruction and 3. In 2002, the Board passed a student Technology administration; new automated, “24/7” TV Fee, which currently infuses more than $1 equipment for Lane TV which broadcasts on two million per year into instructional technology. cable systems; independent network assessment; a In addition to IT across campus, every IT new telephone switch, upgraded in 2002; and request from the library has been met, which (brand new in 2004) voicemail updates. has proven essential in tough budget times. In addition to these specialized spaces and 4. Administrative restructuring improved Lane’s equipment, Lane is maintaining a high standard of capacity to plan systematically about IT across basic computing facilities for students and staff to all realms of the college. meet their daily computing needs. Figure 5T-1 5. The Workstation Replacement Plan for staff illustrates students’ perception of computer access provides updated technology to those who adequacy. Ten years ago, Lane had 11 computer support learning. labs and 239 workstations; currently the college supports 80 computer labs/classrooms. There are Purpose and Scope over 1,200 workstations. As quick and reliable Information Technology at Lane facilitates access to the Internet has become essential, all teaching, learning and research consistent with the staff offices and computer labs are connected via college’s mission and goals. IT supports Lane’s 10/100 Ethernet to the Internet. core values of innovation and accessibility by The college also has four new ‘smart’ classrooms providing the technological infrastructure under on the 4th floor of the Center Building. There is girding many aspects of the learning environment. also a new experimental classroom equipped with IT holdings, equipment and personnel are modular desks and 25 wireless notebooks with a sufficient to meet the college’s mission and goals TEGRITY system. Plans for scheduling (5.T.A.1) The General Fund budget allocation for experimental classes in the space are nearing the IT Department for FY04 totals $5,344,121. completion. Lane has made a significant long-term In addition to instructional computing, the college commitment to the role of information technology plans to maintain adequate desktop technology in all aspects of its operations and in particular environments through a four-year replacement improving the quality and accessibility of the cycle for staff workstations, including hardware learning environment to all whom Lane serves. and software licensing through upgrading. Budget This commitment is evident in the substantial issues for FY ‘02 and ‘03 had resulted in no increase in technology investment in space, capital outlay funding, which meant that staff infrastructure, equipment and personnel in the last workstations had gone without upgrading. For ten years. The Student Technology Fee assures a 2003-04 year, however, Lane allotted $100,000 stable source of funding to provide up-to-date and added back into major maintenance and capital relevant technological resources for learning and equipment, which covered workstation support services. replacement; next year that amount will be Holdings, Equipment and Personnel $250,000, budgeted on a recurring basis. This The recent Bond Reconstruction Project allotted amount has been identified as the standard to $5 million for instructional equipment in the last sustain the replacement cycle for all staff five years (see Standard 8). This allowed Lane to workstations, and will begin to make up for take a huge step forward in meeting its technology missed replacement cycles. needs for the present and future. For example,

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Lane Community College — Standard 5T

Figure 5T-1: Student Opinion — Does Lane provide students adequate access to computers and related equipment on campus? (Source: ACT Student Opinion Survey — Additional Questions, Spring 2002).

Through the LASR project, the college has IT has also invested resources in its personnel. purchased and is implementing an integrated The college has an Associate Vice President for information system to support the core Information Technology (AVP for IT) who administrative functions of the college, including oversees all departments and units related to Finance, Human Resources, Financial Aid and information technology, including Instructional Student computer services. Goals of the project Computing and Distance Learning. Personnel who include enhancement of access to information for provide computer support include two students and staff, including web-based services. coordinators; an administrative support specialist During LASR implementation, Lane had an and 46 classified staff and 10 part-time classified independent network assessment; the results of staff (see also 5.D.1). this assessment were positive: there is low error; IT Resources and Curriculum Support the system is robust; it has high capacity and is Lane’s information technology resources are performing the way it should; and there is room sufficient to support the curriculum (5.T.A.2) The on the line. college keeps current with necessary licensing Lane continues to plan for its future needs, since agreements for its software systems. This includes change and obsolescence are of particular concern a Microsoft Campus Agreement for all college- with respect to technology needs. There is an owned workstations; Novell licenses; Norton equipment replacement plan and capital Anti-Virus Corporate Edition software in all equipment budget for computer services. Central computing labs; special applications software capital equipment outlay each year has been (e.g., CAD, graphical design, electronic design) $73,000 to computer services; a reserve fund to and software for specific departmental needs. In replace centralized equipment (email servers); addition, the Technology Advising and Consulting Banner hardware; major capital equipment; Team (TACT) funds allot money for electronic telecom and central IT. In summer 2004, Lane databases for the Library. Criteria for allotment will receive funding for planned fiber connection are posted on the Lane TACT website. to the internet which will help the college keep up Currently, the college has a fiber connection with with the exponential growth in information four T-1 lines that connect it to the Internet. By coming through its computer connections. October 2004, the college will have a fiber

153 Lane Community College — Standard 5T connection with 1,000 times the present capacity. technology. There is an increased demand for Currently the network is saturated for the six “24/7” technology support in an “8-5” work heaviest-use hours. This new connection will meet environment. current needs, and more importantly will lay • Communication with all constituents is difficult groundwork for increased and innovative use of despite constant effort. Historical and cultural the network. differences in attitude and perspective about technology within the college community Lane plans its informational resource development contribute to this difficulty. with the college’s mission and goals in mind • Lane’s Banner organizational information (5.A.3). The computer labs/classrooms are management system has involved a steep available for use by Lane’s students and staff in learning curve. many locations on the main campus, downtown campus, and community learning centers. There Improvement Plans: are 28 computer classrooms and labs on the main • Lane will choose systems that are robust and campus; nine off-campus; and one at each of the easily maintained in order to maximize staff seven Community Learning Centers (CLCs). efficiency. Software is installed and upgraded based on • The college will review appropriate staffing curricular objectives in consultation with levels and use planning processes to add human departmental faculty. To facilitate multiple modes resources where needed and within fiscal of instructional presentation, classrooms are constraints. enhanced with projection devices, TVs, VCRs, • Training in Banner continues on a regular basis etc. Portable A/V equipment and computer carts as part of staff work. are available for delivery to sites where permanent • The College will continue to develop equipment is not yet installed. The ‘smart’ communication between instructional and classrooms on 4th floor Center have a computer support departments through TACT, the display device, a document projection device Technology Council and other means. (ELMO). Strengths: Information Technology • The Bond Project, LASR project, a state grant, Resources and Services the Student Technology Fee and annual college The college has several means by which it ensures funding are building and maintaining a strong that its information resources are chosen to technology infrastructure. support the educational program, including • Lane provides high quality, up-to-date professional technical, lower division transfer, hardware and software to students and staff at employee skill upgrading (5.T.B.1). TACT is the main campus, Downtown Center, Outreach charged with identifying the major technology Centers at Cottage Grove and Florence and at issues facing the college and advising the AVP for the CLCs. IT on priorities, goals and issues. TACT • The technology infrastructure supports encourages and facilitates campus coordination instructional programs and has flexibility in and collaboration, including budget decisions, funding and available delivery methods to about technology in the areas of: services to respond to new requests. students; instructional development and delivery; • Improvements are ensured through surveys of professional development, information systems, students and staff. and the physical environment. Challenges: IT Planning • Providing comprehensive IT resources and In addition to this college-wide planning and services to students and staff presents an advisory group, the college keeps abreast of local ongoing challenge. While there is stable technology needs, including services and funding for equipment, budget issues limit equipment, in various ways. The increasing institutional ability to meet the demands for relevance of the Internet for educational needs has staff in the increasing presence and use of

154 Lane Community College — Standard 5T driven the installation of network connections in Google search appliance on the Lane web site. all classrooms, and instructional departments can Computer labs are staffed by knowledgeable staff. request electronic equipment to support student Lane’s learning-centered philosophy informs its learning. Improvements are ensured through service in the Instructional Technology Center surveys of clients: IT uses an Instructional (ITC) as well. The ITC offers training and Computing Lab Survey to solicit student resources for faculty to produce effective feedback, respond to students’ needs and improve educational materials and integrate new learning its services; the Computer Services Help Desk methodologies into the classroom. Computer Survey and Follow-up Survey guide Services provides a user’s manual for faculty improvements to instructional and administrative using the “smart” classrooms. Distance Learning technology for faculty and staff. also provides training and support for faculty who Accessibility is a core value for Lane. The Lane teach distance courses, as well as orientation Community College website is 86 percent ADA sessions for students taking online classes. compliant (3.B.1). Participation in Development of The college has developed a draft Instructional Resources Technology Plan, which the Technology Council, Lane has policies, regulations and procedures for one of seven councils under Lane’s new systematic development of information governance system, will review and revise in technology resources; these are documented, 2004-05. The plan will synthesize the college’s updated and made available to Lane’s constituents technology needs to promote the effective and (5.T.B.3.). A central resource for development of efficient use of technology in instruction and in IT is TACT, which has a vision and guiding operations; the plan will inform and will be principles published on its website. TACT funds informed by the Learning Plan. are carefully managed to ensure that they are Independent Use of Technology disbursed according to their intended purpose and Lane makes significant personnel and material for the benefit of students. The Technology Fee investments to help staff and students use IT Management Plan is also updated and available on effectively and independently in an area that the website. Technology Fee approvals are changes rapidly (5.B.2). In addition to its classes published annually on the website in a Summary directly related to computer information Allocation Report. In the past, TACT developed technology (see Standard 2), Lane staffs computer one- and five-year technology strategies; however, labs with knowledgeable personnel who take a these have not been updated and that task may learning-centered approach to guiding all students. pass to the new Technology Council. The college employs a technology training Eight IT policies are online in the College coordinator for staff technology training; the Operating Procedures and Policies (COPPS) Computer Services Help Desk is staffed from 8-5, manual; these were recently renamed and grouped M-F, to walk staff through technology problems as belonging to Information Technology, so they and inform them of issues related to computing. are easy to find in the index. COPPS has A/V Services provides training for A/V procedures and policies for faculty and staff to equipment; computer labs are staffed during open follow in their dealings with IT. The Workstation hours to provide assistance for students; the Replacement Plan is reported on the TACT LASR training program advertises periodic website. The LASR project Request for Proposal training for specific functions of Banner in the and project plans are posted on the web for review staff newsletter, the Daily, aimed at staff functions in the Exhibit Room. (grade entry, updating your personal information). The college routinely involves faculty, staff and Express Lane and online services (web pages) students in planning and developing information allow 24/7 access for students and staff to technology resources and services (5.T.B.4). There independently access information. Lane’s web site is a culture of openness and inclusion at Lane. For provides information on 25,000 web pages with a example, the TACT charter and membership

155 Lane Community College — Standard 5T nomination process invites membership from all Strengths: college employees whose expertise in various • The college’s technology purchases are driven technology areas could contribute to the group’s by instructional needs, with input from faculty mission. The Technology Fee application process and students on how best to support learning. is publicized and open to all. The Technology TACT provides a centralized means of Team is a weekly meeting of IT staff support collecting information on these needs. across campus, which provides an ongoing • The Technology Council has the potential to feedback loop. further the college’s effective use of technology in a shared decision-making process. In 2003, the college conducted a web site survey • Lane’s accessible website supports the core to gather opinions about use and effectiveness of values of diversity and accessibility. the college’s web site. It also conducted a web site • Technology training and support are available marketing audit in 2003-04. For major purchases to encourage independent and effective use of and changes in the technology infrastructure, the technology by staff and students. ITC has new college convenes task forces and holds forums to hardware and software for faculty training. gather college-wide input. Online services for students and staff have Extending the Boundaries of the improved dramatically with the LASR project. Campus The new Google search appliance is an Lane uses computing and communications excellent tool for quickly locating information services to extend boundaries in obtaining on the college website and has received information and data from other sources, widespread approval from users. including regional, national, and international • Through TACT, COPPS and LASR, the networks (5.T.B.5). Multiple modes of extending development of information technology boundaries are available and heavily used; staff resources is systematic, carefully scrutinized and students use of the internet is increasing. and made public. The Technology Fee management policy is clearly defined and For example, Lane has network connections in all consistently implemented. LASR project staff offices and classrooms; every term sees a management has also been highly effective. large percentage increase in bandwidth utilization. The fiber connection upgrade will correct Challenges: bandwidth saturation problems. • Maintaining and replacing new equipment is an inherent challenge in IT, since equipment so National satellite teleconferences are downlinked quickly becomes out of date and requires for staff and students; these programs are recorded specialized knowledge to install and upgrade. by Distance Learning and available in the Library • Some faculty and staff must undergo a steep (see Policy 2.6). In addition, online courses learning curve to become independent users of offered at other Oregon CCs are available to Lane technology. students. ExpressLane links to Department of • Since the institution of the Technology Fee, Education application forms to facilitate financial there has not been time for high-level planning. aid. Staff participation in web casts from vendors, Ensuring systematic development and NACUBO, et al. make efficient use of training management of formal, reviewed technology time, and staff use IP video to participate in plans has posed a challenge in the face of daily meetings at a distance. The AVP for IT is the cycles of addressing immediate needs and 2004-05 president for Oregon Community College problems. Information Technology Association (OCCITA), • As with many areas of the college involved in attends meetings three times a year and is active shared governance, finding time and resources on the OCCITA listserv. for all interested parties to participate in shared decisions can prove difficult. The expectation of full participation is not always met because of these time and resource constraints.

156 Lane Community College — Standard 5T

Improvement Plans: calendar functions available from anywhere in the • The replacement cycle and the Student world; widely available Lane TV on two cable Technology Fee will provide a systematic and systems throughout the district; Studio/Classroom stable means of maintaining up-to-date staff allowing programming to originate from the main and instructional equipment. campus. • To facilitate independence in an efficient and Strengths: cost effective manner, Lane will continue to • Lane’s technical infrastructure is in excellent choose systems that provide self-contained user condition and student technology is current, documentation (such as help functions). adequate and well funded through the student • The college will use its Instructional Technology Fee. The technology resources Technology Center and its technology training provided for instruction are more than adequate coordinator and put more emphasis on training for the current use and use in the near future. as it can to support faculty and staff training in • The Microsoft Campus Agreement gives the the independent use of technology. college a site license for Microsoft Office Pro • The new Technology Council will provide for all college workstations. strategic planning in the IT area. The Council will review and revise the draft Instructional Challenge: Technology Plan as well as undertake the task • While technology resources for instruction are of updating TACT plans to align with the adequate, staff technology and support present college strategic plan. The college also plans to a resource challenge. complete an inventory of technology policies Improvement Plan: compared to industry standards from • The Workstation Replacement Plan will soon EDUCAUSE or the Cornell Institute for catch up to deferred technology replacements. Computer Policy and Law. The college will continue to seek creative solutions to technology support issues with Facilities and Access staff. Lane provides sufficient and accessible information resources to meet program Personnel and Management requirements (5.T.C.1). (An inventory of Lane provides assistance to users of IT (5.T.D.1) computer labs, classrooms, A/V equipment on Staffing is marginally adequate to support the main campus and outreach centers, and an college’s technology infrastructure (see 5.T.A.1) inventory of network components are available in The college has used technology funds and Carl the Exhibit Room.) Perkins funds to provide part-time staff for The new LASR hardware for administrative technology support in those areas in most need of systems and online services has been an essential staff. A new management position focused on overhaul of the college’s organizational operating issues is planned. information management. The Computer Services The college has high-quality, dedicated staff, machine room is on conditioned power, with UPS many of whom are long term full-time employees. protection and generator backup, and the However, workload and staffing challenges Computer Services machine room is secure. pervade the area. Budget cuts, a steep and In addition, servers for faculty, online classes and constant learning curve inherent to the changing communication tools are replaced regularly. needs of technology, and increased use of Additional resources include: current software technology contribute to staffing issues. Support licenses for anti-virus and desktop applications; staffing is thin relative to the use of technology Online services for students and staff that are and in relation to all the new equipment. There is available from any workstation with a browser a constant need for staff training to effectively use either on-campus or off-campus; staff email and new technology.

157 Lane Community College — Standard 5T

As with many institutions, IT staffing at Lane will communicated by management. The training remain a challenge in the years ahead as the use budget and travel records for technical staff of technology increases. The college will continue provide evidence of ongoing training for staff to to review staffing needs to establish goals and remain current in their fields. LASR training meet them within budget constraints. IT will use sessions for the programming team keep staff up- the unit planning process and the Technology to-date on Banner. In Spring 2004, New Horizons Council to find solutions to these and other Learning Center provided a two-day on-campus challenges as they arise. training on XP; and in summer 2004, Apple Help Desk Certification class was offered to 16 college Support Staff and Leadership staff. Lane has also had several technical The college employs dedicated, committed, long- consulting visits. term staff in almost every key technology support position on campus. Whereas out-of-date For IT staff, much of technical development is equipment requires more support staff to maintain, built into daily work. Training is a part of the staff newer technology (hardware and software) is more self-evaluation form, which asks about training robust and more easily maintained, thus requiring and professional goals. In addition, staff training fewer staff. The AVP for IT provides focused needs and knowledge are shared at weekly leadership in a key area of Lane’s future (5.T.D.4). technical staff meetings. Each staff member is Three new computer lab support positions were offered the chance to go to one major training of created in March 2004 to replace hourly lab aids, their choice each year. Some go to conferences, which ensures better continuity and aids planning others take coursework. The culture in IT at Lane efforts. Staff development is strong, and there is a assumes that training is essential to keep current, high degree of collegiality among IT staff and and it is supported. instruction and student services. Organization Lane employs highly qualified professional and IT at Lane is organized to support the technical support staff, with required specific accomplishment of the college’s mission and competencies, whose responsibilities are clearly goals (5.T.D.4). Starting in 2000, the IT defined (5.T.D.2). Some staff are certified by department was reorganized to address the Novell, Cisco, Apple, HP, and/or Siemens. While increased need for coordination in the growing there are many part-time staff, most technology area of information technology; as of July 2004, support staff are long-term employees of the IT has been officially reassessed and reorganized college. Staff position descriptions are current for to reflect emerging needs. The college created a most positions and all job classification position on the Executive Team (ET), the descriptions are current (see Exhibit). Associate Vice President for Information Technology, part of whose responsibility was to Since market demands for qualified technical staff organize and integrate Computer Services and are out of sync with traditional institutional Instructional Technology Support Services to classifications, in 2001 all IT employee job create the Information Technology department. descriptions (approximately 50 on campus) went Recognizing IT at the executive level is through an extensive analysis by an independent increasingly common at community colleges, as it consultant and a special classification that allowed recognizes the need for linkage between tech and for a new pay scale. Lane adapted a “broadband” all the other functions of the college. The AVP for job classification arrangement for its technical IT has direct oversight of the LASR Project staff. (Figure 5T-2 for Organizational Chart). Training and Development While the library is not within IT at Lane, The training and professional development budget librarians have become IT professionals, and there is adequate in IT to provide opportunities for are strong connections between the library and IT. growth (5.T.D.3) These opportunities for training The library is represented on TACT and the are well known within the IT department, and the Website Steering Committee importance of professional development is

158 Lane Community College — Standard 5T

Associate VP Information Technology

Administrative Services

Instructional and Technology Archives and Distance Learning Information Tech Infrastructure Records Support Services Services Management

Instructional Labs Network Services ITC Electronic Services Telecommunications A/V Services GroupWise and Web Services Netware Staff Training Programming Help Desk Services

Figure 5T-2: Organizational Chart for IT (Source: Information Technology Department).

Service Linkages Maintenance and Security Significant formal and informal service linkages Lane has a powerful mechanism in the budget for exist across campus. The TACT team has a broad ensuring sufficient support for IT services, membership of experts across campus; the Web maintenance and security (5.T.D.6). For example, Site Steering Committee also provides the Banner licensing is allocated for during the coordination and linkage; the Instructional mandated phase, and Google is part of our Technology Center (ITC) houses both IT staff and infrastructure. In addition, the college is moving SLI staff, fostering communication between toward establishing reserve funds, which innovative instructional areas (SLI) and the demonstrates a long-term commitment to IT even technology staff. In addition, the ITC is located in times of possible budget problems (see near the Distance Learning office. Weekly Exhibit). Also, the college has a managed firewall meetings of all technology support staff further which provides important security; supports facilitate communication. The Help Desk request Norton antivirus software and spam filtering; and package is used by Electronic Services, A/V provides systematic protection against vandalism. Services, Programming and Help Desk. Strengths: Since curriculum development lies largely with • Lane’s central IT organization supports faculty, the IT staff are not formally involved. technology across the institution, and a high However, IT plays a service role and is by and degree of communication and cooperation large able to serve the needs of faculty instruction characterizes the technical staff. (5.T.D.5). In addition, there are faculty members • Lane’s IT staff are highly qualified and across campus whose positions include IT appropriately certified, and there are long-term, coordination. These faculty act as an informal knowledgeable staff in key support roles. liaison and resource for faculty who are developing • Training and professional development are curriculum. (See Policy 2.6 for example). emphasized in the Lane culture and supported in the IT budget. Annual training is adequate

159 Lane Community College — Standard 5T

for key technical employees. Technical training planning a process to identify the need for for the LASR project was extensive, broad and additional positions and address them. deep. • When fully operational, the annual replacement • Technology positions are adequately plan for staff workstations will decrease the compensated relative to the local market. workload for support staff, which is highest on • The college provides reasonable levels of older equipment. funding for technology purchases. In addition, there is also an equipment reserve fund being Planning and Evaluation created this year for administrative systems. The student Technology Fee includes a reserve Lane’s IT planning, like other areas of the college, fund and a contingency fund. has improved in the area of participation within a shared-governance structure (5.T.E.1). Especially Challenges: since 2000, the budgeting process through the • Updating job descriptions to reflect the Criteria Application Work Group (CAWG) has changing work of technology personnel is a offered users a role in the process of planning and major task. budget for IT. In addition, IT participates in a unit • There is a 46-2 staff-to-manager ratio and the planning process that involves all staff in use of part-time staff poses some challenges in developing initiatives for planning and resource continuity. allocation. Systematic college-wide participation • Securing routers and computer projection in strategic planning for technology will occur devices against theft or damage has proven a through the Technology Council challenge in the past year; security problems have increased in the context of a dynamic use The TACT membership provides an open process of facilities. for selecting faculty and classified staff members • The Computer Services Help Desk often from the college at large who have expertise in operates with a long backlog of service technology areas. TACT members give input on requests. use of the student Technology Fee and on • There are no evening or weekend A/V staff institutional technology in general. In addition, the availability, which can cause problems for LASR project involved participation from across instructional staff working during these hours. campus (Exhibit: membership list of LASR). The • The learning curve for IT is an inherent Computer Support Standards Committee, challenge. comprised of Lane governance groups, is involved • Training time takes critical staff away from in the process for workstation replacement. The campus and puts pressure on technical support Instructional Technology Strategic Planning Team staff. charter also involves broad participation. Improvement Plans: The Website Steering Committee involves faculty, • The IT staff and administration will work with managers and classified staff in the process of Human Resources to complete position planning for the college’s Internet site. This broad descriptions for all technical support staff. participation allows for a variety of views • IT administration is considering a third concerning how to use IT resources to come into management position for IT to bring additional fruitful play in the decision-making process. attention to staffing issues. Through its unit planning process, Lane’s IT has • Staff in Facilities Management, instruction and begun to regularly and systematically evaluate the IT will work together to solve equipment quality, adequacy, and utilization of its services to security problems. improve effectiveness (5.T.E.3). The unit planning • The college is looking to improve some areas process involves a yearly review and revision of where there is a heavy use of part-time staff. each department’s work. This process is new, and The new IT organization is intended to so limited assessment has taken place at this point. maximize use of existing staff. The college is Several assessment tools have been used to help

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Lane Community College — Standard 5T

Figure 5T-3: Student Survey on comfort using the Internet to register for classes. (Source: ACT Student Opinion Survey—Additional Questions, Spring 2002).

IT evaluate its effectiveness. For example, before IRAP is currently completing a marketing survey Banner implementation of the student module, IT whose results will be folded into the Technology worked with Institutional Research, Assessment Plan. The Workstation survey, conducted in 2003, and Planning (IRAP) to track how students might usefully identified obsolete equipment; that survey use the new Banner registration system. The ACT was an effective use of assessment, as it was used Student Opinion Survey for 2002 asked students for the new 4-year replacement cycle. An how comfortable they would be using the Internet Instructional Computing Laboratory (ICL) survey to register for Lane classes (Figure 5T-3) was also conducted and used to improve service to students.. Results of this survey encouraged the Banner implementation. IRAP and Computer Services Strengths: also conducted two Help Desk surveys to track • The LASR project encouraged all college the usefulness of its service. It also conducted a constituencies to participate in planning and website survey and marketing audit for users. The implementation of the administrative piece of audit provided useful recommendations IT. TACT is an effective place for informal concerning the website, including streamlining the planning. website; web traffic; organization and navigation; • IT departments are grouped effectively. consistency and style; writing; design; and next Campus technology groups are broadly steps. The plan from the audit is currently being representative. implemented. • Technology support service providers are now in the same department. The instructional computing labs survey collects data on helpfulness of the staff; quality of the Challenge: hardware and software; and the lab environment. • Providing formal, campus-wide planning in a This data is used to address students’ needs and high-involvement environment with workload make TACT funding decisions. issues is a challenge. In the past, it has not always been clear how these various

161 Lane Community College — Standard 5T

administrative groups have fit in with the governance structure. Some groups have been chartered, while others have not. Previously, there has been no assessment of effectiveness of IT services. Improvement Plans: • The unit planning process calls for performance assessment. It also allows for local development of priorities, and in the 2004-05 year the role of unit planning in the larger planning processes of the college will become clarified. • The new Technology Council, which is a representative group, will focus on planning and policy, in particular reviewing the Technology Plan. It will develop an annual technology planning process; the Council is also responsible for assessing its work. Analysis and Appraisal: In general, as technology needs have been identified, they have been met. Valuable investments in the long-term effectiveness of IT at Lane include the Bond Project remodel; the Student Technology Fee; the LASR project; and the reorganization of IT; the network operating system and new leadership. Useful assessments leading to improvements such as Banner have occurred across IT, and the student surveys conducted by Institutional Research, Assessment and Planning provide regular and accurate information on broad areas of IT’s focus of concern.

162 Lane Community College — Standard 6

STANDARD SIX

Governance and Administration

Governance System process whereby more authority for final decisions would rest with stakeholders History themselves. The college administration and the For more than a decade, Lane’s Board of board, on the other hand, maintained that final Education, administrators, faculty, staff, and decisions were within their purview by statute and students have engaged in extensive discussions by policy. about shared governance. Most who have participated in formal conversations on the subject Several efforts were undertaken between 1994 and have agreed that better decisions and wider 2001 to resolve these differences. In many areas support for those decisions would come when of the college, shared decision-making as a there existed an opportunity for all stakeholders to practice began to take hold, and the organization contribute active, meaningful, and recognized developed capacity during this time. Many at the participation in the process of decision-making. college were instrumental in developing the However, there were major disagreements about culture of inclusion upon which a new system where final authority for decisions should rest. could be built: board members and members of Thus, while shared decision-making was the new administration had long advocated for ostensibly adopted by the former president and shared governance, and faculty and classified College Council in 1992, a lack of clarity and unions — the Lane Community College agreement about roles and responsibilities of Education Association (LCCEA) and Lane stakeholders forestalled progress toward full Community College Employee Federation implementation. (LCCEF) respectively — were committed to the practice. Thus, when in 2001, Dr. Mary Spilde For years, two opposing views about how to was appointed as the new college president, Lane operationalize shared decision-making was more prepared to begin again in earnest characterized the discussion: faculty union implementing a systematic, effective governance leadership advocated for a decision-making system.

