2010 Appendices

Standard One Appendices Western Nevada College Nevada Western 2010 Accreditation Self-Study Accreditation 2010 Standard One Standard One Standard Appendix 1.1

Summary of Western Nevada College Publications

Title Description Distribution

In addition to fee and course The printed schedule booklet is mailed schedules and information about to approximately 100,000 households services, this print publication every fall and spring semester, and regularly features a few articles that placed in rural centers, on campuses, Class Schedule highlight courses, faculty, students, at libraries and at key locations in the (Exhibit 1.3) and programs. For example, the Fall community. The online version is 2009 schedule includes an article available in both a searchable version about WNC’s plans to attain that is updated daily, and in a PDF accreditation or certification for all of version that is downloadable. its technical programs.

Institutional Research publishes this Print copies of the Institutional report with support from Human Portfolio are distributed to a small Resources, the Business Office, internal audience, and it is also Facilities Planning and Management, available to the public on the college Institutional Portfolio the President’s Office, Library and website. (Exhibit 1.4) Media Services, and Institutional Advancement and Foundation. It includes information about students, programs, faculty and staff, facilities, and resources.

Information and Marketing Services Copies of the Quickfacts brochure Quickfacts Brochure published this folded, pocket-style were distributed to community (Exhibit 1.5) outreach brochure with basic facts stakeholders, foundation donors, and about the college until 2008. members of college advisory boards.

Information and Marketing Services Approximately 1,200 booklets are creates this booklet with the guidance produced each year. They are of the President’s Office, and with the distributed to community leaders and assistance of the offices of stakeholders, business and education Institutional Research, Development partners, donors, state legislators, and External Affairs, and Finance and friends of the college, and the internal Report to the Community Administrative Services. It details the college community. An electronic (Exhibit 1.6) successes and challenges being version of the booklet is available on faced by the college, both in narrative the WNC website and in the library. form and in charts, graphs, and the like. It also recognizes and celebrates college-community partnerships and support.

Appendix 1.1

Summary of Western Nevada College Publications

Title Description Distribution

This annual address focuses on major All college employees attend this accomplishments of the previous year address. The President’s as well as on current and future Welcome Back challenges facing the college. Presentation (Exhibit 1.7)

Information and Marketing Services E-Happenings is sent by e-mail to all publishes this monthly electronic college employees and students, all newsletter to inform the college college advisory board members, community about enrollment trends, Foundation board members, NSHE E-Happenings program improvements, specialty officials and the Board of Regents, (Exhibit 1.8) courses, lectures and other special and is also published/archived on the events, important deadlines, and the college website. noteworthy accomplishments of students, faculty, and staff.

This newsletter, launched in January This bimonthly newsletter is e-mailed 2009, informs faculty and staff about to all college employees and upcoming workshops and published on the assessment area of Program Assessment & conferences; program assessment the Institutional Research website. Review News and review activities and best (Exhibit 1.9) practices; and college-wide surveys and how they are used to improve institutional effectiveness.

The focus of this newsletter is on Employees, friends, and alumni of fundraising events and achievements, Western Nevada College receive as well as donor recognition and either electronic or print copies of this In Touch alumni success. It also informs alumni semiannual newsletter, which is also (Exhibit 1.10) and the community about upcoming published on the College website. performances, lectures, and athletic events.

Published by the Vice President of This newsletter is sent by e-mail to all Finance and Administrative Services, college employees. Administrative Update this newsletter informs the college (Exhibit 1.11) community of projects, problems, and improvements that affect the facilities at all campuses and rural centers.

Appendix 1.2

A-Z Index Locations People Contact WNC

Search:

About WNC Academics Apply Now Athletics News & Events Student Services Student Life

Institutional Research Institutional Research Survey Results Contact and Staff Data Request System 2004 Accreditation Survey External Resources The purpose of the survey was to gather data for the 2005 Accreditation interim Forms and Downloads report to the Northwest Commission on Colleges and Universities. Glossary Mission and Goals 2004 Accreditation Survey Summary [ PDF / 42 KB ] Policies and Procedures Survey Policies and Procedures

2004 Part-Time Instructor Survey Return to Institutional Research Homepage This survey, initiated within the SPFIE committee, was designed to identify concerns and attitudes of part-time instructors. Program Review Assessment 2004 Part-Time Instructor Survey Instrument [ PDF / 46 KB ] Summary Report [ PDF / 43 KB ] Overview Survey Responses [ PDF / 7.46 MB ] Academic Program Assessment Academic Program Review Administrative Program 2005 Combined Student Survey Assessment Student responses to questions regarding on-campus childcare, bus service to Administrative Program Review campus, and the United Students Association. Assessment Newsletter Program Review Summaries 2005 Combined Student Survey Instrument [ PDF / 32 KB ] Grading Rubrics Summary of Childcare Section [ PDF / 44 KB ] Workshops Summary of Transportation Section [ PDF / 28 KB ] Data Summary of USA Section [ PDF / 45 KB ] Survey Results [ PDF / 314 KB ] Campus Statistics Institutional Portfolios Internal Statistics 2007 Noel-Levitz Student Satisfaction Inventory Strategic Plan This survey measures student satisfaction and priorities, and the results are used Student Access and Success to gauge progress toward the 2006-2012 Strategic Goals. Student Course Evaluations Survey Results Campus Items and Additional Questions [ PDF / 14 KB ] Complete Survey Results Guide to Using the HTML Report Documents from Noel-Levitz [ PDF / 22 KB ] Noel-Levitz Satisfaction-Priorities Surveys Interpretive Guide [ PDF / 102 KB ] Preliminary Survey Results Summary [ PDF / 23 KB ] The Student Satisfaction Inventory Guide [ PDF / 62 KB ]

2008 Community College Survey of Student Engagement This survey asks students about many aspects of their college experience.

CCSSE / USA TODAY Inititiative CCSSE Results Special Focus Questions: Financial Aid [ PDF / 38 KB ]

2009 Noel-Levitz Student Satisfaction Inventory This year's report compares the 2009 results with the 2007 results. Appendix 1.2

2007 and 2009 Year-to-Year Report Campus Items and Additional Questions [ PDF / 68 KB ]

2009 PARC Assessment & Accreditation Survey PARC Survey Instrument [ PDF / 66 KB ] PARC Survey Open-Ended Responses [ PDF / 177 KB ] PARC Survey Overall Summary (count) [ PDF / 2.29 MB ] PARC Survey Overall Summary (full-time instructors) [ PDF / 688 KB ] PARC Survey Overall Summary (part-time instructors) [ PDF / 475 KB ] PARC Survey Overall Summary (percent) [ PDF / 700 KB ]

Recent Graduate Survey The Recent Graduate Survey is sent out to all WNC graduates. The survey collects information from alumni on their goals and achievement, employment and educational plans, college services and environment, and overall opinion of WNC as an educational institution.

1999-2000 Graduates [ PDF / 81 KB ] 2000-2001 Graduates [ PDF / 539 KB ] 2001-2002 Graduates [ PDF / 485 KB ] 2002-2003 Graduates [ PDF / 804 KB ] 2003-2004 Graduates [ PDF / 11.85 MB ] 2004-2005 Graduates [ PDF / 322 KB ] 2005-2006 Graduates [ PDF / 2.98 MB ] 2006-2007 Graduates [ PDF / 746 KB ] 2007-2008 Graduates [ PDF / 2.98 MB ] 2008-2009 Graduates [ PDF / 1000 KB ] Graduate Survey Responses: A Longitudinal View 2000-2009 [ PDF / 1.2 MB ] Recent Graduate Survey Instrument 2008-2009 [ PDF / 35 KB ]

2007 Noel-Levitz Student Satisfaction Inventory Preliminary Results Presented to SPFIE Wednesday April 18, 2007

Western Nevada Community College decided to implement the Noel-Levitz Student Satisfaction Inventory as a part of our strategic planning process. We feel it is of the utmost important to assess our effectiveness in key areas as a part of that process. Student satisfaction is vital to our institution’s success.

Overall, Western Nevada Community College students rated the college and its services very favorably. It is the college’s goal to use the results of this survey to make improvements in the areas that matter most to students.

Margin of Error The total sample consisted of 1457 students, 272 of those were enrolled in online classes. The number of surveys retuned to Noel-Levitz for scanning was 1070 for a response rate of 73% and a margin of error of +/- 3.1

Strategic Planning Overview

Strengths (above the midpoint in importance and in the top 25% of satisfaction) 18. The quality of instruction I receive in most of my classes is excellent. 70. I am able to experience intellectual growth here. 58. Nearly all of the faculty are knowledgeable in their fields. 74. It was easy for me to apply online using the college website. 31. The campus is safe and secure for all students. 29. Faculty are fair and unbiased in their treatment of individual students. 66. Program requirements are clear and reasonable. 5. The personnel involved in registration are helpful. 68. On the whole, the campus is well-maintained. 61. Faculty are usually available after class and during office hours. 14. Library resources and services are adequate. 51. There are convenient ways of paying my school bill. 28. It is an enjoyable experience to be a student on this campus. 41. Admissions staff are knowledgeable. 71. The college's policy for withdrawing from classes is understandable. 35. Policies and procedures regarding registration and course selection are clear and well- publicized. 36. Students are made to feel welcome on this campus. 64. Nearly all classes deal with practical experiences and applications. 45. This institution has a good reputation within the community. 26. Library staff are helpful and approachable. 3. The quality of instruction in the vocational/technical programs is excellent. Challenges (above the midpoint in importance and in the lower 25% of satisfaction or the top 25% of performance gap scores.) 8. Classes are scheduled at times that are convenient for me.

1 The margin of error means that there is a 95% level of confidence, plus or minus 3%. If the survey were conducted 100 times, the data would be within three percentage points above or below the percentage reported in 95 of the 100 surveys. Appendix 1.3

15. I am able to register for classes I need with few conflicts. 69. There is a good variety of courses provided on this campus. 24. Parking lots are well-lighted and secure. 39. The amount of student parking space on campus is adequate. 62. Bookstore staff are helpful. 75. I am able to obtain financial aid and scholarship information at the college. 52. This school does whatever it can to help me reach my educational goals. 32. My academic advisor is knowledgeable about my program requirements. 40. My academic advisor is knowledgeable about the transfer requirements of other schools. 65. Students are notified early in the term if they are doing poorly in a class. 7. Adequate financial aid is available for most students.

Community College Survey of Student Engagement Means Summary Report: All Students Western Nevada College

Your College Other Medium Colleges 2008 CCSSE Cohort

Item Variable Class Mean Mean Sig* Effect Size Mean Sig* Effect Size All Students N = 692 All Other Medium N = 94053 All Other Colleges N = 342686

COLLEGE ACTIVITIES

Academic, Intellectual and Social Experiences 4. In your experiences at this college during the current school year, 1=Never, 2=Sometimes, 3=Often, 4=Very often about how often have you done each of the following?

a. Asked questions in class or contributed to class discussions CLQUEST All Students 3.03 2.92 2.91

b. Made a class presentation CLPRESEN All Students 1.88 2.04 2.04 Appendix

c. Prepared two or more drafts of a paper or assignment before REWROPAP All Students 2.15 2.48 * -0.32 2.47 * -0.31 turning it in d. Worked on a paper or project that required integrating ideas or INTEGRAT All Students 2.39 2.72 * -0.34 2.71 * -0.34 information from various sources e. Came to class without completing readings or assignments CLUNPREP All Students 1.79 1.87 1.87 1.4

f. Worked with other students on projects during class CLASSGRP All Students 2.45 2.46 2.47

g. Worked with classmates outside of class to prepare OCCGRP All Students 1.77 1.84 1.86 class assignments h. Tutored or taught other students (paid or voluntary) TUTOR All Students 1.35 1.35 1.37

i. Participated in a community-based project as a part of a COMMPROJ All Students 1.23 1.29 1.31 regular course j. Used the Internet or instant messaging to work on an INTERNET All Students 2.59 2.85 * -0.25 2.84 * -0.24 assignment k. Used email to communicate with an instructor EMAIL All Students 2.29 2.53 * -0.25 2.52 * -0.24

l. Discussed grades or assignments with an instructor FACGRADE All Students 2.44 2.51 2.52

m. Talked about career plans with an instructor or advisor FACPLANS All Students 1.96 2.01 2.02

* T-tests: 2-tailed M1 Community College Survey of Student Engagement Means Summary Report: All Students

Your College Other Medium Colleges 2008 CCSSE Cohort

Item Variable Class Mean Mean Sig* Effect Size Mean Sig* Effect Size

COLLEGE ACTIVITIES Academic, Intellectual, and Social Experiences continued 1=Never, 2=Sometimes, 3=Often, 4=Very often n. Discussed ideas from your readings or classes with FACIDEAS All Students 1.69 1.72 1.73 instructors outside of class o. Received prompt feedback (written or oral) from instructors on FACFEED All Students 2.80 2.66 2.66 your performance p. Worked harder than you thought you could to meet an WORKHARD All Students 2.49 2.53 2.53 instructor's standards or expectations q. Worked with instructors on activities other than coursework FACOTH All Students 1.38 1.39 1.40

r. Discussed ideas from your readings or classes with others OOCIDEAS All Students 2.66 2.56 2.56

outside of class (students, family members, coworkers, etc.) Appendix s. Had serious conversations with students of a different race DIVRSTUD All Students 2.16 2.37 2.37 * -0.20 or ethnicity than your own t. Had serious conversations with students who differ from you DIFFSTUD All Students 2.20 2.33 2.33 in terms of their religious beliefs, political opinions, or personal values u. Skipped class SKIPCLAS All Students 1.45 1.57 1.57 1.4 Character of Mental Activities 5. During the current school year, how much has your coursework at this college emphasized the following mental activities? 1=Very little, 2=Some, 3=Quite a bit, 4=Very much

a. Memorizing facts, ideas, or methods from your courses and MEMORIZE All Students 2.79 2.82 2.82 readings so you can repeat them in pretty much the same form b. Analyzing the basic elements of an idea, experience, or theory ANALYZE All Students 2.82 2.84 2.84

c. Synthesizing and organizing ideas, information, or experiences SYNTHESZ All Students 2.67 2.71 2.71 in new ways d. Making judgments about the value or soundness of EVALUATE All Students 2.46 2.55 2.55 information, arguments, or methods e. Applying theories or concepts to practical problems or in new APPLYING All Students 2.68 2.63 2.64 situations f. Using information you have read or heard to perform a PERFORM All Students 2.81 2.73 2.75 new skill.

* T-tests: 2-tailed M2 Community College Survey of Student Engagement Means Summary Report: All Students

Your College Other Medium Colleges 2008 CCSSE Cohort

Item Variable Class Mean Mean Sig* Effect Size Mean Sig* Effect Size

COLLEGE ACTIVITIES Reading and Writing 1=None, 2=Between 1 and 4, 3=Between 5 and 10, 4=Between 11 and 20, 5=More than 20 6. During the current school year, about how much reading and writing have you done at this college? a. Number of assigned textbooks, manuals, books, or READASGN All Students 2.53 2.85 * -0.31 2.86 * -0.32 book-length packs of course readings b. Number of books read on your own (not assigned) for READOWN All Students 2.19 2.07 2.08 personal enjoyment or academic enrichment c. Number of written papers or reports of any length WRITEANY All Students 2.48 2.82 * -0.30 2.83 * -0.30

Nature of Exams 1=Extremely easy to 7=Extremely challenging Appendix 7. Mark the box that best represents the extent to which your EXAMS All Students 5.11 5.01 5.00 examinations during the current school year have challenged you to do your best work at this college

OPINIONS ABOUT YOUR SCHOOL 1.4 Institutional Emphasis 1=Very little, 2=Some, 3=Quite a bit, 4=Very much 9. How much does this college emphasize each of the following?

a. Encouraging you to spend significant amounts of time ENVSCHOL All Students 2.80 2.95 2.96 studying b. Providing the support you need to help you succeed at this ENVSUPRT All Students 2.89 2.95 2.95 college c. Encouraging contact among students from different economic, ENVDIVRS All Students 2.22 2.46 * -0.25 2.47 * -0.26 social, and racial or ethnic backgrounds d. Helping you cope with your non-academic responsibilities ENVNACAD All Students 1.81 1.91 1.93 (work, family, etc.) e. Providing the support you need to thrive socially ENVSOCAL All Students 1.90 2.09 * -0.21 2.11 * -0.23

f. Providing the financial support you need to afford your FINSUPP All Students 2.07 2.38 * -0.28 2.39 * -0.29 education g. Using computers in academic work ENVCOMP All Students 2.71 3.11 * -0.43 3.11 * -0.43

* T-tests: 2-tailed M3 Community College Survey of Student Engagement Means Summary Report: All Students

Your College Other Medium Colleges 2008 CCSSE Cohort

Item Variable Class Mean Mean Sig* Effect Size Mean Sig* Effect Size

WEEKLY ACTIVITIES

10. About how many hours do you spend in a typical 7 - day week doing

each of the following? 0=None, 1=1-5 hours/week, 2=6-10 hours/week, 3=11-20 hours/week, 4=21-30 hours/week, 5=More than 30 hours/week a. Preparing for class (studying, reading, writing, rehearsing, ACADPR01 All Students 1.88 1.91 1.90 doing homework, or other activities related to your program) b. Working for pay PAYWORK All Students 3.52 3.24 3.19

c. Participating in college-sponsored activities (organizations, campus COCURR01 All Students 0.16 0.26 0.27 publications, student government, intercollegiate or intramural sports, etc.) d. Providing care for dependents living with you (parents, children, CAREDE01 All Students 1.92 1.82 1.79

spouse, etc.) Appendix e. Commuting to and from classes COMMUTE All Students 1.18 1.32 1.32

Quality of Relationships

11. Mark the box that best represents the quality of your relationships 1.4 with people at this college. 1=Unfriendly, unsupportive, sense of alienation to 7=Friendly, supportive, sense of belonging a. Relationships with other students ENVSTU All Students 5.61 5.49 5.48

1=Unavailable, unhelpful, unsympathetic to 7=Available, helpful, sympathetic b. Relationships with instuctors ENVFAC All Students 5.93 5.67 * 0.21 5.67 * 0.21

1=Unhelpful, inconsiderate, rigid to 7=Helpful, considerate, flexible c. Relationships with administrative personnel and offices ENVADM All Students 5.18 4.99 4.98

* T-tests: 2-tailed M4 Community College Survey of Student Engagement Means Summary Report: All Students

Your College Other Medium Colleges 2008 CCSSE Cohort

Item Variable Class Mean Mean Sig* Effect Size Mean Sig* Effect Size

EDUCATIONAL AND PERSONAL GROWTH

Knowledge, Skills & Personal Development

12. How much has YOUR EXPERIENCE AT THIS COLLEGE contributed to your knowledge, skills, and personal development in the following areas?

1=Very little, 2=Some, 3=Quite a bit, 4=Very much a. Acquiring a broad general education GNGENLED All Students 2.79 2.93 2.94

b. Acquiring job or work-related knowledge and skills GNWORK All Students 2.60 2.56 2.56

Appendix c. Writing clearly and effectively GNWRITE All Students 2.49 2.70 * -0.22 2.69 * -0.22

d. Speaking clearly and effectively GNSPEAK All Students 2.42 2.59 2.60

e. Thinking critically and analytically GNANALY All Students 2.78 2.87 2.87

1.4 f. Solving numerical problems GNSOLVE All Students 2.37 2.58 * -0.21 2.59 * -0.22

g. Using computing and information technology GNCMPTS All Students 2.46 2.71 * -0.25 2.72 * -0.26

h. Working effectively with others GNOTHERS All Students 2.54 2.71 2.72

i. Learning effectively on your own GNINQ All Students 2.82 2.88 2.89

j. Understanding yourself GNSELF All Students 2.36 2.56 * -0.20 2.59 * -0.22

k. Understanding people of other racial and ethnic backgrounds GNDIVERS All Students 2.03 2.34 * -0.31 2.36 * -0.33

l. Developing a personal code of values and ethics GNETHICS All Students 2.06 2.32 * -0.26 2.34 * -0.28

m. Contributing to the welfare of your community GNCOMMUN All Students 1.86 1.98 2.00

n. Developing clearer career goals CARGOAL All Students 2.47 2.63 2.64

o. Gaining information about career opportunities GAINCAR All Students 2.36 2.52 2.53

* T-tests: 2-tailed M5 Community College Survey of Student Engagement Means Summary Report: All Students

Your College Other Medium Colleges 2008 CCSSE Cohort

Item Variable Class Mean Mean Sig* Effect Size Mean Sig* Effect Size

STUDENT SERVICES

13.1 How often do you use the following services? 0=Don’t know/N.A, 1=Rarely/never, 2=Sometimes, 3=Often a. Frequency: Academic advising/planning USEACAD All Students 1.63 1.74 1.75

b. Frequency: Career counseling USECACOU All Students 1.48 1.42 1.43

c. Frequency: Job placement assistance USEJOBPL All Students 1.18 1.23 1.24

d. Frequency: Peer or other tutoring USETUTOR All Students 1.52 1.45 1.46

e. Frequency: Skill labs (writing, math, etc.) USELAB All Students 1.54 1.69 1.71 * -0.22

Appendix f. Frequency: Child care USECHLD All Students 1.18 1.17 1.18

g. Frequency: Financial aid advising USEFAADV All Students 1.68 1.79 1.79

h. Frequency: Computer lab USECOMLB All Students 1.75 2.09 * -0.43 2.10 * -0.44 1.4 i. Frequency: Student organizations USESTORG All Students 1.24 1.33 1.34

j. Frequency: Transfer credit assistance USETRCRD All Students 1.57 1.55 1.55

k. Frequency: Services to students with disabilities USEDISAB All Students 1.24 1.29 1.29

* T-tests: 2-tailed M6 Community College Survey of Student Engagement Means Summary Report: All Students

Your College Other Medium Colleges 2008 CCSSE Cohort

Item Variable Class Mean Mean Sig* Effect Size Mean Sig* Effect Size

STUDENT SERVICES

13.2 How satisfied are you with the services? 0=N.A.,1=Not at all, 2=Somewhat, 3=Very a. Satisfaction: Academic advising/planning SATACAD All Students 2.32 2.22 2.22

b. Satisfaction: Career counseling SATCACOU All Students 2.19 2.04 * 0.22 2.05 * 0.20

c. Satisfaction: Job placement assistance SATJOBPL All Students 1.76 1.81 1.83

d. Satisfaction: Peer or other tutoring SATTUTOR All Students 2.28 2.14 2.15

e. Satisfaction: Skill labs (writing, math, etc.) SATLAB All Students 2.19 2.25 2.26

Appendix f. Satisfaction: Child care SATCHLD All Students 1.85 1.76 1.77

g. Satisfaction: Financial aid advising SATFAADV All Students 2.16 2.19 2.19

h. Satisfaction: Computer lab SATCOMLB All Students 2.37 2.49 * -0.21 2.49 * -0.21 1.4 i. Satisfaction: Student organizations SATSTORG All Students 1.98 1.97 1.97

j. Satisfaction: Transfer credit assistance SATTRCRD All Students 2.22 2.07 * 0.21 2.07 * 0.21

k. Satisfaction: Services to students with disabilities SATDISAB All Students 1.99 2.01 2.01

* T-tests: 2-tailed M7 Community College Survey of Student Engagement Means Summary Report: All Students

Your College Other Medium Colleges 2008 CCSSE Cohort

Item Variable Class Mean Mean Sig* Effect Size Mean Sig* Effect Size

STUDENT SERVICES

13.3 How important are the services to you? 1=Not at all, 2=Somewhat, 3=Very a. Importance: Academic advising/planning IMPACAD All Students 2.30 2.51 * -0.30 2.51 * -0.31

b. Importance: Career counseling IMPCACOU All Students 2.17 2.28 2.29

c. Importance: Job placement assistance IMPJOBPL All Students 1.81 2.01 * -0.25 2.02 * -0.26

d. Importance: Peer or other tutoring IMPTUTOR All Students 2.04 2.09 2.10

e. Importance: Skill labs (writing, math, etc.) IMPLAB All Students 1.95 2.18 * -0.29 2.19 * -0.30

Appendix f. Importance: Child care IMPCHLD All Students 1.62 1.73 1.74

g. Importance: Financial aid advising IMPFAADV All Students 2.13 2.38 * -0.32 2.38 * -0.31

h. Importance: Computer lab IMPCOMLB All Students 2.13 2.44 * -0.41 2.44 * -0.42 1.4 i. Importance: Student organizations IMPSTORG All Students 1.65 1.82 * -0.21 1.83 * -0.23

j. Importance: Transfer credit assistance IMPTRCRD All Students 2.14 2.24 2.24

k. Importance: Services to students with disabilities IMPDISAB All Students 1.86 2.03 2.04

* T-tests: 2-tailed M8 Community College Survey of Student Engagement Means Summary Report: All Students

Your College Other Medium Colleges 2008 CCSSE Cohort

Item Variable Class Mean Mean Sig* Effect Size Mean Sig* Effect Size

COLLEGE EXPERIENCES

14. How likely is it that the following issues would cause you to withdraw 1=Not likely, 2=Somewhat likely, 3=Likely, 4=Very likely from class or from this college? a. Working full-time WRKFULL All Students 2.06 2.16 2.18

b. Caring for dependents CAREDEP All Students 1.88 1.92 1.92

c. Academically unprepared ACADUNP All Students 1.48 1.67 1.68 * -0.21

d. Lack of finances LACKFIN All Students 2.30 2.41 2.40

Appendix e. Transfer to a 4-year college or university TRANSFER All Students 2.21 2.48 * -0.22 2.46 * -0.21

1=Not very, 2=Somewhat, 3=Quite a bit, 4=Extremely 15. How supportive are your friends of your attending this FRNDSUPP All Students 3.32 3.23 3.23 college? 1.4 1=Not very, 2=Somewhat, 3=Quite a bit, 4=Extremely 16. How supportive is your immediate family of your attending FAMSUPP All Students 3.51 3.51 3.50 this college?