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Lane Community College — Standard 6

President

Executive Assistant to Foundation Marketing & Oregon Small Business Human Resources the President Public Development Center AA/Diversity/EO Relations Network Labor Relations & Operations Area Staff & Organizational Vice Preside nt Instru ctio n Vice President Development Area College Operations & Stude nt Services

Associate VP Associate VP Associate VP Executive Director Institutional Bookstore Information Instruction & Instruction Community Research, Technology Student Services Education & Assessment & Budget Office Workforce Planning Curriculum & College Finance Technology Center for Learning Advanced Business Scheduling Publications Office of Internal Infrastructure Advancement Technology Development Controls Services Center/Contract Cooperative Arts Division Training Facilities Mgmt & Instructional & Education Planning Information Computer Conference & Technology Support Counseling Information Culinary Services Development Health & Safety Services Technology & Business Continuing Education Disabilities KLCC-FM Archives & Record Technologies & Community Management Services Outreach Printing/Graphics English, Foreign Enrollment Services Mail Services Distance Learning Language & LCC at Cottage Grove Speech Division & Community Library Specialized Learning Centers Employment Family & Health McKenzie CLC Student Financial Services Careers Division Oakridge CLC Services Thurston CLC Health, PE & Student Life & Athletics Division LCC at Florence & Leadership Community Learning Development Mathematics Centers Churchill CLC The Torch Science Elmira CLC Junction City CLC Women’s Program Social Science Willamette CLC Workforce Organizational Development Chart June 2004

Figure 6-1: Lane Community College – Organizational Chart. (Source: IRAP).

Budget cuts of more than $2 million in 2001 Therefore, in accordance with the shared prompted an urgency around the need for a governance policy in place at the time, in 2003 comprehensive planning and governance system. President Spilde asked the councils, unions, The need for cuts led to the appointment of a student leadership, and the Management Steering Criteria Application Work Group (CAWG), a Committee to appoint individuals to serve on a broadly representative group which sought to Governance Task Force. This group was chartered develop principles for making cuts fairly. The to develop a framework that would clearly define CAWG and other groups across campus served the college-wide governance system, including its their immediate functions. But the college structure, scope, roles, and processes. The Task recognized the need for such a committee to be Force sought to develop a system that could intentionally linked to other planning and resource encourage meaningful involvement of allocation systems. stakeholders; manage workload issues; and complete work in a timely manner. In Spring of During this time, the board had affirmed its desire 2004, after a year of challenging work, the Task to govern by policy, formally entrusting the Force completed the plan for the new governance operational aspects of running the college to the system. This was a major accomplishment for the administration (see Lane’s Organizational Chart in college in 2003-04. Lane is currently in the Figure 6-1); a developing trust between the middle of transitioning to full implementation of college leadership, the board, and stakeholders this new system. produced a climate in which the governance discussions could continue.

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Lane Community College — Standard 6

College Governance - Lane Community College - 2004

COLLEGE The College Council is the major college planning and policy body. Its work will focus on strategic planning, college COUNCIL effectiveness, and the governance system.

The purpose of the Finance Council is (a) to develop college- wide financial and budget policies; b) to develop the long-range FINANCE financial plan; (c) to evaluate the financial performance of the COUNCIL college; and (d) to evaluate the results of policies, planning and the annual budget process, recommending changes as necessary.

The Technology Council will develop, review, and evaluate a TECHNOLOGY college technology strategic plan and technology policies in COUNCIL accordance with the vision, mission, core values, learning principles, and strategic directions of the college.

The Facilities Council will develop, review, and evaluate plans FACILITIES and policies and set directions for facilities in accordance with COUNCIL the vision, mission, core values, learning principles, and strategic plan of the college.

The Diversity Council (a) will develop the campus plan and DIVERSITY policies related to diversity, (b) set response priorities for COUNCIL diversity issues on campus and (c) advocate for the resolution of diversity issues on campus.

The Learning Council will develop, review, and evaluate plans LEARNING and set directions for the instructional and learning support COUNCIL areas of the college in accordance with the vision, mission, core values, learning principles, and strategic plan of the college.

STUDENT The Student Affairs Council will develop, review, and evaluate plans and set directions for student affairs in accordance within AFFAIRS the vision, mission, core values, learning principles and COUNCIL strategic plan of the college.

Figure 6-2: Lane's Governance Model (Source: President’s Office).

New Governance Structure and core values. The president is the steward of The new system, which was approved by the the governance system, and is accountable and board in April, 2004, is summarized in Figure 6-2. responsible for decisions made; she is evaluated This system of governance ensures that the accordingly. authority, responsibilities, and relationships The College Council serves as the major planning among and between the board, administrators, and assessment body for the college. College faculty, staff, and students are clearly described in Council membership consists of representatives of official documents posted on the Lane website college stakeholders, two vice presidents, the (6.A.1). director of Institutional Research, Assessment, and In adapting a policy governance model, the board Planning (IRAP) and the president. clarified issues such as authority, responsibilities In addition there are six councils organized around and relationships. The fundamental principles of the major work of the college: the system of board policy governance are presented in Figure 6-3. • Learning Council • Student Services Council By policy, the college is governed by a learning- • Finance Council centered system that fulfills its vision, mission,

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Lane Community College — Standard 6 Board Governance by Policy

Board Ends Executive Board-President Governance Policies Directions Linkage Policies Process Policies

The board makes The board makes The board makes The board makes global Ends policies Means policies that Means policies about Means policies about that deal with: establish the the relationship its own job in a 1) Results, Benefits boundaries for between board proactive, positive, 2) Recipients, Students prudent and ethical governance and and prescriptive way. 3) Worth - Costs executive activities administration. and decisions.

Monitoring and Evaluating the President

The president is evaluated by the board based on the achievement of the board’s Ends policies.

The president makes administrative decisions within the boundaries of the board’s executive directions policies.

Figure 6-3: Board Governance by Policy (Source: President’s Office).

• Facilities Council fulfill their respective roles in the board-approved • Diversity Council new governance system (6.A.2). Training will • Technology Council occur in each council in 2004-05; in addition, future trainings will keep councils and the board Each council has three major responsibilities: to apprised of changes in roles and responsibilities create, review, and assess policies in their domain; that arise as the college evolves. to create integrated plans for their domain; to provide assessment of the overall effectiveness of The roles of the LCCEA and LCCEF and of their policies and plans. The councils are intended faculty and classified councils have been clarified, to link with and build upon the collaborative work and there are effective links between the of the college’s 32 standing committees and governance system and the administrative system; councils comprised of members from the various the system makes provision for support for constituent groups. The system provides for the employees and students to participate and ongoing management of all college committees contribute usefully. and addresses the relationship of each committee’s Lane recognizes that the best decisions are made objectives to the college’s mission, vision, core through the inclusion of many and diverse voices. values, strategic directions and goals. The system The system thus makes provision for also clarifies parties to whom a committee is consideration of all stakeholders in matters in accountable; expected outcomes of the committee; which they have a direct and reasonable interest committee membership; and the policy for (6.A.3). Each council will include representatives disbanding. of college stakeholders, an administrator with Understanding Roles authority and responsibility for the area, and In 2004-05, all members of the college will come additional members appointed by virtue of to more fully understand any changes in their expertise. Each council has a charter that outlines roles and responsibilities as a result of the new the scope of work and a decision matrix that system’s implementation; they will continue to assigns decision-making authority. Councils may

166 Lane Community College — Standard 6 charter standing committees and task forces to (scheduling, budgeting, planning, etc.). In 2003, accomplish their tasks. Council membership is to the college implemented unit planning, which by be appointed by these groups: its very nature is a formal system of governance. Unit staff will collectively make annual decisions • Associated Students of Lane Community regarding the future direction and the continuous College (ASLCC), LCCEA, and LCCEF improvement of their unit (1.A.5, see Standard 1). • Faculty Council • Classified Council Lane is not part of a multi-college district and • Managers’ Senate. therefore not part of a multi-unit governance system (6.A.4). Of necessity, the councils operate at a high level of planning and policy development. Councils are Strengths: responsible for publicly defining processes by which • Continuous efforts to clarify and define roles they obtain review comments from key stakeholders have resulted in a system of governance with at critical decision points (problem definition, clear decision-making matrices, agreed upon by solution elements, and final recommendation/ all stakeholder groups. Features of the design decision) in their deliberations (6.A.3). ensure inclusive, timely and effective governance. The system has a built-in assessment mechanism • Student participation in college governance for continuous improvement. As part of their demonstrates respect for their contribution and work, committees and councils will evaluate the interest in their concerns. clarity, communication and effectiveness of the new system and recommend improvements as Challenge: needed. Councils will also evaluate the processes • The college is in a major transition with respect devised to encourage employee and student to governance. Members of the college participation in problem-solving and decision- community are still sorting out their new roles making. They will assess their processes and and the effect of the new system on their work. outcomes to ensure that decisions are made at the Improvement Plan: appropriate level, by the appropriate group with • The college will assess the governance system the needed expertise. after its first year of implementation and will Several important considerations, such as adjust the system to improve it based on timelines, cost-effectiveness and conditions of evaluation of its effectiveness. participation, were considered in developing this system. It is expected that others will be addressed Governing Board as they arise. Architects of the system sought to avoid creating another layer of bureaucracy that Representation could impede timely decision-making or According to Policy B.120, the board is innovation. Principles of good practice in responsible to the public and is legally vested with governance guide the system, including the final decision-making in all matters of college recognition of legitimate differentiation of realms policies, programs, facilities, budget and of responsibility, establishment of sound structures personnel; the board is also responsible for and procedures, and effective collaboration. monitoring the effectiveness of the college. The board prescribes policies regarding effective Unit-level Governance operation of the college. These policies guide the In addition to Board Governance and College- president, who is responsible for establishing wide Governance, many of the college’s units effective operations to carry out such policies. The have established formal governance systems. board delegates to the president the responsibility Academic departments/divisions may have and authority to operate the college in compliance established governance charters that outline roles with policies and executive directions (6.B.) and responsibilities of the faculty and staff in determining processes for decision-making

167 Lane Community College — Standard 6

The board includes adequate representation of the The board’s work has changed since its 2003 public interest and the diverse elements of the review. Two retreats were undertaken by the board college’s constituencies; college employees are to clarify how its new policy governance system prohibited from sitting on the board by policy would be implemented. In the past year, the board (6.B.1). Seven elected, unpaid persons comprise has reviewed policies on Global Governance the Board of Education (Figure 6-4) and have (Policy B020) and College Governance (Policy primary authority for establishing policies B025), among others. Faculty and staff also governing the operation of the college and adopting commented on the policies. the college’s annual budget. Their charge is to Board Oversight of the College oversee the development of programs and services The Board ensures that the institution is organized which they believe will best serve the needs of the and staffed to reflect its mission, size, and people of the Lane District. In accordance with complexity (6.B.7). It approves the academic and Board policy B160, the board acts only as a administrative structure to which it delegates the committee of the whole (6.B.2). No member or authority for effective and efficient management. subcommittee of the board acts in place of the For example in 2000, the board approved the new board except by formal delegation of authority. college organizational restructuring, and approved The duties, responsibilities, ethical conduct the governance system in April 2004. The board is requirements, organizational structure, and continuing to develop operational performance operating procedures of the board are clearly indicators, such as benchmarks, to assess defined in published board policy documents organizational effectiveness in achieving college (6.B.3). All board policy documents and meeting goals. minutes are posted on Lane’s website and are The Board approves the annual budget, the budget available in the Exhibit Room. According to development process, and the long-range financial Board Policy C.060, the board selects, appoints, plan; it also reviews periodic fiscal audit reports and regularly evaluates the president according to (6.B.8). established policies (6.B.4) The Board regularly reviews and approves the Board Involvement in the Accreditation institution’s mission, according to its Global Process Governance Commitment Policy (B.020), which The board is knowledgeable of Lane’s outlines board duties and responsibilities. The accreditation status and is involved, as board approves all major academic, vocational, appropriate, in the accrediting process (6.B.9). and technical programs of study, degrees, The board has had work sessions to examine the certificates, and diplomas. It approves major Accreditation Handbook and has followed the changes in institutional mission, policies, and progress of the self-study through regular reports programs. Recently the board approved Lane’s and presentations by members of the new vision, mission, and core values statements Accreditation Coordinating Team. One board (6.B.5) and the Strategic Plan. member participated in the data collection and analysis for the self-study. Evaluation and Improvement The Board regularly evaluates its performance and Strengths: as necessary revises its policies to demonstrate to • The board’s adoption of a policy governance its constituencies that it carries out its model provides the foundation for effective responsibilities in an effective and efficient college governance. All board policies have been manner (6.B.6). In 2003-04, the board reviewed and updated and collected in a demonstrated its commitment to regularly compendium which clearly outlines board roles. evaluate its performance, participating in several • The board’s Strategic Conversations keep workshops and reviewing and realigning its members informed of community concerns. policies to conform to governance by policy and • Monitoring Reports and Benchmarks enable the accreditation standards. board to monitor institutional effectiveness. There are mechanisms in board policy to initiate changes when necessary.

168 Lane Community College — Standard 6

Paul Holman, associate broker, Larry Romine, retired college Florence, appointed 2002, elected administrator, Eugene, appointed 2003, term expires 2005 2002, elected 2003, term expires 2007 Zone 1–Western part of the college Zone 5–Central Eugene district [email protected] [email protected]

Jay Bozievich, civil engineer, Eugene, Roger Hall, radiologist, Eugene, elected 2003, term expires 2007 elected 1991, term expires 2007 Zone 2–Northern part of the college At-Large, Position 6 district [email protected] [email protected]

Dennis Shine, retired college Michael Rose, retired college instructor, Springfield, elected 2001, instructor, Eugene, elected 1999, term term expires 2005 expires 2007 Zone 3–Marcola and Springfield At-Large, Position 7 school districts [email protected]

Kathleen Shelley, retired educational administrator, Vida, appointed 1996, elected 1997, term expires 2005 Zone 4–Southern and eastern parts of the college district [email protected]

Figure 6-4: Governing Board and Zone Representation (Source: President’s Office).

Challenge: Leadership and Management • One challenge of the governance transition, including policy governance, is to ensure board Role of the President actions are consistent with the new set of According to Board Policies C.010 and C.020, the policies and guidelines. president is directly accountable and responsible to the Board of Education for the educational Improvement Plan: leadership and effective management of the • Through trainings and work sessions, and in the college’s human, physical and fiscal resources. course of its regular work, the board will The president’s role includes but is not limited to: continue to be guided by the new system and will make policy adjustments for improvements • Articulation of the vision, mission, core values, as needed. and learning principles for the college within which its educational objectives are developed and implemented

169 Lane Community College — Standard 6

• Formulation of strategic long- and short-range Role of the Executive Team plans for the college The Executive Team (ET) comprises the • Provision of leadership, direction and guidance president, the vice presidents; associate vice to the administration of the college, including presidents; executive directors; director of holding administration accountable for Institutional Research, Assessment and Planning completed work (IRAP); and the executive assistant to the • Responsibility for recommending a balanced president. The members of the team have budget and strategies that lead to fiscal stability individual accountability and responsibility for to the board of education and to their assigned areas and are collectively • Representation of and primary spokesperson accountable and responsible for viewing the for the college to various external organizations college as a whole and making or recommending • Development and maintenance of a climate in decisions that align the best interests of their units the college conducive to productive learning and the college. and effective teaching The role of ET lies largely in the executive and President Mary Spilde is a full-time employee of administrative realms. Members of ET as the college (6.C.1). President Spilde was hired in individuals are accountable for particular branches 2001 after serving the college in the role of vice of the college (Figure 6-1) and as such are active president of instruction and student services for participants in the governance system. The board four years. Under her presidency, Lane was and the president rely on ET to provide expert reaffirmed as a board member of the League for advice and view the college as an entire system Innovation in the Community College. President rather than individual, disconnected parts. In the Spilde communicates regularly with the college administrative realm, ET is accountable and community in letters and all-college gatherings; responsible for: her letters are posted on the President’s Office • collaborating with governance councils to website. assure that information is shared to inform The duties, responsibilities, and ethical conduct decisions/recommendations; requirements of Lane’s administrators are defined • forwarding issues to governance councils and published in job postings (6.C.2). In addition, according to their charters; by Board Policy A.010, the president ensures that • sharing perspective and implications with every activity, decision, or organizational councils prior to decisions/recommendations; circumstance shall be lawful, prudent, and in • initiating major college wide issues in accord with commonly accepted business and conjunction with the governance system; professional ethics. The president also assures that • executing major initiatives of the college; procedures and decisions are safe, dignified, • implementing plans and policies; unintrusive and confidential (Policy A.020). Board • advising the president on matters relevant to policy also calls for proper treatment of learners their areas of responsibility; and staff. The Treatment of Learners and Treatment • assisting the president in formulating final of Staff policies are comprehensive and were recommendations to the board of education; reviewed in Spring 2004. The college annually • implementing operational systems and evaluates its treatment of learners and staff. management; A new board policy on Ethical Conduct of all • providing triage on day-to-day management; Employees had a first reading by the board in • coordinating implementation of plans, projects July, and a second reading for review and and operations. approval in September. The College Online Policy Administrator Qualifications and Procedures System (COPPS) policy on sexual Administrators are highly qualified and provide harassment specifically addresses ethical conduct effective educational leadership and management. related to sexual harassment (see also Standard Minimum qualifications and job descriptions 9.A.). guide the hiring process, which involves all

170 Lane Community College — Standard 6 stakeholders. The president is responsible for Prior to development of the new governance implementing appropriate procedures to evaluate system, there were concerns about coordination, administrators regularly. goal attainment, duplication and complexity (e.g., too many committees). The new governance The new performance-based evaluation outlines system is designed to allow administrators to clear criteria for commendations and facilitate cooperative working relationships, recommendations for improvement. promote coordination within and among Institutional Advancement organizational units, and encourage open Institutional advancement activities at Lane, communication and goal attainment (6.C.6). including development and fundraising, Institutional Research institutional relations, and alumni programs are Administrators responsible for institutional clearly and directly related to the mission and research ensure that the results are widely goals of the institution (6.C.4; 7.D.1; see standard distributed to inform planning and subsequent 7). The board has adopted an agreement between decisions that contribute to the improvement of the college and the Foundation by which it is the teaching/learning process (6.C.7). Lane’s stated that the Foundation “exists for the express Institutional Research, Assessment and Planning purpose of advancing and promoting the interest (IRAP) office has significantly contributed to the and development of the college and students, college-wide effort to use the Plan-Do-Check-Act faculty and the community.” The 501(c)(3) status system of continuous improvement (1.B, see of the Foundation gives it a separate “nonprofit Standard 1). Each month, IRAP reports corporate status wherein the Foundation Board benchmarks to the board, detailing areas of has stewardship of the foundation funds.” The analysis; beginning in Summer 2003, IRAP also Foundation director is supervised by the college makes recommendations for change. The use of president. In February 2004, the Foundation’s institutional data has improved the teaching and nonprofit corporate status was reaffirmed. learning process. The Foundation Board at Lane has been IRAP provides external reporting that focuses on revitalized in the last five years. The findings of a student enrollment, customized assessment and feasibility study conducted in 2000 suggested that student outcomes studies/analyses, and Lane was not quite ready to launch a capital evaluations of needs and services provided at the campaign. The Foundation has followed the unit/department level. The Lane Profile and the recommendations of this study by increasing its American College Testing (ACT) Student Opinion fundraising efforts and scholarships and survey, as well as other research data, are improving its connections to the philanthropic available on IRAP’s website. As with many areas community. The Foundation continues to build the in the college, there has been an expanding infrastructure to prepare for a capital campaign. number and variety of responsibilities placed on Timeliness, Collaboration and Open staff who are providing institutional research Communication services (1.B.6, see Standard 1). One of the features of the governance system’s Administrative and Staff Appointment design is to provide broad-based discussion for and Compensation decision-making based on a planning system that Policies, procedures and criteria for administrative is tied to the budget and operates on annual and and staff appointment, evaluation, retention, multi-year cycles. There is a built-in incentive to promotion, and/or termination are published, develop collaborative solutions to problems as accessible, and periodically reviewed (6.C.8). they arise, since if a decision needs to be made COPPS outlines procedures and policies for staff and the council cannot reach agreement, the appointment. COPPS outlines policies for authority for the decision reverts to the evaluation of administrators. The Management responsible administrator, who ensures the Employees Working Conditions document decision is made in a timely fashion (6.C.5). outlines policies for evaluation, retention,

171 Lane Community College — Standard 6 promotion and/or termination. The Employees • Since the college’s new systems require Working Conditions document is reviewed analysis and research data, workload concerns periodically and approved by the board. The in IRAP will need to be considered Faculty Evaluation Handbook, developed Improvement Plans: collaboratively by the LCCEA and the • Evaluation of the new governance system will administration, is available online and in division include appraisal of the impact of overlapping offices. roles on the clarity and effectiveness of the Administrators’ and staff’s salaries and benefits system. are adequate to attract and retain competent • Exit interviews will include discussions of personnel consistent with the college’s mission salary as data for Lane’s study of staff and goals (6.C.9). Compensation studies are retention. underway for faculty (4.A.4, see Standard 4) and • In revising its COPPS policies and procedures agreed to by classified staff. A compensation website, the college has collected documents study for managers was completed and approved that address responsibilities and ethical conduct by the board in 2001; those management salaries requirements of all staff in a single place. The that were not within the market range were President will announce this at Fall 2004 In- adjusted accordingly. The system, which is a pilot service. program, calls for market review every two years. • The college will continue to review workload A sub-committee is discussing plans for considerations when setting priorities for improvement. institutional research, and consider appropriate adjustments. Strengths: • Lane employs dedicated and talented administrators and managers who act Roles in Governance consistently within clearly defined policies and The roles of faculty, students, and classified staff procedures. in institutional governance, planning, budgeting • The Lane Foundation has advanced and policy development are made clear and public significantly in developing the infrastructure through the governance documents posted on the for capital campaign planning. college website (6.D; 6.E., 6.F ). (Lane has • There is a mechanism in the new governance included a “6.F — Classified Role in system to ensure timely decision-making. Governance” section to recognize the important • The Performance Evaluation of Management role of classified staff in Lane’s governance Employees has been evaluated and revised system and in the learning environment in substantially and implemented in the 2003-04 general.) The governance system maximizes academic year. participation and collects the best thinking of all, • Administrative and management salaries, and places authority at the appropriate level. It adjusted to align with market ranges, help recognizes that ultimately the board holds the ensure retention of competent staff. president and the administration accountable and Challenges: responsible. Within this framework, the goal of • The realms of governance and administration the system is to produce a process for timely and the roles of administrators as individuals decisions with clear rationale and transparency. and as members of ET may overlap; this may Role of Faculty necessitate clarification. College faculty have primary authority over • It is difficult to assess the impact of several areas of the college, including strategies compensation on retention for those who leave and methods of instruction and assessment; the college. innovation in the learning environment; • The college could improve the clarity and curriculum design; course and program communication of documents regarding requirements; faculty research; roles, expectations, administrative responsibilities. and interactions among teachers and students; and

172 Lane Community College — Standard 6 academic elements of student life. The methods with a unique perspective, insight, and sound and processes for faculty and instructional judgment that will help guide the decisions made department decision-making at the level of the in the governance process. individual course and program are well Role of Managers established, and not the subject of college-wide Managers have accountability, authority and governance except insofar as regulated by college responsibility to work with faculty, classified staff policy and external constraints such as state law and students to achieve the vision, mission, and accreditation. learning principles, strategic plan and goals of the The faculty, individually and collectively, also college. Managers are active partners in college participate as an active partner in decisions in decisions and are charged with executing and other areas of the college. Faculty Council implementing timely strategies that move the contributes to the quality of education at Lane by college forward. providing a campus-wide open forum for academic issues and policies in order for faculty Policy 6.1 Affirmative Action and to collaborate in governance. The Faculty Nondiscrimination Council also contributes by functioning as the The hiring process of the college ensures that the deliberative faculty representative group on selection of candidates is based solely on their academic matters. Faculty participation also qualities and aptitudes as they pertain to the occurs through collective bargaining processes requirements of the position with due regard for and in discipline, department, division, and affirmative action. Lane employs an affirmative college-wide governance structures. action officer who is involved with the hiring process for every position. The college has Role of Students developed in the last ten years beyond a The governance system provides for active compliance mentality with respect to EEO/AA, and participation of student representatives. Students has attempted to find creative ways to recruit and provide valuable insight and perspective to retain diverse staff. Lane has had some success in community needs and contribute to the college’s this area, although the results of its efforts are still collective wisdom. Students are in a unique inconclusive, and the processes themselves require position to speak to diversity by virtue of their time and other resources (4.A.4, see Standard 4). varied constituency. As recipients of college services, they provide insight about the college’s IRAP has tracked Lane’s progress with institutional effectiveness and quality. Affirmative Action. In 1995, employees of color Incorporating students into the college’s decision- at Lane were as follows: 25 Faculty (5.0 percent); making processes promotes greater student 29 Classified Staff (6.9 percent); and two involvement in the life of the college and prepares Managers (2.9 percent), for a total of 56 them for community stewardship. employees of color or 5.7 percent of all employees. In Fall 2003, 96 people of color were Role of Classified Staff employed by the college, or 9.8 percent of all The primary responsibility of classified staff is to employees: 45 faculty (9.1 percent); 43 Classified carry out the mission, vision, learning principles, Staff (9.8 percent) and eight Managers (16.0 and core values of the college by supporting percent). This is a significant improvement. students, faculty, administrators and managers. Gender is also a protected class, and Lane has a Classified staff members participate in the strong record of hiring and promoting women; governance system as stakeholders and because of women fill some of the highest administrative their expertise in operational, instructional, positions at the college: the president, vice student services, and technical areas. Classified president, two associate vice presidents, and the staff have extensive knowledge of student needs, executive assistant are women. college processes and procedures, as well as professional standards and practices. Classified staff members provide the college community

173 Lane Community College — Standard 6

Processes in Place The Diversity Team monitors diversity initiatives The college continues to improve its Affirmative on campus and acts as a resource for diversity Action practices. The Hiring Processes Team is a expertise for the college. Action Team representative committee including members from Committees, acting in collaboration with the Human Resources; their charge is to improve Diversity Team, provide the mechanism to hiring practices to help the college meet its monitor the progress of action items listed in the staffing goals, including increasing diversity Diversity Plan. among staff. The team has been engaged in Other examples of initiatives to support Lane’s qualitative discussions aimed at enhancing and focus on diversity include the Rites of Passage improving the college’s hiring processes and Summer Academies; the Lane to Your Future outcomes regarding EEO/AA and diversity. The visitation program for high school students from team made a strong recommendation to evaluate diverse communities to visit Lane Community and improve hiring process marketing efforts College. The program provides small groups with through a variety of means. The team produced a an in-depth look into Lane and motivates students Survey and Recommendations Report with a to pursue higher education. Staff actively focus on improving practices. The report was participate in the Interagency Diversity and Equity reviewed by College Council in Fall of 2003. Coalition and on the Oregon Diversity Institute Most recommendations have been implemented; a Board of Directors. training committee continues ongoing implementation work. The following diversity trainings are offered regularly: In addition to the Hiring Process Team, the collectively bargained faculty contract created the • Diversity Conversations framework for a Committee to Focus Efforts to • Harassment & Discrimination Create and Maintain a Diverse Faculty, which is • Understanding Diversity currently in the process of completing a charter • Racism Free Zone which will guide its work. Employment Non- • Winning Balance (Respectful Work Discrimination requirements are currently ensured Environment) through several quality control and assurance steps: • AA/Non-Discrimination Information. 1. Each job posting’s language is reviewed for The Affirmative Action Plans (AAP) have been compliance with EEO/AA standards. authored and implemented during the last three 2. Search committees’ established education and years. The 2003-04 AAP will soon be posted on experience equivalencies are reviewed, as are the college’s webpage. paper-screening criteria, interview questions, A study was completed on the impact on competency tests/teaching demonstration recruitment of advertising in minority scenarios, and reference check questions. publications. The results showed little impact, 3. Applicant pools are reviewed. which suggests that other methods of recruitment 4. Recommended interview pool is reviewed. will need consideration. Diversity is one of Lane’s core values; thus Policy 6.2 Collective Bargaining diversity is a consideration in all of the college’s The LCCEA provided a statement on the impact planning and resource allocation considerations. of collective bargaining on the college in which it Following recommendations of Western Interstate concludes that collective bargaining has had a Commission on Higher Education (WICHE), Lane comprehensively positive impact on the life of the staff, students, and community members created college. Included in its statement are promotion of the first Diversity Plan for Lane in 1995 (1.B.4, excellence in instruction and instructional support; See Standard 1); this was updated in 2003. Lane participating in the creation of the college’s shared also employs a diversity coordinator, and hired a governance system; negotiating and providing faculty member whose responsibilities include leadership for the Strategic Learning Initiative, acting as a resource for curriculum infusion of with numerous benefits to the college, including diversity and cultural competency.

174 Lane Community College — Standard 6 helping Lane become a Vanguard Learning College. The LCCEF agreed in principle to the statement of the LCCEA. The Classified Council also provided analysis of the effects of collective bargaining on the quality and effectiveness of the institution. Some issues were raised concerning the use of part-time employees; professional development issues; and fair representation in the governance councils. Complete statements from these groups are available in the Exhibit Room. The administration sees collective bargaining agreements as a framework that organizes work conditions and expectations, the operational aspects of the workplace. Further, it can contribute to the building of shared vision and changed organizational culture. The administration believes that collective bargaining is at its heart a balancing of competing needs and interests by persons who share a committment to, and dependence on, the success of the institution, thereby creating a healthy and productive environment. Strengths: • The college is developing collegiality, clarity and inclusiveness in governance. • The college had made significant strides in its efforts to recruit a diverse staff and meet its Affirmative Action goals. • Collective bargaining has had positive effects upon institutional effectiveness. Challenges: • The transience of students is in conflict with need for sustained attention on long-term governance projects. • There is room for improvement at the college on recruitment and retention of diverse faculty, administration and managers, and classified staff. • Lengthy bargaining over the years, while essential, has distracted the college from other important work. Improvement Plans: • College will consider issues of continuity and training when welcoming students to the governance system. • The college continues to make improvements to its recruitment and retention efforts.

175 Lane Community College — Standard 6

176 Lane Community College — Standard 7

STANDARD SEVEN

Finance

Introduction formula, while the college grew at 4-5 percent, the funding did not keep up with the growth. To Several major changes at the college in the past accommodate this, the college made budget ten years have affected the Finance Department: reductions each year from 1995-2001, with one 1. Major budget cuts and a change in the funding exception. formula for higher education in Oregon; Recognizing the need to cut its budget while 2. The $42.8 million Bond Levy for the preserving as many offerings as possible, the Millenium2 construction project; college depleted reserves and maintenance 3. Lane’s Administrative Systems Renewal expenses during these years. However, in 2001, (LASR) project; when the American economy went into recession 4. The new governance system, including a after the financial markets’ decline in 2001, Lane representative Finance Council. was further adversely affected by the state’s 1. Budget Cuts and the New Financial inability to sustain funding levels. Statewide Picture budget cuts of $45 million over two years forced In the past ten years, Lane has confronted fiscal Lane to bear $2.2 million in cuts, and an challenges unique in its history. The economic unanticipated $3 million public pension liability environment is much more volatile as compared when the markets rapidly declined. Following six to the 1990s, when property taxes provided previous years of cutting, these cuts and liabilities 41 percent of college revenue as compared to had a serious effect. 17 percent in FY 04. As a result of Ballot Implicitly, the citizens of Oregon have Measures 5, 47, and 50, significant funding for the demonstrated unwillingness in recent years to college was transferred to the state. The support 75 percent of the cost of a community distribution of state funds through the funding college education. Through ballot measures and formula required Lane to grow relative to other state budgeting, voters and legislators have left it state colleges; in 1995, because of this funding up to colleges like Lane to keep their doors open

177

Lane Community College — Standard 7

$70 s t n e

d $60 i s e R

n $50 o g e r $40 O r o f t i $30 d e r C

r $20 e p n o i

t $10 i u T $0 1996-97 1997-98 1998-99 1999-00 2000-01 2001-02 2002-03 2003-04 Figure 7-1: Tuition Rates 1996-present. (Source: Profile of Lane Community College).

using other means. One effect has been tuition The proposed total General Fund budget for 2003- increases: the college has gone from being the 04 was $70,623,034, which was a 1.4 percent second lowest in tuition in 2001 to the fifth increase over the 2002-03 adopted budget. highest in 2004. Still, Lane maintains affordability However, total budgeted operating revenues (total relative to other two- and four-year public and Resources minus the Beginning Fund Balance) for private institutions. 2003-04 were 1.5 percent less than operating revenues for the 2002-03 adopted budget. Since tuition is the only resource over which the college has control to maintain its comprehensive Lane has sought the proper balance between offerings, tuition increases have been the only student affordability and accessibility to quality alternative to program cuts. For FY 03, Lane’s instructional programs and services. The Board of Education approved a $10 per credit Executive Team decided that further significant tuition increase, plus another $1 per credit of cuts to instructional programs would compromise tuition to replace miscellaneous instructional fees student accessibility to comprehensive offerings, that are less than $10 per class. In addition, the and rejected a strategy of watering down quality. board approved a $3 per-credit technology fee, On April 28, 2003, the Lane Board of Education $1.50 of which was a replacement for the then- approved a $14 per credit tuition increase for current technology-user fee. Figure 7-1 illustrates FY 04. The board also approved a pilot the increases in tuition from 1996-present. differential pricing program for several Professional/Technical programs and most The recommended budget expenditures for 2002- Physical Education classes. The recommended 03 included a $9,820,278 decrease in basic budget expenditures included a nearly $2-million operating expenditures (Personal Services, decrease in basic General Fund operating Materials & Services, and Capital Outlay). This expenditures, including $1,471,000 in program decrease included approximately $5 million in and service reductions. program and service reductions. The goal of the Executive Team in recommending a budget with a These years of cuts, while painful, have put Lane large tuition increase and large reductions in in a more stable financial position for 2004-05. At General Fund support of programs and services the same time, it is recognized that the next was to bring the college to financial stability in biennium will likely bring revenue shortfalls once the ensuing fiscal year. again.

178 Lane Community College — Standard 7

Additionally, the tuition increases and expenditure time, as staff worked to oversee this huge project reductions of the past two years have brought over a decade, including its accounting areas and problems of their own that must be addressed: debt oversight. • the erosion of affordability for some students; 3. Lane’s Administrative Systems • a decline in the capacity of the college to serve Renewal (LASR) Project students both in the number of classes offered Since 2001, college financial officers have been and in direct student services; working on LASR, a $4.8 million campus • significant increases in workload for college conversion from Lane’s previous administrative staff. software to Banner. Lane moved to Banner for The proposed 2004-05 budget reflects a three- two reasons. First, support for the college’s old pronged strategy to address these problems: mainframe computer was terminated, making it additional allocation of recurring funds only to the impossible to get parts to make repairs should the most critical strategic needs; investments in one- mainframe break down. In addition, the previous time resources from Ending Fund Balance to software did not allow staff and students to strengthen some programs/services or fund transact business over the Internet, a direction projects that will save money on a recurring basis; Lane wanted to pursue. and establishment of a “financial stabilization During LASR implementation, Lane held campus- reserve.” wide meetings each month to keep staff apprised The total General Fund budget for Fiscal Year of progress and to provide training opportunities 2004-05 is $79,232,500, an 11.6 percent increase for transition from the old system to the new. over the 2003-04 adopted budget. (Most of the Banner enables staff and students to transact increase is due to tuition-based classes moved business in a digital environment. The college is from a Special Revenue fund and a higher currently in Phase III implementation. While the beginning fund balance.) Moreover, the long-term investment in time and money will administration recommended no major eventually provide the college with efficient and expenditure reductions and only a $1.50 per credit integrated administrative systems, including the inflationary adjustment in tuition as called for by finance area, the learning curve has been steep Board Policy D.110. The budget also extends and its impact on workload has been felt in differential pricing to a second year. Finally, it Finance. should be noted that legislation passed in 2003 to 4. New Finance Council reform Oregon Public Employees Retirement The budget planning and allocation process has System is before the Oregon Supreme Court, and undergone evolutionary change as a result of should the court overturn some or all of the college-wide assessment over the last ten years. reform legislation, the college may need to pay Many events have contributed to the college’s higher PERS costs. The college’s special PERS developing a more participatory process of budget reserve is budgeted at approximately one-half the development: a shift in the college culture; the savings realized by the college as a result of the hiring of a new president; and severe budget cuts reform legislation. in 2001-03, with concurrent concerns about 2. The $42.8 Bond Levy representation in budget policy discussions. The The Millenium2 Bond Construction Project principle of broad participation was first affected the financial picture at Lane in several embodied in the Budget Advisory Group (BAG) ways. During the planning and design phase of the and the Criteria Application Work Group Bond Project, $42,770,000 in General Obligation (CAWG). This principle has been more fully Bonds issued in 1995 was invested while Lane articulated in the current charter of the Finance developed plans; this investment eventually Council within the new governance structure (see accrued into more total building funds, which Standard 6). proved essential to the final picture. Workload in The purpose of the broadly representative Finance College Finance was directly affected during this Council is to:

179 Lane Community College — Standard 7

• develop college-wide financial and budget statements and delegated appropriate authority to policies; the president to implement those policies. • update the Long-Range Financial Plan; In the last decade, local control has eroded • evaluate the financial performance of the somewhat for two reasons. First, the passage by college; voters of a constitutional limitation on property • evaluate and assess the results of policies, taxes forces a much greater reliance by local planning and the annual budget process; community colleges on state appropriations. • recommend changes as necessary. Second, the recent recession of the state economy The Accreditation Self-Study has also impacted has reduced state revenues. While voter Finance. Many suggestions from the Standard 7 limitations on property taxes curtail Lane’s ability Team have been followed up on. Progress made to raise local funds, the state’s revenue problems on these recommendations is summarized in a may lead the state Legislature toward a “micro- table in the Exhibit Room. management” of community colleges. For example, a Special Session in 2002 passed Financial Planning legislation to retract state aid and appropriations for “Self-Improvement” classes. This action While ensuring the proper stewardship of public departed from the past practice of local control. funds by setting appropriate limits, Oregon law and state practices grant a high degree of financial Budget Committee Makeup autonomy to local community colleges (7.A.1). The vice president for college operations is The State Board of Education maintains the responsible for operating procedures to implement responsibility to make requests for legislative policy. Previous budgeting groups have linked appropriations and establishes the standards for budget policy to maintaining long-term viability the distribution of funds appropriated for and helping the college fulfill its comprehensive community colleges. In practice, the State Board mission. The work of the Finance Council will works with community colleges through the continue to ensure that financial planning and Commissioner for Community Colleges and budgeting at Lane support the mission and goals Workforce Development to cooperatively of the college. recommend budget requests and distribution of By statute, a budget committee comprised of appropriations. Moreover, Oregon law authorizes county citizens and the board reviews and Lane’s board (as well as the board of each state approves the college budget. All processes comply community college) to manage financial resources with Oregon Revised Statutes pertaining to according to local needs. As a result, once state budgets and public funds. Lane’s efforts over the funds are distributed through the approved past few years to “right size” itself for future funding formula, Lane’s board has control over financial stability have proven successful. Despite budgeting and spending of these funds in the recent challenges represented by state budget district’s best interests. Appendix C includes the shortfalls, Lane maintains adequate financial current funds revenue in Table 1 and current funds resources to support the scope of its programs and expenditure in Table 2. services as defined by the college’s vision, Tax Support for the College mission, and core values. Oregon law also empowers Lane’s board to levy The college’s financial management system property taxes on district residents within the ensures financial integrity, and in this regard the constraints of constitutional limitations on annual independent audits have proven exemplary. property taxes, and grants the board authority to Lane recently hired an internal controls incur bonded indebtedness within prescribed accountant to enhance and strengthen the college’s limits. Lane’s board policy delegates financial internal oversight process. The implementation of authority to the college’s president, within specific Banner augments the security and integrity of policy limitations. Within the limits of state law, budget processes and the data upon which they Lane’s board has established financial policy rely.

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The Lane Community College Foundation services; rising costs of health care; PERS oversees fundraising and development for the uncertainties; rising energy costs; deferred college. Incorporated in 1971, the Foundation maintenance needs; under-funding of equipment provides individuals, corporations, foundations replacement. The plan calls for the college to and groups with opportunities to support the address these issues through the strategic plan. educational programs of the college. Governed by The plan calls for the college to achieve and a twenty-four member Board of Trustees, the sustain financial stability by: Foundation is a 501(c)(3) organization. All gifts to a. Balancing General Fund budget; the Foundation qualify for the maximum b. Stabilizing tuition rates; allowable deduction under the law. c. Building a financial stabilization fund; Budget and Strategic Planning d. Building capital reserves. Since 2001, Lane’s budget development principles This plan will be reviewed by the Finance Council and criteria have explicitly tied in with the in Fall 2004. college’s strategic plan (7.A.2). These principles The Banner information system provides an and criteria guide and shape the college’s three- opportunity to produce financial data to support year budget projections. In December 2000, with long-term financial planning. The system’s board approval, the Executive Team (ET) adopted current-year and prior-year financial information a set of financial strategies developed by the can be downloaded directly into Excel or Access Budget Advisory Group (BAG), whose and the information can be sorted and summed membership includes students, faculty, staff, and however a staff member wants. Once data are administrators. The Facilities Management Team’s sorted with historical information, staff can use priority list of capital improvement projects, major Excel’s or Access’s financial analytic functions to maintenance plans and schedules, and the Capital look for trends or make projections. The college is Assets Replacement Forecast (CARF) also beginning to explore how the data warehouse and contribute to shaping Lane’s budget. Each of these Oracle Discoverer can also be used to perform the documents align priorities with the college’s same tasks. The college has purchased a data mission and goals. warehousing system to support this activity. Building on the Budget Principles and Criteria Resource Allocation and the work of the Criteria Application Work The adopted budget for Fiscal Year 2003-04 Group (CAWG) since 2000, the new Finance included an additional $500,000 annual allocation Council will continue to closely align its planning for equipment replacement and major facilities with the college’s strategic plan and goals. The maintenance; this amount has increased to major update of Lane’s Strategic Plan has $700,000 for 2004-05; the Draft Long-Range provided important guidance for financial Financial Plan calls for building an equipment planning. In the new governance structure, the reserve fund until it reaches a $400,000 annual system of planning will tightly align with the level where regularly scheduled equipment system of resource allocation. replacement and major maintenance can take Long-Range Planning place and there are enough funds to make The 2004-08 Strategic Plan explicitly provides the significant progress each year on the backlog in framework for the Draft Long-Range Financial these two areas. Plan. The draft plan was developed by the Budget Resources for capital needs had been diverted to Office, based in large part on the policy work and general operating uses because of state revenue recommendations of the BAG. The BAG problems. The college has made a commitment to reviewed the draft over several meetings, making integrating long-range and short-term planning changes to it and suggesting improvements The and planning for contingencies. While the college Plan devotes a section to future issues such as faces some deficits in 2006-07, it is hoped that state revenue uncertainties; tuition rates; building adjustments made in the recent past and a sustainable ending fund balance; labor-intensive improvements in the current system will help the

181 Lane Community College — Standard 7 college successfully weather those challenges Debt Authority and Limits without significant disruption. Debt for capital outlay purposes is periodically Open Budget Approval Process reviewed, carefully controlled, and justified, so as not to create an unreasonable drain on resources The college adheres to Oregon state law, which for educational purposes. Board policy C.040, requires budget approval and adoption to be an which was just revised, guides the use and limit of open, public process. Lane publishes an annual debt (7.A.4). budget, which is distributed to appropriate constituencies; the policies, guidelines, and Board Policy E.100 defines the responsibility and processes for developing the budget are clearly authority for borrowing; a limit to debt is set by defined and followed. When necessary, budget policy such that the college must “maintain a revisions are made promptly and these changes balanced relationship between debt service are distributed appropriately (7.A.3). requirements and current operating needs.” Annual financial statements include balance The Budget Development Calendar is posted on sheets that clearly state the college’s capital debt. the Lane website. The college distributes copies of Lane has a clear and stable plan for retiring the budget document to the State of Oregon (in current debt, which includes approximately $43 accordance with the law), the Budget Committee, million in voter-approved general obligation the presidents of the two unions, the president of bonds that will be retired in 2009, and a $2 Associated Students of Lane Community College million bank loan that will be retired in 2012. (ASLCC), and every department of the college. Additionally, the college sold $52 million in Copies are available to the public at the Library, taxable pension bonds in May 2003 to pay off in the Budget Office, at the Downtown Center, 75 percent of the college’s PERS unfunded and at the centers in Florence and Cottage Grove. actuarial liability. Debt service covers 25 years. The college keeps copies of the annual budget The board has recently reviewed and clarified its document for all years from the inception of the policies on debt limits and the rationale for college on file in the Budget Office and in the borrowing Library. Beginning in 2003-04, the budget document is also available on the college website. Strengths: • Lane’s budget development process is Budget Assumptions used to make revenue and increasingly open and representative. All expenditure projections are adopted annually by budget documents are available on the website the board and posted on the budget development for public scrutiny. The college makes efforts to website, as are the budget policies, guidelines, educate all constituencies on the budget criteria and process. Frequent memos from the process. president and special meetings help facilitate • The Draft Long-Range financial plan is tightly communication about budget development issues linked to the goals of the Strategic Plan with students and employees throughout the year. • When fully implemented, Banner will support Transfer resolutions, approved by the District long-range financial planning. Board, are required by law to move budget • Lane’s capital debt level compared to total authority between funds and sub-funds. These are budget is relatively low and is within the done at regular intervals throughout the fiscal guidelines set by law and policy. year. The college passed supplemental budgets in 2001-02 and 2002-03. The Lane Board approved Challenges: them in accordance with Oregon Local Budget • Because community colleges fall under the Law, which requires prior public notice and State Board of Education, community college approval by resolution at a public board meeting. budget issues can get lost in competition with K-12 concerns.

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• Economic downturns in the Oregon economy Adequacy of Financial Resources have made strategic financial planning for three to five years a difficult task. Due to the state’s Lane seeks and utilizes various sources of funds shift away from localized property taxes as a adequate to support its programs and services. source of funding education, just under half of Lane’s mission, goals, and priorities are reflected Lane’s annual General Fund revenue arrives in in allocation of these resources (7.B.1). the form of state aid. There are five major categories of revenue to the • For the college to make progress, the board college: must remain committed to long-range contingency funding/reserves even during • State and federal difficult fiscal times. • Property taxes • The complexities of public funding (property • Tuition taxes and state aid) and the size of the college • Instructional fees make it difficult for employees, students, board • Other revenue members, and district citizens to truly The state allocation to community colleges has understand Lane’s budget in detail. declined in the last two years and the tuition has • The Long-Range Financial Plan needs to increased during the same period (see include consideration of appropriate use of Introduction). Figure 7-2 traces the level of borrowing to further college goals. funding in these categories over the last nine Improvement Plans: years. • Since changes to the levels of local financial The college has made significant efforts to autonomy are almost exclusively the purview diversify revenue sources, including growth in the of the state Legislature, the college is working Foundation, increases in grant funding, and to form appropriate alliances to educate growth in the number of contracts with local legislators of the impact of their decisions on partners in business and industry. Lane’s annual community college students. financial reports show the variety of revenue • The board has adopted Policy E.050, Capital sources to the college General Fund and other Reserve Funds, which requires that Lane utilize funds. Foundation data show increases in the reserve funds to adequately maintain and repair sources of donations to the college and increases college facilities according to the Major in the dollar amounts of donations. Maintenance Schedule. The Draft Long Range Adequate resources are available to meet debt Financial Plan includes allocation plans for service requirements of short-term and long-term facilities renovation, remodeling and major indebtedness without adversely affecting program maintenance essential to maintaining a high- quality. Three years’ history of the amount quality learning environment. borrowed for capital outlay and operating funds is • The administration will work with the board to maintained. A five-year projection of future debt ensure effective communication of long-term repayments is maintained (7.B.2). Annual and short-term budgeting needs. financial statements contain realistic projections • Lane will develop training modules for of future debt repayments for the life of each debt. students, employees and board members, that Such repayment does not impede the college’s will help individuals in each group to better fulfillment of its mission and goals. Past annual understand Lane’s budget and the materials financial statements present the history for available on the budget development website. amounts borrowed by the college. • The Finance Council will work with College Council to consider how borrowing enhances Despite reductions in the state budget, the college Lane’s ability to meet its strategic goals. projects financial stability such that projections for fiscal years 2005 and 2006 indicate no reduction in staff or programs during these two

183 Lane Community College — Standard 7

State Revenue and Tuition $35

$30

$25

$20

$15 Millions

$10

$- FY96 FY97 FY98 FY99 FY00 FY01 FY02 FY03 FY04 State Tuition Figure 7-2: Revenue Sources of Lane Community College (Source: Draft Long-Range Financial Plan).

years (7.B.3). Achieving financial stability is a acceptable level. In January 2004, the board Strategic Direction of the college for 2004-08. approved policies that define a balanced budget in Newly adopted Strategic Directions for the specific operational terms and require a plan for college include fiscal stability as a primary focus regaining financial stability when the ending fund for the next three years (7.A.2). balance is lower than the limits set by policy. The college will implement this policy both in its The Draft Long-Range Financial Plan, which is Strategic Plan and its Long-Range Financial strategically guided, includes several steps to Plans. achieve and sustain financial stability, including the following: Transfers and Interfund Borrowing 1. Balance the General Fund budget. Transfers among major funds and interfund 2. Stabilize tuition rates. borrowing are legal and guided by clearly stated 3. Build financial stabilization fund. policies in accordance with prudent financial 4. Build capital reserves. planning and control (7.B.4). The college adheres to Oregon Revised Statutes (ORS) policies on Since fiscal year 2002, the college’s interfund transfers and borrowing. ORS 294.361 administration has provided an analysis of the sets legal guidelines for interfund borrowing and annual audit of the financial statement with regard transfers (7.A.1). The record of budget transfers to the financial stability of the college. Despite has been consistent with college financial policies having operating deficits in recent years due to and practices. On January 14, 2004, the Lane reductions in state funding, the ending fund Board approved policy E.080 which addresses balance in the General Fund remains at an interfund borrowing.

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Program Resources and Financial Aid threatened the programs. The board approved a Lane allocates adequate financial resources for the second pilot year for this program and will support of all of its offerings, including continue to assess its effect on enrollment. specialized occupational, technical and Lane identifies the sources of student financial aid professional programs (7.B.5). Historically, the for current enrollments and provides evidence of college has allocated a substantially larger portion planning for future financial aid in light of of revenue to instruction and student services projected enrollments. It monitors and controls the compared to the Oregon community college relationship between unfunded financial student average as seen in Figure 7-3. While instruction aid and tuition revenues (7.B.6). The structure, and student services allocations were high, college rules and logic of financial aid are utilized to help support was lower than the average for the plan for future student usage of financial aid. For Oregon community colleges (Figure 7-3). example, the Financial Aid Office maintains a However, in 2002-2003, instructional allocation at ‘Year End Plan’ for Federal Financial Aid, an Lane dropped lower than the average for Oregon ‘Overcommitment’ report based on the ‘Year End community colleges, while college support Plan,’ and tracks proposed tuition increases continued to remain lower and student services throughout the budget calendar and enters any continued to remain higher than the average for changes into Banner’s Financial Aid packaging Oregon community colleges (Figure 7-4). module. Banner provides excellent tools to Funding from the state has been inadequate to analyze and monitor student financial aid keep up with rising costs of programs. The failure programs. Because Banner software is widely of state aid since 2000 to increase sufficiently to used in educational institutions, Banner keeps cover Lane’s increasing operating costs has their programs updated for the latest changes in resulted in a 75 percent increase in tuition from federal aid regulations. 1999, when tuition was $36 per credit, to 2004, Lane maintains current financial aid methods and when it rose to $63 per credit. Recently, the procedures by keeping in touch with financial aid college has piloted a differential pricing schedule administrators throughout the region and the for some higher-cost professional technical country. The college holds memberships in the programs as a response to budget cuts that

02 70%

60% es 2001- ur t 50%

40%

30% Fund Expendi al 20%

Gener 10% of ent

c 0%

Per Instruction Instructional Student Services Community College Support Plant Operations Support Services & Maintenance

Oregon CC Average Lane

Figure 7-3: Lane Operating Expenditures by Category (Source: Oregon Department of Community College and Workforce Development 2001-2002 Profile).

185 Lane Community College — Standard 7

03 60%

50% es 2002- ur t 40%

30% Fund Expendi

al 20%

Gener 10% of ent c 0% Per Instruction Instructional Student Services Community College Support Plant Operations Support Services & Maintenance

Oregon CC Average Lane Figure 7-4: Lane Operating Expenditures by Category (Source: Oregon Department of Community College and Workforce Development 2002-2003 Profile).