0=None, 1=1-14 credits, 2=15-29 credits, 3=30-44 credits, 4=45-60 credits, 5= over 60 credits 23. How many TOTAL credit hours have you earned at this college, TOTCHRS All Students 1.89 2.00 2.02 not counting the courses you are currently taking this term? 1=None, 2=1 class, 3=2 classes, 4=3 classes, 5=4 classes or more 25. How many classes are you presently taking at OTHER OTHINST All Students 1.35 1.41 1.42 institutions? 1=Poor, 2=Fair, 3=Good, 4=Excellent 27. How would you evaluate your entire educational experience ENTIREXP All Students 3.28 3.16 3.16 at this college?

* T-tests: 2-tailed M9 Appendix 1.5: Recent Graduate Survey Selected Responses Academic Skills/Learning Center Services/Tutoring 100%

80%

60%

40%

20%

0% 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 Excellent 13% 16% 28% 23% 24% 22% 27% 28% 27% 29% Good/Above Avg. 23% 24% 19% 31% 35% 33% 44% 30% 40% 38% Fair/Average 16% 10% 8% 10% 6% 12% 8% 5% 9% 10% Poor/Below Avg 1% 1% 1% 3% 1% 5% 3% 1% 3% 1% No Response/No Opinion/NA 47% 50% 44% 33% 33% 28% 19% 36% 21% 23%

Admissions -- Registration Process -- Admissions & Records Services 100%

80%

60%

40%

20%

0% 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 Excellent 18% 46% 59% 38% 35% 37% 44% 46% 38% 42% Good/Above Avg. 42% 44% 33% 51% 54% 52% 45% 43% 52% 41% Fair/Average 30% 4% 6% 6% 7% 8% 8% 8% 8% 14% Poor/Below Avg 2% 1% 0% 2% 1% 2% 2% 1% 2% 2% No Response/No Opinion/NA 8% 5% 2% 3% 3% 2% 0% 1% 0% 2% Appendix 1.5: Recent Graduate Survey Selected Responses

Associated Students of Western Nevada (Student Government) 100%

80%

60%

40%

20%

0% 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 Excellent 0% 0% 0% 6% 3% 8% 11% 8% 7% 5% Good 0% 0% 0% 17% 22% 21% 30% 16% 21% 15% Fair 0% 0% 0% 11% 16% 13% 12% 6% 13% 14% Poor 0% 0% 0% 4% 4% 4% 0% 2% 3% 5% No Response/No Opinion/NA 0% 0% 0% 63% 54% 54% 47% 67% 56% 60%

Bookstore Services 100%

80%

60%

40%

20%

0% 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 Excellent 10% 22% 25% 17% 16% 19% 15% 24% 19% 28% Good/Above Avg. 26% 45% 39% 41% 47% 44% 40% 36% 39% 38% Fair/Average 37% 18% 22% 26% 25% 29% 28% 22% 26% 19% Poor/Below Avg 22% 10% 12% 15% 9% 6% 13% 15% 15% 13% No Response/No Opinion/NA 4% 4% 1% 1% 3% 2% 4% 3% 1% 2% Appendix 1.5: Recent Graduate Survey Selected Responses

Business Office Services 100%

80%

60%

40%

20%

0% 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 Excellent 10% 33% 39% 33% 24% 24% 28% 36% 33% 28% Good/Above Avg. 36% 39% 30% 47% 52% 43% 49% 34% 47% 50% Fair/Average 27% 6% 9% 7% 6% 12% 9% 6% 9% 7% Poor/Below Avg 0% 0% 1% 1% 2% 4% 0% 0% 0% 1% No Response/No Opinion/NA 27% 21% 22% 11% 16% 17% 14% 23% 11% 14%

Condition & Maintenance of College Grounds 100%

80%

60%

40%

20%

0% 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 Excellent 0% 32% 39% 35% 25% 33% 25% 35% 33% 39% Good 0% 56% 43% 49% 52% 47% 55% 44% 59% 53% Fair 0% 7% 10% 11% 12% 11% 9% 9% 5% 6% Poor 0% 0% 3% 0% 2% 2% 3% 1% 1% 1% No Response/No Opinion/NA 0% 5% 5% 6% 8% 7% 9% 11% 3% 1% Appendix 1.5: Recent Graduate Survey Selected Responses

Counseling Services 100%

80%

60%

40%

20%

0% 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 Excellent 23% 31% 37% 29% 31% 31% 27% 42% 40% 35% Good/Above Avg. 30% 38% 40% 35% 36% 35% 34% 31% 29% 36% Fair/Average 32% 16% 10% 19% 15% 15% 20% 17% 18% 13% Poor/Below Avg 4% 3% 4% 11% 8% 7% 6% 7% 3% 12% No Response/No Opinion/NA 11% 12% 9% 6% 9% 13% 13% 4% 9% 5%

Disabilities Services -- Disabled Student Services 100%

80%

60%

40%

20%

0% 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 Excellent 6% 3% 4% 4% 5% 5% 8% 8% 6% 11% Good/Above Avg. 10% 6% 4% 12% 10% 10% 19% 4% 13% 5% Fair/Average 4% 2% 3% 1% 8% 6% 3% 3% 3% 4% Poor/Below Avg 1% 1% 1% 1% 2% 2% 0% 2% 1% 0% No Response/No Opinion/NA 80% 89% 88% 82% 75% 78% 71% 84% 77% 80% Appendix 1.5: Recent Graduate Survey Selected Responses Education Worth Expenditure of Money & Time 100%

80%

60%

40%

20%

0% 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 Yes 99% 0% 0% 0% 0% 0% 0% 0% 0% 0% No 1% 0% 0% 0% 0% 0% 0% 0% 0% 0% Strongly Agree 0% 63% 66% 66% 50% 61% 51% 61% 51% 54% Agree 0% 29% 27% 30% 46% 34% 42% 34% 44% 35% Neutral/Undecided 0% 6% 5% 4% 2% 5% 7% 1% 5% 6% Disagree 0% 0% 2% 1% 1% 0% 1% 3% 0% 2% Strongly Disagree 0% 0% 0% 0% 2% 1% 0% 0% 0% 3% Did Not Answer 0% 1% 0% 0% 0% 0% 0% 0% 0% 0%

Equipment in Good Condition & Up-to-Date 100%

80%

60%

40%

20%

0% 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 Always/Excellent/Above Average 56% 17% 27% 20% 19% 23% 19% 29% 26% 25% Usually/Average/Fair/Good 38% 75% 69% 77% 76% 71% 80% 66% 72% 73% Sometimes/Below Average/Poor 5% 3% 2% 2% 2% 3% 2% 2% 0% 1% Never 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% Did Not Answer/No Opinion/NA 1% 5% 2% 1% 3% 3% 0% 3% 1% 2% Appendix 1.5: Recent Graduate Survey Selected Responses

Faculty Advising in Department 100%

80%

60%

40%

20%

0% 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 Excellent 0% 25% 25% 23% 23% 24% 30% 23% 29% 28% Good 0% 32% 32% 35% 34% 29% 36% 38% 38% 39% Fair 0% 6% 13% 12% 16% 15% 11% 11% 13% 11% Poor 0% 3% 3% 5% 4% 4% 1% 1% 3% 4% No Response/No Opinion/NA 0% 34% 27% 24% 23% 28% 22% 27% 17% 18%

Financial Aid Services 100%

80%

60%

40%

20%

0% 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 Excellent 12% 21% 22% 21% 24% 27% 21% 24% 26% 27% Good/Above Average 16% 16% 19% 27% 23% 23% 35% 24% 22% 23% Fair/Average 11% 9% 8% 7% 17% 18% 13% 7% 9% 14% Poor/Below Avg 3% 6% 6% 5% 3% 4% 4% 5% 4% 7% No Response/No Opinion/NA 58% 49% 46% 39% 33% 28% 27% 40% 39% 28% Appendix 1.5: Recent Graduate Survey Selected Responses Recommend WNC to Others 100%

80%

60%

40%

20%

0% 2001 2002 2003 2004 2005 2006 2007 2008 2009 Strongly Agree 65% 65% 72% 61% 69% 60% 65% 63% 62% Agree 30% 30% 25% 33% 28% 38% 33% 37% 32% Undecided/Neutral 5% 4% 2% 2% 3% 2% 2% 0% 2% Disagree 0% 1% 0% 2% 0% 0% 0% 0% 3% Strongly Disagree 0% 0% 1% 2% 0% 0% 0% 0% 0% Not Applicable 0% 0% 1% 0% 0% 0% 0% 0% 0%

Jive 'n Java Jr. (Fallon Campus) 100%

80%

60%

40%

20%

0% 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 Excellent 0% 0% 0% 0% 0% 0% 0% 4% 8% 6% Good/Above Avg 0% 0% 0% 0% 0% 0% 0% 3% 9% 8% Fair/Average 0% 0% 0% 0% 0% 0% 0% 3% 6% 3% Poor/Below Avg 0% 0% 0% 0% 0% 0% 0% 0% 0% 5% No Response/No Opinion/NA 0% 0% 0% 0% 0% 0% 0% 90% 76% 78% Appendix 1.5: Recent Graduate Survey Selected Responses Library Services 100%

80%

60%

40%

20%

0% 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 Excellent 21% 27% 39% 35% 31% 34% 35% 38% 36% 42% Good/Above Avg 33% 39% 32% 39% 40% 39% 43% 39% 51% 39% Fair/Avg 31% 9% 6% 10% 13% 8% 9% 6% 5% 10% Poor/Below Avg 3% 2% 0% 1% 2% 2% 2% 1% 0% 0% No Response/No Opinion/NA 12% 23% 23% 15% 15% 17% 11% 16% 7% 9%

Lifted @ the Sedway Café (Carson Campus) 100%

80%

60%

40%

20%

0% 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 Excellent 3% 5% 5% 5% 7% 17% 11% 13% 25% 24% Good/Above Avg 7% 20% 21% 23% 20% 23% 33% 21% 27% 16% Fair/Average 30% 22% 17% 19% 14% 21% 20% 8% 9% 13% Poor/Below Avg 7% 6% 6% 9% 11% 3% 3% 2% 1% 3% No Response/No Opinion/NA 53% 48% 52% 45% 47% 36% 32% 56% 38% 44% Appendix 1.5: Recent Graduate Survey Selected Responses

Overall Classroom Conditions 100%

80%

60%

40%

20%

0% 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 Excellent 0% 11% 21% 13% 9% 17% 17% 23% 25% 26% Good 0% 68% 54% 61% 56% 55% 54% 51% 58% 57% Fair 0% 16% 22% 22% 28% 20% 24% 22% 15% 12% Poor 0% 2% 2% 2% 3% 5% 4% 1% 1% 4% No Response/No Opinion/NA 0% 3% 2% 1% 3% 2% 2% 2% 1% 1%

Parking 100%

80%

60%

40%

20%

0% 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 Excellent 10% 14% 15% 16% 17% 16% 14% 20% 29% 24% Good/Above Avg. 32% 40% 36% 35% 29% 32% 39% 30% 40% 42% Fair/Average 37% 26% 28% 25% 34% 35% 24% 27% 22% 23% Poor/Below Avg 18% 11% 13% 20% 12% 12% 12% 13% 7% 11% No Response/No Opinion/NA 3% 9% 7% 5% 8% 6% 10% 11% 1% 1% Appendix 1.5: Recent Graduate Survey Selected Responses

Recognition / Promotion of Cultural Diversity 100%

80%

60%

40%

20%

0% 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 Excellent 0% 14% 11% 20% 11% 20% 18% 21% 20% 19% Good 0% 13% 21% 26% 31% 29% 42% 33% 36% 27% Fair 0% 7% 9% 19% 19% 16% 15% 10% 12% 19% Poor 0% 0% 3% 4% 2% 7% 1% 4% 3% 4% No Response/No Opinion/NA 0% 65% 56% 31% 36% 28% 23% 33% 29% 29%

Recreational Facilities 100%

80%

60%

40%

20%

0% 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 Excellent 0% 0% 1% 0% 1% 3% 8% 9% 10% 11% Good 0% 2% 6% 6% 9% 18% 24% 15% 21% 19% Fair 0% 3% 3% 12% 12% 12% 13% 8% 8% 8% Poor 0% 10% 13% 13% 7% 10% 4% 4% 8% 6% No Response/No Opinion/NA 0% 85% 78% 68% 70% 57% 52% 64% 54% 55% Appendix 1.5: Recent Graduate Survey Selected Responses

Student Academic Recognition 100%

80%

60%

40%

20%

0% 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 Excellent 0% 0% 0% 21% 18% 18% 22% 26% 24% 19% Good 0% 0% 0% 34% 36% 38% 37% 30% 36% 35% Fair 0% 0% 0% 13% 20% 10% 17% 17% 7% 20% Poor 0% 0% 0% 8% 6% 6% 2% 2% 7% 3% No Response/No Opinion/NA 0% 0% 0% 24% 20% 27% 22% 26% 25% 22%

Web Registration 100%

80%

60%

40%

20%

0% 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 Excellent 0% 37% 43% 46% 37% 52% 50% 60% 56% 62% Good 0% 24% 28% 36% 44% 37% 41% 27% 39% 35% Fair 0% 5% 5% 9% 8% 4% 1% 3% 4% 2% Poor 0% 1% 1% 3% 2% 0% 0% 1% 0% 1% No Response/No Opinion/NA 0% 34% 24% 6% 8% 6% 9% 9% 1% 0% Appendix 1.5: Recent Graduate Survey Selected Responses

WNC Web Site 100%

80%

60%

40%

20%

0% 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 Excellent 0% 21% 18% 33% 23% 37% 32% 36% 40% 39% Good 0% 40% 54% 47% 52% 48% 56% 48% 55% 51% Fair 0% 10% 10% 12% 14% 10% 5% 6% 3% 7% Poor 0% 0% 3% 2% 2% 1% 1% 2% 2% 3% No Response/No Opinion/NA 0% 29% 15% 6% 9% 5% 7% 8% 1% 0% Appendix 1.6

STRATEGIC PLANNING FOR INSTITUTIONAL EFFECTIVENESS FALL STANDING COMMITTEE GOALS/OBJECTIVES REPORT

This form is to be completed by committee chair and submitted to SPFIE chair no later than November 1. This document must be transmitted electronically so SPFIE can post on WestNET.

Academic Year: 2008-2009

Name of Standing Committee: Budget Committee (Check here for information on all standing committees https://intranet.wnc.edu/committees/ )

Chair: Robert Morin Extension: 4401 email: [email protected]

NOTE: Tab after each subcommittee entry and the form will expand.

Name of Subcommittee(s) (If Any) NONE

Committee Mission: (This mission must be posted on your website.) The Budget Committee serves as a college-wide oversight committee whose charge is to develop, implement and evaluate a college-wide participatory budget process and evaluation process that supports and encourages a fair and equitable distribution of college funds in accordance with the mission of the college. All committee recommendations are made directly to the college President.

Does your committee website contain updated versions of the following?

Yes No Bylaws Minutes/Agendas Meeting Calendar Members/Officers Archives (if applicable)

Appendix 1.6

Provide statement of goals and objectives for academic year. These goals must be related specifically to the current WNC strategic plan.

Strategic Goal Committee Goal/Objective as Relates https://intranet.wnc.edu/information/strategic_plan/ to Strategic Goal (click on 2006-2012 Strategic Goals) Goal 2 – Ensure Institutional Excellence 1. Monitor the status of the state budget. 2. Monitor the status of the college budget. 3. Provide transparency in the bottom-up budgeting process of the college. 4. Disseminate college budget information to the college community. 5. Evaluate the internal budget process.

Additional Comments/Suggestions:

Questions:

Appendix 1.6

STRATEGIC PLANNING FOR INSTITUTIONAL EFFECTIVENESS SPRING STANDING COMMITTEE GOALS/OBJECTIVES REPORT

Each committee chair or representative will be invited to attend a meeting in the spring to update the SPFIE committee on progress toward your objective/goals. Prior to attending the SPFIE meeting, this form must be submitted to the chair electronically. (Check here for name of committee chair https://intranet.wnc.edu/committees/spfie/members.php )

Please submit final electronic report no later than MAY. SPFIE will forward your committee year-end report to the President.

Academic Year: 2008-2009

Name of Standing Committee: COLLEGE STAFF DEVELOPMENT

Chair: WINNIE KORTEMEIER Extension: 4285 email: [email protected]

NOTE: Tab after each subcommittee entry and the form will expand. NAME OF SUBCOMMITTEE: (This entry lists all Subcommittee Chair subcommittees reporting to your WNC standing committee . https://intranet.wnc.edu/committees/ )

Does your committee website contain updated versions of the following?

Bylaws Yes No Mission Statement Minutes/Agendas Meeting Calendar Members/Officers Archives (if applicable)

Provide statement of goals and objectives for academic year. These goals must be related specifically to the current WNC strategic plan. (for each new goal, tab…or something)

Strategic Goal (as Committee Goal/Objective Progress Thus Far described in form as Relates to Strategic Goal submitted in the fall) Goal #2 Ensure 1. Evaluate committee 1. The committee has evaluated Appendix 1.6 institutional success guidelines and bylaws the application form and the and make appropriate guidelines, and has suggested the changes. first set of changes to these. The committee is meeting April 10 to make the second round of changes to those two forms. We will also evaluate and suggest the first round of changes to the bylaws on April 10. Our goal is to make all documents clearer, easier to use, cohesive in their language, and not redundant. 2. Reduce annual 2. Completed in August expenditure to $900/employee with the department or employee funding the remainder 3. Allot total funds by 3. All funds that were disbursed quarter and disburse were disbursed in this manner funds within those allotments 4. Work toward sending 4. All applications were evaluated only one department with these criteria and several member to the same applications were returned to the conference/event when department to meet these criteria. possible. 5. Work with supervisors 5. We are making changes to the to ensure judicious use application form that should of the ‚mandatory‛ clarify what the committee means designation for by ‚mandatory.‛ employee attendance at workshops or conferences. Provide suggested goals/objectives for your committee to consider for the next academic year. Strategic Goal Committee Goal/Objective as https://intranet.wnc.edu/information/strategic_plan/ relates to Strategic Goal (click on 2006-2012 Strategic Goals)

Appendix 1.6

STRATEGIC PLANNING FOR INSTITUTIONAL EFFECTIVENESS SPRING STANDING COMMITTEE GOALS/OBJECTIVES REPORT

Please submit final electronic report no later than MAY. SPFIE will forward your committee year-end report to the President.

Academic Year: 2008-2009 (e.g. 2007-2008)

Name of Standing Committee: CURRICULUM

Chair: PAUL MULLER Extension: 3257 email: [email protected]

Does your committee website contain updated versions of the following?

Bylaws Yes No Mission Statement Minutes/Agendas Meeting Calendar Members/Officers Archives (if applicable)

Provide statement of goals and objectives for academic year. These goals must be related specifically to the current WNC strategic plan. (for each new goal, tab…or something)

Appendix 1.6

Strategic Goal (as described Committee Goal/Objective as Progress Thus Far in form submitted in the Relates to Strategic Goal fall) Goal #2 Ensure Institutional 1. Review and make 1. Accomplished. Excellence.- reported in Fall recommendations regarding erroneously as Goal #1 of new degrees, emphases, continuously improving programs, majors, certificates curriculum from previous and courses. strategic plan. 2. Review and make 2. Accomplished. recommendations regarding all proposed changes in current degrees, emphases, programs, majors, certificates and courses.

3. Implement 3. None received. recommendations on general education.

4. Propose revisions to the 4. Accomplished. WNC Catalog/Academic Program Guide, 2009-2010

5. Conduct Curriculum 5. Accomplished. Program Review for the WNC Program Reviews.

Provide suggested goals/objectives for your committee to consider for the next academic year. Strategic Goal Committee Goal/Objective as relates to https://intranet.wnc.edu/information/strategic_plan/ Strategic Goal (click on 2006-2012 Strategic Goals) Goal #2 Ensure Institutional Excellence Same goals as 2008 - 2009

Additional Comments/Suggestions:

Questions:

Western Nevada College

Report to SPFIE on Strategic Plan Goal Attainment Spring 2009

Goal 2-KPI 2 Financial Stability

A. 2% Reserve of All-funds Budget

Data: Total all-funds FY09 budget $ 25,674,552

2% of all-funds budget $ 513,491 Reserve as of 10/1/08* $ 417,498 Reserve percent 1.63%

* Amount reflects the significant impact of vacancy and operating budget savings to cover anticipated additional budget reversions Appendix

B. Increase Institutional Rate of Revenue by 10%

FY08 state-funded Data: allocation** $ 21,124,414 1.6 FY09 state-funded allocation** $ 22,358,817 Percent of change 5.52%

FY08 non-state-funded revenue $ 3,080,329 FY09 non-state-funded revenue $ 3,315,735 Percent of change 7.10%

** Amounts reported are prior to any mandated budget reversions for FY09

Appendix 1.6

Western Nevada College Foundation

Report to SPFIE on Strategic Plan Goal Attainment Spring 2009

Goal 2-KPI 2 Financial Stability

A. Increase private funding by 5% per year FY07 FY08 Difference Percentage Data: $1,463,528 $856,524 ($607,004) -41%

B. Increase the number of employees giving by 5% per year Benchmark Fall 2008 Difference Percentage Data: 40% 52% 12% 23% Data: $120,554.52 $178,164.52 $57,610 47%

FY2006 FY2008 C. By 2012 - raise a cumulative $20 million Data: $11.5 million $13.7 million

D. Pursue alternative funding mechanisms for new construction projects

No alternative funding mechanisms have been explored at this time for new construction projects

Appendix 1.6

Human Resources Office Goal Attainment Report Strategic Plan 2000-2009 1. Improve Student Success Rates

HR & Legal Services Actions: . In the process of working with Biddle Company to review existing goals and establish 2009 goals and affirmative action plan . Reviewed/revised the WNC Non-Discrimination Statement and worked to include the updated statement on all position announcements, web-sites and college publications . Developed a mailing list targeting AA/EEO agencies and college and university career planning & placement offices . Began advertising in local Hispanic newspapers . Continued minority recruitment efforts to include AA/EEO publications (i.e., Hispanic Outlook) . Began outreach efforts for classified positions (on top of and independent of state personnel and NSHE BCN) . Began conducting search committee orientation/training . Developed a Search Committee Resources WestNet page . Modified the faculty search process to include increased affirmative action review by Human Resources staff (review of report on diversity make up of applicant pools) . Developed a new professional position announcement brochure; began mailing a hard-copy brochure out to AA/EEO agencies on the new mailing list for all searches . Developed a new part-time instructor position announcement brochure and mailed it to the AA/EEO agencies on the new mailing list. Provided 200 copies of the brochure for Latino Community Day . Implemented online recruitment for part-time instructor positions . Offered diversity training for all WNC employees . Participated in/represented WNC on Northern Nevada Diversity Network Association (through June 30, 2008) . Participated in/represented WNC on NSHE Equity, Diversity, and Inclusion Committee (EDIC) . HR & Legal Services staff attended Northern Nevada Human Resource Association Diversity Conference

2. Ensure Institutional Excellence

HR & Legal Services Actions: Appendix 1.6

. HR & Legal Services completed program review . HR & Legal Services completed annual assessment projects/reports

3. One College – One College, Many Sites

HR & Legal Services Actions: . Continued providing HR & Legal Services scheduled service to Fallon on a monthly basis . Continued hosting semi-annual employee benefits fairs . Continued hosting employee appreciation luncheons at Carson City Campus and Fallon Campus . Conducted employee social activities (i.e., ice cream at welcome back lunch) . Continued offering employee development opportunities for faculty and staff

Appendix 1.6

STRATEGIC PLANNING FOR INSTITUTIONAL EFFECTIVENESS SPRING STANDING COMMITTEE GOALS/OBJECTIVES REPORT

Please submit final electronic report no later than MAY. SPFIE will forward your committee year-end report to the President.

Academic Year: 2008-2009 (e.g. 2007-2008)

Name of Standing Committee: OUTREACH AND ENROLLMENT COMMITTEE

Chair: SHELLY BALE Extension: 3241 email: [email protected]

Does your committee website contain updated versions of the following?

Bylaws Yes No Mission Statement Minutes/Agendas Meeting Calendar Members/Officers Archives (if applicable)

Provide statement of goals and objectives for academic year. These goals must be related specifically to the current WNC strategic plan.

Appendix 1.6

Strategic Goal (as Committee Progress Thus Far described in form Goal/Objective as Relates submitted in the fall) to Strategic Goal Improve student Develop and foster better The planning process began in success in Bridge to communication between September 2008. Contact was Success program WNC outreach dept and made with 12 high school completion. the high school counselors to coordinate Bridge counselors, students, and visits through May 2009 and to parents, during the Bridge obtain mailing lists. Letters and to Success Program postcards have been sent to all juniors and seniors to explain the program and promote the visit dates. For the high schools - Follow up is maintained through emails and phone calls to the HS counselors to ensure effective coordination of the visits. During visits, outreach reminds students to be paying attention to their mail – we show examples of the postcards that will be coming their way. Posters and flyers are posted around the High School campuses. Students are directed to see the counselor to sign up to attend. WNC student workers make phone call reminders to students a few days before the visit.

Provide suggested goals/objectives for your committee to consider for the next academic year. Strategic Goal Committee Goal/Objective as https://intranet.wnc.edu/information/strategic_plan/ relates to Strategic Goal (click on 2006-2012 Strategic Goals)

Additional Comments/Suggestions:

Questions:

Appendix 1.6

STRATEGIC PLANNING FOR INSTITUTIONAL EFFECTIVENESS SPRING STANDING COMMITTEE GOALS/OBJECTIVES REPORT

Please submit final electronic report no later than MAY. SPFIE will forward your committee year-end report to the President.

Academic Year: 2008-2009 (e.g. 2007-2008)

Name of Standing Committee: PROGRAM ASSESSMENT AND REVIEW COMMITTEE (PARC)

Chair: CHAD MCCULLY Extension: 5230 email: [email protected]

Does your committee website contain updated versions of the following?

Bylaws Yes No Mission Statement Minutes/Agendas Meeting Calendar Members/Officers Archives (if applicable)

Provide statement of goals and objectives for academic year. These goals must be related specifically to the current WNC strategic plan. (for each new goal, tab…or something)

Appendix 1.6

Strategic Goal (as Committee Goal/Objective as Progress Thus Far described in form Relates to Strategic Goal submitted in the fall) Goal #1 Improve Student Over the course of this year, we Several programs completed Success Rates will provide help to the following program reviews for last year’s academic programs that are schedule (2007/2008) under the Goal #2: Ensure completing five-year program new guidelines; these include Institutional Success reviews: three academic programs (Chemistry, Math, and Musical AAS Drafting – Theatre), and four administrative Architectural programs (Admissions and AAS Drafting – Records, the Bookstore, the Mechanical Sedway Café, and Human AAS Drafting – Resources). In order to supply Architectural feedback, PARC met with the General Education program review teams for each AA Criminal Justice of these completed five-year- AAS Early Childhood reviews. Education AAS Criminal Justice - Our forms and the overall Law Enforcement process continue to be refined in Academy order to reduce redundancies and CP Criminal Justice - Law eliminate inconsistencies. Cat Enforcement Academy Boedenauer, as programmer CP Early Childhood analyst in Institutional Research, Education has been especially helpful in making the documents for Over the course of this year, we program review more useful and will provide help to the following clear administrative programs that are completing five-year program In the Fall of 2008, our reviews: committee planned and hosted a workshop on using available tools Financial Assistance to assess student learning Development & External (including Blackboard, Turnitin, Affairs and Student Evaluations). Child Development Center Controller Members of our committee also Public Safety voted to support the 2008/2009 Facilities Northern Nevada Assessment Institutional Research Conference by attributing assessment funds to the Continue to foster a culture of conference. Members of our assessment and transparency at committee also attended and WNC. presented for this conference.

Our committee and IR also initiated a campus wide survey of Appendix 1.6

faculty assessment during the Spring of 2009.

For 2008/2009, the General Education and Early Childhood Education programs have completed their external reviewer site visits during the Spring 2009 semester. The criminal justice program reviews will be completed with an external reviewer’s site visit in the Fall of 2009. However, the drafting program has no continuing full time faculty, and the completion of its program review is uncertain.

In order to meet the goals for program review and assessment, we held a workshop for programs facing their upcoming reviews in the Fall of 2008. In addition to the five-year program review, PARC, in cooperation with Institutional research, is setting deadlines for annual assessments. Our committee held workshops last spring for all program responsible personnel to establish an assessment routine for our institution.

A regularly published assessment newsletter is now supported by our committee and Institutional Research (especially Cat Boedenauer).

For Spring 2009, we met on May 6th with responsible parties for upcoming program reviews and reviewed the timeline and responsibilities for completing these reviews.

Current assessment forms and summary reports of completed program reviews are now available Appendix 1.6

through the Internet.

Provide suggested goals/objectives for your committee to consider for the next academic year.

Strategic Goal Committee Goal/Objective as https://intranet.wnc.edu/information/strategic_plan/ relates to Strategic Goal (click on 2006-2012 Strategic Goals)

Additional Comments/Suggestions:

Minutes are up-to-date on the committee website, although the agendas, as according to our by-laws are not currently on the site. Proposed minor updates have been suggested at our May committee meeting, and they will be voted on in August.

Questions:

Is it necessary to have all agendas posted to the committee page? Should another update to our bylaws reflect this as a requirement? Also, our membership is automatically posted under ‚members/officers‛ but should all committees have a separate document reflecting membership?

Appendix 1.6

Student Development and Support Committee 2009 Report to SPFIE

There are approximately 150 student employees working in about 40 different departments on the Carson, Douglas and Fallon campuses. The Student Development and Support Committee is developing a self-assessment instrument for student employees and an employer evaluation instrument that address student learning outcomes that the committee has developed. The committee will then determine how the assessment results will be used to improve student performance through trainings and other methods.

JW Lazzari, who oversees student employment in the Financial Assistance office, is the coordinator for this assessment project. This project builds upon a fall 2008 assessment activity that required student government members to complete a self-assessment before and after a period of employment in terms of a set of student learning outcomes that were informed by the work of two organizations that recognized the importance of focusing on student learning outside of the classroom as well as in the classroom. Those organizations are the Student Affairs Administrators in Higher Education (NASPA) and Advancing Student Affairs, engaging Students (ACPA). Those organizations published a book based on observations and recommendations titled, Learning Reconsidered: a Campus-Wide Focus on the Student Experience.

This committee revised the student learning outcomes addressed in the student government self-assessment instrument to make sure that the outcomes were measurable and relevant to the types of skills required by the three different levels of student employment at this college.

The eight broad categories of student learning outcomes are: 1. Intrapersonal 2. Interpersonal 3. Moral, ethical and integrity 4. Roles and responsibilities of a leader 5. Organizational 6. Communities 7. Oral and written communication 8. Technology

The new self-assessment instrument will be an online questionnaire that will facilitate data analysis.

The revised student employee learning outcomes are as follows:

Intrapersonal 1. Apply organizational, time management, planning and delegation skills. 2. Apply active listening to understand, comprehend, analyze, engage and act. 3. Show confidence and respond responsibly and tactfully. 4. Appraise your performance regularly using feedback, reflection, goal setting and evaluation. 5. Apply stress management through self-care, balance, adaptability, flexibility and humor. 6. Analyze short-term and long-term goals in decision making. Appendix 1.6

7. Promote life-long learning for self and others.

Interpersonal 1. Demonstrate an ability to relate across racial, ethnic, cultural, lifestyle and other boundaries. 2. Maintain open communication. 3. Manage conflict and change by building and maintaining productive relationships. 4. Appraise the impact of perceptions, world views and emotions on self and others. 5. Respect the diversity of individual values, ideas and communication styles. 6. Demonstrate cultural competence relative to a global society.

Moral, Ethical and Integrity 1. Demonstrate the courage to take risks, make difficult decisions and accept responsibility. 2. Maintain high standards for personal and organizational integrity and honesty. 3. Use power and influence wisely and responsibly.

Roles and Responsibilities of a Leader 1. Devise and apply creative solutions to complex problems 2. Build and maintain relationships to advance organizational mission, vision and goals. 3. Collaborate to solve problems and make decisions. 4. Demonstrate leadership through authenticity, creativity and vision. 5. Develop and implement creative and effective programs. 6. Apply effective strategies for decision-making, motivation and conflict management.

Organizations 1. Develop strategies to monitor and improve the health of the organization. 2. Demonstrate involvement and commitment to others in order to work for the common good. 3. Participate in the development of organizational structure and resources.

Communities 1. Utilize multiple resources in designing programs and policies. 2. Develop, enhance and sustain teamwork and cooperation. 3. Value and promote diversity, inclusion and equity. 4. Develop a positive environment that supports innovation and teamwork. 5. Work effectively and diplomatically with various groups.

Oral and Written Communication 1. Apply college-level writing skills. 2. Develop professional oral communication skills.

Technology 1. Identify and access resources utilizing the internet. 2. Demonstrate basic word-processing skills. 3. Demonstrate basic spreadsheet software skills.

Appendix 1.6

Bridge to Success Western Nevada College WNC’s Bridge to Success is an on-site, hands-on initiative designed to bring access and awareness of postsecondary educational opportunities to high school students in WNC’s service area. By applying the Learn-by-Doing philosophy, Bridge to Success strives to increases student and parent knowledge of educational options by providing assistance at each of the following steps:

Step 1 - Apply to WNC Step 2 - See a WNC counselor & take a placement test Step 3 - Apply for financial aid Step 4 - Register for classes Step 5 - Visit WNC Step 6 - Attend an orientation

The Bridge to Success team is made up of members of WNC student services, faculty, staff and students including but not limited to:

Outreach Counseling Admissions Financial Aid Retention Student Activities Student Ambassadors WNC Rural Centers WNC Faculty WNC Students

WNC’s Bridge to Success program motivates encourages and prepares students to enroll and succeed in postsecondary educational programs. By providing the necessary tools to high school counselors, students and their families, Bridge to Success increases the rate at which students will reach their college and career goals.

Bridge to Success program goals: Increase educational expectations for participating students Appendix 1.6

Increase student and parent knowledge of postsecondary education options including: application process, financial aid opportunities, placement tests, scheduling and class selection Increase participation rate of high school students in postsecondary education Increase awareness of WNC degrees and programs Increase rate of retention and college success Increase prospective students interaction with faculty, staff and WNC students Establish an effective partnership between high schools and WNC Appendix 1.6

January 14, 2009

Dear Student and Parent,

Western Nevada College offers a Bridge to Success program that guides high school seniors through a coherent process for starting college on the right track. The goal is to increase student access and success in college. Through our collaboration with the high school counselors, the family, and most importantly the student, the program increases the rate at which students reach their college and career goals.

Western Faculty and Staff will be making regular visits to your high school throughout the upcoming months. Our first visit to Yerington High School is Friday, February 13 from 8:00a – 11:30a. To sign- up see Debbie Rife in your high school career or counseling center.

The student will complete the following steps with the assistance of Western personnel:

Step 1 Complete an on line application to Western Nevada College (no cost to you) *Please bring your Social Security Number to apply to WNC Step 2 Determine a degree objective with a Western Counselor Step 3 Take the Placement Test with Western testing staff Step 4 Apply for financial aid (FAFSA) with a Financial Aid Counselor Step 5 Get Ready to Register for WNC classes Step 6 Arrange a visit to Western – College day or Private tour Step 7 Attend a New Student Orientation in the summer (tba)

Here at Western we strive to make sure that you have a smooth transition from high school to college no matter where you are planning on attending college.

This is a great opportunity not only to discover more about Western Nevada College but to also get a head start on your college experience!

If you have any questions feel free to contact me at (775) 445-3241 or email me at [email protected]

We hope to see you on February 13 - don’t forget your Social Security number!

Sincerely,

Shelly Bale Student Outreach Specialist Appendix 1.6

Office of Student Outreach 775-445.3241

2008-2009 OUTREACH EVENTS (not including off campus recruiting events)

July – August 2008 Rural PATH TO SUCCESS Outreach to adults in Lyon, Mineral, Pershing Counties

Saturday, August 2nd - Sunday August 3rd POW WOW – hosted by WNC (Douglas) Outreach to Native Americans

Friday, September 19th TECH PREP IN-SERVICE – Carson Campus Event for area High School counselors, faculty, and tech prep coordinators

Saturday, October 11, 2008 LATINO COMMUNITY DAY – Carson Campus Event for area Latino families – food, fun, presentations *funded by Perkins and A.C.C.E.S.S. grants

Friday, November 21 2008 TECH PREP COLLEGE DAY - Carson Campus For area High School students who are interested in or are taking Tech Prep Courses *funded by Perkins, Grant managed by Diane Nungary

January – May 2009 BRIDGE TO SUCCESS - Carson, Douglas, Lyon, Mineral, & Pershing Counties Outreach to area high school juniors and seniors

February – June 2009 Latino Outreach – Noches Informativas – Carson Campus Monthly event for Latino families, highlights student services and rotating academic area – Latino Outreach subcommittee – Chair Lupe Ramirez

Wednesday, March 18th 2009 SCIENCE AWARDS NIGHT – hosted by WNC Carson Campus For area K-12 students, parents, faculty

Friday, April 24, 2009 COLLEGE DAY – Carson Campus For area high school seniors

Friday, May 1st 2009 COLLEGE DAY – Fallon Campus For area high school seniors

Appendix 1.6

th Friday, May 8 2009 Women in Non-Traditional Careers – Carson Campus For area 9th grade girls. Funded by AT&T grant.

Non Traditional Students – Special Project Deb Case Appendix 1.6

STRATEGIC PLANNING FOR INSTITUTIONAL EFFECTIVENESS SPRING STANDING COMMITTEE GOALS/OBJECTIVES REPORT

Each standing committee chair or representative will be invited to attend a meeting in the spring to update the SPFIE committee on progress toward the standing committee objective/goals as well as those of its subcommittee(s). Prior to attending the SPFIE meeting, this form must be electronically submitted to the SPFIE chair. SPFIE will forward your committee year-end report to the President.

Name of Standing Committee: INSTITUTIONAL SUSTAINABILITY COMMITTEE

Chair: DANIEL NEVERETT Extension: 4231 email:

[email protected]

Does the committee webpage contain updated versions of the following?

Yes No Mission Statement Bylaws Members/Officers Meeting Calendar Minutes/Agendas

Provide statement of progress toward goals and objectives for this academic year.

Strategic Goal (as described in Committee Goal/Objective (as Progress form submitted in the fall) described in form submitted in the fall) #1 Ensure Institutional 1. Conduct and maintain an inventory Initiated a review of institutional sustainability Excellence of current institutional issues with Chevron Energy Solutions; first sustainability initiatives and related meeting held with TMCC personnel to complete an resources RFP for both campuses

2. Promote the integration of Several contacts and academic program sustainability into college programs concepts have been referred to Academic in education, operations and public Affairs; no information is available at this time service on the status any of these concepts Recycling Committee was ‘reinvigorated’ under the leadership of V. Andersen and implemented a number of expanded and new initiatives (see attached report) Make contact and met with several energy sustainability related companies including Appendix 1.6

Chevron Energy Solutions, Black Rock Solar, and Windspire

3. Instill a culture of sustainable long With the positive priority ranking of ADA/Life range planning and design at the Safety Project – Phase II, a focus of xeriscaping institution will be requested Toured the Sierra Nevada College facility that is LEED constructed

4. Make recommendations to the Recommendation made to sign the ACU college president on how Western Sustainability Commitment Nevada College can best support various sustainability issues/efforts

5. Assist with identifying funding Submitted a grant request to the Coca-Cola resources to expand and assist all Foundation to support the recycling efforts; request sustainability programs and not funded initiatives of the college

6. Periodically review the college’s Amendment to the policy recommended related to Sustainability Policy and the replacement of equipment and appliances recommends amendments.

Provide suggested goals/objectives your committee will consider for the next academic year. These goals must be related specifically to the current WNC Strategic Plan.

College Strategic Goal Committee Goal/Objective #1 Ensure Institutional Excellence Promote the implementation of an RFP to identify possible campus sustainability initiatives #1 Ensure Institutional Excellence Conduct an e-Waste recycling event #1 Ensure Institutional Excellence Develop and implement a wind-powered energy pilot project for the college

Additional Comments/Suggestions: The Recycling and Facility committee annual reports are attached. The High Tech Center Joint Use Committee was not active during the 2008-09 year.

Questions:

Appendix 1.6

WNC Facilities Committee Annual Report 2008-09

Date Rec’d Submitted By: Project: Date - Action Taken: 9/16/07 Paul Eastwood - Change classroom #102 into a 10/12/07 – The Facilities committee Machine Tool grinding room. Create an opening in met and unanimously voted to Technology Dept. the wall from room #100 into room recommend this project. They #102 for a door 10 feet high & requested that all electrical and approximately 10 feet wide (size of 2 safety issues be addressed in the fire proof roll-up doors). Move 4 building. surface grinders, 9 pedestal grinders, 1 belt sander, 3 tool & cutter grinders and 1 4’ x 5’ granite inspection plate into this classroom. Date Rec’d Submitted By: Project: Date - Action Taken: 10/5/07 Holly O’Toole – Install 3 lab workstations in the 10/19/07 – The Facilities Committee Biological Sciences Fallon WNC Biology Lab located in met and unanimously voted to Instructor, SME Sage 104 recommend this project. The issue as to whether this classroom was ADA compliant came up, but it was confirmed that there is a table in the room that is for ADA students. This classroom was not suitable for regular classes. Date Rec’d Submitted By: Project: Date - Action Taken: 10/19/07 Nelson DeVega Modify existing hallway adjacent to 11/16/07 – The Facilities Committee the break-room to enlarge existing met and unanimously voted to B&G office in the Sage building at the recommend this project. Fallon campus Date Rec’d Submitted By: Project: Date - Action Taken: 11/15/07 Don Moxley Using an outside vendor, install the 11/16/07 – The Facilities Committee infrastructure required to support the met and unanimously voted to wireless network at the Carson, recommend this project. Douglas, Fallon & High-tech Center locations Date Rec’d Submitted By: Project: Date - Action Taken: 7/2/08 Bus Scharmann Transform Sage 103 from the existing 7/16/08 – The Facilities Committee computer lab into a traditional discussed this project through e- classroom mail. With a majority vote it was decided to recommend this project. Date Rec’d Submitted By: Project: Date - Action Taken: 3/10/09 Kevin Murphy Installation of 8 additional TV screens 3/17/09 The Facilities Committee e- on the three main campuses mailed back and forth & came to a Appendix 1.6

unanimous decision to approve this project. We recommended that they work closely with our Safety Officer Brian Crowe to ensure that the TV screens are placed in areas where they will not become a safety issue. Appendix 1.6

WNC Recycling Committee Annual Report (2008-2009)

WNC reinstituted its recycling committee in the fall 2007 with great interest and participation among the college community. Current members include: Carson City Campus Brian Crowe (Environmental Health & Safety Coordinator) Winnie Kortemeier (Academic Faculty) Linda Whitehill (Administrative Faculty) Lisa Hass (Student Representative) Mark Ghan (Executive Faculty) Matt Bradley (Student Representative) Michelle Peltier (Classified Representative) Patty LeClaire (OARC Supervisor - paper-recycling coordinator) Valerie Andersen (Academic Faculty) Dave Rollings (Director of Facilities) Kevin Burns (Academic Faculty) – new member - May 2009

Fallon Campus Ron Belbin (Classified Representative) [email protected] Julie King (Academic Faculty) [email protected] Marlene Purcell (Student Representative) [email protected]

Douglas Campus Penny Nicely (Academic Faculty) Chad McCully (Academic Faculty) ACTIVITIES  Plastic and aluminum/tin can recycling Recycling activities resumed at the WNC Carson City campus in April 2008 after a hiatus for several years. All campuses (Fallon, Carson, & Douglas) are now recycling plastic bottles and cans. New recycling bins were purchased and placed on the Carson & Fallon campuses. These counties only accept plastic drink bottles #1 & #2 (water, juice, soda, milk) - no other plastic containers are acceptable. Carson City Campus: Can and plastic bottle recycling bins are available in every building and floor on the Carson City campus. OARC picks up the can & plastic bins on Wednesday for most of the Carson buildings and a work-study student (2 - 4 hours per week) picks up in machine tool, welding, & the automotive buildings as well as checking other locations and doing odd tasks. Waste Management donated two 96-gallon collection bins, which are located on the Dini library loading dock. A local businessperson, the “can man,” picks up the cans and bottles weekly. Waste Management staff said they preferred NOT to pick up WNC recyclables. In 2009, the Carson Campus recycled around 800 lbs. Fallon Campus: Ron Belbin was a key figure this year in expanding the Fallon recycling program. Since there is no curbside pickup in Churchill County, the Fallon campus staff (Ron Belbin & Julie King) voluntarily drives to the local Fallon Recycling Center and drop off campus recyclables. In 2009, they recycled (figures will be sent later today). Douglas Campus: Chad McCully & Penny Nicely transport Douglas Campus cans and aluminum to the local recycling center. Bentley Biodiesel has graciously agreed to accept WNC plastic recyclables from the Douglas campus. Appendix 1.7

Nursing Employer Survey for 2008 Graduating Class

Western Nevada College is seeking input from employers of the students who graduated May 2008 to determine how effective the nursing program was in educating its students to function as entry level registered nurses. Based on behaviors observed, please indicate your LEVEL OF SATISFACTION as to how well the nursing program at WNC prepared your employee to meet the nursing program's educational outcomes outlined below. PLEASE SUBMIT SURVEY RESPONSES NO LATER THAN AUGUST 1st. Results will be tabulated at that time.