Oregon State Community College Directors projections show revenue shortfalls beginning Group, the Oregon Association of Student with the 2005-07 Biennium. With this projection Financial Aid Administrators, the Western in mind, the adopted FY 05 budget allocated Association of Financial Aid Administrators and $500,000 toward the financial stability fund. A the National Association of Financial Aid history of General Fund ending fund balances is Administrators to help identify new sources of in the past five years’ annual financial reports student financial aid. available in the Exhibit Room. Board policy A.040.4 limits expenditures in any fiscal year to Reserves conservatively projected resources for that period Lane is building adequate financial reserves to (see also A.040.6, and A.050). Board financial meet fluctuations in operating revenue, expenses policies regarding Financial Stabilization, Reserve and debt service (7.B.7). While there was no Funds, Ending Fund Balance, and Balanced explicit policy concerning reserves in place in Budget guide the college’s policies for reserves. 1994 during the previous self-study, through sound financial management, the college had Auxiliary Enterprises healthy reserves in the form of a large ending fund The college understands the financial relationship balance and some capital reserves, with some between its educational and general operations fluctuations. Since 1999, when finances tightened and its auxiliary enterprises and their respective due to increased costs and state budget cuts, the contributions to the overall operations of the reserves were spent down in order to continue to college. Auxiliary enterprise income balances offer programs and support operations. When it education and general operations (7.B.8). The became clearer that the temporary lean times college requires that Auxiliary units (“Enterprise would extend into the foreseeable future, it also Zones”—the Bookstore, Food Services, Printing became clear that the college needed a policy to & Graphics, Hospitality & Conference Services) build reserves even in lean times. operate without direct financial support from the General Fund. After an assessment of its prior Board Policy E.040 provides the ability to policy of requiring an 8 percent budget establish a financial stabilization fund in contribution to the college, the board directed anticipation of revenue shortfalls. Current Operations to develop appropriate methods of

186 Lane Community College — Standard 7 generating a budgeted level of revenue to the • The college gives out more financial aid to General fund from the Enterprise Zone Units. The students than any other community college in Bookstore, Printing and Graphics, Laundry, and, Oregon. in the future, the Conference and Hospitality • The new Banner system is an important Services and Food Services now contribute tracking tool for financial aid. 50 percent of their carryover to the General Fund • Good fiscal management and reserves helped in recognition of overhead costs; these units pay Lane weather recent budget cuts better than it for custodial work in their own areas. An analysis otherwise would have. demonstrated that this 50 percent carryover was a • The college has recognized the need for a realistic way to replace the 8 percent of budget policy to guide build-back reserves after an previously charged, while allowing for an extended period of state cuts led to spending occasional bad year. down reserves. • Lane’s Enterprise Zones serve important If an Enterprise Zone’s income revenue does not recognized functions at the college and do not meet or exceed its expenditures, the vice president place an unnecessary burden on the General for operations, the budget office, or the Budget Fund budget. These units have contributed Committee may approve transfers from the positively to the college financially and also to General Fund to the other fund. In the past, the students. college has had to support some functions, such as Food Services, because of the narrow margin Challenges: under which they operate, and their important • Since Fiscal Year 1998, General Fund support function. However, Food Services are expenditures have exceeded revenues in all but much healthier than they were ten years ago, one fiscal year. ending each year generally in the black, and • Significant decreases in public funding for contributing small amounts of carryover. The education put increasing pressure on the college is working hard to make auxiliary units college to develop other revenue sources. and the general fund relationship much more • Locating alternative means of funding takes explicit to all staff, and to clarify expectations on time and energy away from the central mission both sides. of the college. • Decreases in state funding compelled Lane to Strengths: increase tuition in fiscal years 2003 and 2004 • Lane’s diversity of revenue sources was noted as well as to initiate a differential fee for in its new Standard and Poor’s Bond Rating certain professional technical programs. Report. • State revenues in the early 2000s have been • In the face of state and national economic volatile and unreliable. Since state aid has been pressures, the college has taken steps in just under 50 percent of the college’s total strategic and the financial planning to achieve General Fund revenues, this situation has made stability and maintain quality. long-term financial planning extremely • Financial projections for fiscal years 2005 and difficult. 2006 indicate that no reduction in staff or • Campus staff are encountering a learning curve programs will be necessary during these two with the implementation of Banner’s Finance years. reporting systems. • Lane’s five-year history of program reductions • College reserves are at an all-time low when it and additions shows that the college adjusts its is facing future projections of inadequate programs as needed. revenue. • The college has maintained its emphasis on • Not all staff fully understand the relationship quality in its allocation of resources and has between the General Fund and the Enterprise maintained its comprehensive mission in the Zones. face of state cuts.

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Improvement Plans: Available in the Exhibit Room are several • The Financial Plan calls for a balanced General documents related to reporting, including: Fund budget. • Board policies A.040 - Financial Planning and • The Foundation has improved its fundraising Budgeting; A.050 - Financial Condition and activities and is developing an infrastructure for Activities and A.070 - Asset Protection (7.A.1). a capital campaign. • Quarterly financial reports to the board • The college plans to stabilize tuition increases, • Annual financial report with administration’s and will continue to make efforts to find or analysis award financial aid to all students who need it • Annual monitoring reports on board policies to help offset the impact of tuition increases. (Executive Directions) • The Foundation has increased its scholarships and continues to place a high priority on Other kinds of internal reporting at the college building scholarship funds. have been improved through the LASR project. • Lane continues to seek ways of balancing Banner Implementation presented some early current pressures with long-term needs in both challenges in reporting, but has since provided an instructional and facilities/operations areas. enhanced reporting function. College Finance at • The Lane Board will commit to financial and first encountered difficulty generating accurate budget decisions that are driven by sound long- financial reporting information during the first term fiscal policies. year of implementation of the Banner financial • The college is committed to using the full module in 2002-03; this problem was not repeated potential of Banner and will continue to work during the second year. on facilitating staff transition to the new The college began implementing Banner’s system. The college will implement Lane’s Financial Data Warehouse in May 2004, which investment in SCT’s Financial Aid Datamart as greatly improves the reporting function. Individual another tool for better reports and statistical administrative assistants can customize reports to analysis. their specifications, querying a static database by • The college has committed to building the Banner tool, which takes a nightly “picture” of adequate reserves. The Finance Council will the current record. This tool provides a more also take up this issue. efficient interaction with the database while also • The Enterprise Zone staff, in conjunction with safeguarding against slowing down the entire the Executive Team, is developing system with live data queries. understanding of the financial commitment of the college to Enterprise Zone units and the The vice president for college operations has financial responsibilities of Enterprise Zone overall responsibility for financial functions, and units. reports directly to the college president. Business functions are well organized and are effectively Financial Management overseen by the budget analyst, who develops future budgets under Executive Team (ET) The president reports regularly to the board about guidance (7.C.2). Managers and classified the financial adequacy and stability of the college financial staff possess considerable experience in (7.C.1). Lane’s board policies provide direction monitoring and processing and college financial for reporting and monitoring financial conditions transactions, ranging from to two to sixteen years. of the college. Administrative reporting to the The college Finance Department collaborates with board has been consistent and timely. The college Student Services in operation of the “one-stop” has established an “internal controls” function in Students First! Center to more efficiently and the budget for FY 04. The college recently effectively serve students. purchased a high-performance data warehousing application to help process more frequent and useful financial reporting.

188 Lane Community College — Standard 7

Control of Expenditures, Income, and require College Finance to seek investment safety Financial Aid ahead of revenue generation, and diversification Expenditures and income from all sources are of investments to minimize risk. Policy requires fully controlled by the college, as is the College Finance to document its daily investment administration of scholarships, grants in aid, practices, which provides a good “audit trail” and loans, and student employment (7.C.3). Lane’s ensures that board policy will be followed. vice presidents monitor and control expenditures Principles of Accounting in their areas, including individual departmental Lane’s accounting system follows generally areas. Additionally, departmental managers accepted principles of accounting (7.C.5). For monitor and control expenditures within their own more than ten years, Lane has garnered clean departments. The college uses comprehensive reports by independent auditors on its Financial financial projections for planning and budgeting, Statements. Unqualified audit opinions on GAAP- taking into account all revenue sources and all compliant financial statements enable Lane to types of expenditures. maintain high credit ratings when it must borrow In conjunction with Lane’s vision, mission, core money to continue to fulfill its mission. values, the Strategic Plan, and Budget Principles SCT Banner enterprise software is designed to be and Criteria, ET uses financial projections to in compliance with generally accepted accounting make the final planning decisions for each principles, GFOA Certificate standards, and ensuing year’s budget. Financial aid revenue and NACUBO reporting standards. The Banner expenditures are processed through Lane’s regular system empowers all stakeholders to view the finance system; Financial Aid is included in the college’s financial records directly. Banner A-133 audit Fiscal Operations Report, and empowers departments to generate their own Application to Participate (FISAP) reports to the transactions (e.g., budget changes, purchase Department of Education are available in College orders), reducing reliance on centralized finance Finance. functions. The college invites and involves all stakeholders Auditing Firm and Reports in the budget planning process. Prior to the new Lane has a locally-elected board that must be governance system, Lane had used mechanisms responsive to the district’s financial needs to such as the Budget Advisory Group, the CAWG, fulfill its mission, instead of a “state-wide Managers’ Council, Faculty Council, Classified system.” The board appoints auditors and receives Council, and Student Government to gather input auditing reports (7.C.6). into the budgeting process. The unit planning process has also begun to develop a system Under the old Governmental Accounting through which departments may collaboratively Standards Board (GASB), Lane’s Funds were prioritize initiatives that involve resource presented separately. This made it difficult to see allocation. The College Council and Finance Lane’s financial condition as a whole, because to Council will have strategic and policy-level input do so one would have to combine all the reported into budgeting in the next budgeting cycle. fragments and very few people had the financial background to do that. However, past difficulties Cash Management and Investments in explaining financial statements and issues to Policies board members may be ameliorated with GASB Lane has clearly defined and implemented 34- and 35-compliant (FY 03) government-wide policies regarding cash management and financial statements and Management Discussion investments which have been approved by the and Analysis. board (7.C.4). Lane’s board investment policy is flexible and limits risk, permitting all investments Lane’s most current audit report was created allowable to Oregon local governments by law under GASB Statement 34 and 35; it presents all (ORS 294.035). The College Online Policy and of Lane’s financial accounts in a single column. Procedure System (COPPS) and ORS procedure Lane can now be viewed and financially

189 Lane Community College — Standard 7 understood as a single entity. In addition, GASB compliance. In 2002, the college accepted 34 requires a Management Discussion and auditors’ recommendations on two items that have Analysis be presented in the audit before the been addressed (7.C.12). financial statements, in which the institution The college agrees to make the audits available to explains the financial information in general, thus the Northwest Commission on Colleges and helping a non-accountant to better understand Universities (7.C.13). Lane audit reports and Lane’s financial position. Management Letters for FYs 1999-2003 are Independent Audit and Its Summary located in the Exhibit Room. Lane’s consistently “clean” audit opinions Strengths: demonstrate that the college: follows generally • College Finance is staffed by competent and accepted accounting principles in maintaining its experienced individuals who function well and books and records; prudently stewards its serve the college’s finance needs. The vice financial resources for use in its educational president for operations has ten years of offerings. High credit ratings indicate that bond- experience in that role. rating agencies agree that Lane’s accounting and • College Finance works with appropriate financial reporting is excellent (7.C.5). The internal departments to effectively control all infrequency of Management Letters indicates that expenditures and income. Lane’s accounting policies and practices are • The college’s investment philosophies are working well and produce consistently reliable prudent and consistent with those typical of a financial information. public institution; asset preservation takes Lane considers the Management Discussion and precedence over revenue maximization. Analysis (plus the first three pages of the financial • The Management’s Discussion and Analysis is statement) a summary of the financial statement. available on Lane’s website for the public The college publishes the entire audit on the web, convenience. including the Management Discussion and • Lane’s creditworthiness stands at ‘A+’ as of Analysis (7.C.7) June 2004, as computed by Standard & Poor’s Ratings Services. • The GASB 34 Management Discussion and 7.C.8-7.C.10 Not applicable to Lane. Analysis has proven useful in helping to explain the complexities of the audits to non- specialists. Audits and Controls • Controls over and monitoring of, federal and Lane’s nearly 40-year history of financial other grant and contract expenditures are operation without major fraud detected validates especially strong; there have been no Single Lane’s strong financial control environment. All Audit findings since 1994. managers are directly responsible for monitoring • Banner provides robust security, precluding the expenditures of financial resources within users from entering or changing data in the their organizations. Lane also exhibits excellent financial system without proper authorization. segregation of duties with respect to cash, because all cash is processed in Students First! Center, Challenges: while bank reconciliations and unannounced cash • Some areas of the college are coping with counts are performed by the Accounting Team. additional responsibilities resulting from Furthermore, payroll is processed by Human present and imminent elimination of financial Resources, but distributed (primarily management positions. electronically) by the Disbursements Team. Lane • The learning curve involved in implementing has hired an internal control accountant (7.C.11). Banner software for Financial Aid and Enrollment Services has proven frustrating at With the exception of 2002, Lane’s auditor did not times. issue a single Management Letter, which is indicative of the college’s strong controls and

190 Lane Community College — Standard 7

• Current economic conditions indicate that low Fundraising and Development investment returns must be expected for the foreseeable future. Fundraising Policies • The college has encountered difficulty in Lane’s Foundation maintains IRS 501(c)(3) explaining complex financial statements documentation and is registered with the Secretary (appropriate to a college of its size and of State as a non-profit organization. Fundraising operations) and issues to board members and activities are governed by institutional policies, other stakeholders, who have different levels of comply with governmental requirements, and are expertise in understanding financial and conducted in a professional and ethical manner accounting systems. (7.D.1). The bylaws of the Foundation establish • Lane is in process of multi-year Banner clear and ethical policies. Agreements between the software implementation, which will change college and Foundation are clearly drawn. The cash handling procedures and processing of Foundation uses independent audits, as indicated student transactions. This will necessitate by 2003-02, 2002-01, 2001-00. In February 2004, documentation of new procedures and controls. the board reaffirmed the Foundation’s non-profit corporate status. Improvement Plans: • The college will continue to review workload Department Fundraising Agreements (PAT issues in the Finance Department and consider agreement): Departments or college areas have a appropriate staffing levels within fiscal separate account with the Foundation from which constraints. they can spend. That department enters into an • The college will investigate further Banner agreement with the foundation to provide specific implementation as a means to more effectively help to the Foundation in its efforts to draw process financial aid applications. Enrollment donations to its own foundation account. An Services has just undergone a workflow review, example would be the Native American long and recommendations for increased efficiency house, which has an account with the Foundation will be implemented as feasible. to raise money for construction of the long house; • In order to augment the college’s the Long House Project initiates specific implementation of Banner, the college is campaigns to attract money to that account. considering purchasing report-writing software Administration of Funds and training all employees with financial The foundation maintains a list of 34 endowments responsibilities to successfully use such and operates under approved endowment software. objectives and an investment policy adopted by • The college will continue to invest wisely the Foundation Board. Investment managers are while monitoring investment opportunities as hired and supervised by the investment committee they arise. of the Foundation Board of Trustees. Lane • Under the auspices of the new Finance Council, maintains complete records of endowment and life the college will investigate ways to provide income funds and complies with applicable legal better shared understanding of what the requirements (7.D.2). financial statements represent and a more in- depth understanding of Lane’s complex Relationship between College and financial issues. Foundation • The college will document new procedures and Although the Foundation exists “for the purpose internal controls when Banner implementation of advancing and promoting the interest and is completed and effective reporting tools are development of the college and the students, made available. faculty, and community,” by agreement between • The college will investigate applying for the the Foundation’s board and the Lane Board, the GFOA Award for Excellence in Government Foundation’s 501(c)(3) status gives it a separate Finance, as evidence of Lane’s commitment to “non-profit corporate status wherein the outstanding financial reporting. Foundation board has stewardship of the

191 Lane Community College — Standard 7

Foundation funds.” This agreement was adopted in 1991 and reaffirmed in 2004. Strengths: • The college’s president, Board of Education, faculty, classified personnel, and Associated Students of Lane Community College have direct involvement by having representation on the Foundation Board. The Foundation Board has extensive community and professional members.

192 Lane Community College — Standard 8

STANDARD EIGHT

Physical Resources

Instructional and Support The college has recently begun to emphasize the Facilities importance of public art on campus that reflects its vision and core values. In Spring 2004, artists Even during times of restricted revenues, Lane Yoshiki Kawada and Mineo Shimada worked for continues to maintain appropriate facilities to two weeks with the students of Lee Imonen’s Site meet its mission and to offer a comprehensive Specific Sculpture class to create a new wooden range of educational programs and services (see sculpture, “Long Life.” It now stands in the Standards 2 and 3). Instructional facilities are Moskus Courtyard. Another Site Specific sufficient to meet the college’s mission and goals Sculpture class project, “Transformation through and adequate for the effective operation of Education,” graces the main entrance island to the functions (8.A.1, 8.A.2). Twenty-three major college at the Lane Transit District (LTD) bus buildings on 150 acres comprise the main campus terminal; this artwork was supported through a on 30th Avenue in Eugene, Oregon. In addition, partnership grant with the LTD. In June 2004, it the Downtown Center, the Wildish Building, the was announced that another sculpture, Cottage Grove Center, the Florence Center and “Conception of Creation” by the artist Roger seven Community Learning Centers (CLCs) also Williams, has also been acquired by the college. provide physical facilities for college outreach The garden and labyrinth north of the Student programs and activities (8.A.6). Services Building also add to Lane’s aesthetic Lane’s commitment to high standards in its appeal. And a gallery, named for former art facilities is reflected in its strategic direction to faculty member David Joyce, will be dedicated in transform the learning environment by creating Fall 2004. These works of public art serve as a and maintaining facilities that are “safe, constant reminder of the values of learning, accessible, functional, well-equipped, aesthetically reflection and creation, and provide an appealing and environmentally sound.” aesthetically pleasing environment for students and staff.

193 Lane Community College — Standard 8

The Millenium2 Bond Construction improvements simultaneously allowed the college Project to serve students better through larger, more The positive impact of the $42.5 million efficient and expanded work spaces, classrooms Millenium2 Bond Construction Project has been and technological upgrades. Most of Lane’s felt across the entire Lane campus, outreach original facilities were built between 1964 and centers and community learning centers. The 1969; Lane has expanded from 1,435 FTE Bond Project, supported by a bond levy passed by students in 1964 to 10,700 student FTE in 2003- voters in 1995, helped Lane meet identified needs 04. On the main campus, construction included for remodeling and construction of instructional seven new buildings, eleven remodels, additions and meeting facilities. As part of its planning and upgrades; 211,000 additional square feet of processes, Lane used its 1994 Accreditation Self- construction, and a host of other improvements. Study, as well as a list of needs accumulated over The new or remodeled buildings include: the previous decade. During the planning phase The new gateway to the college is Building One, for the Bond Levy Measure, the college, including the Student Services building, dedicated in 2001. the Facilities Management Committee, solicited This building, festooned with 104 international community input about construction needs via flags hanging from vaulted ceilings, was designed forums and a Community Advisory Committee. to the specifications of the college’s major Process The college prioritized the resulting total list of Redesign planning project. The Students First! needs and Lane’s board presented them to the redesign supports an integrated service delivery voting community at large. After voters passed the model and allows students to access most services Bond Levy Measure, the college grouped in one place (see Standard 3). Admissions and priorities into project areas as part of its Facilities Academic Advising, Testing & Student Records, Plan; this received the approval of the Board of Counseling and Advising, Multi-Cultural Services, Education (8.C.4). the Women’s Center, Student Activities, Disability The ten-year construction project was called the Services, and many more are housed in this “Millennium2 Project” to reflect the college’s— building. and the larger community’s—awareness of the The four-building Family and Child Care need for planning for the changing learning needs Village on the west side of campus houses the of 21st century students. Everyone in the college Early Childhood Education instructional program community showed a great deal of patience with and provides high-quality, low-cost daytime child temporary disruptions and noise caused by care for staff and students attending Lane. It also construction across campus; now near completion, houses Lane Family Connections and the the improvements of the Bond Project have Childcare Co-op. positively impacted all students, faculty and staff, either directly or indirectly. The Welding Technologies Building houses a fabrication facility that mimics those found in the The Bond Project increased the total building area industrial community. of the college from 885,347 sq. ft. in 1996 to 1,141,011 sq. ft. currently. This increase included The Science/Math Addition consolidates 71 additional classrooms, ten new labs, and 251 mathematics and science in the same area and additional office stations. At each of the seven facilitates interaction and sharing of ideas among CLCs, a classroom, a computer lab, and an colleagues. The Math Tutoring Center, formerly a administrative space area were also created. space in the hall of the Math Department, is now housed in its own area of this addition. The Bond Project was especially important coming when it did, during a time of statewide The Workforce Training Center houses multiple budget cuts that curtailed routine remodeling (see departments and educational areas, including the Standard 7). Even as the college felt the effects of Center for Meeting and Learning, which has an major cuts in personnel and some routine events and meeting room that can seat up to 400 maintenance, major bond-funded facilities people at round tables and 600 people seated

194 Lane Community College — Standard 8 theater-style; Workforce Development; Learning Skills. Located in the heart of the Cooperative Education; College Now; campus, the Center Building houses classrooms; Instructional Technology Center; Computer instructional and student services offices; the Information Technology; Conference Services; Bookstore; the Cafeteria and kitchen areas; and a Culinary and Hospitality Food Services with a small dining room, the Renaissance Room, which new demonstration kitchen; and Distance is a “living laboratory” for the Culinary Arts Learning, including a new electronic classroom. Program to create and serve fine foods to the public. The Center Remodel also included a new The Workforce Training Center also houses an networked computer classroom for the Library experimental classroom with wireless networked which provides space for orientations to the computers and reconfigurable desks. This space is library and for joint instructor/librarian projects intended as an “incubation” space for instructors with students. Equipped with a data projector and with a variety of interests across campus to interactive whiteboard, the classroom enhances develop courses in—both with and without Lane’s capacity to provide more students with computers. The first classes are planned to be information resources and the skills to use them. scheduled in 2004-05. The Recycling Addition. After providing The Performing Arts Addition includes a new recycling services to the college for nine years in Music Technology Classroom, a Resource Center an outdoor space, Lane’s Recycling Crew, with seven listening stations; a Recording Studio; provided by Lane’s Specialized Employment a Music Technology Lab with twenty custom- Services Department, now works in an indoor designed student MIDI/Audio workstations and an workspace, the Recycling Building. The $200,000 instructor’s workstation. The control room has addition on the west side of the Center building signal feeds from the tracking room, the sound was not part of the bond project funds. The isolation booth, the Music Technology Lab, the workers are now sheltered from the elements in a band and choir rooms, the Main Stage Theater and more comfortable facility. the Blue Door Theater. The sound isolation booth provides sonic flexibility during recording Seven neighborhood Community Learning sessions. Centers (CLCs) were built in service-area high schools. The Campus Services Addition provides adequate office and work areas for the laundry A new facility adjacent to the high school was and printing and graphics functions. built in Cottage Grove, and the Florence Center was remodeled and expanded (8.A.6). The Health Technologies Remodel updated the Dental Clinic. This area has provided new, larger A Central Plant Upgrade includes infrastructure homes for the Medical Office Assistants and upgrades to improve heating, ventilating, and air Emergency Medical Technician (EMT) programs. conditioning. New spaces with state-of-the-art equipment were The Sewer Lagoon Upgrade is scheduled to be installed. completed in Fall 2005. The Lane Transit District/Lane Community Other Facilities College Bus Station shelters students from Other instructional buildings on the main campus inclement weather; rerouting of traffic and include: additional crosswalks have improved pedestrian access. • Business Technologies Department and Computer Services and Instructional While not a new building, the Center Building, a Technology Department (Building 2) major gathering place for students, underwent a • Administration Building (Building 3) significant remodel. The building provides new • Health Technology (Building 4) computer-controlled overhead projectors in classrooms, new offices and a new centralized “Tutor Central” space adjacent to Academic

195 Lane Community College — Standard 8

• Physical Education, located adjacent to the The Wildish Building is a two-story building athletic fields on the North side of campus. located in central Eugene. This facility was (Building 5) remodeled in 1996 as part of the Bond (8.A.6). • Performing Arts (Building 6) In addition, Lane’s Flight Technology program • Campus Services (Building 7) uses four buildings at the Eugene Airport. • Welding Technology (Building 8) Building 1 is the Flight Technology • Auto/Diesel Technology (Building 9) Administrative Building. Building 2 is an • Air Technology (Building 10) instructional area of classrooms and offices. • Art/Adult Basic and Secondary Education Building 3 is the Flight Technology Maintenance (ABSE) (Building 11) Shop. Building 4 is the Return to Service (RTS) • Machine Technology (Building 12) area. All buildings are owned by Lane except • Electronics (Building 15) Building 2, which is leased from the City of • Math/Science (Building 16) Eugene. • Forum, housing radio station KLCC (Building 17) Lane’s Community Learning Centers (CLCs) are • Industrial Technology (Building 18). located around the service area at the Willamette, Junction City, Churchill, Elmira, Thurston, Outreach Centers Oakridge, and McKenzie high school facilities. The outreach centers for the college were also These facilities were developed in the community affected by the Bond Project. A new facility for through cooperation with local high schools. They the Cottage Grove learning center, 20 miles south were designed to accommodate individuals who of Eugene, was completed in 2000. This center want daytime, evening, and weekend learning replaces the previous center which had been opportunities, as well as high school students who outmoded. In addition to administrative offices want convenient access to higher education. and reception/support areas the facility includes two computer classroom labs, a telecourse room, Furnishings and five general classrooms. Lane’s facilities are furnished adequately for work, study, and research by students, faculty and The college also maintains a learning facility in staff (8.A.3). The college allocated a total of Florence, 60 miles west of Eugene. The South $1,033,836 to the Bond Furnishing budget, Building, originally constructed in 1976, contains an enabling the purchase of new furnishings for a office/reception area, classrooms, computer lab number of new and remodeled areas. Spending for space, and a special telecourse/distance learning Bond Furnishing followed a well-defined process classroom. In 2001 the Bond Project constructed the and plan, with two separate committees to develop new North Building, with three additional classrooms classroom furnishings needs and office space and two computer classroom labs (8.A.6). furnishings needs. Both committees developed The Downtown Center (DTC) is a three-story standards for furnishings with input from the structure with a basement, located in the heart of college community. the city of Eugene. The DTC was originally built As part of its Major Maintenance funding plan, in the 1940s. In 1977, it was acquired and furnishings funds are allocated to address areas remodeled by Lane. An elevator has improved where existing furniture and cubicles were accessibility and in 1999-2000 the front lobby inadequate for the intended function; where area was remodeled to make a more secure furnishings were structurally failing; or where reception area for students. The facility has 19 new furnishings were needed entirely. Campus general-use classrooms, ranging in capacity from Capital Outlay Grants have also allowed 12 to 50 seats; six computer classroom labs; and departments to upgrade furnishings on a limited two special-purpose labs for phlebotomy and basis. Lane maintains a Surplus Property photography classes (8.A.6). storehouse where furnishings no longer needed in one area of the college are made available to other departments within the college.

196 Lane Community College — Standard 8

The latest budget for 2004-05 contains additional the review includes adequacy of facilities for funds allocated for equipment and furnishings instructional functions. replacement. The college is also planning to create To help maintain safety, in 2000 the college added a facilities capital reserve fund. a 1.0 FTE environmental specialist who also Management and Maintenance works with sustainability, hazardous materials, The management, maintenance, and operation of and indoor air quality and helps to investigate, instructional facilities are adequate to ensure their identify, and resolve environmental issues on continuing quality and safety to support the campus. The college sends the environmental college’s educational programs and support specialist to training events for sustainability, services (8.A.4). In the 2003-04 budget, the hazardous materials, and indoor air quality college allocated funds specifically targeted for (8.A.5). The college Safety Committee, facility maintenance. While some maintenance representing all employee groups, meets regularly. had been deferred in recent years because of The facilities management and planning director budget cuts, recent budget allocations have and the environmental specialist serve on the reflected increases in an attempt to “catch-up” on committee. major maintenance. The college has begun Lane’s square foot per maintenance staff is creation of a major maintenance reserve account 38,600, or 14.2 percent above the Oregon average and resources will be allocated, as permitted by (a Facilities Managers of Oregon Community the college budget picture. Colleges comparison shows a maintenance staff The Housekeeping Staff at Lane is uniquely per square foot range of between 22,500 to 48,500 organized as a self-directed work team with no with an average of 33,789). In 2003-04, one centralized manager. Four housekeeping custodial position was eliminated (Figure 8-1). coordinators oversee and manage all necessary Public Safety work. Housekeeping has made a number of efforts The college currently employs ten Public Safety to keep building maintenance at a high level. They Officers plus time-sheet officers and provides have produced a custodial procedures manual for coverage on the main campus 24 hours per day, housekeeping/custodial personnel. Housekeeping seven days a week. These officers also provide conducts periodic surveys to get feedback from limited coverage at the Downtown Center facility. building occupants and users about the conditions The number of officers is at or above levels at of their respective areas. Recently, Housekeeping comparable community colleges in Oregon. The switched to a more environmentally friendly line OPE Campus Security Statistics provided at the of chemicals, and worked with manufacturers to US Department of Education’s Office of develop better chemicals for use at Lane. Four Postsecondary Education website confirms that additional housekeeping staff and one Lane Community College’s security statistics maintenance trades staff were added to clean the compare favorably with comparable Oregon new additional spaces created by the Bond community colleges (Figure 8-2). Project. The college possesses an emergency plan to guide As the Bond Projects have come to an end, the faculty, staff and students in an orderly fashion Capital Repair and Improvement funds are again through various kinds of unusual or dangerous receiving resources and a commitment for occurrences at the college. recurring funding allocations to address facility issues. The Capital Repair and Improvements Accessibility, Health and Safety Priority List from the Facilities Management Facilities at Lane are constructed and maintained Team (FMT) provides a process for needs to be with due regard for health and safety and for addressed in a prioritized and timely manner with access for the physically disabled (8.A.5). All involvement from all stakeholders. The Facilities construction meets local, state, and federal Council under the new governance system will building requirements. For construction since the review the Facilities Plan and a Five-Year Plan; last self-study, a $3.9 million allocation was

197 Lane Community College — Standard 8

f 60,000 f a t S 50,000 e c n a

n 40,000 e t n i

a 30,000 M r

e 20,000 p . t

F 10,000 . q S 0

s h e d ta n n p n e y d e a at rg n a o o o ai n le o u m o la k g nt st t a l o g a m rt e re e p n L a H o k la G o m B la u V . R ac ia P e O o e t l K b h al n C M r M C C r in u m t e as lu en L lu e o B r C C T Oregon Community College Figure 8-1: Square feet per maintenance staff—Oregon Community Colleges, 2003-04 (Source: DCCWD).