Q1 EDUCATIONAL PROGRAM OUTCOMES Somewhat Neither Satisfied Somewhat Very Satisfied Satisfied nor Dissatisfied Dissatisfied Very Dissatisfied Ability to assess patients...... 18 5 1 0 0 Ability to use all phases of the nursing process...... 14 8110 Ability to utilize critical thinking and problem-solving skills...... 11 11020 Ability to use therapeutic communication skills in all aspects of nursing practice...... 14 9100 Ability to function within the ethical and legal parameters of the nursing profession...... 18 6000 Assume accountability for own professional development...... 15 6300 Ability to organize patient care...... 15 6300 Ability to delegate patient care...... 11 11110 Ability to manage patient care...... 13 9110 Ability to utilize technology to support delivery of nursing care...... 18 3300 Ability to utilize computer skills to support delivery of nursing care...... 18 4200 Ability to function as a team member...... 16 7010 Ability to function effectively in the role of patient educator...... 14 9100 Ability to provide safe, holistic nursing care...... 15 8100 Overall level of satisfaction with performance of graduate...... 16 4110

Nursing Employer Survey for 2008 Class DRS 20032003DRS Appendix 1.7

Q2 Comments (use back of form if additional space is needed): 14

Q3 Suggestions for Improvement (use back of form if additional space is needed): 9

Q4 Name of Health Care Organization: Banner- Barton Carson Tahoe Renown Saint Mary's Churchill Memorial Regional Regional Regional Hospital 4 Hospital 2 Medical Center 7 Medical Center 9 Medical Center 2

Please return completed surveys in enclosed self-addressed, stamped envelope to the Nursing Program at Western Nevada College, 2201 W. College Parkway, Carson City NV 89703. If you have any questions, call Judith Cordia, Director Nursing and Allied Health, 775 445-3295. Thank you again for taking the time to help us improve our program.

Nursing Employer Survey for 2008 Class DRS 20032003DRS Appendix 1.8

Nursing Employer Survey for 2008 Graduating Class

Nursing Employer Survey for 2008 Class DRS 20032003DRS Appendix 1.8

Q2 Comments (use back of form if additional space is needed): 14

Q3 Suggestions for Improvement (use back of form if additional space is needed): 9

Nursing Employer Survey for 2008 Class DRS 20032003DRS Appendix 1.9

SUMMARY OF PROGRAM REVIEW Western Nevada College Associate of Applied Science, Early Childhood Education

I. Description of Program Reviewed The Early Childhood Education Associate of Applied Science program prepares its graduates for employment in child care or pre-kindergarten programs and related child and family service fields. The degree meets educational criteria for employment as directors or teachers in private or publicly funded child care programs. The program also prepares graduates for possible transfer to other colleges and universities to meet higher educational and professional goals. Students must complete a six-credit preschool practicum at the Child Development Center (CDC), WNC’s lab school. In addition, the program offers one-credit classes that fulfill the annual training requirement for maintaining licensing with the Nevada Bureau of Childcare.

II. Review Process and Criteria The review team conducted a self-study from 2008-2009 in order to identify program strengths and challenges in terms of recruitment, enrollment, curriculum, scheduling, advisement, student satisfaction, community partnerships, and the lab school partnership. The Early Childhood Certificate of Achievement program was reviewed at the same time, and one self-study report addressed both programs. Appropriate distinctions were made between the two within the report. Institutional Research staff provided data used to inform conclusions about the programs.

Advanced ECE students were involved throughout the review process as was external reviewer Lisa Roberts, surveyor for Nevada’s Bureau of Services for Child Care. Both the external reviewer and the internal reviewer, WNC Nursing Instructor Jamie-Sue Coleman, provided feedback on the self- study during a site visit and exit interview that included members of the program review team, members of the Program Assessment and Review Committee, the Dean of Instruction, the Vice President of Academic and Student Affairs, and the President. Both reviewers also met with a focus group of students to gain additional insight into the program’s strengths and challenges.

III. Major Findings and Conclusions of the Program Review The following are the major strengths of the program that were identified during the review process (most are strengths shared with the certificate of achievement and are included in that program review summary): • All courses required for the AAS degree transfer to UNR as lower-division requirements except Administration of the Preschool (ECE 240) and Curriculum in Early Childhood Education (ECE 251), and those two courses transfer as electives. • Students serve in community agencies and participate in community related events through their required Community Service Projects, thereby increasing their awareness of opportunities available to ECE graduates. • Guest speakers representing local, state, and federal children and family support agencies visit ECE classrooms every semester. • ECE faculty and students host an annual Early Care and Education Forum that provides an opportunity for students to learn about area ECE initiatives and programs. • Classes are offered late afternoons, early evenings, nights, and Saturdays, and students in the program review focus group indicated that they were satisfied with scheduling.

1 Appendix 1.9

• Practicum and curriculum students work closely with Devoria Sanger, the practicum mentor from the CDC and the only CDC teacher who currently practices developmentally appropriate teaching methods that are consistent with ECE program teachings. • The program participates in the Peer Mentoring Program, which ensures a more supportive environment for students. • Students are encouraged to take advantage of Teacher Education Assistance for College and Higher Education (TEACH) grants available to students working in child care programs. • The program coordinator actively recruits students by participating each year in the College Day and Tech Prep events for high school students, attending National Association for the Education of Young Children (NAEYC) conferences and workshops, and working with the Nevada Registry, Bureau of Childcare Licensing, TEACH, and the Apprenticeship Project. • Students in advanced ECE classes are asked to make suggestions for improving the program during in-class discussions. • Students found the ECE faculty to be very supportive. They were comfortable with Lori Magnante, the program coordinator, and said she motivated them to succeed.

Several opportunities to improve the program were also identified (many of the same challenges were described in the program review summary for the certificate of achievement). Recommendations from the Program Review Team [P], internal reviewer [I], and external reviewer [E] are in italics: • The CDC lacks central philosophies and practices that align with theories taught in the ECE classroom. Form a stronger connection between the ECE program and the CDC so that practicum students can see the theories they are learning put to use in the classroom. [P,E] • None of the licensed child care facilities in the service areas are accredited, including WNC’s lab school center. The CDC is pursuing NAEYC accreditation so that it can be a true lab school with a program that reflects best practices in all classrooms. [P,E] • Teacher requirements for publicly funded programs are changing. By 2013, Head Start teachers nationwide will be required to have a four-year degree in ECE or a related field, and all state preschool teachers are now required to have an Early Childhood Endorsement (minimum BA or BS degree). Assess the feasibility of creating a dual-endorsement (Early Childhood and Elementary Education) program that would possibly attract more students to all education programs and classes. [P,E] • The preschool practicum requires many contact hours between the practicum mentor and the students, creating a significant and uncompensated increase in the CDC teacher’s workload. Provide academic support through a teaching assistant contract for the practicum mentor. [P,E] • Total student credit hours in the program dropped 21 percent from 2005-06 to 2007-08, likely due to the fact that Carson and Douglas high schools have discontinued teaching child development classes that sparked an interest in students who would continue their ECE studies at WNC. Research the possibility of either helping the high schools to resume their child development classes or of forming a dual-credit program with the high schools. [P,E] • Although satisfaction data is collected informally from students at the end of the program and from employers, no formal methods exist for gathering such data.

2 Appendix 1.9

Develop graduate and employer surveys for gathering information that could be used to improve the program. [P,I] • Currently, ECE students observe teaching at the CDC only, a practice that limits their perspective on child guidance, curriculum, and programming. Provide students with opportunities to observe at other child care and preschool programs. [E] • Although infant and toddler training hours are embedded in courses, they are not listed on the syllabi, an omission that makes it difficult for licensing agencies to track the qualifications of applicants. Update syllabi to reflect infant and toddler training hours required for licensing. [P,E]

IV. Descriptive Statistics

A. Number of students with declared major in the program area:

2008-09* 100

B. Number of graduates from the program for the following years:

2006-07 9 2007-08 6 2008-09* 5

C. Headcount of students enrolled in any course related to the program (duplicated):

Fall 2008 276

* Does not include summer 2009.

3 Appendix 1.10

WNC Administrative Program Review Report

Administrative Department (i.e. Student Services or Finance & Administrative Services): Student Services

Program Name (i.e. Admissions & Records or Public Safety): Financial Assistance

Review Period: 2003 to 2008

Date Submitted: July 20, 2009

Date of Previous Review: 2003

Program Department Head: Lori Tiede

Program Review Team Members (name, title): Lori Tiede, Director of Financial Assistance; Laura Whitelaw, Loan Coordinator/Financial Aid Advisor; J.W. Lazzari, Student Employment Coordinator/Financial Aid Advisor; Kim Coker, Program Officer I; Kathryn Ross, Administrative Assistant IV; Nicole Davenport, Administrative Assistant I; Jeanette McGinley, Student Worker

External Reviewers (name, institution, title): Jose Martinez, Programmer/Analyst, Institutional Research and Sharon Wurm, Financial Aid Director, NSHE.

Assessments are overseen by Institutional Research (IR) and the Program and Assessment Review Committee (PARC).

Last revised October 2, 2008 1 Appendix 1.10

WNC Administrative Program Review Report

1. Program Description

A. College and Program Mission

COLLEGE MISSION STATEMENT PROGRAM MISSION STATEMENT Western Nevada College inspires success in our The WNC Financial Assistance Office strives to community through opportunities that cultivate promote the educational success of the WNC creativity, intellectual growth and technological community by providing professional service, excellence, in an environment that nurtures resources and by eliminating financial barriers. individual potential and respects differences.

B. College and Department Goals

COLLEGE STRATEGIC GOALS PROGRAM GOALS AND OUTCOMES 1. Improve student success in program 1. Goal: Remove financial barriers for students completion and graduation rates pursuing an education by providing a variety of 2. Ensure institutional excellence in teaching, financial resources. Outcome: Persistence and programs and services retention is increased. 3. Embrace our college's many communities 2. Goal: Regularly review and assess financial aid and respond to their diverse needs. policies and processes. Outcome: Excellent support services are provided to students. 3. Goal: Educate the college’s many communities through outreach services. Outcome: Perspective and current students receive quality services that inform them of financial aid options and processes.

C. Short Description

Include the following information: 1. Unique characteristics 2. Concerns of trends affecting the program. 3. Significant changes or needs in the next five years.

Financial Assistance supports the College’s goals by providing grant, scholarship, loan and work programs designed to assist students with diverse needs. Students receive financial aid advising, application assistance, Veterans Services, loan orientation, job placement and financial literacy programs. These services are provided by highly educated staff, most of whom have been in the office over five years. Programs and technology are constantly changing.

Current trends indicate a significant increase in the number of applicants and dollars. Yet, services are provided by the same number of staff. In the last five years the number of financial aid applications increased 42%. The number of scholarship applications increased from 119 to 700. The amount of dollars spent increased from $4,243,741 to $6,345,556. The Loan Cohort Default Rate decreased from 17.1 (Official 2002) to 6.8 (Draft 2007). These are significant changes that affect programs.

There is a new Veterans program that will go into effect July 1, 2009. The Post 9/11 Program is complicated and adds an additional administrative burden.

In addition to significant program increases, one item of concern regarding the next five years is the

Assessments are overseen by Institutional Research (IR) and the Program and Assessment Review Committee (PARC).

Last revised October 2, 2008 2 Appendix 1.10

WNC Administrative Program Review Report implementation of Peoplesoft which will require 50% of the program officer’s time and 20% of the Director’s time. This presents numerous challenges which will affect the services provided to the college community. Despite these challenges Financial Assistance must to be able to meet the requirements of administrative capability for Title IV funding. Meeting these requirements over the next five years is a concern.

The population of students with significant financial need is growing at a substantial rate. As the economic recession continues, the number of dislocated workers increases. These workers are students and/or parents of students. They return to school for additional training and job skills. It is critical that they receive the services necessary for them to succeed.

D. Niches Served

Financial assistance provides information, assistance, technology and expertise to all college constituents. The most critical services Financial Assistance provides are to those students who are without any resources for higher education. This population is growing rapidly.

2. Quality of Program

A. Faculty and Staff Information

Lori Tiede, Director Education: Master of Business Administration, University of Nevada, Reno 1997 Bachelor of Arts, University of Nevada, Reno 1988 Experience: 20 years of higher education experience, 15 years in financial aid Responsibilities: Administer federal, state, institutional and privately funded grant, scholarship, loan and student employment programs; iNtegrate module lead; Sustainability Committee, Budget Committee, ad hoc Scholarship Committee Laura Whitelaw, Loan Coordinator/Financial Aid Advisor Education: Master of Education, Educational Leadership, University of Nevada, Reno 2004 Bachelor of Arts, Sierra Nevada College 1984 Experience: 25 years of experience in financial aid Responsibilities: Advise students of financial aid options and processes; review and approve financial aid files for awarding; coordinate loan programs; manage default prevention program; Facilities Commitee J.W. Lazzari, Student Employment Coordinator/Financial Aid Advisor Education: Master of Arts, University of Nevada, Reno 2009 Bachelor of Business Administration, University of Nevada, Reno 2004 Experience: 4 years of experience in higher education Responsibilities: Advise students of financial aid options and processes, review and approve financial aid files for awarding; coordinate student employment programs; Student Development Committee Kim Coker, Program Officer I Education: Associate of Arts 1991, Associate of General Studies 1994, Associate of Applied Science, Managements, 1982, Western Nevada College Experience: 31 years of financial aid experience Responsibilities: Ensure financial aid program compliance; coordinate Millennium Scholarship, internal and external scholarships; eligibility review and enrollment verification; technical support; iNtegrate functional lead; Accreditation Facilities Review Committee; ad hoc Scholarship Committee

Assessments are overseen by Institutional Research (IR) and the Program and Assessment Review Committee (PARC).

Last revised October 2, 2008 3 Appendix 1.10

WNC Administrative Program Review Report

Kathryn Ross, Administrative Assistant IV Education: Master of Arts, University of Nevada, Reno 2000 Bachelor of Arts, University of Nevada, Reno 1984 Experience: 20 years of higher education experience, 18 years in financial aid Responsibilities: Download ISIRs from ED/upload batches from ED to SIS; coordinate and monitor EDE process for applications; monitor transfer ISIRs; coordinate Veteran educational benefits; Classified Council Nicole Davenport, Administrative Assistant I Education: Completed various computer courses, Western Nevada College Experience: 11 years of higher education experience, 9 months in financial aid Responsibilities: Primary reception and phone contact; assist students with financial aid and scholarship applications; prepare financial aid files; assist with tracking report Jeanette McGinley, Student Worker Education: Progressing toward Associate of General Studies, Western Nevada College Experience: 4 months in financial aid Responsibilities: Reception, filing , B. Evidence of Effectiveness

Systematic Assessment

The Financial Assistance Office performs annual assessments of its programs. The following is a summary of the assessment objectives, data and outcomes presented from the last five years.

2004-2005 Administrative Objective 1: Increase the knowledge of financial aid in the community, especially, low income and at-risk groups by providing financial aid information events, workshops and high school forums for students and parents

The number of workshops and high school parent nights significantly increased. Staff participated in the UCCSN College Goal Sunday in February 2005 by hosting workshops on the Douglas, Minden and Carson Campuses. Information cds were distributed to all high school counselors in the service area. Applications received in the first quarter of increased from 331 to 551 from the prior year’s first quarter.

Administrative Objective 2: Enhance opportunities for student jobs on- and off- campus, including community service jobs. Enhance student development through the establishment of a student performance system.

The student employment program funds, policies and procedures were thoroughly evaluated and enhancements made. The number of student employees increased from 84 in 2003-2004 to 118 in 2005- 2006.

Administrative Objective 3: Continue National Association for Student Financial Aid Administrators (NASFAA) Management Enhancement self-study. Identify areas needing improvement, implement changes and establish assessment criteria.

The management enhancement worksheets and the Financial Aid Policies and Procedures Manual were reviewed by all staff. Revisions were made. Application processes were improved.

2005-2006 Administrative Objective 1: Assess the Financial Assistance Office publications, website and other information media to measure the usefulness of the information produced and disseminated to the public and to measure number of people served by the information. The Financial Assistance Office intended to

Assessments are overseen by Institutional Research (IR) and the Program and Assessment Review Committee (PARC).

Last revised October 2, 2008 4 Appendix 1.10

WNC Administrative Program Review Report reach at least 1000 high school students and community members in the WNCC service area.

The Financial Assistance staff participated in the pilot Bridge to Success Program in which approximately 200 students were individually counseled at area high schools several times during the spring semester. The high schools visited include Fernley, Churchill County, Douglas, Pershing, Pioneer, Silver Stage, and Carson. In addition, Financial Assistance staff provided parent night presentations at Pershing, Churchill, Douglas, and Sierra Lutheran. Approximately 644 students attended the spring 2005 College Day and 730 attended the fall 2005 College Days in Carson and Fallon. All students who were present attended financial aid presentations. Thirty-five students were served through the College Goal Sunday program on February 13, 2005.

Printed material was distributed to all WNCC College Day and College Goal Sunday participants. Financial aid application information and advising was provided to at least 1600 high school students, exceeding the objective of 1000.

Administrative Objective 2: Measure the effectiveness of loan orientation sessions on the default management program. Review loan processing.

Power point presentations were added to the loan orientation sessions for 2005-06. In addition, the orientation sessions were split into two levels, one for first time borrowers and one for continuing borrowers. Surveys were distributed at all of the fall sessions. The average overall rating from the surveys was 4.70 on a scale of 1-5, with 5 being the highest.

The default prevention program was evaluated. EdFund, which is WNC’s student loan guarantee agency assisted in the evaluation by analyzing the characteristics of the 2001 vs 2003 defaulters. The study found that 88.9% of the students in the 2003 cohort had withdrawn from WNCC before the end of the term (77.8% withdrew from their first year). Loan policies and procedures were reviewed for compliance with federal guidelines.

Loan orientation sessions continue to be updated as needed. Luncheons were held in the spring 06 and fall 06 semesters to further enhance borrower education. The existing default prevention program was continued. The loan coordinator is a member of the campus retention committee. The campus recognizes retention as a tool for reducing default. Financial Assistance supports retention efforts. The policy and procedures manual was updated from the results of the review.

Administrative Objective 3: Evaluate the accuracy of student federal and state grant awarding and disbursing processes. Identify length of process from application to aid disbursement. Establish benchmarks for turnaround time and analyze volume of applications. It can take up to six weeks for aid files to be completed and awards made. Files should contain the documentation required by federal student aid guidelines. Aid awarded must comply with federal student aid guidelines.

A random sample of 93 student files (10% of 930 federal aid recipients) was reviewed. The average number of days to process a file with complete documentation was 20 calendar days and the average for a file selected for verification was 83 calendar days. Students often do not submit required documentation in a timely manner. Financial aid was awarded correctly in 95% of the files. In 5% of the files, findings revealed inconsistencies with the way budgets were set for students with 1 to 5 credits.

The assessment showed that the average number of weeks for processing a complete file was significantly less than the estimated six weeks. The team decided to set 21 calendar days as a target for completing files that are not selected for verification or have other comment codes. For files with missing documents or information, the target was set at 45 calendar days.

Assessments are overseen by Institutional Research (IR) and the Program and Assessment Review Committee (PARC).

Last revised October 2, 2008 5 Appendix 1.10

WNC Administrative Program Review Report

An unexpected outcome of this assessment was the training it provided the staff. New staff learned how to read various disbursement and packaging screens and how they relate to each other. For the rest of the staff it was a good exercise to refresh their knowledge.

2006-2007 Administrative Objective: Title IV requirements for administrative capability require that the institution establish, publish and apply reasonable standards for measuring if a student is maintaining satisfactory academic progress in his/her educational program. The administrative objective was to evaluate the impact of the current satisfactory academic progress policy on the retention and persistence of students and to implement findings for improvement.

The Financial Aid Appeals Committee reviewed the satisfactory academic progress policies from other campuses and federal regulations. The Committee discussed the findings and recommended retaining the WNC current policy. In addition, the Committee agreed that the “mitigating circumstances” submitted by students needed to be more carefully scrutinized and the standards for approval strengthened.

2007-2008 Administrative Objective: To reduce the WNC cohort default rate and improve student success rates.

Statistics were gathered for 56 students that defaulted between 2002 and 2005 default years. Only three graduated, the rest withdrew mid-term. Defaulters were not limited to a specific program.

Counseling Services implemented an “Early Alert” program to assist those students who are struggling. Students are directed to tutoring and other services. The cohort default rate declined from 11.9% in 2004 to 10.5% in 2006.

2008-2009 Outcome 1: Improve customer services for Fallon Veterans.

A survey was administered during November-December 2008 to determine Fallon Veteran’s perception of current customer service practices. The survey results indicated that Veterans attending the Fallon campus were aware and satisfied with the Veterans services available to them. Seventy-five percent of respondents agreed or strongly agreed that they were aware of the services available to them as a Veteran. Ninety-one percent of respondents agreed or strongly agreed that the information provided to them was helpful in formulating a clear direction to obtain their educational goals. Ninety-two percent of respondents agreed or strongly agreed that they were satisfied with the quality of service provided.

The committee recommended streamlining the WNC Veterans webpage, creating a checklist for new Veterans, increasing outreach and exposure through the Path to Success Adult Outreach Program, increasing base visits and developing posters advertising veterans services specific to the Fallon campus.

Evidence of Satisfaction

Include additional data, including applicable survey data (i.e. Program Review Survey, CCSSE and Noel- Levitz Student Satisfaction Inventory) regarding satisfaction with the department as indicators of effectiveness of the program.

Financial aid was part of the 2007 Noel-Levitz Student Satisfaction Inventory and the 2008 CCSSE Survey. An Administrative Program Review Survey was administered to WNC staff in November 2008.

2007 Noel-Levitz Students Satisfaction Inventory

Assessments are overseen by Institutional Research (IR) and the Program and Assessment Review Committee (PARC).

Last revised October 2, 2008 6 Appendix 1.10

WNC Administrative Program Review Report

Overall, students indicated a satisfaction rate of 4.97 of 7 for Admissions and Financial Aid. The mean difference was .08, a difference statistically significant at the .05 level from the peer group.

Item 7: Adequate financial aid is available for most students had a statistically significant difference of level of .01.

Item 13: Financial aid awards are announced to students in time to be helpful in college planning received had a statistically significant difference level of .001.

Item 17: Personnel in the Veterans’ Services Department are helpful had no statistically significant difference.

Item 20: Financial aid counselors are helpful had no statistically significant difference.

Item 36: Students are made to feel welcome on this campus had no statistically significant difference.

Item 63: I seldom get the run-around when seeking information on this campus had a satisfaction rating of 5.20. Students at WNC are more satisfied with this item than with the peer group of colleges.

Item 71: I am able to obtain financial aid and scholarship information at the college received a satisfaction rating of 5.05 with an importance rating of 6.02. This was a campus item.

Item 85: Financial aid as a factor in decision to enroll received an importance rating of 5.21 compared to the peer group rating of 5.85.

The above findings indicate that while we can do better getting the word out about financial aid awards and increased financial aid funding is needed, students are satisfied with the service they receive from Financial Assistance staff.

2008 CCSSE Survey Respondents rarely used financial aid advising. The mean frequency score was 1.68 of 3.0. Students who used financial aid advising gave a mean satisfaction score of 2.16. A score of 2 equals somewhat satisfied and 3 equals very satisfied. These scores are comparable to other medium colleges. Full-time students use financial aid advising more frequently than part-time students and are more satisfied with the advising.

When asked how likely it is that a lack of finances would cause withdrawal from classes the mean score was 2.3 of 4.0. The mean score of 2.0 was somewhat likely, 3.0 likely and 4.0 very likely. The WNC score was slightly less than other medium colleges score of 2.41.

There were several financial aid specific questions on the 2008 CCSSE Survey. Overall 63% of respondents did not submit a FAFSA. Of those who did not submit a FAFSA 31% did not think they would qualify for financial aid and 47% did not need any financial aid. The main reason students thought they would not qualify was because they thought their income and/or family income or savings were too much to qualify. Only 4% thought the form was too complicated to fill out and 1% did not want to provide sensitive information.

When asked if they had received or been notified that they would receive any type of financial aid or scholarships, 58% of all survey responders answered that they did not receive any type of financial aid, 22% received grants or scholarships and 5% received loans.

The last question requested information about the source from which students originally learned about the process for applying for financial aid. Sources included parents or family members (15%), high school

Assessments are overseen by Institutional Research (IR) and the Program and Assessment Review Committee (PARC).

Last revised October 2, 2008 7 Appendix 1.10

WNC Administrative Program Review Report counselor or teacher (18%), college employee or staff member (22%), and friend or other student (10%). Nevada’s going to college rate is low. This is reflected in the difference between WNC students learning about financial aid processes from a parent or family member (15%) and the response at other medium colleges (25%). A higher percentage of WNC students (36%) did not learn about the financial aid application process compared to other medium colleges (17%).

As with the Noel-Levitz survey, the 2008 CCSSE Survey results indicate that there is a need to develop better ways to inform WNC constituents about financial aid and the application process.

Administrative Program Review Survey 2008 Invitations were sent to 466 faculty and staff. The number of respondents was 141 for a 30% return rate and a margin of error of 8.42%. Of the 141 respondents 55% had not had any direct contact with Financial Assistance in the past 12 months.

For those who had contact with Financial Assistance 95% agreed that staff members listen well and 5% had no opinion; 96% agreed that staff are professional; 97% agreed that staff are helpful in resolving problems and 95% agreed that staff responded to requests in a timely manner.

The degree of satisfaction is high. Ratings for accessibility, efficiency of service, accuracy of information usefulness of information and responsiveness to requests were a minimum of 91% or higher with 2%-5% responding not applicable. The lowest satisfaction rating received was regarding communication about services offered at 87% with 6% having no opinion and 5% not applicable.

Overall 99% of respondents agreed that this department provides quality customer service. The level of agreement that the department supports teamwork and collaboration across the campus community was 91% with 6% having no opinion.

Lastly, when asked if Financial Assistance has a website that contains information needed such as forms and policies, 58% responded yes, 6% no and 35% I don’t know.

Written comments were positive and include the following:

Good department Great department! I have worked along this dept for work study help. They could not have been better – they did everything they could to provide me with the help I needed. Thank you! They are very informative, friendly and always willing to help They do a great job They have always been kind to me

The only negative comment was that individuals were away from their desks too much, making it difficult to get questions answered.

3. Findings and Recommendations

Findings

The Review Team finds that Financial Assistance supports the mission and goals of the College by providing a very high level of customer service and administering financial aid, scholarships and student employment in a manner that enhances student access and success. Regulations governing programs are constantly changing and new programs added. Applications and awards increase. Processes

Assessments are overseen by Institutional Research (IR) and the Program and Assessment Review Committee (PARC).

Last revised October 2, 2008 8 Appendix 1.10

WNC Administrative Program Review Report continue to evolve and improve. Administrative capability is maintained through continual assessment and improvement.

The staff is highly qualified and works together to promote teamwork both internally and externally throughout the college. Service reaches beyond the office to the campus community in the form of committee membership.

Despite recent staff shortages students are satisfied with the services provided by Financial Assistance. Colleagues within the college indicate a high level of satisfaction with the level of service provided. As the implementation of Peoplesoft progresses an increased amount of staff time will be redirected to the project. This presents a huge challenge for remaining staff to maintain customer service given the ever increasing number of students to serve. This challenge will have to be addressed through the reassignment of duties and possible overtime and/or backfill for positions.

Recommendations

Improvement is needed in the area of communication to students. Despite the efforts of the office to educate high school counselors, change the financial aid website and increase knowledge of financial aid through the Bridge to Success Program, a high percentage of students in WNC’s service area remain uninformed. The Review Team recommends advertising financial aid and scholarship programs in area high schools through the school newspapers and posters. Funding sources will need to be found to accomplish this.

Additional recommendations include:

Increase informational emails to current students

Add training for programs to staff meetings

Meet each semester with representatives from Student Services and the Business Office.

The external reviewers praised Financial Assistance for its program review and made helpful and concise recommendations. The external reviewers are in agreement in that there have been significant increases in financial aid programs, applications and awards. The staff has taken on these responsibilities and still maintains high levels of customer service. With the implementation of Peoplesoft over 2010, 2011 and 2012 it will be a challenge for staff to provide this same level of customer service.

The external review reports are attached. Briefly, recommendations include:

Targeting Financial Assistance for backfill resources from iNtegrate funds when active testing of Peoplesoft begins

Increasing marketing and communications efforts

Establishing target timeframes for FAFSA processing

Holding a ½ day retreat for Financial Assistance office staff to discuss program review findings and recommendations

Assessments are overseen by Institutional Research (IR) and the Program and Assessment Review Committee (PARC).

Last revised October 2, 2008 9

Five-Year Administrative Assessment Plan

List the program outcomes and briefly describe the means of assessment for each one. Insert an X in the column of each year that the outcome will be assessed.

Outcomes 2009-2010 2010-2011 2011-2012 2012-2013 2013-2014 Means of Assessment 1. Increase the awareness of financial X Track the number and types of calls. aid and scholarship programs in the Assess the types of information students community. are lacking. Develop and provide information to targeted groups such as 9th and 10th graders and returning adult students. Include information regarding college costs and payment plans. Compare new Noel Levitz and CCSSE financial aid data to prior survey data.

2. Develop a process for student X Review models in place at similar Appendix employee performance appraisal. colleges. Determine the feasibility of implementing a program at WNC. 3. Decrease the processing time for X Review results from 2005-06 assessment FAFSAs filed at the last minute during for established outcomes. Track

registration periods. processing timelines. Identify new issues 1.10 and barriers with staff. Develop recommendations for improvements. Implement suggestions for improvements during fall and spring registration periods. Compare 2010-11 data year to 2005-06 data. Establish new goals. 4. Improve the quality of scholarship X Analyze essay score data from 2009- essays received from students. 2010 and 2010-2011. Solicit input from Scholarship Committee members for improving the scholarship application website. Include sample essays on website. Compare essays and scores to prior year. 5. Decrease the processing time for X Determine processing timelines. Review certification of Veterans benefits. deadlines and procedures. Implement recommendations for improvement. Compare processing timelines from current year to prior year.

Last revised October 8, 2008

Five-Year Administrative Assessment Plan

6. Determine the time taken for X Review procedures and processing times external scholarships to be processed. in collaboration with the Business Office. Identify where improvements can be Determine gaps and barriers. Implement made to decrease processing times assessment recommendations.

7. Increase the equity of awards. X Review the allocation of institutional awards for the prior two years based on family income. Evaluate awarding strategies and revise, if needed. 8. Increase student satisfaction with X Develop and distribute a customer services provided by Financial satisfaction survey to students. Review Assistance the information received and implement changes as needed.

Comments/Reflections: Appendix

1.10

Lori Tiede 7/20/09 Signature, Program Review Team Chair Date

Signature, Vice President Date

Last revised October 8, 2008 Appendix 1.10 Nevada System of Higher Education

System Administration System Administration 5550 West Flamingo Road, Suite C-1 2601 Enterprise Road Las Vegas, NV 89103-0137 Reno, NV 89512-1666 Phone: 702-889-8426 Phone: 775-784-4901 Fax: 702-889-8492 Fax: 775-784-1127

M EMORANDUM

To: John Kinkella WNC Dean of Student Services

Lori Tiede WNC Director of Financial Assistance

From: Sharon Wurm Director of Financial Aid

Date: 6/23/09

Subject: WNC Administrative Program Review: Financial Assistance

Thank you for allowing me to participate as an external reviewer for the WNC Financial Assistance Administrative Program Review. I examined the self‐study report and was impressed with the thoroughness of both the administrative program review process and the report itself. The Financial Assistance team is well‐respected within the NSHE and fortunate to have strong support from their Dean, Vice President, and President. I applaud WNC’s continued commitment to offering adequate financial aid programs for your students. The office of Financial Assistance offers a comprehensive array of services fitting the requirements of an institution of WNC’s size and clientele. The budget cuts incurred in the 2007‐09 biennium and persisting in the 2010‐11 biennium will continue to make it even more challenging to offer these programs and services. However, I am confident in the commitment and dedication of the WNC leadership and Financial Assistance staff. The department is well positioned to continue to be successful.

In addition to the budget cuts, NSHE institutions are poised at a critical juncture in their movement from the legacy Student Information System to iNtegrate’s PeopleSoft system. While this is just one of many duties required and performed by Financial Assistance staff, it will consume incredible resources in the years to come, and makes it all the more critical to ensure that core services remain strong and stable.

It is obvious that the Financial Assistance staff took great care in examining their goals and objectives over the past five years, and conducted a thorough analysis in keeping with the WNC program review guidelines. I submit the following commendations, recommendations, strategies for improvements and evaluation of the process.

WNC Financial Assistance Program Review Page 1

Appendix 1.10

COMMENDATIONS (STRENGTHS)

• The office of Financial Assistance is to be commended on its thorough self‐review and resulting findings. • The office of Financial Assistance is to be commended on its staff’s combined experience of 94 years in financial aid. • The office of Financial Assistance is to be commended on continuing to offer strong services to students despite increased financial aid applications, budget cuts, staff shortages, and participation in the iNtegrate project. • The office of Financial Assistance is to be commended on decreasing the Loan Cohort Default Rate from 17.1% in 2002 to the draft rate of 6.8% in 2007. This is a phenomenal accomplishment and signifies strong dedication not only from Financial Assistance staff, but also from the College as a whole in tackling this college‐wide issue. In addition, Counseling Services is to be commended for implementing the “Early Alert” program. • The office of Financial Assistance is to be commended on its participation in the iNtegrate project as a co‐pilot institution, despite staffing shortages and increased workload. • The office of Financial Assistance is to be commended on meeting all of its administrative objectives over the past five years. Not only have these objectives been met, but the resulting findings and experiences have been used to improve future services. • The office of Financial Assistance is to be commended on not only meeting its goal in 2005‐06 of reaching 1,000 high school students, but exceeding this goal by over 600 students. • WNC is to be commended for conducting two student satisfaction surveys in the past two years. The office of Financial Assistance is to be commended for the identified levels of student satisfaction. • The office of Financial Assistance is to be commended for the results of the Administrative Program Review Survey in 2008. Colleagues on campus are very satisfied with their interactions with the office. The office is also to be commended for their self‐review recommendation for meetings with Student Services and Business Office staff. These types of interactions are very beneficial in breaking down silos and barriers to communication, with the result in improved, coordinated services for students. • While not a part of this review, the office of Financial Assistance is to be commended for serving as the community college sign‐off for testing of SIS releases and enhancements. This demonstrates a strong commitment to strengthen and maintain SIS, until the full cut0ver to iNtegrate.

RECOMMENDATIONS (WEAKNESSES)

It should be noted that I observed very few weaknesses while conducting this review. The following recommendation should require no new resources (other than staff time):

• During 2005‐06 the office conducted an analysis of processing time for financial aid applications, which resulted in decreased target timeframes – this was conducted in a very organized manner with reasonable timeframes identified. While processing time for files selected for verification was analyzed (83 calendar days), it is not clear that a target timeframe was created. Additionally, it is not clear if any of the target timeframes were maintained. It is recommended that a target timeframe be created for processing verifications. In addition, it is

WNC Financial Assistance Program Review Page 2

Appendix 1.10

recommended (time permitting) that a follow‐up analysis be conducted to ensure targets continue to be met.

The following recommendations do require new resources:

• Financial aid administrative capability is a primary requirement by the Department of Education and was cited as a cause for concern in the NSHE 2007‐08 Financial Aid Report. The increase in WNC financial aid applications and decrease in staffing is an issue and should be reviewed. Combine this with the increased iNtegrate commitment required of WNC beginning in 2010, and a potential failure of administrative capability could occur. It is recommended that the office of Financial Assistance be targeted for backfill resources when WNC transitions into the active testing phase for co‐pilots in iNtegrate. If overtime is required, it is recommended this be in the form of monetary compensation from the pool of backfill funds, no matter how small, in order to maintain morale, especially in light of the upcoming furlough requirements. The resources needed for this recommendation are part of the iNtegrate financial plan, pending availability of funds. • As was identified during the self‐review, it is recommended that the office of Financial Assistance increase marketing and communication efforts. It is also recommended this be a discussion topic during the next quarterly NSHE Financial Aid Directors’ meeting in an effort to share best practices. While there are some resources required for printed marketing materials, there are ways that can be explored to conduct communication efforts at no cost (other than staff time).

STRATEGIES FOR IMPROVEMENT

While it is not realistic to conduct such a comprehensive self‐review more than every five years or so, the office of Financial Assistance might consider a half‐day retreat to review its own findings and recommendations, as well as the recommendations from external reviewers.

EVALUATION OF THE REVIEW PROCESS AND SELF-STUDY DOCUMENT

The WNC Administrative Program Review process can be held up as a best practice in the area of program reviews. The process is thorough, thoughtful, and valuable. Information on the WNC website about the Program Review process is comprehensive and demonstrates transparency to the campus community as well as “the outside world”. A suggested enhancement might be to add a template for external reviewer reports.

The office of Financial Assistance self‐study document is concise, thorough, and demonstrates a great deal of thought and effort on the part of the office staff. The entire staff was involved in the review process, including the student worker. This provided the necessary depth and breadth for the review team to conduct a comprehensive review. More importantly, the document was extremely honest and factual. A suggested enhancement might be to add an additional section to quantify and assign deadlines for goals and objectives resulting from the review.

WNC Financial Assistance Program Review Page 3

Appendix 1.10

2009 WNC FINANCIAL ASSISTANCE PROGRAM REVIEW

INTERNAL REVIEWER REPORT

By Jose Martinez and Catherine Boedenauer Institutional Research Programmer/Analysts

PROGRAM STRENGTHS • Staff members are knowledgeable, highly educated, and experienced working in post‐ secondary education.

• Staff members work well together toward common goals and continuously strive to improve processes and the level of service to their constituents.

• In spite of the increased workload demands recently put on the Financial Assistance staff, survey results show that students (Noel‐Levitz SSI and CCSSE) and college employees from other departments (2008 Program Review Survey) give the department consistently high satisfaction ratings in terms of customer service. The WNC Financial Assistance office is recognized throughout the college community as a very important contributor to student access and success.

• The department has set excellent goals for improving services and has demonstrated great success in achieving them. Some examples of especially impressive projects are the campaign to increase financial aid knowledge among high school students, the initiative to increase student job opportunities, the review of Financial Assistance office publications, the participation in the Bridge to Success Program, the work to reduce the loan default rate and increase retention, the development of an outcomes‐based assessment of student workers’ performance, and the improvements to the services for Fallon veterans.

PROGRAM CHALLENGES • Because of a dramatic increase in loan and scholarship applications, staff members have had to assume more responsibilities to keep up with the increased demand.

• Additionally, the conversion from the legacy ERP system to PeopleSoft has required a large amount of staff members’ time and expertise and will continue to do so for a number of years. These circumstances will make it more challenging to meet the administrative capability requirements for Title IV funding and to maintain the excellent level of customer service.

STRATEGIES FOR IMPROVEMENT • Continue efforts to increase awareness in the community and on campus about financial assistance opportunities. Continue to study the effectiveness of information events and workshops.

Appendix 1.10

2009 WNC FINANCIAL ASSISTANCE PROGRAM REVIEW

INTERNAL REVIEWER REPORT

• Continue to work with other departments (Counseling Services, Admissions & Records, Academic Skills Center) to devise means to prevent defaults through interventions to ensure student retention and success.

EVALUATION OF SELF‐STUDY DOCUMENT The report was well written and included comprehensive evidence of continuous, systematic assessment. In listing the findings and recommendations that resulted from this self‐study, the writers focused on the most important issues facing the department in the past five years and in the years to come. It was appropriate to draw attention to the contributions of the Financial Assistance staff members that go beyond the responsibilities of the office, such as membership in college standing committees and leadership roles in the iNtegrate project.

The writers did a good job analyzing and interpreting the data overall, but the analysis of the Noel‐ Levitz data was written in a way that was not as meaningful as it could have been. For example, the response categories (“strongly agree,” “agree,” “disagree”) were not described, and sometimes the results were compared to the peer group mean score (“no statistically significant difference”) but the scores themselves were not given. On the other hand, the analysis of the CCSSE data was easy to follow.

Appendix 1.10 Appendix 1.10 Appendix 1.11

Annual Academic Program Assessment Report and Plan

Academic Program: AS Chem

Academic Program Division: SME

Program Responsible Person: Sady

Assessment Team Member/s: Evett, Sady, Carman

Date Submitted: 05/15/09

1. Improve student success in program completion and graduation rates. College Strategic Plan Goals: 2. Ensure institutional excellence in teaching, programs and services. 3. Embrace our college's many communities and respond to their diverse needs.

The mission of the division is to prepare students to succeed in college-level science, math and engineering courses, to prepare Division Mission: students to transfer to 4-year colleges, to provide students with the knowledge they need in their careers, and to provide students with opportunities for personal enrichment.

To prepare students for baccalaureate programs Program Mission: in the science, health, teaching, and engineering fields, or the work force in chemistry-related industries.

Assessments are overseen by Institutional Research (IR) and the Program Assessment and Review Committee (PARC).

Page 1 of 3 Appendix 1.11

Annual Academic Program Assessment Report and Plan

Assessment Report Academic Year: 2008-2009

Outcome #1

To assess the outcome of: Program Goal: Students can apply safety standards in the laboratory when using chemicals, equipment, and instruments.

Survey students of all chemistry lab classes. Outcome: WNC chemistry faculty derive test and assessment tool.

Pre and post test all lab chemistry students and compare results. Assessment Methods Used and Criteria for Success: Use question #15 on student evaluations: “Was lab safety discussed by the instructor”, and assess the resulting evaluation.

80% or greater of students scored 100% on safety pre and post tests Summary of Results and administered by each chemistry teacher. 80% or greater students Conclusions Drawn: evaluated question #15 as excellent for safety lessons given by instructor. Tests administered Fall’08.

Monitor lab safety protocols and instructions to insure safe practices Use of Results: by students in chemistry classes.

It looks like we are meeting our program outcome of preparing students to work safely in the chemistry laboratory with no activity next year needed as a follow-up.

Assessments are overseen by Institutional Research (IR) and the Program Assessment and Review Committee (PARC).

Page 2 of 3 Appendix 1.11

Annual Academic Program Assessment Report and Plan

Assessment Plan Academic Year: 2009-2010

Outcome #1

Students will have the ability to design and conduct laboratory experiments, Program Goal: as well as to analyze and interpret data.

We are assessing (hoping) based on an outcome of 50 % of the students Outcome: tested on the lab practical on a scale of 1 to 5 score a 4 or above.

Assessment Methods CHEM 122 and 220 students will take a lab practical following an inquiry and Criteria for rubric derived by the three chemistry faculty. Success:

Assessment of students’ ability to understand lab data and analysis. To Planned Use of develop some labs, common to all chemistry courses, to enhance desired Results: student learning outcome.

Assessments are overseen by Institutional Research (IR) and the Program Assessment and Review Committee (PARC).

Page 3 of 3 Appendix 1.12 Annual Assessment Report

Cover Sheet

School Year: 2007-2008

Name of Program/Department/Unit: Counseling Services

Academic Division or Student Services Administrative Office:

Program Responsible Person: Deborah Case

Assessment Team Member/s: Deborah Case, George McNulty

This form allows all departments or groups doing assessments at WNC to document their assessment activities. Each program or service area is required to complete an assessment of at least one outcome or objective each year. You may assess more than one outcome if you choose. (If you have more than one objective, please copy and paste the objective table.)

Assessments are overseen by Institutional Research (IR) and the Program and Assessment Review Committee (PARC). Please contact IR with questions and/or for assistance.

Steps 1, 2, and 3 are to be completed prior to conducting your assessment activity. Steps 4 and 5 will be completed at the end of the yearly assessment project at which time steps 1, 2, and 3 will be completed for the following year.

Completed forms are to be electronically submitted to IR for posting on the program’s assessment website. Steps 4 and 5 including steps 1, 2, and 3 for the new year are due before the fall semester commences.

02/26/10 Page 1 of 9 Appendix 1.12 Annual Assessment Report

Objective One

College Step 1a Strategic Plan Strategic Goal #1 – Improve Student Success Rates Goal:

To provide quality counseling, academic advisement, testing, and disability Unit Mission Step 1b support services to current and prospective WNC students to assist them in Statement: obtaining their educational goals.

Objective Step 2 (Desired Increase successful course completion and retention rates. Outcome):

We are using 4 projects to attempt to meet this objective:

#1 – Peer Mentoring Program Proposed #2 – Checklist to Success Step 3a Project: #3 - Early Alert System #4 - New Student Orientations

Please refer to attached pages for Steps 3 – 5 on each project.

Outcome Step 3b See attached Measures:

Summary of Step 4 Data See attached Collected:

Use of Step 5 Results: See attached

Counseling Services – 2007-2008

02/26/10 Page 2 of 9 Appendix 1.12 Annual Assessment Report Projects (Steps 3-5)

Project #1 – Peer Mentoring Progam Step 3a Project Description

The Peer Mentoring Program is rooted in the concept that the more connected and engaged students are with faculty, staff, and other students at the college, the more likely they are to be successful in their courses and continue their educational plans by re-enrolling the following semester.

In this program, faculty design and implement a project to address a specific set of goals and objectives in their individual courses or for their particular student populations. Faculty select students to function as peer mentors for their projects and then they supervise their peer mentors. Usually the objectives set for the various projects involve helping students improve their academic performance and to lower the withdrawal rate. Peer mentors often provide tutoring in the course content, as well as establish a mentoring relationship which includes getting to know each other, discussing issues impeding doing well in class, referring the student to other campus resources, and providing extra encouragement and understanding.

During the Fall 2007 semester, faculty sponsored 14 peer mentoring projects which addressed a variety of courses and specific student populations. All of those projects carried over into the Spring 2008 semester.

Step 3b Outcome Measures

Both quantitative and qualitative results will be measured at the end of each semester.

Quantitative results will be derived from looking at the differences between “mentored” students and “non-mentored” students related to 1) how many passed with a Pass/C or better; 2) the percent of withdrawals, and the percent retained to Spring 2008.

Qualitative results will be garnered from surveys that will be completed at the end of each semester by the faculty sponsors, peer mentors, and mentees. Questions will be asked to find out what participants in the program feel is working well and what they feel could be improved.

Step 4 Summary of Data Collected

Following is a summary of the data collected for Fall 2007–Spring 2008:

Quantitative Data Mentors keep track of the students they work with in each project. These students form the “mentored” groups. Their names and “W” numbers are given to IR staff, who accesses SIS to generate the names in the “non-mentored” groups for each project. IR then calculates the differences between these two groups for each project. Following is some summary data for:

Fall 2007

Headcount % Pass/C or better % “W” % Retained to Sp. „08 Mentored 155 84% 9% 85% Non-Mentored 326 69% 21% 71%

Spring 2008

Headcount % Pass/C or better % “W” % Retained to Fall „08

02/26/10 Page 3 of 9 Appendix 1.12 Annual Assessment Report Mentored 86 79% 16% 76% Non-Mentored 620 60% 29% 57%

Assessment Limitations Far more students were mentored in math than is reflected in the total number of mentored students. All of the math mentors spent a considerable amount of time assisting a variety of students in the ASC “math lab”, but they could only report those students tied to their specific projects. We will track this number separately in the future.

Qualitative Data At the end of every semester, faculty sponsors, peer mentors and mentees are all asked to fill out a survey. Faculty sponsor and mentor surveys are sent electronically to IR staff, who calculate the summary data. Mentee surveys are filled out by hand and submitted to IR for calculation. Following is some summary data for Fall ‟07:

Mentored Students’ Results When asked to indicate all the types of mentoring they received: o Tutoring in course material 78% o Time management 38% o Study skills 49% o Personal support and encouragement 70%

How they rated their experience with peer mentoring: o Excellent 71% o Good 23% o Satisfactory 3% o Unsatisfactory 2%

Did their mentoring experience make them feel more connected to people and the college? o Yes 84% o No 16%

Peer Mentors’ Results How they rated their experience this semester: o Excellent 45% o Good 50% o Satisfactory 5% o Unsatisfactory 0%

Are they interested in a career in teaching as a result of their mentoring experience: o Yes 40.9% o No 31.8% o Not sure 27.3%

How did they benefit from the mentoring experience: o Increased sense of doing something worthwhile 86.4% o Increased skills in helping others 86.4% o Building relationships with faculty and students 81.8% o Increased communication skills 86.4%

Faculty Sponsor Results o How did they rate the success of their mentoring project this semester: o Excellent 50% o Good 33% o Satisfactory 8%

02/26/10 Page 4 of 9 Appendix 1.12 Annual Assessment Report o Unsatisfactory 8%

How did they feel peer mentors benefited: o Increased self-esteem 83% o Building relationships with faculty and students 92% o Increased communication skills 92%

How did they feel mentees benefited: o Understanding of course material improved 83% o Course grade improved 83% o Improved communication with instructor 75% Would they like to continue the project next semester: o Yes 100% o No 0%

Step 5 Use of Results

The results indicate that mentored students are more successful in terms of the grades they earn, that they have a much lower withdrawal rate, and that they are more likely to re-enroll the following semester that the non-mentored students from the same project.