CRIME DATA REPORTED FOR 2000-2001-2002 Criminal Offenses - On campus Chemeketa Clackamas Lane Mt. Hood PCC-Sylvania Murder/Manslaughter 0 0 0 0 0 Forcible Sex Offenses 1 0 0 1 0 Nonforcible Sex Offenses 2 0 0 1 0 Robbery 0 0 0 3 0 Aggravated Assault 0 4 3 1 0 Burglary 0 10 3 10 7 Motor Vehicle theft 10 2 19 38 17 Arson 0 1 0 10 0 Negligent Manslaughter 0 0 0 0 0 Figure 8-2: Campus Crime Data (Source: U.S. Department of Education). approved by the board to Health and Safety diversity and accessibility provide the conceptual Mandates; $1 million of this was earmarked for foundation for its focused efforts to reduce ADA Access Improvements; the college used the environmental barriers to learning. Each budget remaining $2.9 million to move industrial year, $50,000 is allocated for ADA access activities away from instructional and projects; this funding ensures that the campus is administrative areas. continually upgraded to accommodate people with disabilities. All new construction and remodeling Accessibility must meet accessibility standards. As part of the In addition to adherence to federal accessibility Bond Project, the college increased the number of standards for facilities, Lane’s core values of

198 Lane Community College — Standard 8 disabled parking spaces allocated and improved circulation after a major previous remodel. Six the visibility of signage. recommendations of the 2001 Carlson Company report on the Center Building have been Facilities Management and Planning (FMP) plans completed (report in the Exhibit Room). In for accessibility needs and develops the campus’s addition to these recommended actions, the Comprehensive Assessment of ADA Access college is implementing improvements in the Needs. An ADA access consultant surveys the Center Building’s HVAC system in Summer 2004, campus and develops a comprehensive report. including cleaning the mechanical room and FMP then prioritizes and develops a plan for HVAC units in the mechanical room; and cleaning implementing the recommendations for the trunk-line ducts from the mechanical room to improvements. The ADA compliance officer is an each floor. When this work is completed, all ex-officio member of FMT, which approves the ductwork for the fourth floor of the Center allocation of funds. Building will be either new or cleaned since 2003. To help with accessibility for all, the Wayfinding Building 1 Project posted direction aides on campus that Health complaints about mold in the newly built specifically included accessibility directional Building 1 reached unacceptable levels, with one signage. The overall concept of the wayfinding staff member relocated after severe reactions and system is to keep information clear, simple, another staff member changing jobs on campus readily visible, and provided as needed. partly in response to the mold problem in this Building Health and Safety building. The college responded to this problem: Building air quality and other Indoor In Winter 2004, remediation was completed for Environmental Quality (IEQ) issues have Enrollment Services; in Spring 2004 the presented continuous challenges since the last Counseling area was completed; and in Summer self-study; some complaints go back as long as 2004, remediation of the mold was completed twenty years. Some air quality issues have arisen with carpet removal. Well over $600,000 was from old buildings and air filter systems in need allocated for remediation of these areas. of repair or improved circulation; others, such as Responses and Perceptions of Lane’s mold in the newly constructed Building One, have been caused by inadequate ventilation of wet IEQ Issues carpets. Since 1994, the college has improved its When the college cannot identify a problem, capacity to identify and address these problems employees may feel that it has not been more systematically and it has put considerable responsive to their complaints and is unconcerned resources into remediation. about their symptoms. There has been frustration on both sides when testing provides no actionable Remediation results. Concerns about IEQ have remained high, Building 4 and, troubled by the lack of certainty, staff on Faculty and staff reported IEQ problems in campus have made independent attempts to Building 4 for a period of time before the college examine the problem. To track air quality and effectively solved the problem. (Complete health concerns among Lane staff, for example, in chronology of complaints and response is 2000, nurses in Family and Health Careers available in the Exhibit Room.) A major surveyed members of the college community to remediation of Building 4 to address these issues track symptoms, including respiratory illness. included removal of the Laundry and Child Care (The results of this survey are in the Exhibit Center, and rerouting the main air intake from Room.) areas near fuel exhaust. Mold remediation is also When IEQ issues emerged as a result of completed. preliminary analysis of the self-study, the Center Building Coordinating Team conducted a college Air quality in the Center Building has been perception survey in Spring 2004, on a number of compromised by the air intake being close to the issues, including IEQ. (See Executive Summary cafeteria outtake and by inadequate fresh air for methodology; complete survey results are in

199

Lane Community College — Standard 8

20 number of staff responding

0 Strongly Disagree Disagree Somewhat Somewhat Agree Agree Strongly Agree Disagree Figure 8-3: Staff Opinion—Responses to the Statement “I have no concerns about the impact of Lane’s physical environment on my health.” N=285 (Source: Self-Study Feedback Survey, Spring 2004). the Exhibit Room.) To the statement, “I have no • Housekeepers are trained in cleaning methods concerns about the impact of Lane’s physical related to maintaining good IEQ standards. environment on my health,” 65 employees • The college has set aside office spaces for strongly disagreed; 57 disagreed; and 63 employees who have chemical sensitivities or somewhat disagreed for a total of 185 out of 287 allergies related to their work spaces. respondents expressing a spectrum of concern • Quarterly building inspection checklists for from mild to serious. Some expressed little every building are forwarded to the vice concern about Lane’s environment on their health: president for college operations. 17 strongly agreed; 45 agreed; and 38 somewhat • The Safety Committee and the environmental agreed with the statement (Figure 8-3). While this specialist have developed a protocol for survey is merely preliminary and only represents identifying and rectifying facilities problems responses from 287 of 1,100 employees, it related to IEQ complaints, and will develop a suggests that many are concerned. ranking system for investigation and remediation. Progress on Addressing IEQ Issues • The Safety Committee has developed and Ten years ago, while FMP had a complaint adopted recommendations for improving process in place, the response to complaints was Indoor Air Quality (IAQ) in new construction not consistent and the process was not universally and major remodels. Facilities is beginning to understood. Today, primarily because of incorporate these recommendations into all new experiences around significant issues of Indoor projects. (See IAQ Recommendations 040430; Environmental Quality (IEQ), response to such Safety Committee Recommendations for issues is very different. Following are some Improving IAQ in New Buildings and Major significant new response mechanisms in place: Remodels available in the Exhibit Room). • The college hired an environmental specialist, • The Welding Program facility, the Laundry, and to provide immediate response to complaints, Printing and Graphics have been moved to the to perform routine monitoring of IEQ, to east side of campus, into the industrial perform “first-line” testing, and to oversee quadrant. These moves were part of the remediation when appropriate. college’s plan to separate noise, dust, grit, and • The college routinely calls on the services of an fumes from the instructional and administrative industrial hygienist to investigate IEQ areas of the campus and to provide a cleaner complaints. environment to the majority of the college.

200 Lane Community College — Standard 8

• Response to Building One problems resulted in changes and furnishings through the same an IEQ task force that met regularly to consider processes as the areas on the primary campus. By response options and to communicate with and large, when Lane uses facilities owned by employees in that building about testing results other organizations for its classes and events, such and steps to remediate. Because of this facilities are public agency spaces; these follow experience, Lane expects to form a permanent local, state, and federal health and safety codes committee to perform similar functions for the (8.A.7). college as a whole. Florence Center • Because many problems have been related to The main facility at the Florence Center (known carpeting, the college is developing new as the South Building) contains the main office standards for floor coverings that include and reception area, four classroom areas, a small options other than carpeting. (See Exhibits on open computer lab space, and an upper level Chronology of Complaints and Response.) telecourse/distance learning classroom. One of the • The college retained the services of physicians classrooms is specially designed for art classes specializing in medical problems related to and activities. Another classroom is set up for the IEQ. Employees with symptoms have been Family and Health Occupations program. This provided access to these physicians at college enables the Florence Center to offer all of the expense. prerequisites for the nursing program. Responding • The college continues to review best practices to the results of Lane’s community needs survey, and guidelines as set forth by groups beyond the Bond Project constructed a new North OSHA and the EPA, including the US Green Building, with five additional classroom areas, Building Council’s Leadership in Energy and two of which are computer classroom labs. One of Environmental Design green-building rating the classrooms serves as the IP-video live system and California Specification 01350. The interactive classroom. This allows students to environmental specialist is currently taking a participate in classes offered at the main Lane nine-month course on sustainable building campus. The Bond Project also remodeled one of practices, of which environmental quality is a the rooms in the South Building to be a dance significant component. class area. In addition, the Florence Center is The college has developed its capacity to respond working with the local health care industry to more effectively to IEQ concerns. However, it is provide the courses to meet health care program extremely difficult to definitively identify the requirements. causes for symptoms experienced by some people. Cottage Grove The college is committed to finding and fixing Bond construction provided a new facility for the workplace problems that are causing symptoms Cottage Grove Center in 2000. This facility for employees and students. While Lane has includes two computer classroom labs and a improved its response mechanisms significantly telecourse room with three computers. There are over the years, the college will continue to look five general classrooms, two of which are set up for ways to make improvements on responses. to accommodate home economics and art classes Facilities Off the Primary Campus with special floor coverings and sinks. There are Lane has several outreach centers off of the two classrooms for ABSE, a small computer tech primary campus: the Downtown Center, the area, and program office. A Math Resource Center Florence Center, the Cottage Grove Center, Office and testing and study area to help students Wildish, and seven Community Learning Centers; meet math requirements for programs. The Teen these are appropriate to the programs offered Parent Program run with the local high school has (8.A.6). Recent additions and updates, and a new an office in the building. The facility contains a building at Cottage Grove, have significantly small bookstore; a small lounge/cafeteria area improved outreach in these areas. Staff who work with vending machines; a Student Resource room; in the outreach facilities make requests for a reception area; seven staff offices; a workroom;

201 Lane Community College — Standard 8 and a small break room for staff. The current administrative offices. It also houses a classroom, facility provides first-year general education, self- library, and conference room. Building 2 is an improvement, and personal enrichment courses. instructional area. Ten instructors’ offices, a classroom, and a student lounge are located in this Downtown Center building. Building 3 is the Flight Technology A/C The Downtown Center (DTC) has nineteen Maintenance Shop. Building 4 is the Return to general-use classrooms ranging in size from 12 to Service (RTS) area. Two offices, a classroom, a 50 seats, six computer classroom labs, and two research library, tool and parts area, machine special purpose labs for phlebotomy classes and shop, and various repair areas are located in this photography classes. The DTC houses the building. All buildings are owned by the college Continuing Education (CE) Department, which except Building 2, which is leased from the City coordinates non-credit classes at Lane. The rooms of Eugene. house the CE coordinator’s offices and faculty support rooms. CE also manages the Massage The Community Learning Centers (CLCs) Program and the CISCO Network Academy The CLCs are located in Lane County at the Program. Evening classes in English as a Second Willamette, Junction City, Churchill, Elmira, Language (ESL) are located at the DTC; the Thurston, Oakridge, and McKenzie high school daytime ESL classes move to the main campus in facilities. These facilities were developed in the summer 2004. ABSE classes are offered and community through cooperation with local high faculty have offices at the DTC. The Contract schools to provide increased access to programs. Training Department, which coordinates all Strengths: contracted training with local area businesses, is • With the addition of new and remodeled space, also located in the DTC. The DTC facility also all of the instructional areas of Lane are provides student services counselors and advisors, generally able to offer sufficient classes to meet a Students First! counter for credit and non-credit current program requirements. registration, placement testing, and a bookstore • The new Cottage Grove building significantly annex for texts and supplies. Bond improvements improves the quality of facilities for to the entrance and reception area of the DTC instructional and student services to students have made the building more accessible, safe, and there. user-friendly for staff and students. • The Florence addition of the North Building The Wildish Building provides expanded space for instruction. The Wildish Building is a two-story building • In many new areas improved or created through located in Eugene. This facility was remodeled and the bond, high-quality and aesthetically an elevator was installed in 1996 as part of the appealing furnishings create an enhanced Bond Construction Project; in addition to learning and working environment. departmental office and support areas, the building • Additions and improvements to the CLCs contains two classrooms and a computer training support enhanced outreach capacity. room. The Business Development Center (BDC) is • The college has developed uniform standards located at the Wildish facility, as is the Lane Micro for furnishings with flexibility for educational Business Program. This program is a collaborative needs. effort with local business to support and educate • In the past five years, there has not been a micro-entrepreneurs. The Senior Companion single documented worker’s compensation loss Program is also located at this facility (see also 2.G. claim at the college. and 2.H.) • The strategic directions for 2004-08 specifically address environmental issues. Eugene Airport Buildings • The environmental specialist receives ongoing There are four buildings at the Eugene Airport training in IAQ testing and monitoring. that are used by Lane Community College’s Flight • College staff have continued to learn about IEQ Technology Program. Building 1 is the Flight and the college has significantly improved its Technology Administrative Building. This houses systems and processes for addressing these the program’s reception, manager, faculty, and

202 Lane Community College — Standard 8

problems, both proactively in planning for the • There is not a protocol for ranking complaints future and in its responses to problems as they and concerns for investigation and remediation. arise. • The Safety Committee and Director for Health • Lane’s housekeeping staff maintain a clean and and Safety are developing procedures to safe environment for the college. Results from improve the college’s responses to health and the Housekeeping Perception Surveys of the safety issues. occupants have indicated a high degree of Improvement Plans: satisfaction with the condition of the facilities. • The bond drain on Capital Repair and • The low crime rate at the college is a testament Improvement funds has come to a close, and to the college’s safe facilities. routine funding for ongoing projects can return Challenges: to appropriate levels. In FY 2004-05, the • The college added over $2 million to the bond Facilities Management Team will initiate some funds to complete projects. With the heavy larger projects. focus on the bond, some areas of routine repair, • Major unmet needs are being included in the not funded through the bond levy, were Long Range Facilities Plan and will be neglected because of budget cuts. addressed through the process that has been • Not all facilities needs were met by the Bond established to implement the new Facilities Project. Plan. • Space is still a limiting factor for expansion of • The college will continue to assess space instructional programs and services, especially assignment and improve efficient use of space during peak hours. while keeping students’ scheduling needs in • One effect of budget cuts was that Capital mind. Lane is implementing Schedule/Resource Outlay allocations had not been adequate to 25 software that will allow the college to better maintain furnishings. Some furnishings have manage facilities in relation to scheduling aged and are no longer adequate for their classes and events. This tool will also provide intended use. better access to events information via the Lane • The bond and appropriate response to IEQ homepage for staff, students, and the issues have placed an increased burden on community at large. Individuals can now some areas of maintenance and housekeeping request space use through the Events webpage. with current staffing levels. • The college is currently developing a • While most areas of college are accessible, furnishings replacement plan. Phase I involves there still remain some areas that need further the ongoing replacement of tablet armchairs in development to be fully and conveniently classrooms. Facilities has developed standards, accessible, as some ramps can take students and will implement a request procedure to and staff in roundabout ways to get where they evaluate and fill furnishing needs on a are going. Additionally, a Civil Rights Audit prioritized basis. cited a few areas on campus with disability • The college will continue to review appropriate access issues. staffing levels in its housekeeping function. • While the DTC is a valuable resource for many • With increasing environmental awareness of in the community, it has been difficult to make health and safety, the college will continue to major modifications there due primarily to the strengthen its procedures and protocols for cost involved and the special and accessibility health and safety on campus, and communicate constraints of a dense urban situation. them to college staff. Such communication will • Facilities that Lane uses which are owned by include training in the use of protocols and other organizations are inspected by instructors procedures. One important protocol that should and other personnel. There is not a systematic be developed for remediation involves the need report process concerning these facilities. for a procedure for ranking complaints and concerns for investigation and remediation.

203 Lane Community College — Standard 8

• Lane has committed more resources to replaced or upgraded according to a plan within proactively respond to environmental and air fiscal constraints (8.B.2). quality issues from staff. The college has As part of the Bond Project, the board identified allocated well over $1 million for remediation, $5 million to be used for instructional equipment. with over $500,000 to solve mold problems in The college asked all of the instructional areas to Buildings Four and One in the past five years make requests to this fund. Each program alone; it has created the Environmental Quality submitted requests and provided representatives to Incident Report (EQIR) database; hired an speak for all of the instructional programs. The environmental specialist, and is currently college conducted two rounds of prioritizing and reviewing OSHA compliance. allocation until funds set aside were depleted. The • The relevant results of the Civil Rights Audit Bond Equipment Fund helped many departments are being delivered to the FMT for inclusion, upgrade or purchase new equipment. prioritization, and implementation. Lane plans regular review of facilities for accessibility and Computer Equipment regular updating of the ADA Plan and increased Since 1996-97, the college has allocated $750,000 connection and communication between the to put a computer on every faculty member’s Safety Committee, the Facilities Management desk; every staff person and faculty member has Team, and Human Resources. use of a computer, and there is a four-year • A new process has been developed with replacement schedule in place for updating recurring funding for maintenance, such that (5.T.A.1). The Capital Outlay process was the prioritized activities are scheduled and major means by which instructional departments completed. The college will ensure adequate acquired needed equipment, other than from maintenance and housekeeping staff for any student course fees dedicated for that purpose. new facility or additions as part of its planning Income Credit Program Materials and Supplies process. carryover practices allow departments the • Lane has placed the DTC, along with a Health flexibility to save and replace equipment over a and Wellness Building and a Library and period longer than one year. In order to acquire Information Commons as its top three priorities and upgrade equipment, Professional Technical for state capital construction funding. programs have used Carl Perkins Grants. • The college will continue to monitor the Unit planning provides a process to request effectiveness and utilization of the CLCs and resources for departmental instructional and make changes when needed. administrative equipment needs beyond the • The college plans to develop a database of departmental and divisional budgets. These facilities used by Lane that are owned and requests are prioritized and resources allocated operated by other organizations. Included in the according to the budget (1.A.5, see Standard 1). database will be the location, scheduling, contact person, emergency contact person, and Technology Fee results of the facility evaluation. The college Stable and adequate funding for technology has will also develop procedures to evaluate areas been an essential aspect of the college’s facilities used by programs. planning, since computers are a key component of the learning environment and obsolescence occurs Equipment and Materials faster than with other kinds of equipment. In addition to the staff use of computers, the Suitable and Accessible Equipment increasing use of technology in direct instruction Suitable equipment, including computing and led to institution of a Student Technology fund laboratory equipment, is provided and is readily from a $3 per credit hour fee in 2002-03. This accessible at all sites to meet educational and fund, which totals close to $1 million annually, administrative requirements (8.B.1). College directly addresses the instructional technology equipment is maintained in proper operating needs of students (5.T.A.1). condition, is inventoried and controlled, and

204 Lane Community College — Standard 8

Lane combined Instructional Technology and Lane employs the only community college Computer Services to provide integrated environmental specialist in Oregon. This person technology services and support for the entire ensures compliance and maintenance of hazardous college. Technicians are on staff to help repair and materials. The environmental specialist has a maintain equipment and a Help Desk process has degree in chemistry and receives yearly been initiated to respond to requests from college emergency response training. She produces the users. Technicians are trained to undertake yearly DEQ and Fire Marshall reports; job warranty work where possible (5.T.D.4). responsibilities also include monitoring implementation of Lane’s chemical use and The Computer Support Standards Committee has reduction plan. set a minimum level of computers, both PC and Mac, that can be reasonably maintained. The Strengths: committee also created a process to identify staff • Areas affected by the bond have significantly and administrative computers on campus that need improved instructional equipment, including upgrading. The college allocated $100,000 in state-of-the art technology in some areas. 2003-04 for computer replacement, plus an • Significant investment in equipment and increase to $250,000 in 2004-05. The goal of this technology have had positive impact. Every process is to keep staff and administrative work station has a computer, and the four-year computers at an effective level. Computer replacement cycle supports upgrades as needed. Services, in conjunction with Instructional • Housekeeping staff receives annual training for Computing, developed a replacement plan for the safe use of chemicals. computer servers used to provide instructional and • The college’s Environmental Specialist administrative services. provides continuity in response to issues of health and hazardous materials handling safety. Hazardous Materials Handling Lane has procedures and personnel in place to Challenges: safely handle hazardous materials and plan for • State capital construction funds have not been their proper disposal (8.B.3) The college complies provided since 1987, in spite of the state’s with federal, state and county hazardous materials mandate. Many requests have been unmet in requirements and has recently received a DEQ recent years. Compliance Inspection which did not include any • The Capital Outlay process has been unable to major penalties or violations. respond to requests due to revenue shortfalls. • Currently there is a backlog of equipment The procedure for dealing with hazardous needs. materials incidents is outlined on COPPS. The • Expanding use of technology in instruction college has a Hazardous Communication places an increasing demand on resources for Procedure that outlines the goals and procedures acquisition and equipment. to protect staff and students from undue exposure • Purchase Orders for chemicals are reported but to harmful substances. This procedure includes purchases of chemicals by departments on Visa information about labeling, Material Safety Data cards are not. Sheets (MSDS), training, and informing • Currently, the CHO is the Science Division contractors. The college’s Chemical Hygiene Plan chair. While the previous chair was a chemistry addresses the laboratory use of hazardous specialist, the current chair is a biologist. chemicals. Improvement Plans: Personnel trained in chemistry also act as • The college continues to make requests for resources. Currently, the college’s Chemical state capital construction funds, expecting the Hygiene Officer (CHO) is the Science Division monies will return in better economic times. chair; this person has the responsibility for the • The college will use the Workstation overall health and safety program for laboratories. Replacement Plan to address backlog computer equipment requests.

205 Lane Community College — Standard 8

• The Instructional Technology Plan will be funding process. A Lane Foundation Capital reviewed and implemented by the new Improvement Campaign is currently planned to governance system to plan for and address the develop funds for campus projects. One in effects of technology demands on college particular supports a new garden in the West End resources. Entry to the campus. Significant funds were • The college will improve chemical purchase allocated to Major Maintenance in the FY04 reporting such that all purchases of hazardous budget, and allocation will continue as feasible. A materials are reported to the environmental study to determine the feasibility of a capital specialist. campaign was completed in Fall 2002. As a result, • The college plans to include regular review of the Foundation Board is building an infrastructure departmental hazardous materials requirements which will support a future campaign. compliance as part of the environmental Planning, Accessibility and Security specialist’s job responsibility. The college includes ADA requirements in the planning of and construction of all new buildings, Physical Resource Planning structures, and access ways. It also provides for Alignment with College Mission appropriate security arrangements (8.C.3). The The long-range Facilities Plan for campus college incorporates planning for locking systems, physical development is consistent with the motion detector lights, fire alarms, safety mission and the long-range educational plan for nightlights, interior and exterior automatically the college; it is updated periodically (8.C.1). As controlled lightning, and security lighting in all with many areas of the college, facilities requires new constructions. Recently, Lane initiated a a coordinated system of long-range planning. A method of monitoring LCD projectors to increase facilities master plan was developed in 1995-96. security and increase theft prevention. Because of From 1996 to the present, the college has worked problems with lost keys and the security risk that to implement that plan, much of which related to those keys pose, the college is investigating the bond construction. From 2002-04, the college has implementation of a card access system for been developing a new facilities plan, which will buildings. Public Safety officers are available on be reviewed by the board in September 2004. campus 24 hours per day and seven days a week. Lane is currently in the process of changing its Planning and Constituency governance structure so that there will be a Involvement Learning Council, whose charge it will be to The board and other affected constituent groups develop a long-range learning plan; and a are involved, as appropriate, in facilities planning. Facilities Council, which will oversee the review For the most recent long-range planning process, and updating of the Facilities Plan that is in tune the FMP Department asked all areas of the with the college’s long-range learning plan. campus, including the CLCs, to provide input through a Facility Needs Survey on their current Necessary Funding and projected five- and ten-year needs. Results of Lane’s facilities development and major the Facility Needs Survey are incorporated into renovation planning include plans for the the Long-Range Plan. acquisition and allocation of the required capital and operating funds (8.C.2). As noted above As part of the Unit Planning process begun in the (8.A.1), prior to recent construction projects, the 2003-04 year, each unit at the college creates a list college presented a bond levy to residents of Lane of initiatives, part of which includes requests for County and obtained their approval. resources. All areas participate in this process. The total list of requests will be prioritized and Recurring funds are allocated to Capital Repair & allocated as resources are available. Improvement, and the college makes regular requests to the state Department of Community The college presents all requests to the FMT, College and Workforce Development capital which (if it is determined feasible) assigns a priority to each request. The FMT can allocate

206 Lane Community College — Standard 8

Small Projects funding for projects under $5,000. • Effective long-range planning in a rapidly FMT also maintains a Capital Improvement and changing funding resource environment is Repair Priority List and prioritizes requests on the difficult, as is building facilities that effectively list to fund projects as the budget allows. All meet changing educational demands. projects over $75,000 require board approval. • The college does not currently have an established capital reserve fund. The college ensured that the Bond Construction Projects were based on a Summary of Needs that Improvement Plans: included input from the college and the • The new governance process includes student community. The Board of Education approved all representatives on each functional council. The Bond Projects before any construction took place, college will develop creative methods to foster and later reviewed monthly reports of the Bond student participation in college planning and Project Manager. The college saw that all Bond governance. Projects were developed with input from Project • The college will continue to monitor the level User Groups (PUGs), comprised of faculty, of public safety officers to maintain adequacy managers, and classified staff who were users of for changing needs of the campus. The college the local improvement site. will also review all physical resource planning for special access and security issues, and Strengths: implement new security plans. • The ongoing planning for facilities relies on • The Facilities Council will undertake regular representation from the college community. review of the Facilities Plan in line with the The Facilities Management Team has Strategic Plan; there will also be a regular representatives from student, classified, faculty, review and updating of the Facilities Plan in management, and facilities management concert with state biennium budgeting process. groups. They make recommendations to the • Lane plans to build a capital reserve for major vice president for operations and the president, maintenance for capital improvements. who report to the board. • The Long-Range Facilities Plan is tightly aligned with the college mission, vision, core values and strategic directions. • Facilities Planning throughout the bond process involved stakeholders. The new Facilities Council will provide college-wide representation on facilities policy and planning. Challenges: • Acquiring student input on facilities planning is difficult on major multi-year projects. Students typically do not remain at Lane for the duration of many facilities planning and construction cycles. • Finding sufficient financial resources to implement measures to make the college buildings and their contents more secure proves difficult in times of statewide budget constraints.