These results are being used to improve the program in the following way:

1) Peer mentors will track the students they mentor outside of their assigned project, so that the total number of mentored students is more accurately reflected.

Project # 2 – Checklist to Success

Step 3a Project Description

The Checklist to Success is used as a retention and student success tool. It is designed to give new students a step by step process to follow when they begin college classes. Many studies on retention and student success point out how critical it is for students to take a placement test and meet with a counselor prior to selecting classes their first semester. The Checklist was developed to strongly encourage and guide new students through these steps. When students click the “New Student” button on the WNC homepage, they see the following:

Checklist to Success

Welcome new students! Make sure you complete the steps on this checklist:

____ Apply for Admission Click the link above to apply on-line. To apply in person, go to the Admissions and Records office in Bristlecone 101. For help, call 775-445-3277.

____ Attend an Orientation Find out what students wish they had known before starting at WNC! Click on the link above and sign up. You’ll be entered into our drawings to win great prizes. To sign-up in person, go to the Counseling office in Bristlecone 103. For help, call 775-445-3267.

02/26/10 Page 5 of 9 Appendix 1.12 Annual Assessment Report

____ Take Placement Tests Every student planning to register for English and math courses must take placement tests (or submit ACT/SAT scores). Click on the link above to find out about when and where to take the tests. For help, call 775-445-3267.

____ Meet with a Counselor Choose your first semester of courses with a counselor. Counselors review test scores and help students plan their class schedules. Click on the link above to find out about scheduling an appointment. For help, call 775-445-3267.

____ Apply for Financial Aid Many students are eligible for some type of financial assistance. Find out more by clicking the link above. For help, call 775-445-3264.

____ Check out a College Success Class Take a college success class and you’ll learn all of the tips everyone else wishes they had known. This is a college-level, transferable course. Click on the link above to find out more.

____ Register for Classes After testing and meeting with a counselor, register for your classes. Click the link above to find out more and to register on-line.

____ Activate your Email Account This is the way to receive important information from your instructors and the College. It can be forwarded to your favorite email account (AOL, Hotmail, Yahoo, etc.). After you register for classes, go to www.wnc.edu/email to activate your account.

____ Pay by the Deadline The last day to pay your fees for full-term classes is the Friday two weeks before the semester begins to ensure that your classes are not dropped. For more details, click on www.wnc.edu/academics/semesterdates.php.

Every new degree or certificate seeking student also receives this checklist in a letter signed by the Dean of Student Services after the student completes the application for admission and on a follow-up postcard 3-4 weeks before the beginning of the semester. We began promoting the Checklist in Fall 2005 and have been actively encouraging students to use it every semester since then.

Step 3b Outcomes Measures

The effectiveness of promoting the Checklist for Success is measured 1) by determining whether there has been an increase in the number of placement tests administered; 2) by assessing whether there has been an increase in counseling contacts and/or appointments; and 3) by determining whether there has been an increase in retention.

Step 4 Summary of Data Collected

There has been a huge increase in the number of Accuplacer placement tests administered by Counseling Services between 2005 and 2008. In 2005, 1,539 tests were given to students compared to the 6,611 tests administered during 2008.

02/26/10 Page 6 of 9 Appendix 1.12 Annual Assessment Report The number of current and prospective students contacting counselors either in person, by phone or by email has nearly doubled between 2005 and 2008 on the Carson campus. During 2005-2006 there were 4,777 student contacts, during 2006-2007 there were 5,215 student contacts, and during 2007-2008, 8,484 students contacted counselors.

Corresponding to the increase in the volume of students seeking advising, retention from Fall to Spring during this period jumped from 54% to 60%, according to the 2007 WNC Institutional Portfolio.

Step 5 Use of Results

These results indicate that the Checklist to Success does increase the success and retention of new degree and certificate seeking students and we will continue to promote it widely.

Project #3 – Early Alert Warning System

Step 3a Project Description

Definition: The EA system is an intervention referral program that identifies “at risk” students who are experiencing academic difficulties in one or more of their classes. The EA system is utilized to acquire information regarding student‟s academic progression. This occurs when academic faculty monitor students' at risk behavioral patterns in the classroom and forward pertinent information to counselors who in-turn suggest the application of support services and other strategies that may help these students to succeed. The EA system is a collaborative campus effort that is designed to personally connect with students in order to promote their success in college.

What factors constitute “at risk” behavior in the classroom? Low quiz/test scores Frequent absences and or tardiness Class participation issues Incomplete homework assignments Poor comprehension of material

How the EA system works: Academic faculty access Early Alert referral forms from their online class roosters. Faculty utilizes referral forms to record “at risk” behavioral traits of students in their classes who are struggling academically. The referral form is forwarded electronically by faculty to Counseling Services who contact students and communicate appropriate intervention strategies based upon the referral. A follow-up email pertaining to communication efforts and results is sent to faculty. Counseling Services records data related to the “communicative loop” through the Early Alert Administrator tracking system.

Step 3b Outcome Measures

Quantitative measures are drawn from the Early Alert Administrator tracking system. The EA administrator is a programming instrument and database that collects and tracks EA referral measures. 02/26/10 Page 7 of 9 Appendix 1.12 Annual Assessment Report

The EA administrator is connected to SIS and currently tracks the following measures:

Duplicated Students (#of student referrals – some students receive referrals from more than one instructor) Unduplicated Students Unduplicated Instructors (# of instructors who made referrals) Students who completed the course Students who did not complete the course Students who completed the course and re-enrolled Students who did not complete the course and re-enrolled

Step 4 Summary of Data Collected For Fall 2007 – Fall 2008

Fall 2007 Spring 2008 Duplicated Students: 223 Duplicated Students - 133 Unduplicated Students: 178 Unduplicated Students - 114 Unduplicated Instructors: 42 Unduplicated Instructors – 35

Completed Course – 44 (25%) Completed Course – 16 (15%)

Re-enrolled in Spring „08 – 91 (51%) Re-enrolled in Fall ‟08 – 56 (49%)

Fall 2008 Duplicated Students – 173 Unduplicated Students – 143 Unduplicated Instructors – 32

Completed Course – 28 (20%)

Re-enrolled in Spring ‟09 – 77 (54%)

Step 5 Use of Results

Considering that all of the students who have been referred to the EA system could be classified as “at risk”, the percentage of students successfully completing classes must be evaluated accordingly. In addition, many students are referred at a point in the semester when it would be virtually impossible for them to successfully complete the course. Consequently, the most relevant statistic is the percentage of students who re-enroll after having the opportunity to speak with a counselor to discuss their challenges and brainstorm solutions. Our expectation was that the EA system would help to some extent with successful class completion, but that it would be most impactful on retention for this group of students, and the data indicates that this is true. For example, during Fall 2007 the EA “at risk” group re-enrolled at a 51% rate as compared to the general student population for the same semester who had a 60% retention rate. Although it is difficult to statistically compare these two groups due to the variety of variables involved, it is reasonable to assume that an “at risk” group with no intervention would have a much lower retention rate than the general student population.

02/26/10 Page 8 of 9 Appendix 1.12 Annual Assessment Report

Project #4 – New Student Orientations

Step 3a Project Description

The new student orientation program is designed help new students make a successful transition to the college environment. This program promotes academic excellence and extends opportunities for social interaction. The program also provides pertinent information related to academic expectations, campus resources, student leadership and involvement opportunities. New student orientation is a part of ongoing retention initiatives designed to promote the completion of educational goals and student success.

Step 3b Outcome Measures

A survey is used to collect and analyze data on the number of students who attend orientations as well as to measure outcomes of student satisfaction. The results are listed below.

Step 4 Summary of Data Collected

Number of students attending new student orientations in 2007-2008 = 332 2006-2007 = 292 2005-2006 = 157 2004-2005 = 17

Satisfaction Outcomes from 2007-2008 Survey Results

Q1 I found the orientation very helpful.

56% Strongly Agree; 39% Agree; 5% No Opinion; 0% Disagree; 0% Strongly Disagree

Q2 I would recommend this orientation to a friend.

50% Strongly Agree; 44% Agree; 6% No Opinion; 0% Disagree; 0% Strongly Disagree

Step 5 Use of Results

The survey is utilized to track student feedback which we use to improve future orientations. For example, the survey form asks questions about whether students like the way the orientation is structured, i.e., hearing from current students, breaking into small groups, etc. The survey also contains a text box that asks students to respond to the question “How could we make the orientation better?” We have received a variety of answers to this question, which include “It should be shorter” as well as “It should be longer”. However, sometimes there is a consensus opinion such as “No more healthy food. How about something with sugar?” which we strive to accommodate.

02/26/10 Page 9 of 9 Basic Writing III Pre- and Post Testing Results by Student Fall 2008

# of areas missing more than 50% of area questions Initial Final Improvement Initial Final Improvement Student A 64 76 12 6 2 4 Student B 60 60 0 6 5 1 Student C 68 72 4 3 4 -1 Student D 48 48 0 10 4 6 Student E 60 66 6 7 3 4 Appendix Student F 72 78 6 3 3 0 Student G 64 82 18 6 3 3 Student H 56 72 16 8 3 5 Student I 64 70 6 5 3 2 Student J 66 78 12 5 2 3 1.13 Student K 60 76 16 7 3 4 Student L 62 70 8 5 2 3 Student M 50 42 -8 7 9 -2 Student N 64 52 -12 6 8 -2 Student O 52 62 10 8 8 0 Student P 90 92 2 1 0 1 Student Q 56 56 0 8 6 2 Student R 78 84 6 1 0 1 Student S 48 62 14 8 4 4 Student T 56 60 4 7 6 1 61.9 67.9 6 5.85 3.9 1.95 without two students who regressed 70.22 7.78 average improvement of students who improved 9.33 percentage of class who improved 76.19% Basic Writing III Pre- and Post Testing by Subject Area Fall 2008

Class Subject Area Initial Final Improvement Subject/verb agreement 85% 65% 20% misplaced/dangling modifiers 75% 55% 20% punctuation 65% 35% 30% word choice 55% 40% 15% run-ons 55% 35% 20% capital letters 45% 30% 15% subjects and verbs 40% 15% 25% apostrophe 35% 25% 10%

parallelism 25% 15% 10% Appendix homonyms 25% 10% 15% pronouns 25% 35% -10% commas 25% 20% 5% quotation marks 20% 10% 10% fragments 10% 20% -10% 1.13

Percentage of students missing 50% or more of questions in each subject area. Appendix 1.13

Diagnostic Test of NAME: ______Standard Written English SECTION: ______DATE:______SCORE: ______

Directions: For each question, write the letter of the answer you think is correct. Write your answers on the sheet provided.

You have 30 minutes to complete the 50 items on the test.

Firefighters quickly rescued the crying child from the burning seventh floor.

1. In the sentence above, the subject is a. child. b. crying c. firefighters. d. floor.

2. In the sentence above, the verb is a. crying. b. rescued. c. burning. d. quickly rescued.

For best results, fabric softener should be added during the washing machine’s rinse cycle.

3. In the sentence above, the subject is a. machine. b. cycle. c. softener. d. results.

4. In the sentence above, the verb is a. during. b. should be. c. should be added. d. rinse.

5. The students listened carefully as the teacher give the assignment.

In the sentence above, the underlined part should be written: a. give b. gave c. given d. gived

6. We looked out the window and seen a police car pull up in front of our neighbors’ house.

In the sentence above, the underlined part should be written: a. seen b. seed c. see d. saw

7. As the clock chimed five o’clock, the cuckoo pops in and out five times.

In the sentence above, the underlined part should be written: a. pops b. popped c. pop

8. The fashionable stores lining Stuart Avenue sell very high-priced clothing. In the sentence above, the underlined part should be written: a. sell b. sells

9. Inside that small cave is several hibernating bears. In the sentence above, the underlined part should be written: a. is b. are Appendix 1.13

10. Neither of the doors was locked.

In the sentence above, the underlined part should be written: a. was b. were

11. Noisy patrons and poor sound quality ruin the movie-going experience for many people.

In the sentence above, the underlined part should be written: a. ruin b. ruins

12. Many animals at the zoo seem miserable. Especially the tired-looking lion.

One correct way to write the above is: a. Many animals at the zoo seem miserable. Especially the tired-looking lion. b. Many animals at the zoo seem miserable, especially the tired-looking lion. c. Many animals at the zoo seem miserable. For example, the tired-looking lion. d. Many animals at the zoo seem miserable; especially the tired-looking lion.

13. The crowd in the gymnasium grew quiet. Waiting to see if the basketball player was seriously hurt.

One correct way to write the above is: a. The crowd in the gymnasium grew quiet. Waiting to see if the basketball player was seriously hurt. b. The crowd in the gymnasium grew quiet waiting. To see if the basketball player was seriously hurt. c. The crowd in the gymnasium grew quiet. They waiting to see if the basketball player was seriously hurt. d. The crowd in the gymnasium grew quiet. They were waiting to see if the basketball player was seriously hurt.

14. Until the dog heard his master’s footsteps. He lay motionless on the floor for several hours.

One correct way to write the above is: a. Until the dog heard his master’s footsteps. He lay motionless on the floor for several hours. b. Until the dog heard his master’s footsteps, he lay motionless on the floor for several hours. c. Until the dog heard his master’s footsteps, he lay motionless. On the floor for several hours. d. Until the dog heard his master’s footsteps, he lay motionless on the floor. For several hours.

15. The two friends talked happily. And couldn’t stop laughing. As if no time had passed since their last meeting three years ago.

One correct way to write the above is: Appendix 1.13

a. The two friends talked happily. And couldn’t stop laughing. As if no time had passed since their last meeting three years ago. b. The two friends talked happily and couldn’t stop laughing. As if no time had passed since their last meeting three years ago. c. The two friends talked happily and couldn’t stop laughing, as if no time had passed since their last meeting three years ago. d. The two friends talked happily. And couldn’t stop laughing, as if no time had passed since their last meeting three years ago.

16. Flashes of lightning filled the sky the softball players raced for cover.

In the sentence above, the underlined part should be written: a. sky the b. sky, the c. sky, so the d. sky, therefore the

17. Blue-eyed white Persian cats are beautiful, they are almost always deaf.

In the sentence above, the underlined part should be written: a. beautiful, they b. beautiful they c. beautiful. Although they d. beautiful, although they

18. The new aquarium is a great place to visit. However, it’s closed today.

In the sentence above, the underlined part should be written: a. visit. However, it’s b. visit, it’s c. visit however, it’s d. visit, however, it’s

19. Each director of the women’s center claimed they were responsible for its success.

In the sentence above, the underlined part should be written: a. they were b. she was

20. The new recruit told the veteran soldier that he didn’t belong in the Army.

In the sentence above, the underlined part should be written: a. soldier that he didn’t belong in the Army. b. soldier, “I don’t belong in the Army.”

21. Every day at practice, the track coach makes us run two miles or until you collapse, whichever comes first.

In the sentence above, the underlined part should be written: a. or until you collapse b. or until they collapse c. or until we collapse

Appendix 1.13

22. The office was furnished with a telephone a computer a fax machine and a copier.

In the sentence above, the underlined part should be written: a. with a telephone a computer a fax machine and a copier. b. with a telephone, a computer, a fax machine, and a copier. c. with, a telephone, a computer, a fax machine, and a copier. d. with, a telephone, a computer, a fax machine, and, a copier.

23. During a dramatic pause in the music, someone in the audience sneezed loudly.

The correct way to write the above sentence is: a. During a dramatic pause in the music, someone in the audience sneezed loudly. b. During a dramatic pause in the music someone in the audience, sneezed loudly. c. During a dramatic pause in the music, someone, in the audience sneezed loudly. d. During a dramatic pause, in the music someone in the audience sneezed loudly.

24. The zookeeper brought a hyrax a small African mammal to show the schoolchildren.

The correct way to write the above sentence is: a. The zookeeper brought a hyrax a small African mammal to show the schoolchildren. b. The zookeeper brought a hyrax, a small African mammal to show the schoolchildren. c. The zookeeper brought a hyrax a small African mammal, to show the schoolchildren. d. The zookeeper brought a hyrax, a small African mammal, to show the schoolchildren.

25. “They’ve been good sports so they deserve a big round of applause” the game-show host said. In the sentence above, the underlined part should be written: a. “They’ve been good sports, so they deserve a big round of applause” b. “They’ve been good sports so they deserve a big round of applause,” c. “They’ve been good sports, so they deserve a big round of applause,” d. “They’ve been good sports so, they deserve a big round of applause,”

26. Anyone who doesn’t help scrub the floors will not be eating dinner tonight.

In the sentence above, the underlined part should be written: a. doesn’t help scrub the floors b. does’nt help scrub the floors c. doesn’t help scrub the floor’s d. doesnt help scrub the floors’

27. An angry employee complained about the companys dress code.

In the sentence above, the underlined part should be written: a. companys b. companys’s c. company’s d. companys’

28. The pet store employees should do a better job of keeping the hamsters cages clean. Appendix 1.13

In the sentence above, the underlined part should be written: a. hamsters b. hamster’s c. hamsters’ d. hamsters’s

29. Help me, whispered the exhausted man. “I can’t go any further.”

The correct way to write the above sentences is: a. Help me, whispered the exhausted man. “I can’t go any further.” b. “Help me,” whispered the exhausted man. “I can’t go any further.” c. “Help me”, whispered the exhausted man. “I can’t go any further”. d. “Help me, whispered the exhausted man. I can’t go any further.”

30. “The sign asked, Do you know where you will spend eternity?”

The correct way to write the above sentence is: a. “The sign asked, Do you know where you will spend eternity?” b. The sign asked “Do you know where you will spend eternity?” c. The sign asked, “Do you know where you will spend eternity?” d. The sign asked, “Do you know where you will spend eternity”?

31. Our test is on the chapter titled “Public Relations: Creating an Image” in the textbook Mass Media.

In the sentence above, the underlined part should be written: a. the chapter titled “Public Relations: Creating an Image” in the textbook Mass Media. b. the chapter titled “Public Relations: Creating an Image” in the textbook “Mass Media.” c. the chapter titled Public Relations: Creating an Image in the textbook Mass Media. d. the chapter titled Public Relations: Creating an Image in the textbook “Mass Media.”

32. The caller wanted to know which channel to watch for up to the minute weather reports.

In the sentence above, the underlined part should be written: a. up to the minute weather reports. b. up to the minute weather reports? c. up-to-the-minute weather reports? d. up-to-the-minute weather reports.

33. The choir was scheduled to sing in three Canadian provinces Manitoba, Ontario, and Quebec

In the sentence above, the underlined part should be written: a. provinces; Manitoba, Ontario, and Quebec. b. provinces: Manitoba, Ontario, and Quebec. c. provinces: Manitoba, Ontario, and Quebec! d. provinces; Manitoba, Ontario, and Quebec!

Appendix 1.13

34. It would be nice no, it would be more than nice to win the lottery.

In the sentence above, the underlined part should be written: a. nice no, it would be more than nice b. nice, no, it would be more than nice, c. nice—no, it would be more than nice— d. nice; no, it would be more than nice;

35. If too many people jump on the trampoline at once, it could brake.

In the sentence above, the underlined parts should be written: a. too … brake b. to … brake c. to … break d. too … break

36. The car needs its water pump replaced, but otherwise its in good shape.

In the sentence above, the underlined parts should be written: a. its … its b. it’s … its c. it’s … it’s d. its … it’s

37. You’re not going to tell the detective everything you know, are you?

In the sentence above, the underlined parts should be written: a. You’re … know b. You’re … no c. Your … no d. Your … know

38. The friends went threw there closets together to decide what to wear to the party.

In the sentence above, the underlined parts should be written: a. threw there b. threw their c. through there d. through their

39. Although I invited the whole family to my recital, only grandpa and uncle Ed could come.

In the sentence above, the underlined part should be written: a. grandpa and uncle Ed b. Grandpa and uncle Ed c. grandpa and Uncle Ed d. Grandpa and Uncle Ed

40. In Ireland, Catholic and Protestant children rarely attend the same schools.

In the sentence above, the underlined part should be written: a. Ireland, Catholic and Protestant children b. Ireland, Catholic and Protestant Children c. Ireland, catholic and protestant children d. ireland, Catholic and Protestant children

41. At our family’s fourth of july picnic, Esther let her children eat twinkies, corn chips, and other junk foods.

Appendix 1.13

In the sentence above, the underlined part should be written: a. fourth of July picnic, Esther let her children eat twinkies b. Fourth of July picnic, Esther let her children eat twinkies c. Fourth of July picnic, Esther let her children eat Twinkies d. Fourth of July Picnic, Esther let her children eat Twinkies

42. At this particular point in time, Elena should speak out and let her opinions be known.

The most effective way to write the above sentence is: a. At this particular point in time, Elena should speak out and let her opinions be known. b. Elena should speak out now. c. At this point in time, Elena should go public. d. Elena should get a move on and let it all hang out.

43. After coming home at three in the morning, the girls sacked out until noon, catching up on the z’s they’d missed.

The most effective way to write the above sentence is: a. After coming home at three in the morning, the girls sacked out until noon, catching up on the z’s they’d missed. b. After coming back home at 3 a.m. in the morning, the girls slept until noon, catching up on the sleep they’d missed. c. After coming home in the wee small hours, the girls stayed in bed until noon, catching up on their beauty sleep. d. After coming home at three in the morning, the girls stayed in bed until noon, catching up on the sleep they’d missed.

44. The young actor seemed scared out of his wits before the curtain rose, but by the end of the first act he looked as cool as a cucumber.

The most effective way to write the above sentence is: a. The young actor seemed scared out of his wits before the curtain rose, but by the end of the first act he looked as cool as a cucumber. b. The young actor seemed really uptight before the curtain rose, but by the end of the first act he looked totally mellowed out. c. The young actor seemed really nervous before the curtain rose, but by the end of the first act he looked relaxed. d. The young actor seemed nervous all out of proportion before the curtain rose, but by the end of the first act he appeared to have regained his composure.

45. While studying for her final exams, Allie nearly read a thousand pages of material.

One correct way to write the above sentence is: a. While studying for her final exams, Allie nearly read a thousand pages of material. b. Allie nearly read a thousand pages of material while studying for her final exams. Appendix 1.13

c. Allie nearly read a thousand pages of material while she was studying for her final exams. d. While studying for her final exams, Allie read nearly a thousand pages of material.

46. The smoke alarm began to buzz when the toast burned with an irritating sound.

One correct way to write the above sentence is: a. The smoke alarm began to buzz when the toast burned with an irritating sound. b. When the toast burned with an irritating sound, the smoke alarm began to buzz. c. The smoke alarm began to buzz with an irritating sound when the toast burned. d. With an irritating sound, the toast burned when the smoke alarm began to buzz.

47. Feeling sadder than I’d been in a long time, my boyfriend tried to cheer me up by taking me to a funny movie.

One correct way to write the above sentence is: a. Feeling sadder than I’d been in a long time, my boyfriend tried to cheer me up by taking me to a funny movie. b. Since I was sadder than I’d been in a long time, my boyfriend tried to cheer me up by taking me to a funny movie. c. My boyfriend tried to cheer me up, feeling sadder than I’d been in a long time, by taking me to a funny movie. d. My boyfriend tried to cheer me up by taking me to a funny movie, feeling sadder than I’d been in a long time.

48. Tangled in a tree high above their heads, the children looked helplessly at their lost kite.

One correct way to write the above sentence is: a. Tangled in a tree high above their heads, the children looked helplessly at their lost kite. b. High above their heads, the children looked helplessly at their lost kite tangled in a tree. c. Helplessly tangled in a tree high above their heads, the children looked at their lost kite. d. The children looked helplessly at their lost kite, tangled in a tree high above their heads.