207 Lane Community College — Standard 8

208 Lane Community College — Standard 9

STANDARD NINE

Institutional Integrity

Introduction • Learning • Diversity Lane Community College strives to adhere to high • Innovation ethical standards in its representation to its • Collaboration constituencies and the public; in its teaching, • Integrity scholarship, and service; in its treatment of its • Accessibility. students, faculty, and staff; and in its relationships with regulatory and accrediting agencies. By law, The core values of the Strategic Plan which both board and college policies conform to all Oregon reflected and built upon the Unifying Principles, Revised Statutes, which provide the foundation are perhaps the elements most familiar to all staff for the institution’s integrity (9.A). Lane and students at the college. The mission, vision, endeavors to adhere to the provisions of and goals of the college are directly aligned with Institutional Integrity outlined in Policy 9.1. them, and they provide common points of reference for individual work in the context of Lane has evolved in the last 16 years into a value- collectively held ideals of practice and conduct. driven institution that puts learning at the center Throughout this self-study, in addition to the of its work. In 1988, the Board of Education mission and goals required by the Commission’s adopted nine Unifying Principles, including standards, alignment of college work with the core respect for the individual, inclusiveness, and values is also assessed. providing quality learning experiences. In the 1990s, many college initiatives, including the Lane has been successful in using its core values college’s Restructuring Project, relied on these to drive some of its best work, of which many at principles to guide decisions. The 1995 Strategic the college are proud. The values also offer a Planning Team decided to adopt six core values. mirror by which the college may reflect on any These core values guide all planning, decision- shortcomings. making, and day-to-day activities at the college:

209 Lane Community College — Standard 9

Subscription to High Ethical expectations of learners’ rights and Standards responsibilities; and to provide for learners’ safety, privacy and security. The Treatment of Staff Through its Oregon statutes, policies and policy ensures, among other matters, that procedures, the college guides its governing board personnel rules are clear; that processes are in members, administrators, faculty, and staff to place for redress of grievances; that staff are free maintain high ethical standards in the to express ethical dissent; that they operate in a management and operations and in all of its collaborative and participative environment; and dealings with students, the public, organizations, that results are a measure of staff success. and external agencies (9.A.1). This issue is The effectiveness of policies regarding treatment addressed in a number of policies and procedures of learners and students is included in the Board on record and in practice. Oregon law and board Monitoring Reports. Student complaints are policies set the framework for the college’s tracked and provide data about students’ own operational policies and procedures for the perception of their treatment; the formal student learning environment, non-discrimination, faculty complaint process offers the college an and staff treatment, student rights and opportunity to fully investigate and record such responsibility, and privacy rights. complaints and develop improvement plans when The Oregon Revised Statutes (ORS) provide the necessary. guiding document and directive under which the Board Policy B.040 lays responsibility for the college operates as a public agency in Oregon. All quality and integrity of the institution upon the board policies and the College Online Policy and board. An essential aspect of institutional integrity Procedure (COPPS) manual adhere to ORS. In lies in sustaining alignment between the college’s addition, board and COPPS policies are guided mission and vision—i.e., the college’s public explicitly by the Oregon Government Standards declarations of its own institutional intentions— and Practices Laws: a Guide for Public Officials. and its practices. In 2003-04, the board reviewed This is a manual on government ethics produced and approved the vision, mission, core values and by the Oregon Government Standards and Strategic Plan of the college to ensure that they Practices Commission, a seven-member appointed guide the operation of the college; this occurs body confirmed by the Oregon Senate. regularly. The board also evaluates the extent to In accordance with the ORS, the board must act which the college fulfills its mission, and is ethically and professionally, and with due respect responsible for stewardship of resources. to confidentiality when appropriate. Board Monitoring Reports inform the board of important members affirm that they abide by the code of progress and challenges in this area. conduct of the college. To ensure adherence to its In addition to the college board’s ethical own policies, board member performance is responsibilities to the institution, the president has evaluated annually; administrators, faculty, and executive responsibility and oversight in this staff have an opportunity for input relevant to how regard; the president must assure that every effectively board members are meeting these activity, decision, or organizational circumstance standards. is lawful, prudent, and in accordance with Lane’s board policies for Treatment of Learners commonly accepted business and professional and Treatment of Staff provide overarching ethics (Board Policy A.010). The president is also guidelines for behavior by the board, responsible for assuring that procedures and administrators, faculty and staff in their daily decisions are safe, dignified, unintrusive and interactions with students and each other (Board confidential (Board Policy A.020). To ensure Policies A.020 and A.030 respectively). The inclusion of as many points of view as possible, Treatment of Learners policy requires the college, the president is obliged to inform and support the among other matters, to be welcoming to and board by providing wide-ranging information accepting of learners; to provide clear about issues at hand.

210

Lane Community College — Standard 9

60% s e s 40% n o p s e r l l a f o 20% %

0% Strongly agree Agree Disagree Strongly disagree blank

Spring 2000 Spring 2002 Figure 9-1: Lane’s environment is welcoming and accepting to all students (Source: ACT Student Opinion Survey— Additional Questions, Spring 2002).

60%

50% s e

s 40% n o p s e

R 30% l l a f

o 20% %

10%

0% Very satisfied Satisfied Neutral Dissatisfied Very dissatisfied

% Lane % All Oregon Figure 9-2: Satisfaction with ethnic/racial harmony at Lane (Source: ACT Student Opinion Survey, Spring 2002).

The Learning Environment The stated mission of Lane’s Human Resources Lane is committed to providing an atmosphere office of Affirmative Action, Diversity, and Equal conducive to learning and free from Opportunity “is to ensure equal opportunity and discrimination, harassment, and retaliation. The promote diversity among the staff and students, college is committed to equal opportunity in and within the college community as consistent education and employment. Its core value of with applicable federal, state, and local laws and diversity requires all staff to: regulations, and to provide a working and learning environment that is free from discrimination, • welcome, value and promote diversity among harassment and retaliation.” staff, students and our community; • cultivate a respectful, inclusive and accessible Maintaining the health and well-being of all working and learning environment (Figure 9-1); students and employees is an essential aspect of • work effectively in various cultural contexts to safety; Lane makes efforts to improve the health serve the educational and linguistic needs of a and well-being of every employee through its diverse community (Figure 9-2); Employee Wellness Program. The college has • develop capacity to understand issues of experienced challenges with respect to the effects difference, power and privilege. of its buildings’ indoor environmental quality on the health and safety of staff and students. (See Standard 8 for an extended discussion of the college’s response to these challenges.)

211 Lane Community College — Standard 9

Lane’s core values of diversity and adherence to responsibility of management employees to non-discrimination also provide the basis for its perform their duties as outlined in a college- accommodations for people with disabilities. The approved job description, to work in support of college adheres to the Americans with Disabilities the goals and objectives of the college, to Act (3.B.1, 3.D.2, see Standard 3; 8.A.5, see administer and follow the policies and procedures Standard 8), and has developed policies and adopted by the administration and/or the Board of complaint procedures to address issues when they Education.” arise. Faculty Treatment Non-Discrimination In May 1998, the college president, Lane Board policy promotes a safe and non- Community College Education Association discriminatory learning environment for students, (LCCEA) president, Lane Community College faculty and staff. The policy affirms Lane’s Employee Federation (LCCEF) president, and commitment to equal opportunity in education and Management Steering Committee chair agreed to employment. and signed a set of labor relations principles, which include the principle that “[m]anagement In June 2004, the board significantly revised acknowledges and respects the role of unions in Policy D.070, which protects students from representing the interests of employees . . . [and] discrimination. The policy states, in part: will interact with each other and build Under no circumstances shall an applicant who is relationships based upon trust, honesty, openness otherwise qualified be denied admission or given a and mutual respect.” preference for admission to the college based on an individual’s race, color, national origin, sex, age, marital The Work Roles and Relationships Council status, familial relationship, sexual orientation, developed a series of documents that articulated in pregnancy, disability, religion, expunged juvenile record, clear terms a set of principles to guide behavior or veterans’ status. among and between employee groups across Faculty, too, are protected from discrimination by campus. This document reflected a movement to a college policy and by the faculty contract. In more self-directed and collaborative working Article 7 of the collectively bargained agreement culture. Since then, the college has tried to between the LCCEA and the college, faculty agree develop a more collaborative and team-based to adhere to the principles of free choice and approach to work among faculty, classified staff, refrain from discrimination against any employee and administrators and managers. The council because of age, race, religion, sex, physical itself was suspended, but this work provided one limitations, marital status, sexual orientation, or basis for improvement of working relationships. national origin. Classified Staff Treatment Classified staff are protected from discrimination Lane has raised its expectations for treatment and by policy and by Article 5 of the LCCEF contract, inclusion of classified staff as team members which prohibits discrimination based on race, sex, essential to the learning environment. Classified age, creed, national origin, disability, sexual staff are formally involved in governance work of orientation, or political affiliation. the college, and the college has made resource Harassment is prohibited by board policy and commitments to ensure their participation. To college policy; policies are in place to address reflect this fact, the college has added a standard racial/ethnic and sexual harassment. Informal and element—Standard 6.F: Classified Staff Role in formal complaint processes are in place to Governance (6.F, see Standard 6). respond to incidents as they arise. Article 12.7.2 of the LCCEF contract addresses Board policy guides the ethical behavior of respectful behavior between management and management employees as well. According to staff. By policy, the president ensures fair Article 3.1 of the Management Employees treatment of employees, overseeing the Working Conditions document, “It is the development of personnel policies that clarify personnel rules for staff, provide for effective

212 Lane Community College — Standard 9 handling and redress of grievances, and protect for employees. against wrongful conditions. The faculty contract calls on the college to respect Student Rights and Responsibilities the privacy of faculty members, including respect In addition to the Treatment of Learners policy, for the privacy of faculty mailboxes, offices, COPPS policies define the role of the college in email, phones, computers, and personal material. students’ lives. The college maintains a neutral For students, faculty and staff, the use of Banner viewpoint on student clubs that it allows to use has provided improved privacy and security. college facilities, allowing freedom of association Instead of Social Security numbers, the college and expression for these extracurricular activities. uses “L” numbers—identifying numbers randomly According to COPPS, the purpose of Lane assigned—which deter the misuse of personal Community College is to transmit knowledge, information routinely used in the process of pursue truth, support student development and conducting college business. contribute to the community which the college serves. Minimum standards for academic freedom Review of Policies and conduct are outlined in the Student Code of Lane regularly evaluates and revises, as necessary, Conduct. Students and staff are required to its policies, procedures and publications to ensure exercise their academic freedom responsibly. continuing integrity throughout the institution (9.A.2). Policies and procedures are evaluated and The catalog is recognized as an implied contract revised as a part of the college’s normal between students and faculty, and this document, operations and as part of the board’s continual along with syllabi, guide behavior and development. The president directly addresses expectations with respect to plagiarism and board policy by submitting monitoring data which grades. There have been very few examples of offer the occasion for policy review; the president plagiarism rising to the institutional level, a is also required to advise the board if it is not in testament to the functioning of procedures at the compliance with its own policies; the board also classroom level between faculty and students; monitors its own performance (Board Policy appropriate procedures are in place for plagiarism B.110). In July 2004, the board completed its problems when they do arise. comprehensive review of board policies, making The administration does not change grades changes as needed. Board Policy B.130 requires awarded by faculty; the Academic Council is the that the board follow an agenda that reviews all only body which is authorized to do so. policies and continually improves board performance. A three-year cycle of policy review Official policies for addressing student complaints is in place. Board policy also provides a recursive provide uniform guidance for all complaint mechanism to consider new issues in relation to procedures. At hearings, it is expected that all policies that have already been established parties suspend judgement fully, investigate the (A.090). issue at hand, provide due process, and support the complainant. A procedure is in place for reviewing and revising COPPS policies and procedures annually to Privacy ensure that the information is current and that all Since access to student and employee information links and references are correct. This procedure is is a regular and necessary part of many Lane overseen by the senior administrator in charge of employees’ work, maintaining the letter and spirit the policy domain each year (e.g., the vice of privacy laws and policies is essential to the president for instruction and student services for college’s integrity. By board policy, COPPS instructional policies). policy, and Family Educational Rights and Privacy Act (FERPA) guidelines, Lane employees Formal standing committees and councils review and students have the same rights of privacy as and evaluate their polices periodically. Faculty any other citizen. Lane maintains a FERPA Council has evaluated their policies and webpage to clarify important issues about the act procedures for the last two years. All publications

213 Lane Community College — Standard 9 are reviewed by appropriate staff across campus; The definition and prohibition of conflict of the schedule and course descriptions are reviewed interest at Lane conforms to the Oregon by faculty each year. Government Standards and Practices Commission manual on government ethics and to the ORS The Hiring Process Team has undertaken a definition, whereby any action, decision or comprehensive review of hiring training, recommendation by a person acting in an official processes and policies. In May 2003, they made capacity which would have the effect of private many recommendations to improve alignment of pecuniary benefit or detriment of the person or the college’s hiring practices with its vision, person’s relative or any business with which the mission and core values, with particular attention person or a relative of the person is associated, is paid to diversity. Many of those recommendations prohibited. (The policy makes some provision for have been implemented. exceptions.) Accurate Representation Board Policy B.160 directs board members to The college represents itself accurately and represent unconflicted loyalty to the interests of consistently to its constituencies, the public, and the citizens of the district. Policy D080, which prospective students through its catalogs, has recently been reviewed and revised by the publications, and official statements (9.A.3). board, mandates that employees avoid conflict of According to the department of Marketing and interest. COPPS policy prohibits management Public Relations, Lane has a comprehensive employees from hiring or supervising a member graphic identity in order to create a high-quality of their family. In 2003, the board and ET held and consistent image of the college. To ensure that training sessions on conflict of interest and ethics. publications are professionally designed, present clear and accurate information, contain correct Recently, the college made it clear that even grammar, punctuation and spelling, present a personal use of college-owned cell phones could consistent image of the college, and follow constitute inappropriate pecuniary benefit, and college and federal guidelines, all display such uses were deemed impermissible. Because of advertising and marketing publications intended concerns about academic freedom and free for off-campus use must be approved by the speech, employees are allowed use of Internet and college’s marketing coordinator. email for personal use which is covered by college policy. The college works to ensure that all communication from the college presents Lane A new policy guiding Ethical Conduct of All positively and accurately. The Marketing and Employees has had a first reading by the board in Public Relations Department, which has won July and will be approved in September. numerous awards, including a first place for Although the college has hiring policies and Lane’s class schedule in 2003, prepares guidelines procedures in place for contracted staff which aim and style guides to ensure uniform representation. both to ensure that the most qualified person for (See also Policy 3.1.) the job is hired and also to be in alignment with As part of its “Creating Our Respectful the college’s Affirmative Action/Equal Environment” (CORE) initiative, the college posted Opportunity guidelines, practice has sometimes signs in English and in Spanish, reminding all contradicted these policies and procedures for students, staff, and visitors that everyone at Lane is non-contracted staff. Hiring for non-contracted entitled to respect and freedom from harassment. and non-recurring staff is much more informal; The college is making efforts to post more signs often no search occurs. Managers have been at around campus in both English and Spanish. their discretion to hire anyone they wish for short- term hiring. This policy has had the potential to Conflict of Interest raise issues of conflict of interest. The Hiring Lane’s policies define and prohibit conflict of Practices Improvement Team has developed new interest on the part of the governing board policy, effective Fall 2004, to address this issue. members, administrators, faculty and staff (9.A.4). The practice of developing pools of candidates

214 Lane Community College — Standard 9 available for non-contracted work is being intended to guide faculty in their efforts to infuse encouraged. diversity into curriculum in all disciplines, but it is not intended to restrict faculty’s academic Free Pursuit and Dissemination of freedom, and makes no such provisions. Knowledge Lane’s policies and practices demonstrate its Analysis and Appraisal: commitment to free pursuit and dissemination of The college has undergone significant changes in knowledge consistent with the institution’s the last ten years with respect to issues of ethics mission and goals (9.A.5). One aspect of such and integrity. While the college had policies in pursuit of knowledge is the ability to freely place regarding ethical behavior of managers, express one’s opinions and ethical dissent. Board faculty, and staff in 1994, there was an implicit policy prohibits discrimination against staff assumption that such policies had no “teeth” and members for expressing such dissent. Lane also that there were no consequences for obvious conforms to Oregon “whistleblower” laws, ethical transgression. The culture is very different protecting employees from retaliation in the case at Lane now, and consequences for such of discovering of wrongdoing by the college. transgressions are evident. Unethical behavior is a job performance issue for all employees, and, as COPPS also has a policy covering Freedom of such, subject to progressive discipline, including Inquiry and Expression, which acknowledges the dismissal. indispensable character of such freedom for students to pursue their educational and vocational The openness of the budget process and goals. The policy acknowledges that in order to information about it also illustrate a positive provide conditions that are conducive to the change in institutional integrity at the college. Ten transmission of knowledge, the search for truth and years ago, budget information was considered the development of the student, the college must “privileged” by the previous Executive Team. The commit to the principles of democratic freedom for administration was reluctant to publicize budget itself and others. Those few times when individuals or financial information when it might reflect have challenged freedom of inquiry and negatively on its administration of college affairs. expression, the college has consistently supported Currently, the Budget Development web pages academic freedom. maintained by College Finance publicize all financial information, including criteria for cuts, Article 15.2 of the collectively bargained faculty etc. While many complain that they are unable to contract also protects academic freedom in the properly analyze the complex documents, the classroom. It outlines the responsibility for open access to raw data represents a significant protecting freedom in the classroom in discussion movement forward. and presentation of the subject matter: “The professional freedom of faculty includes the right Diversity is a core value of the college, yet to explore and discuss controversial issues and ensuring that all embrace it is a challenge. In divergent points of view, including evaluating, Spring 2003, a spate of racial incidents threatened criticizing, and advocating their point of view to erode the college climate significantly, a concerning the policies and programs of the circumstance which policies alone could not college.” (4.B.7, see Standard 4.) address. President Spilde responded by sending a memo to the entire college community and The college has developed a policy on curriculum convening an all-college gathering. Several equity which strongly encourages instructors to hundred members of the college came to the establish curriculum equity by portraying women gathering, filling Forum Building Room 307. The and men from diverse cultural and ethnic president publicly acknowledged and condemned backgrounds in a wide range of roles, including the activities, and offered support to those in the content by and about culturally and ethnically communities of color who were wounded by the diverse people whenever feasible, and inviting incidents. She also immediately convened a culturally and ethnically diverse persons as guest Response Team to investigate ways to address the speakers, among other things. This policy is

215 Lane Community College — Standard 9 problem. The Team came up with a Zero • Policies and procedures are clear, well-defined, Tolerance policy and a number of other publicized on the web, and grounded in Oregon recommendations to the college to improve the law. They are regularly evaluated for integrity college climate. and changes are announced. • When approved in September, the board policy The president received more than fifty emails in on Ethical Conduct of All Employees will reaction to the incidents and the college’s efforts provide a unified statement on ethical conduct in their wake, including some from communities to the college community. affected. While there was deep concern about the • The budget process is open. Transparency of incidents and the deep-rooted problem they the budget to non-specialists is improving. reflected, the overwhelming majority of responses • In their daily work, dedication to the college to the gathering and the Response Team’s mission, and adherence to core values, policies recommendations was positive. and procedures, the college community While these changes have been felt across the cultivates an environment of respect, fairness, college, there are still challenges in developing a honesty and openness. common understanding of institutional integrity. • The college works towards fulfilling its duty as During the self-study review process, in which a public institution to steward the resources seven members from all employee groups invested by the community. gathered and read the first draft of the self-study, • Ethical expectations of students are clearly individual stories about ethical transgressions and outlined; the college is consistent in its student perceptions of a lack of integrity emerged. disciplinary practices. These stories led the standards team and the Challenges: administration to reflect on a shortcoming of the • Personnel policies are located on COPPS, but college: As stated in the introduction, the core are not together in an obvious and centralized values of the college are generally well place on the website for ready and easy understood by the campus community, especially comparison. those of learning, diversity, and innovation. • Information regarding ethical behavior and However, while “integrity” is a core value, it may integrity is not easy to find on the current Lane also be the value least commonly understood and website using intuitive search terms and is not most subject to misinterpretation. There are clear, commonly located in a compendium. well-defined policies in place and procedures to • Some staff have not understood that Oregon follow for redress when necessary. But developing Statute and Board Policy A.030 protects trust among all college constituents takes longer “whistleblowers” from retaliation by the than making improvements. college. Strengths: • As the college moves more toward values of • The college places a high value on ethical collaboration and teamwork, there have been treatment of learners and staff. some isolated concerns that definitions about • Since 1994, Lane has developed significantly in what constitutes “supervision” are less than its value-orientation; in its openness and clear. inclusiveness; and in its responsiveness to • While many policies and procedures are clear, problems when they arise. published, and readily available, departmental • Lane provides procedures for redress of policies, charters and handbooks present a wrongs; advocates and contact people for each challenge to consistency of rules and policy are in place. expectations across the college; the • Freedom of inquiry and expression are strongly decentralized character of such documents have supported in and out of the classroom. advantages as well as these inherent disadvantages. • Clarifying the distinction between personal ethics and morality and institutional integrity is an area for organizational development.

216 Lane Community College — Standard 9

• There is a process for faculty to provide feedback on policies by contract. However, the process for review by all employees could be more clear. Improvement Plans: • The college will collect board policies, COPPS policies, and other policies in a centralized compendium on its website with intuitive search terms for the most effective use by the college community. The president will announce this compendium to the college community in September. • The college will devise a clear COPPS policy to outline protections against retaliation for whistleblowers; this will elaborate on and clarify Board Policy A.030, which implicitly protects whistleblowers but which will be clarified in laypersons’ terms. • As part of its ongoing negotiations and governance activities, the administration, managers, and faculty and classified staff representatives will review the issue of how team-based work impacts supervisory roles and expectations. • The college will make it clear that all handbooks and departmental policies will align with college policies and agreements. It will develop a policy which guides readers of specialized handbooks to college documents for clarification. • Lane’s core values provide focal points for the ethical development of the entire college community. For the past two years, the college has used the core values of learning and diversity as themes for its all-college Spring Conferences, and has been highly successful in developing a common understanding of the importance of these values to all who work at Lane. Since integrity is also a core value, the college will consider integrity as a topic for in- service activities. • The college will develop a plan to improve the process by which employees provide feedback regarding policy changes.

217 Lane Community College — Standard 9

218 APPENDICES

Standard One (Appendix A) Mission and Preface ACT Student Opinion Survey – Additional

Standard Two (Appendix B) Course Criteria AAOT List of Assessments Learning Outcomes Courses for Human Relations Requirements

Standard Seven (Appendix C) Current Funds Revenues (Table 1) Current Funds Expenditures (Table 2)

Mission

Lane is a learning-centered community college that provides affordable, quality, lifelong educational opportunities that include:

• Professional technical and lower division college transfer programs • Employee skill upgrading, business development and career enhancement • Foundational academic, language and life skills development • Lifelong personal development and enrichment, and • Cultural and community services

PREFACE

As members of the Strategic Planning Committee, we are pleased to present Lane’s most recently developed Strategic Directions. These are now included as part of the updated Strategic Plan for the College. We feel that these new directions, developed over months of thoughtful discussion in a spirit of collaboration and respect, reflect our best thinking about how to focus the work of the College in the next three to five years.

In its work, the committee sought to articulate a set of directions that linked with the College’s vision, mission and core values, and set the parameters for developing essential and achievable goals. We took care to provide continuity with Lane’s history and values, while clarifying a picture of the College we could create together. As part of the updated Strategic Plan, these Strategic Directions will significantly enhance our ability to provide effective, comprehensive educational programs and services that meet the learning needs of our community.

Quality education is at the heart of the Plan. Translating this overarching principle of quality into directions led us to concentrate on three areas of the College: Transforming Students’ Lives; Transforming the Learning Environment; Transforming the College Organization. These directions are dynamic and interrelated, as are all areas of the college, and it is likely that this interrelatedness will be reflected in the next step of this process: breathing life into these directions by setting priorities and outlining specific goals which will focus our work at Lane for the next three to five years. The directions and the goals will be works-in-progress, guiding our work but always subject to review and updating as we continue to respond to the needs of the communities we serve.

A-1 Lane’s staff and many community members contributed to the development of our Strategic Plan, and it will be through all of our efforts that Lane’s Vision—Transforming Lives Through Learning--will be actualized. This Plan will enable us to maintain our traditional strengths while providing structure for our future as a learning college.

The Strategic Planning Committee: Kate Barry, Management Council Bob Baldwin, LCCEF Sonya Christian, Executive Team Roger Gednalske, ASLCC Marie Matsen, Executive Team Anne McGrail, Faculty Council Dave Keebler, Management Steering Committee Ted Lay, facilitator Cheryl Roberts, Executive Team Jim Salt, LCCEA Marcia Sexton, ASLCC Mary Spilde, President Craig Taylor, Executive Team Annick Todd, College Council Deborah Watkins, Classified Council.

December 22, 2003

A-2

Student Opinion Survey – Lane’s Additional Questions Project Summary

Background

Every two years all Oregon community colleges conduct a student opinion survey to assess perceptions of college environment and services. The survey has been authorized and supported by the Oregon Community College Deans of Students Association. The first statewide administration of this survey occurred in the fall of 1993 using the standard Student Opinion Survey questionnaire developed by American College Testing (ACT). Following that first survey project, the Oregon Council of Community College Institutional Researchers developed a customized Northwest Edition of the standard ACT instrument. This new survey instrument has been administered to Oregon community college students during spring terms of 1996, 1998, 2000 and 2002.

Besides the standardized ACT survey instrument which is used by all Oregon community colleges for this biennial student survey project, additional questions unique to each college can be included with this project. This report contains findings from the additional questions developed by Lane staff for the spring 2002 survey. The methodology and findings of the survey project are briefly summarized below. Readers are encouraged to review the detailed graphic and tabular presentations of findings derived from the additional questions as well as respondent comments that follow this summary. The survey instrument used in this project follows the detailed presentations of findings.

Survey Methodology

Survey Instrument

During spring term 2002, drafts of possible additional questions to be included with the ACT Student Opinion Survey (Northwest Edition) were submitted to Institutional Research, Assessment & Planning (IRAP) by Lane staff who wanted to investigate particular issues. IRAP staff reviewed questions and offered suggestions that would clarify and focus questions. The final 35 additional questions were compiled in a three-page format and distributed along with the standard ACT Student Opinion Survey.

Data Collection

At the end of the third week of spring term 1,253 student packets containing the ACT Student Opinion Survey (Northwest Edition) and Lane’s additional questions were delivered to 58 instructors of credit courses. These 58 sections were a stratified random sample of spring term credit sections. The following criteria were used to select sections: • at least one section was selected from each department • the number of sections selected in a department was based on student FTE in the department • no instructor was selected more than once

A-2. 1

• morning, afternoon and evening courses were selected in approximately the ratio such classes were offered spring term.

Instructors were asked to distribute survey packets to students at the end of a class session sometime during the fourth or fifth weeks of the term and then to collect completed surveys from students during the next meeting of the class. Fifty-four instructors returned packets of completed student surveys. A total of 600 completed student surveys were returned to IRAP for a student survey response rate of 48%. IRAP staff loaded responses to the 35 additional questions and then submitted all of the ACT survey forms to a central collection point at Chemeketa Community College where they were grouped with completed surveys from all other Oregon community colleges before being sent off to ACT for processing. Findings from the ACT survey instrument should be available from ACT September 2002.

Comparison of Survey Respondents with Lane Student Population

Based on characteristics of age, ethnicity/race, and gender, the survey respondents were representative of Lane’s student population enrolled in credit classes. The following three charts are comparisons of survey respondents with all credit students on these three characteristics.

Ethnic/Racial Group: ACT Student Opinion Survey All Credit Students

# of % of all % of valid % of credit students response category responses responses responses fall '01* African-American or Black 9 1.5% 1.8% 1.4% Native American 4 0.7% 0.8% 3.1% Caucasian or White 426 71.0% 87.3% 85.9% Mexican-American, 12 2.0% 2.5% included w/ Latino or Mexican origin Hispanic Asian American, Oriental, 26 4.3% 5.3% 5.5% Pacific Islander Puerto Rican, Cuban, other 11 1.8% 2.3% 4.1% Latino or Hispanic other 35 5.8% na na I prefer not to respond 60 10.0% na na blank 17 2.8% na na total 600 100% 100% 100%

* Data for fall 2001 credit students from Lane’s Facts 2000/2001 brochure.

Example: For students who completed the survey and reported their ethnic/racial group, 1.8% (9 students) indicated they were African-American or Black. For Lane students enrolled in credit classes during fall term 2001, 1.4% reported they were African-American or Black.

A-2. 2

Age Groups: ACT Student Opinion Survey All Credit Students

# of % of % of valid % of credit students response category responses responses responses '00-01* 18 or under 28 4.7% 4.8% 6.0% 19 78 13.0% 13.2% 20 67 11.2% 11.4% 21 56 9.3% 9.5% 34.0% 22 31 5.2% 5.3% 23 to 25 76 12.7% 12.9% 26 to 29 50 8.3% 8.5% 30.0% 30 to 39 109 18.2% 18.5% 13.0% 40 to 61 93 15.5% 15.8% 15.0% 62 or over 1 0.2% 0.2% 1.0% blank 11 1.8% na na total 600 100% 100% 100%

* Data for 2000-01 credit students from Lane Profile 2000-2001.

Example 1: For students who completed the survey and reported their age, 4.8% (28 students) were 18 years or younger. For Lane students enrolled in credit classes during 2000-01, 6.0% were 18 years or younger.

Example 2: For students who completed the survey and reported their age, 34.1% were 19, 20, or 21 years old (13.2% + 11.4% + 9.5%). For Lane students enrolled in credit classes during 2000-01, 34.0% were 19, 20, or 21 years old.

Gender: ACT Student Opinion Survey All Credit Students

# of % of % of valid % of credit students fall response category responses responses responses '01* male 248 41.3% 42.4% 45.0% female 337 56.2% 57.6% 55.0% blank 15 2.5% na na total 556 100% 100% 100%

* Data for fall 2001 credit students from Lane’s Facts 2001/2002 brochure.

Example: For students who completed the survey and reported their gender, 42.4% (248 students) were male. For Lane students enrolled in credit classes during fall term 2001, 45.0% were male.

A-2. 3

A summary of findings from Lane’s additional questions is presented below. More detailed graphic and tabular presentations of responses to all questions are presented in the Findings section of this report. Respondents’ comments follow the tables and graphs. All percentages reported in this Summary section are “valid” percentages (i.e., surveys with no response for a particular question were not included in the percent calculation).

Lane Services: Student Health Services

A majority of survey respondents reported they had “Never” used Lane’s Student Health Services (73% in 2002, compared to 74% in 2000), but among those who had used Student Health Services 95% reported they were satisfied with the service they received (compared to 94% in 2000).

• 66% reported they were “Very satisfied” with the service they received (compared to 65% in 2000) and • 29% were “Somewhat satisfied” (compared to 29% in 2000).

Among all survey respondents, 54% reported it was important to have Lane’s Student Health Services available during the evening or on weekends (compared to 55% in 2000).

• 22% reported it is “Very important” to have Student Health Services available evenings or weekends (compared to 19% in 2000) • 32% reported it is “Somewhat important” (compared to 36% in 2000)

See pages 1 – 3 in the Findings section for details related to Student Health Services.

Student Health Services -- Satisfaction with Service Received (2002) 100%

75%

50% % of responses 25%

0% Satisfied Dissatisfied

A-2. 4

Student Health Services -- Important to have Available Evening and or Weekends? (2002) 100%

s 75%

50%

% of response 25%

0% Important Unimportant

Lane Services: Disability Services

A majority of survey respondents reported they had “Never” used Lane’s Disability Services (93% in 2002, compared to 95% in 2000), but among those who had used Disability Services 78% reported they were satisfied with the service they received (compared to 78% in 2000).

• 48% reported they were “Very satisfied” with the service they received (compared to 33% in 2000) and • 30% were “Somewhat satisfied” (compared to 44% in 2000)

See pages 4 – 5 in the Findings section for details related to Disability Services.

Disability Services -- Satisfaction with Service Received (2002) 100%

75%

50% % of responses 25%

0% Satisfied Dissatisfied

A-2. 5

Lane Services: Tutoring Services

The percent of students who used Lane’s Tutoring Services increased (42% in 2002 compared to 37% in 2000), and among those who had used Tutoring Services 94% reported they were satisfied with the tutoring they received (compared to 90% in 2000).

• 47% reported they were “Very satisfied” with the tutoring they received (compared to 50% in 2000) and • 47% were “Somewhat satisfied” (compared to 40% in 2000)

See pages 6 – 7 in the Findings section for details related to Tutoring Services.

Tutoring Services -- Satisfaction with Tutoring Received (2002) 100%

75%

50% % of responses

25%

0% Satisfied Dissatisfied

Lane Services: Recovery Center

A majority of survey respondents (80% in 2002, compared to 78% in 2000) reported they did not know that Lane had a Recovery Center on campus for information and referral, support, and counseling about substance abuse and related issues that affect students and families.

Among those who were aware of the Center, 43% reported they agreed that the Center effectively supports recovery (compared to 40% in 2000).

• 11% reported they “Strongly agree” (compared to 20% in 2000) • 32% reported they “Agree” (compared to 21% in 2000) • 53% reported they did not know or had no opinion (compared to 55% in 2000).

See pages 8 – 9 in the Findings section for details related to Lane’s Recovery Center.

A-2. 6

Recovery Center Effectively Supports Recovery? (2002) 75%

50%

% of responses 25%

0% Srongly Agree Agree Disagree Srongly Don't know/No Disagree opinion

Lane Services: Childcare on Main Campus

Forty-nine percent of survey respondents reported it was important to them to have childcare available on main campus (compared to 52% in 2000), and 42% reported childcare on main campus was “Not at all important” to them (compared to 41% in 2000).

See page 10 in the Findings section for details related to childcare on main campus.

Importance of Childcare on Main Campus (2002) 50%

25% % of responses

0% Very important Somewhat Somewhat Not at all important important unimportant

A-2. 7

Lane Services: Advising and Counseling

A majority of survey respondents (79% in 2002) reported they had met with a Lane advisor or counselor during the 2001-02 school year. Most respondents (63%) had “1 to 2 meetings”, 29% reported they had “3 to 5 meetings”, and 8% reported they had “6 or more meetings” during the year.

Among those who had met with an advisor or counselor during 2001-02, 87% reported they were satisfied with the quality of service they received:

• 48% reported they were “Very satisfied” • 39% reported they were “Somewhat satisfied” • 10% reported they were “Somewhat dissatisfied” • 3% reported they were “Very dissatisfied.”

See page 11 - 13 in the Findings section for details related to counseling and advising services.

Satisfaction with Advising / Counseling (2002) 75%

50%

% of responses 25%

0% Very satisfied Somewhat satisfied Somewhat Not at all satisfied dissatisfied

Lane Services: Annual Registration System

A majority of survey respondents (67% in 2002) reported they had used Lane’s annual registration system.

Among those who had used Lane’s annual registration system, 89% reported they were satisfied with “the opportunity it provides for getting into classes early”:

• 63% reported they were “Very satisfied” • 26% reported they were “Somewhat satisfied” • 8% reported they were “Somewhat dissatisfied” • 3% reported they were “Very dissatisfied.”

A-2. 8

Satisfaction with Opportunity Annual Registration Provides for Getting into Classes Early (2002) 75%

50%

% of responses 25%

0% Very satisfied Somewhat satisfied Somewhat Not at all satisfied dissatisfied

Among those who had used Lane’s annual registration system, 92% reported it was easy to use:

• 59% reported the annual registration system was “Very easy to use” • 33% reported it was “Somewhat easy to use” • 6% reported it was “Somewhat difficult to use” • 2% reported the annual registration system was “Very difficult to use”

Easy to Use Annual Registration System? (2002)

75%

50%

% of responses 25%

0% Very easy to use Somewhat easy to Somewhat difficult Very difficult to use use to use

See page 14 - 16 in the Findings section for details related to Lane’s annual registration system.

A-2. 9

Lane’s Environment: College Environment is Welcoming and Accepting

Overall, a majority of survey respondents (97% in 2002, compared to 96% in 2000) thought the general college environment is welcoming and accepting to all students, regardless of their race or national origin, gender, religion, physical ability, age, or sexual orientation.

When responses of students of color are compared to responses of students who reported their ethnic/ racial group was Caucasian or white, there are slight differences: • 97.1% of white students thought Lane’s environment was welcoming and accepting; 395 Caucasian/white students responded (compared to 97.1% in 2000; 368 students responding). • 96.8% of students of color thought the environment was welcoming and accepting; 92 students of color responding (compared to 95.1% in 2000; 77 students responding).

Among students who reported their ethnic/racial group was Caucasian or White

• 52% (N = 213) “Strongly agreed” with this statement (compared to 48% in 2000; N = 181) • 45% (N = 182) “Agreed” (compared to 49% in 2000; N = 187) • 2.5% (N = 10) “Disagreed” (compared to 2.4% in 2000; N = 9) • 0.5% (N = 2) “Strongly disagreed” (compared to 0.5% in 2000; N = 2).

Among students of color (i.e., respondents who reported their ethnic/racial group was African- American; or Native American; or Mexican-American, Mexican origin; or Asian American, Oriental, Pacific Islander; or Puerto Rican, Cuban, other Latino or Hispanic; or “other”)

• 42% (N = 40) “Strongly agreed” with this statement (compared to 32% in 2000; N = 26) • 55% (N = 52) “Agreed” (compared to 63% in 2000; N = 51) • 2.0% (N = 2) “Disagreed” (compared to 2.5% in 2000; N = 2) • 1.0% (N = 1) “Strongly disagreed” (compared to 2.5% in 2000; N = 2).

See page 17 in the Findings section for details related to all respondents and the general college environment. General College Environment is Welcoming and Accepting (2002)

60%

Caucasian or White 40%

Students of % of responses 20% Color

0% Strongly agree Agree Disagree Strongly disagree Note: In the graph above, respondents who reported their ethnic/racial group was “other” are included in students of color.

A-2. 10

Lane’s Environment: Instructors Strive to Create a Classroom Environment that is Comfortable and Fair to All Students

Overall, a majority of survey respondents (97% in 2002, compared to 96% in 2000) thought “instructors strive to create a classroom environment that is comfortable and fair to all students regardless of their race or national origin, gender, religion, physical ability, age, or sexual orientation.”

Overall, when responses of students of color are compared to responses of students who reported their ethnic/racial group was Caucasian or white, there are no significant differences: • 96.6% of Caucasian/white students thought instructors strive to create a classroom environment that is comfortable and fair to all students; 393 Caucasian/white students responded (compared to 97.1% in 2000; 369 students responded) • 96.9% of students of color thought instructors strive to create a classroom environment that is comfortable and fair to all students; 93 students of color responded (compared to 92.7% in 2000; 76 students responded).

Among students who reported their ethnic/racial group was Caucasian or White

• 55.8% (N = 227) “Strongly agreed” with this statement (compared to 49.5% in 2000; N = 188) • 40.8% (N = 166) “Agreed” (compared to 47.6% in 2000; N = 181) • 2.5 % (N = 10) “Disagreed” (compared to 2.6% in 2000; N = 10) • 1.0 % (N = 4) “Strongly disagreed” (compared to 0.3% in 2000; N = 1).

• 38.5% (N = 37) “Strongly agreed” with this statement (compared to 37.8% in 2000; N = 31) • 58.3% (N = 56) “Agreed” (compared to 54.9 in 2000; N = 45) • 3.1% (N = 3) “Disagreed” (compared to 4.9% in 2000; N = 4) • 0% (N = 0) “Strongly disagreed” (compared to 2.4% in 2000; N = 2).

See page 18 in the Findings section for details related to all respondents and classroom environment. Instructors Strive to Create a Classroom Environment that is Comfortable and Fair (2002) 80% Caucasian 60% or White

40% % of responses 20% Students of Color 0% Strongly agree Agree Disagree Strongly disagree

A-2. 11

Note: In the preceding graph, respondents who reported their ethnic/racial group was “other” are included in students of color.

Technology: Access to Computers and the World Wide Web

Eighty-eight percent of respondents reported they have access to a computer when they are away from Lane (compared to 80% in 2000) and 81% reported they have access to the World Wide Web when they are away from Lane (compared to 73% in 2000).

• 72% of respondents thought Lane provides students adequate access to computers and related equipment on campus (compared to 73% in 2000).

See pages 19 – 20 and page 23 in the Findings section for details related to computer and World Wide Web access.

Twenty-three percent of respondents reported they would have paid their spring term Lane bill over the Internet if Lane could accept payments over the Internet (compared to 17% in 2000).

See page 22 in the Findings section for details related to paying Lane bills via the Internet.

Fifty percent of respondents reported they would be “Very comfortable” using the Internet to register for Lane classes and 27% reported they would be “Somewhat comfortable” using the Internet to register. Fifteen percent reported they would be “Somewhat uncomfortable” using the internet to register and 9% would be “Very uncomfortable.”

See page 21 in the Findings section for details related to registering for Lane classes via the Internet.

Technology: Lane’s On-line Catalog and Web Pages: Nearly 8% of respondents reported they “often used Lane’s on-line catalog” (compared to 6% in 2000), while a majority (65%) had “Never” used Lane’s on-line catalog (compared to 68% in 2000).

Nearly 17% of respondents reported they “often used Lane’s web pages” (compared to 8% in 2000), while 30% reported they “Never” used Lane’s web pages (compared to 43% in 2000).

See pages 29 and 30 in the Findings section for details related to students using Lane’s on-line catalog and web pages.

A-2. 12

Courses: Importance of Distance Learning Classes and Degrees through Distance Learning

Fifty percent of respondents reported it was important to be able to take on-line/Internet-based courses (compared to 42% in 2000) • 18% of respondents reported this was “Very important” (compared to 15% in 2000), and 32% reported it was “Somewhat important” (compared to 27% in 2000).

Forty-three percent of respondents reported it was important to be able to take telecourses (compared to 37% in 2000). • 14% of respondents reported this was “Very important” (compared to 12% in 2000), and 29% reported it was “Somewhat important” (compared to 25% in 2000).

See pages 24 and 26 in the Findings section for details related to the importance of being able to take distance learning courses.

Thirty-seven percent of respondents reported it was important to be able to complete an entire degree through distance learning (e.g., on-line/Internet-based courses, telecourses, etc.) (compared to 28% in 2000). • 13% of respondents reported this was “Very important” (compared to 9% in 2000), and 24% reported it was “Somewhat important” (compared to 19% in 2000)

See page 27 in the Findings section for details related to the importance of being able to complete an entire degree through distance learning courses.

Distance Learning -- Importance of ... Q24 Taking on- 50% line/Internet- based courses 40% Q26 30% Taking Telecourses 20% % of responses 10% Q27 Completing Entire Degree 0% via Distance Very important Somewhat Somewhat Not at all Lrng. important unimportant important

A-2. 13

Courses: Familiarity with Interdisciplinary Linked Classes

Almost twenty-one percent of respondents reported they were familiar with interdisciplinary linked classes and other learning community opportunities at Lane (compared to 22% in 2000). • 3.6% of respondents reported they were “Very familiar” (compared to 3.4% in 2000), and 17% reported they were “Somewhat familiar” (compared to 18% in 2000).

Respondents were also asked to briefly explain how they learned about learning communities at Lane. Explanations provided by students who reported they were “Very familiar” or “Somewhat familiar” with learning communities at Lane mentioned the following sources:

• instructors, advisors or other students

• Lane’s class schedule or catalog, flyers, posters on bulletin boards and by accident.

See page 28 in the Findings section for details related to interdisciplinary linked classes and other learning community opportunities at Lane and see pages 35 - 37 for explanations of how students learned about these classes.

Conclusion

Many of the findings obtained from this 2002 project correspond to findings obtained from the 2000 survey. The ongoing nature of this project will help to identify trends in students’experiences and perceptions that should help Lane staff determine whether policy or program changes are necessary to enhance the learning environment and outcomes for students.

This survey project will be conducted again during spring term 2004. New issues of interest and appropriate questions will be identified and developed prior to that survey.

Institutional Research, Assessment & Planning July 30, 2002 R:\surveys\act\svy_2002\additional questions\final report\projsumm.doc

A-2. 14 Appendix B-1: Course Criteria for AAOT Requirements

COURSES MEETING THE AAOT ARTS AND Courses meeting the AAOT Social LETTERS REQUIREMENTS SHALL: Science requirement shall: • Be a minimum of three credits • Be a minimum of 3 credits • Be regularly numbered offerings (not • Be regularly numbered offerings (not temporary or independent study) temporary or independent study) • Have as their main focus the broad • Have as a main focus the exploration of a exploration of traditional liberal arts social science department discipline Arts and Letters qualifying courses shall Social Science qualifying courses shall do also meet these criteria: at least five of the following: 1. build upon already established basic skills 1. Provide opportunities to develop 2. be grounded in theory, which informs information literacy in the social sciences practice (the ability to critically analyze, synthesize, 3. develop critical thinking or creative and evaluate various forms of information application of ideas including written texts and other media) 4. emphasize the value of artistic expression 2. Encourage the use of effective and human creativity communication skills, such as active 5. incorporate interactive learning activities, listening and the clear expression of ideas in including performance or studio experiences speaking and writing 6. require learning at the level of analysis, 3. Raise awareness of diversity issues and synthesis, and evaluation encourage respectful communication across 7. require substantial out-of-class learning, cultural differences related to course content, on the students' 4. Use multiple theoretical approaches of a part social science discipline to critically analyze 8. require readings and research within problems and to develop recommendations experiential courses for problem solving 9. connect course skills to other disciplinary 5. Use multiple methodological approaches of learning a social science discipline to critically 10. develop students' information literacy skills analyze problems and to develop (use of library, internet, etc.) recommendations for problem solving 11. foster recognition of diverse humanity and 6. Encourage students to examine individual build respect for human diversity experiences and perspectives in relationship to course material 7. Encourage multidisciplinary thinking

B-1 Appendix B-1: Course Criteria for AAOT Requirements

Courses Meeting the AAOT Courses Meeting the AAOT Ethnic/Gender/Cultural Diversity (EGCD) Science/Math/Computer Science courses shall: Requirement course shall: • Be a minimum of 3 credits • Be a minimum of three credits • achieve the same outcomes if course • Be regularly numbered offerings (not sections are taught by more than one temporary or independent study) instructor • Have the main focus be the systematic study • Be regularly numbered offerings (not of a branch of science, math or the discipline temporary or independent study) of computer science • Have Curriculum Committee approval; if Science/Math/Computer Science qualifying eligible, have applied for other degree courses shall: requirement status for Arts & Letters or 1. Build upon and apply a systematized body Social Science requirement status of knowledge or principles (through In addition, Ethnic/Gender/Cultural observation and experimentation for Diversity qualifying courses shall: science.) 2. Build a foundation to connect skills and 1. emphasize elements of critical thinking knowledge to other disciplinary learning, 2. have as their central focus the study of the thus meeting the needs of other programs unequal distribution of power within the and degree requirements. framework of particular disciplines and 3. Develop ability to symbolically express course content relationships between figures, forms, and / 3. focus primarily on the United States, or quantities. although global contexts are encouraged 4. Communicate precisely, technically, 4. provide illustrations of ways in which quantitatively, and symbolically within a structural, institutional, and ideological structured system. discrimination arise from socially defined 5. Use multiple approaches to develop critical meanings attributed to difference analytical thinking that includes synthesis, 5. provide historical and contemporary evaluation, and creative insight. examples of difference, power, and 6. Require inductive and deductive reasoning. discrimination across 7. Provide exposure to both theory and 6. cultural, economic, social, and political practical applications. institutions in the United States 7. provide illustrations of ways in which the interactions of social categories, such as race, ethnicity, social class, gender, religion, sexual orientation, disability, and age, are related to difference, power, and discrimination in the United States 8. provide a multidisciplinary perspective on issues of difference, power, and discrimination 9. incorporate interactive learning activities (e.g.: in-class writing exercises classroom discussion peer-review of written material web-based discussion groups)

B-2 Appendix B-2 List of Assessment Projects Completed

ACT Student Opinion Surveys, 1996, 1998, 2000, 2002, 2004 Adult High School Qualitative Study - 1997 Applied Engineering Placement - 1997 Apprenticeship and Training - 2002 Athletics Survey – 2001 Biology Series – 1997, 1998, 1999 Business Technologies – 1998, 1999 Community Perception Study Continuing Ed Enrollment Co-operative Education - 1997 Counseling – TRIO – 2001, 2002-03 Course Completion by Division – 2000, 2001, 2002, 2003 Culinary – 2001 Dental Assisting Program – 2002-03 Dental Clinic – 2001 Dental Hygiene – 2000, 2001 Distance Learning Grade Distribution Comparison - 2004 Electronic Engineering - 1999 ESL Transitions Focus Groups - 1999 First Year Nursing – 2002-03 Florence Public Perception – 1999 General Education Assessment – 2002, 2003, 2004 Graphic Design – 1999 Higher Education Research Institute – 1998 Faculty Survey History Exam Comparisons 1999-2000 International Students - 2000 Learning Communities Study - 2000 Low Reader Survey – 1998, 2001 Math 095 - Sept 2002 Math 111 - 2001 Nursing – 2002-2003 PT Faculty PT Core Courses Report, 1997, 1998, 1999, 2000, 2001, 2002, 2003 Rites of Passage - 2002 Student Follow-Up Report – Annually 1995-2002 Students of Color – 1995 Study Skills: Math 010, Math 020 – 1999, 2003 Technical Drafting – 1997, 1999 TRIO – 2000, 2001, 2002, 2003 Vanguard Learning College Inventory – 2001 Wellness – 2002, 2003

B-3 Appendix B-2 List of Assessment Projects Completed

B-4 Appendix B-3: Learning Outcomes of Lane Professional/Technical Programs, 2004-05

Accounting AAS The graduate will: • use computerized and manual systems to record data and prepare accounting statements and reports. • apply accounting theory to analyze accounting information. • use computerized accounting and spreadsheet software. • use critical thinking skills to identify and solve problems in the accounting area. • access library, computing and communications services and obtain information from regional, national, and international networks. • interpret the concepts of a problem-solving task and translate them into mathematics. • formulate questions that can be addressed with data and collect, organize, and display relevant data to answer them.

Administrative The graduate of the first year certificate program will: Assistant AAS • work independently and in teams. Office Assistant 1-year • produce high-quality documents and correspondence using a variety of computer Certificate software. • operate office equipment, including personal computers. • provide customer service. • communicate effectively orally and in writing, including use of electronic methods. • organize and maintain business files and records both manually and electronically. • maintain simple office financial records. • use appropriate library and information resources to research professional issues. • use critical thinking and analytical skills to solve business problems. In addition to the above outcomes, the graduate of the Associate of Applied Science program will: • carry out office administration procedures and management, financial, and Web support functions using technology. • use advanced functions of a variety of computer software to complete complex projects and documents. • have skills to perform in office management level positions.

Apprenticeship The graduate will: • perform the duties and responsibilities of a chosen trade, craft, or occupation • adapt to new job requirements to qualify for advancement in becoming lead supervisors • develop attitudes conducive to a chosen trade and improve customer relation’s skills • develop communication and critical thinking skills allowing them to obtain job advancement • use appropriate library and information resources to research professional issues and support lifelong learning • access library, computing, and communications services and obtain information and data from regional, national, and international networks • represent, analyze and determine rules for finding patterns relating to linear functions, non-linear functions and arithmetic sequences with tables, graphs, and symbolic rules

B-3.1 Appendix B-3: Learning Outcomes of Lane Professional/Technical Programs, 2004-05

Auto Body & Fender The student who successfully completes all Auto Body and Fender program Technology AAS requirements will: and 2-year Certificate • adhere to OSHA and industry safety standards. • effectively use the latest collision repair equipment as well as refinishing procedures. • repair and refinish automobile bodies to industry standards. • access library, computing, and communications services and obtain information and data from regional and national networks. • interpret the concepts of a problem-solving task and translate them into mathematics. Auto Body & Fender In addition to the outcomes for Auto Body and Fender, the student who successfully Technology Auto completes all Auto Collision Option program requirements will: Collision AAS Option • effectively use state-of-the-art measuring and collision repair equipment. • demonstrate a thorough knowledge of advances in technology in auto collision. • enter the workforce with substantial practical experience in collision repair. • repair and reconstruct automobile bodies to industry standards. Auto Body & Fender In addition to the outcomes for Auto Body and Fender, the student who successfully Technology Auto Paint completes all Auto Paint Option program requirements will: AAS Option • demonstrate thorough knowledge of advances in technology in auto paint. • effectively use state-of-the-art equipment and materials as well as refinishing procedures. • enter the workforce with substantial practical experience.

Automotive The graduate will: • use automotive service resources to complete lab projects and become familiar Technology AAS and with computer accessed information, internet accessed information and 2-year Certificate information available in print related to automotive repair. • be able to perform computations for gear ratios, engine displacement, electrical circuits, power output, vehicle alignment angles, conversion between the metric system and standard system, and use of precision measuring tools. • diagnose and repair current vehicles using advanced diagnostic tools and equipment. • successfully complete ASE certification tests. • demonstrate and use industry safety standards.

Aviation Maintenance The graduate will: Technician AAS and 2- • repair and maintain the operating condition of aircraft. year Certificate • pass the FAA written, oral and practical exams for licensing. • demonstrate and use industry safety standards. • access library, computing, and communications services and obtain information and data from regional, national, and international networks. • interpret the concepts of a problem-solving task and translate them into mathematics.