49. The high school class visited the museum to see Italian paintings, Chinese ceramics, and Greek statues.

In the sentence above, the underlined part should be written: a. Chinese ceramics, and Greek statues. b. ceramics from China, and statues from Greece. c. ceramics that came from China, and statues from Greece. d. Chinese ceramics, and statues from Greece.

Appendix 1.13

50. Hoping for a good meal, to take a hot bath, and a restful night’s sleep, the exhausted campers headed for home.

In the sentence above, the underlined part should be written: a. to take a hot bath, and to have a restful night’s sleep, b. a hot bath, and a restful night’s sleep, c. for a hot bath, and a restful night’s sleep, d. a bath that was hot, and a night’s sleep that was restful,

STOP. This is the end of the test. If there is time remaining you may go back and recheck your answers. When the time is up, hand in both your answer sheet and this test to your instructor.

Standard Two Appendix 2.1

Program Assessment & Review Committee (PARC) Bylaws

1: Name

1.1 This committee shall be called the Program Assessment & Review Committee (PARC) and reports to the Strategic Planning & Institutional Effectiveness Committee as authorized by the College Council.

2: Mission and Charges

2.1 The two-fold purpose of assessment is to strengthen programs and to assess student learning.

2.2 The PARC is charged with oversight of the program review and assessment of programs at Western Nevada Community College (WNCC). To complete this assignment, the PARC is specifically charged to (a) determine the programs to be assessed for each assessment cycle, (b) appoint the members of individual Program Review Teams (PRT) in cooperation with areas being reviewed and assessed, (c) review and make recommendations, on an ongoing basis, on the assessment plans of the PRT to ensure the assessment process is conducted in a timely and appropriate manner, (d) review the PRT final reports, (e) work with the Coordinator of Assessment in Institutional Research to provide faculty with technical assistance, (f) facilitate assessment of programs and services that span individual educational programs (e.g., withdrawal of students, placement testing), and (g) oversee the assessment budget.

3: Dissemination of Information

The PARC will also maintain an intranet site that shows its Bylaws, mission, annual goals, and minutes from meetings.

4: Members

4.1 Composition (a) The PARC shall be comprised of 8-10 members with broad representation from throughout the college.

4.2 Member Selection (a) The representatives are nominated using the college’s nomination process as defined in the college bylaws.

4.3 Exercise of Powers

Unless otherwise specified herein, official actions will require a majority vote of the total Committee membership. PARC Bylaws Last revised on 12/3/2007 Page 1 Appendix 2.1

4.4 Terms (a) Members of PARC serve a two-year term, with the possibility of reappointment. Terms shall be staggered to allow a continuity of membership from one year to the next year. (b) The term of office expires at the end of the last meeting each spring. (c) If a member of PARC resigns from the Committee, the Chair of PARC will seek a replacement for the person based upon the specific body that originally selected the person.

4.5 Institutional Research The Coordinator of Assessment in Institutional Research, a permanent member of PARC, will provide faculty with advice and technical assistance on assessment projects and program reviews.

5: Officers

5.1 Chair

5.1.2 Election The Chair shall be elected annually by the members of PARC. Should the PARC at any time be without a Chair, the Coordinator of Assessment is charged to call the next regular monthly meeting and provide an agenda of which the first item is the election of the new Chair.

5.1.3 Duties The Chair will act as the executive officer of the PARC but may delegate duties to the Coordinator of Assessment. The Chair shall (1) call meetings, (2) provide agendas, (3) conduct meetings, (4) serve as a representative to the Strategic Planning for Institutional Effectiveness Committee, and (5) work with the Coordinator of Assessment on the development and coordination of assessment activities and program reviews.

5.2 Coordinator of Assessment, Institutional Research

5.2.1 Duties Coordinator for Assessment shall (1) direct and coordinate the program review and assessment processes (1) provide assistance with research design, (2) oversee data collection, (3) maintain necessary records, (4) take the minutes for PARC, (5) submit and maintain the budget for PARC approval, as well as

6: Meetings Meetings of the PARC shall be held at least monthly during the contract year.

PARC Bylaws Last revised on 12/3/2007 Page 2 Appendix 2.1

7: Parliamentary Authority The preferred decision-making procedure for PARC is to arrive at a consensus. Members are urged to seek input from their constituents. If a consensus cannot be achieved, the PARC should conduct a vote and develop short reports representing majority and minority positions. When consensus cannot be reached, Robert’s Rules of Order will be followed.

8: Amendment of Bylaws These Bylaws must comply with College Bylaws, UCCSN Code, and all State and Federal Rules and Regulations. All amendments to these Bylaws must be introduced during the regular monthly meetings. At the following regular meeting, the bylaws amendments can be ratified by at least a two-thirds majority of the total members.

PARC Bylaws Last revised on 12/3/2007 Page 3 Appendix 2.2

Western Nevada College Policies

Policy 1-1-1: Policy and Procedure Development at WNC

WNC Policy 1-1-1 Procedure: Policy and Procedure Development at WNC Policy No.: 1-1-1 Department: President's Office Contact: President's Office

Policy: WNC shall operate under policies and procedures recommended by the College Council and approved by the College president. These policies and procedures shall conform to NSHE Code, Nevada Revised Statutes, and other regulatory directives.

Composition of College Council Development of College Policies and Procedures Approval of Policies and Procedures Distribution of College Policies and Procedures

Section 1: Composition of College Council A. College Council members shall be: 1. College President 2. Vice President Academic Affairs 3. Vice President Finance and Administration 4. Vice President of Human Resources and General Counsel 5. Academic Faculty Senate Chairperson 6. Administrative Faculty Senate Chairperson 7. Classified Council Chairperson 8. Associated Students of Western Nevada President or representative 9. Division Chair representative (rotating) 10. SPFIE Representative

Section 2: Development of College Policies and Procedures A. Proposal for new or modified policies or procedures shall be submitted to the College Council through Academic Affairs Council, Faculty Senate, Administrative Faculty Senate, Classified Council, Associated Students of Western Nevada or appropriate college committees. Proposed changes will be distributed, in writing by the originator of the policy change, to the college community within 7 calendar days of the College Council meeting wherein it was presented as an e-mail attachment. B. All proposed policies and procedures, new and modified must be reviewed by those bodies represented on College Council and action must be taken within 60 calendar days.

Section 3: Approval of Policies and Procedures A. New and modified policies and procedures shall be recommended by a majority vote of the College Council and approved by the College President. Appendix 2.2

Section 4: Distribution of College Policies and Procedures A. Approved policies and procedures shall be available in the College's libraries. B. Approved policies and procedures shall be available on the College's web site. C. Approved policies and procedures shall be distributed by the President's Office via e-mail attachment to the college community within 7 calendar days of approval by the College Council.

Date Adopted and Dates Revised Date Adopted October 9, 2001 Dates Revised September 2, 2008; November 21, 2006; January 25, 2005; May 11, 2004 NSHE and NRS Codes NSHE Code Title 2, Chapter 1, Section 1.3 (1.3.4); Section 1.4 (1.4.6 and 1.4.8) WNC Bylaws

Please direct comments about this page to the Assistant to the President URL: http://www.wnc.edu/policymanual/1-1-1.php Date Printed: March 1, 2010 Appendix 2.3.1 Annual Assessment Guidelines Academic Programs

Assessment Report

Program Goal: What was the program goal that drove the assessment activities this past year? This goal is a statement of what the program wants to accomplish or become over the next several years in terms of enrollment, faculty development, service, or an academic and co-curricular initiative.

Outcome: Relating to the stated program goal, on which program or student learning outcome did this past year’s assessment project focus? Program outcomes are statements that describe measurable expected results in terms of enrollment, faculty development, service, or academic and co-curricular activities. Student learning outcomes are statements that describe the specific learning achievements required to attain the degree or certificate.

Assessment Methods and Criteria for Success: Describe the methods used to measure student learning or program effectiveness in terms of this outcome and the processes and criteria used to analyze the results. Address in this section any limitations that need to be taken into account.

Summary of Results and Conclusions Drawn: Briefly summarize the results and their implications.

Use of Results: Describe the strategies for program improvement that will be implemented as a result of the conclusions that were drawn. Did the results of this year’s assessment activity suggest an assessment activity for next year?

Assessment Plan

Program Goal: What program goal will drive the assessment activities this coming year? This goal is a statement of what the program wants to accomplish or become over the next several years in terms of enrollment, faculty development, service, or an academic and co-curricular initiative.

Outcome: Relating to the stated program goal, which program or student learning outcome will be the focus for this year’s assessment project? For student learning outcomes, in which courses will the outcome be addressed?

Assessment Methods and Criteria for Success: Describe the planned assessment methods and the criteria that will be used to determine success. When assessing student learning outcomes, plan to use at least one direct method. Direct methods are processes employed to assess student learning by requiring students to demonstrate knowledge and skills directly. Objective tests, essays, presentations, portfolios, performances, and classroom assignments are examples.

Planned Use of Results: With whom and how will the results be shared? How will the results be used to improve student learning or program effectiveness?

Assessments are overseen by Institutional Research and the Program Assessment & Review Committee (PARC).

Appendix 2.3.2 Annual Academic Program Assessment Report and Plan

Academic Program:

Academic Program Division:

Program Responsible Person:

Assessment Team Member/s:

Date Submitted:

Division Mission:

Program Mission:

This form allows all groups engaged in the on-going assessment process at WNC to document their assessment activities. The form includes a report on the previous year’s assessment project and a plan for the coming year’s project. Those responsible for annual assessment of academic programs are required to complete an assessment of at least one program outcome or student learning outcome each year but may assess more than one outcome if they choose. (Copy and paste the tables if more than one outcome is assessed.)

Completed assessment reports/plans are to be electronically submitted to Catherine Boedenauer in IR ([email protected]) by May 15 every year for posting on the assessment Web site.

Assessments are overseen by Institutional Research and the Program Assessment & Review Committee (PARC).

Appendix 2.3.2 Annual Academic Program Assessment Report and Plan

Assessment Report Academic Year: 2008-2009

Outcome #1

Program Goal:

Outcome:

Assessment Methods Used and

Criteria for Success:

Summary of Results and

Conclusions Drawn:

Use of Results:

Assessments are overseen by Institutional Research and the Program Assessment & Review Committee (PARC).

Appendix 2.3.2 Annual Academic Program Assessment Report and Plan

Assessment Plan Academic Year: 2009-2010

Outcome #1

Program Goal:

Outcome:

Assessment Methods and Criteria for Success:

Planned Use of Results:

Assessments are overseen by Institutional Research and the Program Assessment & Review Committee (PARC).

Appendix 2.4.1

ACADEMIC PROGRAM REVIEW GUIDELINES WESTERN NEVADA COLLEGE

PURPOSE

Program review is a significant collaborative effort between all employees at the college because all academic and administrative programs take part. A systematic evaluation of programs can have a profound effect on college decision-making in areas such as: the setting of program and college priorities; hiring plans; budget and space allocations; curriculum development; and program offerings and sizing.

Program review is shaped not only by the larger institutional context, but also by the culture of the program being reviewed. Flexibility is built into the process, allowing each program to determine goals, outcomes, and measures that meet student outcomes assessment, institutional effectiveness, and accreditation requirements. It is expected that each program's review reflects information gathering, self- review, and continuous and on-going planning and decision-making based on the information gathered. During the program review process, five years of assessment data and reports are collected and submitted as part of the program review once every five years.

Ultimately, the benefit to a program undergoing review is directly related to the seriousness with which the process is approached. Program faculty who spend time clarifying the issues, developing their assessment plans and self-study, and focusing on implementing the resulting recommendations experience the most improvement and benefit.

What makes this investment of time and energy worthwhile? The ultimate answer is that the process can help program faculty identify and maintain a program’s strengths and concentrate on weaknesses to the benefit of their students and the communities they serve. But there are other benefits as well. Program review: • Aligns program mission with the college mission.

• Builds consensus around program goals and outcomes.

• Provides meaningful assessment data.

• Builds community and helps to set collective priorities.

• Evaluates progress.

• Tells a program's story.

• Informs recruitment and hiring.

Although program review is a major undertaking that makes considerable demands on program faculty, staff, administrators, and others in the college, it has the potential to reap significant rewards for all those who contributed to the review. Program reviews can foster more informed decision-making and more intentional allocation of resources. They can help program faculty do more of what they care about the most and do it better.

Revised November 6, 2009 1 Appendix 2.4.1

OVERVIEW

Academic programs are those programs that provide certificates and degrees to students. The program review cycle begins in May the year before the WNC Academic Program Review Report is due. Each program review is the responsibility of an appointed Program Review Team, the Division Chair, and the Dean of Instruction with input from designated Internal and External Reviewers. Since the purpose of program review is to provide a thorough and reflective evaluation of a specific program, it is critical that teams be composed of knowledgeable people from within the program and outside the program to provide this type of evaluation.

Program review scheduling began with the Strategic Planning and Institutional Effectiveness Committee (SPFIE) and is now coordinated by the Coordinator for Assessment in Institutional Research in cooperation with the Program Assessment and Review Committee (PARC), Division Chairs, and the Dean of Instruction. Questions regarding the process should be referred to the Chair of PARC or the Assessment Coordinator in Institutional Research.

PARC invites all colleagues who complete the program review process to submit to the Chair of PARC suggestions on how to improve the review process. Suggestions may be made during the review process or at the end of the review cycle; however, changes to the review process will not be made until the next period of review.

The following documents must be completed and submitted as a part of the WNC Academic Program Review process:

1. WNC Academic Program Review Report

2. Curriculum Review Report

3. Internal and External Reviewers’ Reports

4. Five-Year Assessment Plan

5. Summary of Program Review

6. PARC Academic Program Review Feedback Form

7. Action Plan

GUIDELINES AND TIMELINE

INTRODUCE PROGRAM REVIEW PROCESS TO NEXT YEAR’S TEAMS

1. Members of PARC meet with all division chairs and academic program coordinators who will be responsible for program reviews in the next academic year in order to introduce the program review process. → April-May

Revised November 6, 2009 2 Appendix 2.4.1

SELECT PROGRAM REVIEW TEAM MEMBERS

2. The Division Chair consults with program faculty and the Dean of Instruction to determine membership of the Program Review Team. The Program Review Team will consist of faculty and personnel from within the program. → September

3. The Division Chair forwards the team members’ names to the Chair of PARC. The Program Review Team will be headed by a Chair appointed by the Division Chair. → September

SELECT INTERNAL AND EXTERNAL REVIEWERS

4. The Division Chair consults with the Program Review Team and the Dean of Instruction to select Internal and External Reviewers. The External Reviewer should be an academic faculty member from another college or university teaching in the same discipline, someone working in a relevant business or industry, or, in the case of occupational programs, a community member who has knowledge of the program. This could be a local employer, a member of business and industry, a member of an advisory board, or another related constituent. The Internal Reviewer should be a WNC instructional faculty member who teaches outside of the program being reviewed. → September

5. The Division Chair forwards the names of the Internal and External Reviewers to the Chair of PARC. → September

BEGIN PROGRAM REVIEW WORK

6. The Division Chair, Program Review Team, and other applicable faculty and staff meet to discuss the review and to work on the draft WNC Academic Program Review Report. Elements of the report are described in detail in the next section of this document. → September

7. The Division Chair, the Program Review Team, and other program faculty begin work to update outlines for core courses. → September

COMPLETE CURRICULUM REVIEW

8. All instructional programs require a review of the curriculum by the Curriculum Committee. The Program Review Team should follow the guidelines for the Curriculum Review Report that are posted on the WNC Assessment Web site and contact the committee to schedule a fall meeting to review the report. → September

9. The Curriculum Committee provides feedback on the Curriculum Review Report to the Program Review Team. → October-November

Revised November 6, 2009 3 Appendix 2.4.1

COMPLETE SUMMARY DATA SHEET AND COURSE SCHEDULING MATRIX

10. Institutional Research sends the Summary Data Sheet and the Course Scheduling Matrix to the Division Chair and the Program Review Team. The Summary Data Sheet provides: the headcount of students who have declared majors in the program, number of degrees or certificates granted, successful course completion data, student credit hours data, FTE students, FTE faculty, workload ratios, and other information that provides a basis for demonstrating program efficiency and effectiveness. The Course Scheduling Matrix provides scheduling history and enrollment data for program core courses. → October-November

PARC TO CHECK ON PROGRESS

11. Members of PARC contact Program Review Teams to discuss the curriculum review process, the data provided by Institutional Research, and the nature of the events that will take place when the External Reviewer comes to campus for the site visit, discussion with students, and exit interview with executive faculty. → November

PREPARE FOR INTERNAL AND EXTERNAL REVIEWERS’ SITE VISIT

12. The Program Review Team works with the Dean of Instruction to finalize the itinerary for the Internal and External Reviewers’ site visit, which includes a morning session with PARC and Program Review Team members, a focus group session exclusively between the Internal and External Reviewers and students in the program, a tour of program facilities, and an afternoon exit interview with the President, Vice President of Academic & Student Affairs, Dean of Instruction, Division Chair, and the Program Review Team. The site visit should be planned far enough in advance to schedule the exit interview with the President and to meet program review deadlines. → January-February

13. The Program Review Team sends copies of the WNC Academic Program Review Report to the Internal and External Reviewers, President, Vice President of Academic & Student Affairs, Dean of Instruction, and Division Chair one month before the Internal and External Reviewers arrive for their campus visit. → February-March

14. The Internal and External Reviewers examine the WNC Academic Program Review Report and engage in additional research as necessary in order to identify strengths and recommend program improvements. → February-April

CONDUCT SITE VISIT AND EXIT INTERVIEW

15. The Internal and External Reviewers spend most of a day on campus. In the morning, they discuss the self-study and related information with the Dean of Instruction, the Division Chair, the Program Review Team, and PARC members. Then the Internal and External Reviewers meet with a focus group of students in the program and tour program facilities. In the afternoon, Internal and External Reviewers complete an exit interview with the President, Vice President of Academic & Student Affairs, Dean of Instruction, the Division Chair, and the Program Review

Revised November 6, 2009 4 Appendix 2.4.1

Team. The exit interview takes place with all parties together in one meeting. → March-April

16. The exit interview will be transcribed by the office of the Dean of Instruction and delivered to the Program Review Team and the Internal and External Reviewers. → March-April

17. The Internal and External Reviewers write Reviewer Reports and send them to the Program Review Team within 30 days of receipt of the exit interview transcript. → April-May

COMPLETE FIVE‐YEAR ASSESSMENT PLAN

18. The Program Review Team creates a Five-Year Assessment Plan that will serve as a framework for outcomes-based assessment for the next review period. The plan gives a brief summary of the outcomes to be assessed, the year or years in which each outcome will be assessed, and the assessment methods to be used. The Assessment Coordinator in Institutional Research will assist the Program Review Team in its assessment efforts. → April-May

COMPLETE PROGRAM REVIEW SUMMARY

19. The Program Review Team and the Assessment Coordinator in Institutional Research complete the two-page Program Review Summary, and the Vice President of Academic & Student Affairs submits the summary to the Student and Academic Affairs Committee of the Board of Regents. → April-May

SUBMIT FINAL REPORT

20. The Program Review Team submits the final WNC Academic Program Review Report to the Division Chair, President, Vice President of Academic & Student Affairs, Dean of Instruction, and Chair of PARC. Attached to the report are the Five-Year Assessment Plan, Curriculum Review Report, and Program Review Summary. → May 15

EXCHANGE FEEDBACK

21. PARC members read completed WNC Academic Program Review Reports in preparation for giving feedback to Program Review Teams. → May-August

22. The Program Review Team and PARC exchange feedback on the program review findings and process during a PARC meeting. During this meeting, PARC will give recognition to the Program Review Team for their efforts, go over the Program Review Summary, and offer assistance in completing the Action Plan. After the meeting, PARC completes the PARC Academic Program Review Feedback Form, and the Chair of PARC signs it. Copies of the PARC Academic Program Review Feedback Form should be provided to the President, Vice President of Academic & Student Affairs, Dean of Instruction, and Program Review Team. → September-October

Revised November 6, 2009 5 Appendix 2.4.1

CREATE ACTION PLAN

23. The Dean of Instruction and Division Chair will hold a meeting with the Program Review Team and program faculty to discuss the findings and recommendations that came out of the program review process. They will work together to finalize an Action Plan that addresses the recommendations. All appropriate representatives of the campus administration will be invited to this meeting in order to bring to bear all the college resources that are needed to assist the program in addressing recommendations. The Action Plan will be attached to the final report that was submitted. → November-December

WNC ACADEMIC PROGRAM REVIEW REPORT ELEMENTS

WNC ACADEMIC PROGRAM REVIEW REPORT

1. Program Description

No more than two pages, not including supporting documents.

A. College and Program Mission: The college mission (provided in form) and program mission are presented side-by-side in a table to show how the college and program missions align. The program mission states the purpose of the program; names its primary functions, activities and stakeholders; supports the college mission; and is distinctive.

B. College and Program Goals: The College Strategic Goals (provided in form) and the program goals and related outcomes are presented side-by-side in a table to show how they align.

C. Short Description: Include the following information (append supporting documents as appropriate):

a. Unique characteristics

b. Concerns of trends affecting the program

c. Significant changes or needs in the next five years

D. Student Learning Outcomes / Required Course Matrix: Attach to the report this form which maps the student learning outcomes to required courses and shows the degree to which a course addresses an outcome. Student learning outcomes describe skills, knowledge and attitudes that must be demonstrated in order to obtain the degree or certificate.

E. Degrees and/or Certificates Offered: List degrees or certificates that are being evaluated for the purposes of this program review.

F. Niches Served: Describe any niches in the community the program serves.

2. Quality of Program No more than ten pages, not including supporting documents.

A. Course Scheduling Matrix: Institutional Research provides this spreadsheet, which includes course scheduling history and enrollment figures for the most recent four-semester

Revised November 6, 2009 6 Appendix 2.4.1

period. The Course Scheduling Matrix may also be used to satisfy item #5 of the Curriculum Review Report portion of the WNC Academic Program Review Report.

B. Evidence of Effectiveness

Summary Data Sheet: Institutional Research provides the Summary Data Sheet, a document that provides information on the headcount of students who have declared majors in the program, number of degrees and certificates granted, successful course completion data, student credit hours data, FTE, FTE faculty, workload ratios, fiscal data and other information that provide a basis for demonstrating program efficiency and effectiveness.

Systematic Assessment: Instructional programs must include evidence that they systematically assess program outcomes and student learning outcomes at the program level and that data from assessments are used to make improvements to programs. The final WNC Academic Program Review Report should include the Five-Year Assessment Plan. The report should also indicate the steps taken to make the student learning outcomes public and available to students.

Evidence of Satisfaction: Instructional programs may include additional hard data regarding student satisfaction with courses and programs, employer satisfaction studies, etc., as indicators of effectiveness of the program. The Noel-Levitz Student Satisfaction Inventory, administered in odd-numbered years, and the Community College Survey of Student Engagement (CCSSE), administered in even-numbered years, could provide useful data. Student Course Evaluations are another source of satisfaction evidence, and instructors can add one question of their choice to the evaluations. The Chair of the Program Review Team should consult with Institutional Research regarding the availability of data.

Certifications/Licenses: Instructional programs need to explain if there are special certifications or accreditations available to the program and the status of the program relative to these certifications or accreditations.

Enrollment Trends: Instructional programs should discuss general student demographics and enrollment trends outlined by the following questions:

a. What student demographic and enrollment trends are most notable?

b. What groups constitute the program’s main demographic?

c. What efforts have been made by the program to recruit students?

d. What initiatives have been undertaken to increase FTE?

e. What initiatives have been undertaken to improve student retention?

C. Need for the Program: Explain the need and basis for determining the need for the program. Objective data, such as alumni studies, employer perceptions, data on transfer or transfer potential, local employment opportunities, and studies commissioned by WNC or NSHE, should be included when possible.