Avionics AAS, 2-year The graduate will: and 1-year Certificates • be certified by the Federal Aviation Administration (FAA) to troubleshoot and repair avionics systems in aircraft. • be qualified to do new equipment installations in aircraft and ground-based facilities. • be qualified to provide technical support services for agencies such as the FAA and government agencies using aviation oriented navigation/communications systems. • demonstrate extensive skills in the use of the library as a resource center. Students will be required to obtain technical information applicable to the general field of aviation and information specific to theory of operation, maintenance and inspection schedules as required by the FAA for aviation communications, navigation and flight controls systems, both ground based and satellite based systems Students will be skilled in the use of the Internet and databases

B-3.2 Appendix B-3: Learning Outcomes of Lane Professional/Technical Programs, 2004-05

Avionics AAS, 2-year supported by the FAA and manufacturers. • demonstrate math skills essential for the accurate calculations appropriate to DC and 1-year Certificates circuits and AC circuits. Calculations will include all elements fundamental to (continued) Ohm’s Law, power calculations, frequency, wavelength calculations and phase angle relationships.

Computer Applications The graduate will: Specialist • have a broad range of skills necessary to be an effective user of information 1-year Certificate systems. • have core skills in the use of computers, as well as related skill areas: business, mathematics, writing, and the social sciences. • have specialize skills in one of three areas of emphasis: accounting systems, end- user computing or technical documentation. • use appropriate library and information resources to research user support issues, concepts, and tools and support lifelong technical learning • interpret the concepts of a problem-solving task and translate them into mathematical formulas and algorithms • manipulate variables using computer software applications • collect and display data as lists, tables, and charts using computer software

Computer Network The graduate will: Operations AAS • administer an organization’s computer network infrastructure including servers, workstations, printers, and routers and other internetworking devices. • monitor network performance, troubleshoot network problems. • understand fundamental networking theory, terminology, and industry recognized standards. • use appropriate library and information resources to research network management issues and tools and support lifelong technical learning • interpret the concepts of a computer network related problem-solving task and translate them into mathematics

Computer The graduate will: Programming AAS • write desktop, client/server and web based computer programs using a variety of current tools and technologies. • understand the relationship between computer programs and organizational processes. • analyze a software related problem and design an appropriate solution. • interpret the mathematical concepts of a programming related problem-solving task and translate them into programming logic and expressions • use appropriate library and information resources to research programming tools and technologies and support lifelong technical learning

Computer User The graduate will: Support AAS • set up, install, configure, and troubleshoot hardware. • install, configure, upgrade, maintain, and trouble-shoot software. • solve problems using recognized problem-solving methods. • write and edit user documentation. • prepare training materials and train end-users. • administer and support computer networks. • assess user needs and recommend computer solutions. • perform computer facilities management tasks. • use appropriate library and information resources to research user support issues, concepts, and tools and support lifelong technical learning • interpret the concepts of a problem-solving task and translate them into mathematical formulas and algorithms • manipulate variables using computer software applications • collect and display data as lists, tables, and charts using computer software

B-3.3 Appendix B-3: Learning Outcomes of Lane Professional/Technical Programs, 2004-05

Construction The graduate will: Technology AAS and • demonstrate basic carpentry skills for the construction industry. 1-year Certificate • cut, fit, and assemble wood and other materials for building construction. • demonstrate and use industry safety standards. • use blueprint reading skills necessary to the profession. • demonstrate knowledge of laser level and field elevations. • be adequately prepared to enter the workforce in the field of construction. • use appropriate library and information resources to research professional issues. • interpret the concepts of a problem-solving task and translate them into mathematics.

Culinary Arts and The graduate of the one-year certificate program will: Food Service • develop basic culinary skills, including cooking techniques, baking skills, Management AAS and principles of volume cooking, and food quality standards. • operate equipment including cooktops, food processors, ovens (baking, 1-year Certificate convection, and conventional), dough mixers, meat slicers, espresso machines, cash register, and a variety of kitchen tools. • access library, computer, and communications services and obtain information and data from regional, national, and international networks. • perform mathematical functions related to food service operations. In addition to the above outcomes, the graduate of the Two-Year AAS will: • develop a broad range of culinary and dining room service skills. • develop supervisory and human relations skills. • understand the fundamentals of financial analysis, purchasing and receiving, menu planning and costing, and food and beverage controls. • gain hands-on experience planning and preparing large events in the Center for Meeting and Learning.

Dental Assisting The graduate will: 1-year Certificate • demonstrate knowledge and skills required to collect diagnostic data systematically. • demonstrate knowledge and skills required to perform a variety of clinical supportive treatments. • demonstrate knowledge and skills required for business office procedures. • demonstrate knowledge and skills required to access information via dental journals & web sites. • demonstrate knowledge and skills needed to compute mixing amounts for disinfecting and sterilizing solutions, plaque indexing, and inverse square law.

Dental Hygiene AAS The graduate will: • discern and manage ethical issues of dental hygiene practice. • provide planned educational and clinical services using appropriate interpersonal communication, clinical oral instrumentation skills, and educational strategies. • initiate and assume responsibility for health promotion and disease prevention activities. • use assessment, planning, implementation and evaluation in the provision of the process of dental hygiene care for the general dental patient and special needs populations. • use electronic data bases and library reference materials to retrieve evidence based dental research for literature critic, application to patient care and community dental health education or planning • use mathematical and statistical concepts to analyze dental research for application to dental populations and community dental health planning.

Diesel Technology AAS The graduate will: and 2-year Certificate • be able to explain and identify various technologies used in the repair of on- and off-highway vehicles. • use lab station simulators to diagnose and troubleshoot system components.

B-3.4 Appendix B-3: Learning Outcomes of Lane Professional/Technical Programs, 2004-05

• demonstrate checks and adjustments on heavy equipment chassis and power trains, including on highway automatic transmissions. • demonstrate diesel engine overhaul procedures using industry standard tooling and equipment including disassembly, failure analysis, assembly, and operation of engine on a dynamometer. • demonstrate industry troubleshooting procedures to diagnose electrical systems including starting, charging, air conditioning, electronic control systems and lighting. • demonstrate industry troubleshooting procedures to diagnose hydraulic systems used on off- and on-highway vehicles including forklifts, crawlers, excavators, and hydraulic assist transmissions. • demonstrate and use industry safety standards. • access library, computing, and communications services and obtain information and data from regional and national networks. • demonstrate basic math skills using formulas to find force, pressure, area, and volume. Diesel Technology, Lift The lift-truck material handling option graduate will also: Truck Materials • demonstrate general maintenance, diagnosis, and testing of hydraulic systems on Handling AAS Option forklifts, loaders, and equipment with hydraulic assist transmissions. Drafting AAS and 1- The graduate of the one-year program will: year Certificate • demonstrate basic competence in the use of at least one CAD software program. (Setup a drawing, create and modify text and geometry, use associative, dimensioning correctly, create, store, and use blocks or symbols, manage object properties including linetype and layer, create objects in three dimensions, and print or plot drawings using a correct scale.) • demonstrate basic graphical literacy. • explain basic standard practices in architectural and mechanical drafting. • access information from public libraries, research libraries, online sources, appropriate codes and standards, professional organizations, and vendor catalogs. • interpret the concepts of a problem-solving task and translate them into mathematical language, and solve using mathematical operations. Drafting AAS In addition to the above outcomes, the graduate of the two-year program will: (continued) • use graphic principles in the solution of problems relating to drafting and/or design. • produce drawings in accordance with industry standards appropriate to their particular emphasis area (architectural or mechanical drafting), e.g., ANSI/ASME, AIA, building codes.

Early Childhood The graduate will: Education AAS, 1-year • plan and carry out developmentally appropriate curriculum activities for children, Certificate from infants through kindergarten. • choose age appropriate guidance methods to enhance the child's development of self-worth, self-esteem, problem-solving skills and abilities for day-to-day life. • design and effectively use environments that maximize children's abilities to make choices, explore personal power, develop empathy and caring behaviors, learn responsible roles for the classroom and appropriate relationships with others. • assist parents with skill-building in the areas of guidance, nutrition, and appropriate activity choices, and work effectively in a variety of roles with children and families. • Facilitate the operation of programs ranging from working with children and families to administration and management. • Student will develop research skills and confidence to access information using print and computer resources, specifically the Internet, the library’s on-line catalog and basic library reference sources. • Student will master application of basic mathematics to use in everyday life and business transactions, including measurement, introduction of probability and statistics, reading graphs and tables, and signed numbers

B-3.5 Appendix B-3: Learning Outcomes of Lane Professional/Technical Programs, 2004-05

E-Business AAS The graduate will: • work independently and in teams. • carry out office administration procedures, management support, and Web support functions using technology. • produce high-quality documents, correspondence, and Web pages. • provide customer services. • lead or co-facilitate Web production teams. • access library, computing and communications services and obtain information from regional, national, and international networks. • interpret the concepts of a problem-solving task and translate them into mathematics. • formulate questions that can be addressed with data and collect, organize, and display relevant data to answer them.

Electronic Technician The graduate will: AAS • demonstrate the ability to generate and read schematic drawings and apply that knowledge to understand the operation of a physical circuit. • construct, modify, and test an operational multistage digital or analog circuit. • examine defective circuits, investigate possible causes of the defect, and determine how to troubleshoot and repair the circuit. • follow the flow of an automated manufacturing process, recognize the transducers used to monitor a process and, using programmable controllers (PLCs), ladder logic, and robotics, create, test and troubleshoot an automated process. • demonstrate the operation of a microprocessor based system, write low level code, assemble and troubleshoot a personal computer. • access library, computing, and communications services and obtain information and data from regional, national, and international networks. • interpret the concepts of a problem-solving task to troubleshoot a faulty circuit.

Emergency Medical The graduate will: Technician-Paramedic • administer first aid treatments. AAS and 1-year • transport sick or injured persons to medical facility. Certificate • work as a member of an emergency medical team. • access library, computing, and communications services and obtain information and data from regional, national, and international networks. • formulate questions that can be addressed with data and collect, organize, and present relevant data to answer them.

Employment Skills The graduate will: Training • prepare for employment in a short period of time, through an individualized <1-year Certificate program of academic coursework. • experience on-the-job learning as appropriate. • access library, computing and communications services and obtain information and data from regional, national, and international networks • formulate questions that can be addressed with data and collect, organize, and display relevant data to answer them • interpret the concepts of a problem-solving task and translate them into mathematics

Energy Management The graduate will: AAS • evaluate the energy use patterns for residential and commercial buildings and recommend energy efficiency and alternative energy solutions for high-energy consuming buildings.

• understand the interaction between energy consuming building systems and make recommendations based on that understanding. • construct energy evaluation technical reports and make presentations for potential project implementation.

B-3.6 Appendix B-3: Learning Outcomes of Lane Professional/Technical Programs, 2004-05

• use appropriate library and information resources to research professional issues and support lifelong learning • access library, computing and communications services and obtain information and data from regional, national, and international networks • collect and display data as lists, tables, and plots using appropriate technology (e.g., graphing calculators, computer software) • develop and evaluate inferences and predictions that are based on data • determine an appropriate scale for representing an object in a scale drawing • interpret the concepts of a problem-solving task and translate them into mathematics Energy Management The graduate of the Renewable Energy Technician Option also will: Renewable Energy • appropriately size and recommend renewable energy system types for particular AAS option situations. • understand and put into practice the installation protocol for Photolvoltaic and Solar Domestic Hot Water Systems.

Fabrication/Welding The graduate will: Technology AAS and • use blueprint reading skills, cost estimating, applied science of materials, and 1-year Certificate mathematics necessary to the profession. • apply knowledge of forming, fitting, and welding processes. Welding Processes 1- • develop manufacturing plans for commercially viable metal products. • demonstrate advanced fabrication techniques and welding processes and year Certificate application including GTAW, programmable, plasma cutting, structural and pipe fitting, metallurgy, quality control procedures, and business operation. • demonstrate and use industry safety standards. • use appropriate library and information resources to research professional issues and support lifelong learning. • use mathematical formulas to calculate area, volume, and weight of metal objects.

Fitness Specialist AAS The graduate will: and 2-year Certificate • demonstrate interpersonal skills in the areas of leadership, motivation, and Fitness Technician 1- communication. year Certificates • understand and apply basic exercise principles related to applied kinesiology, physiology, injury prevention, conditioning, resistance training, and functional training. • administer various fitness assessments including the measurement of cardiovascular endurance, body composition, flexibility, muscular strength and endurance. • design and demonstrate safe and effective exercise programs for individuals, groups, and special populations within current fitness industry standards and best practices. • utilize appropriate library and information resources to apply current fitness industry research and support lifelong professional education. • apply and interpret basic algebraic formulas to fitness assessment data and exercise programming.

Flight Technology AAS The graduate will: • be certificated by the FAA as commercial pilot and prepared for entry-level position as a pilots and flight instructor in the air transportation industry. • have knowledge and skills to qualify as a pilot crew member for corporate flight departments. • be able to manage a flight department for a corporate operator. • Students will be skilled in accessing a multitude of library accessible resources for applications information and topical research projects. Students will be skilled in the use of local and national libraries and databases. • Students will accurately use systems of measure, skillfully perform unit conversions and be skilled in computational analysis defining operational performance. Students will accurately use performance tables, charts and graphs. Students will use interpolation to derive implied values Students will be skilled

B-3.7 Appendix B-3: Learning Outcomes of Lane Professional/Technical Programs, 2004-05

in the use of aviation specific manual and electronic calculators to determine time, rate and trends. The graduate may also transfer to a four-year university preparing for a professional degree.

Graphic Design AAS, The graduate will 2-year Certificate • design and produce a variety of projects including advertising, publications, and websites. • demonstrate proficiency in software applications used in the industry. • demonstrate knowledge of pre-press technology and practices. • demonstrate knowledge of standard professional standards. • use appropriate library and information resources to research design issues, concepts, and tools, and support lifelong technical learning • manipulate variables using computer software applications

Health Records The graduate will: Technology 1-year • process, analyze, and distribute healthcare information. Certificate • organize, analyze, and technically evaluate health record content for completeness and accuracy. • prepare health data input for computer processing of reports. • abstract health records and assign code numbers to diagnoses for indexing health data, and process claims for insurance reimbursement. • answer legal, governmental, and insurance company inquiries and compile statistical data. • consult with medical and administrative staffs to ensure the data is accurate, up- to-date, and secure. • be involved in administration, reimbursement, quality assurance, utilization review, and risk management. • use library resources for research and written assignments for a variety of classes. • perform basic mathematics functions as necessary to prepare health data reports.

Hospitality The graduate of the One-Year Certificate program will: Management 1-year • understand broad hospitality and food service concepts. Certificate • be knowledgeable of the travel and tourism industry and the operation of hospitality services. • become familiar with front desk operations including reservations, room assignments, management statistical reports, and handling financial operations. • become acquainted with the hospitality industry through field trips to local motels, hotels, and convention centers. • access library, computer, and communications services and obtain information and data from regional, national, and international networks. • perform mathematical functions related to hospitality operations. Hospitality In addition to the above outcomes, the graduate of the two-year AAS will: Management AAS • operate equipment used in the industry—including point of sales systems, computers, and computer software. • manage conferences, specials events, and trade shows. • supervise housekeeping operations. • manage property in hospitality operations and resorts. • develop strong customer service skills and practices. • demonstrate strong communications, problem-solving, and human relations skills.

Human Services AAS The graduate will: • be able to communicate effectively with others. • be comfortable working with people from diverse backgrounds. • assess an individual or a family’s needs.

B-3.8 Appendix B-3: Learning Outcomes of Lane Professional/Technical Programs, 2004-05

Human Services AAS • develop a plan of action and link people with community resources. • use appropriate library and information resources to research professional issues (continued) and support lifelong learning. • formulate questions that can be addressed with data and collect, organize, and display relevant data to answer them

Human Services: The graduate will: Criminal Justice AAS • provide supervision for juvenile offenders. and 1-year Certificate • facilitate in the treatment process and crisis intervention. • provide social and life skills training. and • maintain records and documentation. • engage in support services. Human Services: • monitor and ensure a secure environment. • use appropriate library and information resources to research professional issues Juvenile Corrections 1- and support lifelong learning. year Certificate • formulate questions that can be addressed with data and collect, organize, and display relevant data to answer them

Legal Assistant AAS The graduate will: • use and understand basic legal terminology and concepts. • customize legal terminology and concepts in written and oral communications for use in the legal environment. • be able to prepare legal documents, letters, and pleadings. • understand and have basic skills in legal research, interviewing, client relations, billing, legal analysis, and trial preparation. • use appropriate library and information resources to research professional issues and support lifelong learning • access library, computing and communications services and obtain information and data from regional, national, and international networks • use critical thinking skills • use logical problem solving techniques • use billing computation skills

Manufacturing The graduate will: Technology AAS and • demonstrate the use of all standard machine tools employed by the modern 2-year Certificate machine shop. • use a 3 Axis CNC milling machine with a G-code controller and a 2 Axis CNC lathe with G-code controller. Manufacturing • demonstrate and use industrial safety standards for safe operation of all machine Technology, CNC AAS tools. option • access library, computing, and communications services and obtain information and data from regional and national networks. • use basic math skills, formulas and right angle trigonometry.

Medical Office The graduate will: Assistant • prepare patients for examination or treatment, take temperatures, measure height 1-year Certificate and weight, and accurately record information in the patient chart. • sterilize instruments and stand by to assist as the physician examines or treats patients, or performs in-office surgeries. • give medical care to patients, under the physician’s supervision, such as giving injections and drawing blood. • perform certain diagnostic testing in the laboratory. • perform administrative duties, which include managing an appointment schedule, organizing patients’ medical records, performing medical transcription, bookkeeping procedures, and processing insurance claims. • use library resources for research and written assignments for a variety of classes. • perform mathematic equations associated with medication dosages as well as basic mathematics to process medical insurance claims.

B-3.9 Appendix B-3: Learning Outcomes of Lane Professional/Technical Programs, 2004-05

Multimedia Design and The graduate will: Production AAS • design computer applications incorporating multiple forms of media such as text, graphics, audio, video, and animation. and 1-year Certificate • understand the concept, potential and implications of communicating ideas using computer-based interactive media technology. • become proficient in developing and applying effective visual design strategies for creating interactive multimedia, animation, games, web sites, and computer- based training for delivery over the Internet and CD-ROM. • have additional skills in one or more emphasis area: software, design, or media. • use appropriate library and information resources to research media issues, concepts, and tools, and support lifelong technical learning • manipulate variables using computer software applications

Nursing AAS Upon completion of the first year of the curriculum, the student will demonstrate the Practical Nursing following competencies with the stable patient and/or under supervision in complex 1-year Certificate nursing situations: • utilizes the nursing process to plan and implement safe and effective health care. • provides established health teaching as part of routine patient care. • utilizes effective verbal and written communication. • coordinates care for a group of patients. • recognizes and assumes responsibility for functioning within the professional, ethical, and legal frame work of practical nursing. • use appropriate library and information resources to research issues, concepts, and tools, and support lifelong technical learning • perform mathematic equations associated with medication dosages, including intravenous dosages The associate degree graduate will demonstrate the following associate degree nursing competencies: • utilizes the nursing process to plan and implement safe and effective nursing care. • participates in health teaching and discharge planning. • initiates and maintains effective verbal and written communication. • coordinates care for a group of patients. • recognizes and assumes responsibility for functioning within the professional, ethical and legal framework of nursing.

Occupational Skills 1- The graduate will: year Certificate • gain knowledge and skills which prepare for employment in a chosen occupation. • improve communication, human relations, and critical thinking and problem- solving abilities. • complete occupation-specific classes and work site education/training. • access library, computing and communications services and obtain information and data from regional, national, and international networks • formulate questions that can be addressed with data and collect, organize, and display relevant data to answer them • interpret the concepts of a problem-solving task and translate them into mathematics

Respiratory Care AAS The graduate will: • provide treatment, management, control, and care of patients with deficiencies and abnormalities associated with respiration. • provide patients with therapeutic use of medical gases, air and oxygen administering apparatus. • appropriately use environmental control systems, humidification and aerosols, medications, ventilatory control. • supervise postural drainage, chest physiotherapy and breathing exercises. • perform cardiopulmonary resuscitation, and measures and maintenance of Respiratory Care AAS natural, artificial, and mechanical airways.

B-3.10 Appendix B-3: Learning Outcomes of Lane Professional/Technical Programs, 2004-05

Respiratory Care AAS • use appropriate library and information resources to research media issues, concepts, and tools, and support lifelong technical learning (continued) • formulate questions that can be addressed with data and collect, organize, and present relevant data to answer them

B-3.11 Appendix B-5: Course Criteria for Human Relations requirement in AAS and Certificate Programs

Required Human Relations Courses for AAS and Certificates shall: • Be a minimum of 3 credits • Be regularly numbered offerings (not 199 or 299 temporary or 298 independent study) Additionally, AAS and certificate Human Relations qualifying courses shall: • Incorporate interactive learning activities • Be well founded in theory • Connect course skills to practical application • Require significant out-of-class practice of skill Human Relations courses for AAS and Certificates require students to demonstrate competency in at least three of the following outcomes: 1. Describe and utilize appropriate communication skills including non-verbal communication and active listening. 2. Describe the characteristics of an effective work team, the typical stages of team development, and how to be a capable team member. 3. Understand the issues involved in working with people from different cultural backgrounds and how to work effectively in a diverse workplace. 4. Describe and demonstrate the rules of “principled negotiation” and conflict resolution. 5. Understand what sexual harassment is, how to prevent it, and how to deal with it if it occurs. 6. Identify character traits associated with being an ethical person and use a systematic method for making ethical decisions and behaving ethically. 7. Describe and give examples of how to effectively manage workplace stress and anger. 8. Identify their individual work style (i.e., where they like to focus their attention, the way they like to take in information and the way they like to make decisions), and the strengths and weaknesses of that style.

B-5.1 Lane Community College

Standard Seven -Finance Table 1 Current Funds Revenues - Public Institutions Only ACTUAL PROJECTED Year 1 (June 30, 2001) Year 2 (June 30, 2002) Year 3** (June 30, 2003) Year 4***(June 30, 2004) Year 5 (June 30, 2005) Year 6 (June 30, 2006)

Source (IPEDS Report) Amount %* Amount % Amount % Amount % Amount % Amount %

Tuition and Fees 16,471,248 17.0% 17,477,871 17.3% 20,888,674 22.4% 24,674,000 20.6% 25,562,000 21.3% 26,400,000 20.8% Government Appropriations

Federal - 0.0% - 0.0% - 0.0% - 0.0% - 0.0% - 0.0%

State 29,760,562 30.7% 30,632,906 30.3% 19,646,961 21.1% 32,912,500 27.5% 26,857,000 22.4% 26,857,000 21.1%

Local 14,610,335 15.1% 15,168,757 15.0% 16,247,883 17.4% 16,751,000 14.0% 17,362,797 14.5% 18,501,198 14.6% Government Grants & Contracts

Federal 12,893,338 13.3% 16,054,578 15.9% 17,012,465 18.3% 22,377,058 18.7% 25,538,298 21.3% 28,699,538 22.6%

State 2,640,628 2.7% 3,346,305 3.3% 3,260,406 3.5% 3,702,224 3.1% 4,012,113 3.3% 4,322,002 3.4%

Local 189,452 0.2% 173,107 0.2% 581,387 0.6% 706,584 0.6% 902,551 0.8% 1,098,519 0.9% Private Gifts, Grants, Contracts 1,173,989 1.2% 2,014,091 2.0% -**** 0.0% - 0.0% - 0.0% - 0.0%

Endowment Income 33,552 0.0% 23,254 0.0% -**** 0.0% - 0.0% - 0.0% - 0.0%

Sales and Services of Educational Activities 197,282 0.2% 195,636 0.2% -**** 0.0% - 0.0% - 0.0% - 0.0%

Auxiliary Enterprises 8,435,066 8.7% 9,020,489 8.9% 7,844,387 8.4% 10,191,335 8.5% 10,776,758 9.0% 11,362,181 8.9%

Hospitals - 0.0% - 0.0% - 0.0% - 0.0% - 0.0% - 0.0%

Other Sources 10,663,621 11.0% 6,963,991 6.9% 7,672,669 8.2% 8,381,347 7.0% 9,090,025 7.6% 9,798,703 7.7% Independent Operations - 0.0% - 0.0% - 0.0% - 0.0% - 0.0% - 0.0% Total Current Funds Revenues 97,069,073 100.0% 101,070,985 100.0% 93,154,832 100.0% 119,696,048 100.0% 120,101,543 100.0% 127,039,141 100.0%

* Percentage of Total Current Fund Revenues ** Most recent fiscal year for which audited financial statements are available *** Budget for Current Year **** The IPEDS report changed for 2003 due to GASB 34 & 35 Lane Community College

Standard Seven -Finance Table 2 Current Funds Expenditures and Mandatory Transfers - Public Institutions Only ACTUAL PROJECTED Year 1 (June 30, 2001) Year 2 (June 30, 2002) Year 3** (June 30, 2003) Year 4***(June 30, 2004) Year 5 (June 30, 2005) Year 6 (June 30, 2006) Functions (IPEDS Report) Amount %* Amount % Amount % Amount % Amount % Amount % Education and General Expenditures

Instruction 40,741,235 46.9% 42,326,553 44.6% 38,554,409 41.3% 43,158,476 43.0% 45,721,378 42.6% 47,147,153 41.9%

Research - 0.0% - 0.0% - 0.0% - 0.0% - 0.0% - 0.0%

Public Service 3,574,052 4.1% 4,656,776 4.9% 4,566,641 4.9% 4,541,270 4.5% 4,810,947 4.5% 4,960,971 4.4% Academic Support (Excluding Libraries) 2,059,845 2.4% 2,496,651 2.6% 2,606,676 2.8% 2,541,901 2.5% 2,692,848 2.5% 2,776,822 2.5%

Library Expenditures 952,808 1.1% 1,004,040 1.1% 926,438 1.0% 1,023,154 1.0% 1,083,912 1.0% 1,117,713 1.0%

Student Services 6,908,376 7.9% 7,487,247 7.9% 7,629,186 8.2% 7,815,656 7.8% 8,279,777 7.7% 8,537,973 7.6%

Institutional Support 8,748,173 10.1% 8,886,133 9.4% 10,110,013 10.8% 9,845,263 9.8% 10,429,909 9.7% 10,755,156 9.6%

Plant Operations & Maintenance 4,606,320 5.3% 4,909,174 5.2% 5,240,537 5.6% 5,236,280 5.2% 5,547,228 5.2% 5,720,213 5.1%

Scholarships and Fellowships Awards from Unrestricted Funds 181,392 0.2% 293,963 0.3% 887,346 1.0% 960,188 1.0% 1,313,165 1.2% 1,666,142 1.5%

Awards from restricted Funds 9,482,760 10.9% 12,327,669 13.0% 13,221,367 14.2% 15,415,872 15.3% 17,285,176 16.1% 19,154,479 17.0% Educational and General Mandatory Transfer 764,120 0.9% 1,131,884 1.2% -**** 0.0% - 0.0% - 0.0% - 0.0% Total Educational and General Expenditures/Mandatory Transfers 78,019,081 89.8% 85,520,090 90.1% 83,742,613 89.8% 90,538,060 90.1% 97,164,341 90.4% 101,836,621 90.6% Auxiliary Enterprises (Including Transfers) 8,908,566 10.2% 9,372,357 9.9% 9,563,076 10.2% 9,935,843 9.9% 10,263,098 9.6% 10,590,353 9.4%

Hospitals (Including Transfers) - 0.0% - 0.0% 0.0% - 0.0% - 0.0% - 0.0% Independent Operations (Including Transfers) - 0.0% - 0.0% 0.0% - 0.0% - 0.0% - 0.0% Total Current Funds Expenditures & Mandatory 86,927,647 100.0% 94,892,447 100.0% 93,305,689 100.0% 100,473,903 100.0% 107,427,439 100.0% 112,426,974 100.0%