D. Curriculum Review Summary: Summarize the recommendations contained in the Curriculum Review Report and the Program Review Team’s response to those recommendations.

E. Findings and Recommendations: Present the commendations and recommendations that are the result of the program review. If the review recommends any changes to the program, a detailed description of the specific plan of action to implement the recommendations and a timeline for implementation of the plan are required.

Revised November 6, 2009 7 Appendix 2.4.1

THE CURRICULUM REVIEW REPORT

Complete the report according to the guidelines provided on the WNC Assessment Web site.

INTERNAL AND EXTERNAL REVIEWERS’ REPORT

Guidelines are available on the WNC Assessment Web site. The report should include commendations as well as recommendations, emphasizing recommendations for improvements that require no new resources. The suggested organization for the report is as follows:

Program Strengths and Weaknesses

Strategies for Improvement

Evaluation of the Internal or External Review Process, Site Visit and Self-Study Document

SUMMARY OF PROGRAM REVIEW

The Program Review Team and the Assessment Coordinator in Institutional Research complete this two- page summary of the program review that is attached to the WNC Academic Program Review Report and also submitted to the Student and Academic Affairs Committee of the Board of Regents. Use the form provided by NSHE and available on WNC’s assessment Web site. The form contains four sections:

I. Description of Program Reviewed

The program description is a summarized version of the one included in the full report and could include the program mission statement and goals and a description of their alignment with the college mission and goals, unique characteristics, concerns or trends affecting the program, and niches served.

II. Review Process and Criteria

Briefly describe the performance indicators examined, the participants involved in the review and the program review activities, such as the site visit and self-study.

III. Major Findings and Conclusions of the Program Review

Describe the major strengths and weaknesses of the program that were identified and include recommendations for improving the program suggested by internal and external reviewers.

IV. Descriptive Statistics

Programmers in Institutional Research will provide data that includes the number of students with a declared major in the program area, the number of graduates from the program for past three years, and duplicated headcount of students enrolled in any core course in the program area.

FIVE‐YEAR ASSESSMENT PLAN

Revised November 6, 2009 8 Appendix 2.4.1

This form is completed at the end of the program review process. The purpose is to plan outcomes- based assessment projects for the next five years. List the program outcomes and/or student learning outcomes in the table, briefly describe the means of assessment for each, and indicate the year or years in which each outcome will be assessed.

PARC ACADEMIC PROGRAM REVIEW FEEDBACK FORM

Comments made during a feedback session between the Program Review Team and PARC are summarized on this form, and the Chair of PARC must sign the form.

ACTION PLAN

The Action Plan form utilizes a table to align program goals with recommendations from internal and external reviewers and to record program faculty’s plans for acting on the recommendations. This form also provides a place for the Dean of Instruction, VP of Academic & Student Affairs, and the President to respond to the Action Plan items and to pledge outlined resources, if applicable.

SUMMARY OF RESPONSIBILITIES

PROGRAM FACULTY

participate in selection of Program Review Team members

work with Division Chair and Program Review Team to update outlines for core courses

work with Dean of Instruction, Division Chair, and Program Review Team to create an Action Plan

PROGRAM REVIEW TEAM

attend PARC workshop in the spring to learn about the program review process

participate in selection of Internal and External Reviewers

work with Division Chair to write WNC Academic Program Review Report

work with Division Chair and other program faculty to update outlines of core courses

schedule a fall meeting with the Curriculum Committee to review the Curriculum Review Report

work with the Curriculum Committee to complete the Curriculum Review Report

work with the Dean of Instruction to finalize arrangements for the Internal and External Reviewers’ site visit, focus group with students, and exit interview

Revised November 6, 2009 9 Appendix 2.4.1

disseminate copies of WNC Academic Program Review Report in advance of the site visit and exit interviews

participate in site visit and exit interviews

create Five-Year Assessment Plan with help from the Assessment Coordinator in Institutional Research

work with the Assessment Coordinator in Institutional Research to complete the Program Review Summary that will be attached to the WNC Academic Program Review Report and submitted by the Vice President of Academic & Student Affairs to the Student and Academic Affairs Committee of the Board of Regents

submit final WNC Academic Program Review Report to the Division Chair, the President, the Vice President of Academic & Student Affairs, the Dean of Instruction, and the Chair of PARC

work with Dean of Instruction, Division Chair, and program faculty to create an Action Plan

INTERNAL AND EXTERNAL REVIEWERS

examine WNC Academic Program Review Report and engage in additional research in order to identify program strengths and recommend improvements

participate in site visit, lead student focus group, and participate in exit interviews

write Reviewer Report and submit it to Program Review Team

CHAIR OF PARC

sign PARC Academic Program Review Feedback Form

PARC

conduct a workshop in the spring to discuss the program review process with Program Review Teams and Division Chairs

contact Program Review Team in November to check on progress with the Curriculum Review Report, utilizing the data from Institutional Research, and making arrangements for the site visit day

participate in site visit and exit interview

meet with members of the Program Review Team to exchange feedback on the self-study report and program review process

complete the PARC Academic Program Review Feedback Form and send it to the Program Review Team

CURRICULUM COMMITTEE

assist the Program Review Team in completing the Curriculum Review Report

Revised November 6, 2009 10 Appendix 2.4.1

provide feedback on the Curriculum Review Report to the Program Review Team

INSTITUTIONAL RESEARCH/ASSESSMENT COORDINATOR

prepare the Summary Data Sheet and Course Scheduling Matrix and send them to the Division Chair and Program Review Team

assist the Program Review Team in creation of the Five-Year Assessment Plan

work with Program Review Team to write the Program Review Summary

DIVISION CHAIR

participate in selection of Program Review Team members

select Chair of Program Review Team

forward Program Review Team selections to PARC

participate in selection of Internal and External Reviewers

forward Internal and External Reviewer selections to Chair of PARC

work with Program Review Team to write WNC Academic Program Review Report

work with Program Review Team and other program faculty to update outlines of core courses

participate in exit interviews

work with Dean of Instruction, program faculty, and Program Review Team to create an Action Plan

DEAN OF INSTRUCTION

attend PARC workshop in the spring to discuss the program review process with Program Review Team members

participate in selection of Program Review Team members

participate in selection of Internal and External Reviewers

work with the Program Review Team to finalize arrangements for Internal and External Reviewers’ site visit, the student focus group, and exit interview

participate in exit interviews

staff will transcribe exit interview and submit to Program Review Team and Internal and External Reviewers

work with program faculty, Division Chair, and Program Review Team to create an Action Plan

Revised November 6, 2009 11 Appendix 2.4.1

VICE PRESIDENT OF ACADEMIC & STUDENT AFFAIRS

participate in exit interviews

submit Program Review Summary to the Student and Academic Affairs Committee of the Board of Regents

respond to Action Plan

PRESIDENT

participate in exit interviews with Internal and External Reviewers

respond to Action Plan

Revised November 6, 2009 12 Appendix 2.4.2

WNC Academic Program Review Report

Program Name:

Degree(s) (AA, AAS, AS, CP):

Academic Division:

Years Reviewed:

Date Submitted:

Date of Previous Review:

Program Responsible Person:

Program Review Team Members (name, title):

External Reviewers (name, institution, title):

1 Appendix 2.4.2

WNC Academic Program Review Report

1. Program Description

A. College and Program Mission

COLLEGE MISSION STATEMENT PROGRAM MISSION STATEMENT Western Nevada College inspires success in our community through opportunities that cultivate creativity, intellectual growth and technological Provide program mission statement. excellence, in an environment that nurtures individual potential and respects differences.

B. College and Program Goals

COLLEGE STRATEGIC GOALS PROGRAM GOALS AND OUTCOMES 1. Improve student success in program completion and graduation rates 2. Ensure institutional excellence in teaching, Provide program goals and related outcome(s) for programs and services each goal. 3. Embrace our college's many communities and respond to their diverse needs.

C. Short Description

Include the following information: 1. Unique characteristics 2. Concerns of trends affecting the program. 3. Significant changes or needs in the next five years.

D. Student Learning Outcomes/Required Course Matrix

Attached to report.

E. Degrees and/or Certificates Offered

F. Niches Served

2 Appendix 2.4.2

WNC Academic Program Review Report

2. Quality of Program

A. Course Scheduling Matrix

Attached to report.

B. Evidence of Effectiveness

Summary Data Sheet

Attached to report.

Systematic Assessment

Five-Year Assessment Plan attached to report.

Evidence of Satisfaction

Include additional data regarding student satisfaction with courses and programs, employer satisfaction studies, etc., as indicators of effectiveness of the program. The Noel-Levitz Student Satisfaction Inventory, administered in odd-numbered years, could provide useful data. Student Course Evaluations are another source of satisfaction evidence, and instructors can add one question of their choice to the evaluations.

Certifications/Licenses

Explain if there are special certifications or accreditations available to the program and the status of the program relative to these certifications or accreditations.

Enrollment Trends

Instructional programs should discuss general student demographics and enrollment trends outlined by the following questions: 1. What student demographic and enrollment trends are most notable? 2. What groups constitute the program’s main demographic? 3. What efforts have been made by the program to recruit students? 4. What initiatives have been undertaken to increase FTE? 5. What initiatives have been undertaken to improve student retention?

3 Appendix 2.4.2

WNC Academic Program Review Report

C. Need for the Program:

Explain the need and basis for determining the need for the program. Objective data, such as alumni studies, employer perceptions, data on transfer or transfer potential, local employment opportunities, and studies commissioned by WNC or NSHE, should be included when possible.

3. Curriculum Review Summary

Summarize: 1. The Curriculum Review Report 2. The Curriculum Committee’s response to Curriculum Review Report 3. The Program Review Team’s response to the committee’s recommendations

Attach completed Curriculum Review Report and Curriculum Committee’s response to this report.

4. Findings and Recommendations

Five-Year Academic Assessment Plan

List the program outcomes and/or student learning outcomes and briefly describe the means of assessment for each one. Insert an X in the column of each year that the outcome will be assessed.

Outcomes 2009-2010 2010-2011 2011-2012 2012-2013 2013-2014 Means of Assessment 1.

5. Appendix 6.

Comments/Reflections: 2.4.3

Signature, Division Chair Date

Signature, Dean of Instruction Date

Last revised October 8, 2008 Appendix 2.4.4

Curriculum Review Report

The completed Curriculum Review Report and the Curriculum Committee Program Evaluation reports are to be attached to the WNC Academic Program Review Report.

1. Provide the mission statement and student learning outcomes for this academic program.

2. Explain how this instructional program has maintained the relevancy and currency of its curriculum in response to substantive changes in its discipline or occupational field.

3. Provide evidence that the program has a clear sequence of offerings. Please attach the sequence of offerings to this report.

4. Provide evidence that courses are scheduled in such a manner as to allow students to complete the program within the time of two years for a degree, 18 months for a certificate of achievement, and nine months for a certificate of completion.

5. Excluding the current review, explain any program reviews of required or recommended program courses completed within the last three years. Include the year of the review, review process, and those involved in the review.

6. Excluding the current review, explain any review of general education or related course instruction completed within the last three years. Include the year of the review, review process, and those involved in the review.

7. Describe the status of the catalog information pertinent to this program (when it was last updated, for example).

8. Attach the course outlines for all courses required or recommended for this program, excluding general education courses. (Note: Course outlines refer to the generic course outline required for each course, not the course syllabus developed by an instructor for a specific section of the course.)

9. Provide evidence that the program teaches students how to locate and use appropriate resources necessary to remain current in the field of study pertinent to the program, including library resources, technical manuals, professional journals, and Internet materials. Appendix 2.4.5

WESTERN NEVADA COLLEGE

GUIDELINES FOR INTERNAL AND EXTERNAL REVIEWERS

Internal and External Reviewers provide the program with valuable perspectives regarding the quality and effectiveness of the unit’s programs, services, resources, processes, and operations. The Internal and External Reviewers for academic program reviews (and for some administrative program reviews) shall spend one day on campus discussing the WNC Program Review Report and related information with faculty, staff, advisory groups, students, and others related to the department or program.

INTERNAL AND EXTERNAL REVIEWER SELECTION

The Internal Reviewer should be a WNC faculty or staff member from outside the program being reviewed, and the External Reviewer should be a faculty or staff member teaching or working in the same area from another college or university or from industry. Main constituents, including students, associated community members, external faculty members within the discipline, etc., may also be included. If possible, occupational academic programs should include at least one advisory board member as an External Reviewer. University transfer programs should include a university faculty member of the transfer program if possible. Internal and External Reviewer selections should be forwarded to the Chair of PARC. For academic program reviews, the Dean of Instruction or Vice President is responsible for coordinating the site visit with the External Reviewers and escorting them throughout the site visit.

RESPONSIBILITIES OF THE INTERNAL AND EXTERNAL REVIEWERS

• Examine the self WNC Program Review Report.

• Engage in additional information-seeking, as necessary.

• Confirm the validity of the conclusions reached in the self-study.

• Identify additional strengths and recommendations for quality enhancement.

• Participate in a site visit and exit interview with the President, Vice President, Dean, and program personnel (required for all academic reviews and optional for administrative reviews).

• Prepare a Reviewer Report.

The final report should include commendations as well as recommendations. There should be a special emphasis on improvements that require no new resources. Below is the proposed organization of the final report:

• Program strengths and weaknesses • Strategies for improvement • Evaluation of the internal or external review process/site visit/self-study document

Last revised June 4, 2009 1 Academic Program Review Action Plan

List the Recommendations from the Internal Reviewers, External Reviewers, and the Program Review Team in relation to the Program Goals.

The Review Team Response (Action Plan) states how program faculty and staff plan to act on the recommendations.

The Administrative Response can state agreement or disagreement with the proposed actions or suggest changes to the action plan.

Recommendations from: Internal Reviewers [I] Program Review Team Program Goals External Reviewers [E] Response Administrative Response Program Review Team [T] (Action Plan) PARC [P]

Appendix

2.4.6

Signature, Dean of Instruction Date

Signature, VP Academic & Student Affairs Date

Signature, President Date

Form last revised January 15, 2010 Appendix 2.4.7

PARC Academic Program Review Feedback

Academic Program:

Academic Program Division:

Program Review Period:

Date Submitted:

Date of Previous Review:

Program Responsible Person:

Program Review Team Members (name, title):

External Reviewers (name, institution, title):

Comments:

Signature, Chair of PARC Date

Last revised September 4, 2008 WNC Degrees and Certificates Granted by Program Fall 2005 through Summer 2008

CODE PROGRAM NAME 2005-2006 2006-2007 2007-2008 TOTAL AA ASSOCIATE OF ARTS 79 104 129 312 AA-CRJ ASSOCIATE OF ARTS - CRIMINAL JUSTICE EMPHASIS 9 7 9 25 AA-DS ASSOCIATE OF ARTS - DEAF STUDIES 2 5 7 14 AA-FA ASSOCIATE OF ARTS - FINE ARTS 0 1 3 4 AA-MTH ASSOCIATE OF ARTS - MUSICAL THEATRE EMPHASIS 0 0 1 1 AAS-CP BUSINESS - COMPUTER INFORMATION PROGRAMMING EMPHASIS 0 1 0 1 AAS-CS BUSINESS - COMPUTER INFORMATION APPLICATIONS EMPHASIS 0 1 0 1 AAS-ET ELECTRONICS TECHNOLOGY 0 3 1 4 AAS-GD GRAPHIC DESIGN 2 0 0 2 AAS-JJ CRIMINAL JUSTICE - JUVENILE JUSTICE EMPHASIS 2 1 0 3 AAS-LA PARALEGAL STUDIES 3 7 6 16 AAS-LE CRIMINAL JUSTICE - LAW ENFORCEMENT EMPHASIS 1 0 0 1

AAS-RE BUSINESS - REAL ESTATE EMPHASIS 0 1 3 4 Appendix AAS-RN NURSING 43 45 50 138 AASACC BUSINESS - ACCOUNTING EMPHASIS 10 8 10 28 AASACT BUSINESS - APPLIED ACCOUNTING EMPHASIS 1 1 1 3 AASAUT AUTOMOTIVE MECHANICS 0 1 2 3 AASCOT BUSINESS - COMPUTER & OFFICE TECHNOLOGY EMPHASIS 1 0 0 1 2.5 AASCPM CONSTRUCTION TECHNOLOGY-CONSTRUCTION PROJECT MANAGEMENT 4 2 5 11 AASCRJ CRIMINAL JUSTICE 2 5 4 11 AASDTA DRAFTING - ARCHITECTURAL EMPHASIS 2 0 0 2 AASECE EARLY CHILDHOOD EDUCATION 5 9 6 20 AASGBU GENERAL BUSINESS EMPHASIS 21 27 32 80 AASGIS GEOGRAPHIC INFORMATION SYSTEMS 6 2 5 13 AASGRC GRAPHIC COMMUNICATIONS 7 6 3 16 AASHIT HEALTH INFORMATION TECHNOLOGY 0 0 1 1 AASLEA CRIMINAL JUSTICE - LAW ENFORCEMENT - ACADEMY EMPHASIS 2 2 2 6 AASMGT BUSINESS - MANAGEMENT EMPHASIS 12 10 9 31 AASMTT MACHINE TOOL TECHNOLOGY 2 4 2 8 AASNET COMPUTER NETWORKING TECHNOLOGY 0 1 7 8 AASWLD WELDING TECHNOLOGY 2 3 1 6 AGS ASSOCIATE OF GENERAL STUDIES 102 103 90 295 AS-BPS BIOPHYSICAL SCIENCES 1 0 2 3 AS-MAT MATHEMATICS EMPHASIS 8 8 13 29

I:\Institutional Research\Accreditation\2010\Standard 2\Required Documentation\Degrees Granted 2005-2008 Feb. 18, 2009 cb WNC Degrees and Certificates Granted by Program Fall 2005 through Summer 2008

CODE PROGRAM NAME 2005-2006 2006-2007 2007-2008 TOTAL ASENGR PRE-ENGINEERING EMPHASIS 2 0 1 3 ASENGS ENGINEERING SCIENCE 5 4 6 15 ASGEOS GEOSCIENCES EMPHASIS 1 2 4 7 ASPHYS PHYSICS 0 0 1 1 CP-ASL AMERICAN SIGN LANGUAGE 3 2 3 8 CP-AT BUSINESS - BOOKKEEPING 7 3 1 11 CP-AUT AUTOMOTIVE MECHANICS 0 1 1 2 CP-BUS BUSINESS 17 14 13 44 CP-CIC COMPUTER TECHNOLOGY - NETWORK SUPPORT TECHNICIAN 1 0 4 5 CP-COR CRIMINAL JUSTICE - CORRECTIONS 0 1 0 1 CP-CS CUSTOMER SERVICE 0 0 2 2 CP-DTA ARCHITECTURAL DRAFTING 1 0 1 2

CP-ECE EARLY CHILDHOOD EDUCATION 1 0 1 2 Appendix CP-GFM GOLF FACILITIES MANAGEMENT 1 0 0 1 CP-GIS GEOGRAPHIC INFORMATION SYSTEMS 2 1 0 3 CP-JJ CRIMINAL JUSTICE - JUVENILE JUSTICE 0 1 0 1 CP-LOS BUSINESS - LEGAL OFFICE SPECIALIST 0 1 0 1 CP-MTT MACHINE TOOL TECHNOLOGY 0 1 0 1 2.5 CP-MUC MEDICAL UNIT CLERK 0 0 1 1 CP-NA COMPUTER TECHNOLOGY - SYSTEM ADMINISTRATION TECHNICIAN 1 0 0 1 CP-PN PRACTICAL NURSING 2 2 0 4 CP-RM CERTIFICATE OF ACHIEVEMENT - RETAIL MANAGEMENT 1 0 0 1 CP-ST SURGICAL TECHNOLOGY 15 14 13 42 CP-TCH COMPUTER TECHNOLOGY - MICROCOMPUTER - NETWORK TECHNICIAN 2 0 0 2 CP-WLD WELDING TECHNOLOGY 2 1 1 4

I:\Institutional Research\Accreditation\2010\Standard 2\Required Documentation\Degrees Granted 2005-2008 Feb. 18, 2009 cb Appendix 2.6 WNC Programs Added Fall 2004 through Fall 2009

Term Added Program Code Name 2004 Fall AASNET AAS Computer Networking Technology AAS-OT AAS Office Technology AASWEB AAS Web Technology ASGEOS Associate of Science - Geosciences Emphasis CP-RM Certificate - Retail Management

2005 Fall AA-DS AA Deaf Studies AA-FA AA Fine Arts AASCRJ AAS Criminal Justice AASCVG AAS Convergence Technology AASDTC AAS Drafting - Civil Emphasis AASHIT AAS Health Information Technology AS-CS AS Computer Science CP-ASL Certificate - American Sign Language CP-CA Certificate - Computer Programming CP-DIS Certificate - 911 Dispatch Telecommunications CP-MCD Certificate - Medical Coding CP-MDT Certificate - Medical Transcription CP-MUC Certificate - Medical Unit Clerk

2008 Fall CP-CA Certificate - Computer Applications

I:\Institutional Research\Accreditation\2010\Standard 2\Required Documentation\Programs Added,Deleted, Changed February 24, 2009 cb Appendix 2.6 Western Nevada College Deactivated Programs Fall 2004 through Fall 2009

Term Deactivated Program Code Name 2004 Fall AASDFT AAS Drafting Technology AASIND AAS Industrial Management AAS-WP AAS Business - Word Processing Emphasis CP-DFT Certificate - Drafting Technology CP-EQM Certificate - Equine Management CP-WP Certificate - Business - Word Processing

2005 Fall AASCET AAS Computer Engineering Technology AASCOR AAS Criminal Justice - Corrections Emphasis AASEET AAS Electrical Engineering Technology AASGFM AAS Golf Facilities Management AAS-JJ AAS Criminal Justice - Juvenile Justice Emphasis AAS-LE AAS Criminal Justice - Law Enforcement Emphasis AASOET AAS Electronics Engineering Technology CP-COR Certificate - Criminal Justice - Corrections CP-GFM Certificate - Golf Facilities Management CP-JJ Certificate - Criminal Justice - Juvenile Justice CP-LE Certificate - Criminal Justice - Law Enforcement CP-LOS Certificate - Business - Legal Office Specialist CP-MOS Certificate - Business - Medical Office Specialist

2007 Fall AAS-ET AAS Electronics Technology AS-BPS AS Biophysical Sciences CP-ET Certificate - Electronics Technology

2008 Fall AASACT AAS Business - Applied Accounting Emphasis CP-TCH Certificate - Computer Technology - Microcomputer/Network Technician

2009 Fall AASHIT AAS Health Information Technology AAS-LA AAS Paralegal Studies CP-MCD Certificate - Medical Coding CP-MDT Certificate - Medical Transcription CP-MUC Certificate - Medical Unit Clerk

Effective Term Program Code Old Name New Name 2004 Fall CP-NA Computer Information Technology - Computer Technology - Network Network Administration Administration CP-TCH Computer Information Technology - Computer Technology- Network Technician Microcomputer/Network Technician

2005 Fall AAS-LA Legal Assistant Paralegal Studies

2007 Spring AASNUR Nursing Pre-Nursing AAS-RN Allied Health - Registered Nursing Nursing Preparation

2007 Fall CP-PN Practical Nursing Preparation Practical Nursing

2008 Fall AASCVG Convergence Technology Information Technology AAS-OT Office Technology Computer and Office Technology CP-AT Business - Accounting Technician Business - Bookkeeping 2008 Fall CP-CIC Computer Information Technology - CISCO Computer Technology - Network Support Systems Technician CP-NA Computer Technology - Network Computer Technology - System Administration Administration Technician

I:\Institutional Research\Accreditation\2010\Standard 2\Required Documentation\Programs Added,Deleted, Changed February 24, 2009 cb Appendix 2.7

Assessment Plan

Assessing Educational Programs at Western Nevada Community College

Originally Prepared for the Academic Programs Assessment Committee by Ed Kingham and Robert Morin Updated by Tracy Viselli, Coordinator for Assessment & Planning

WNCC 2005-2010 Assessment Plan Page 1 Appendix 2.7

Table of Contents

Table of Contents...... 2

Philosophy of Assessment of Educational Programs...... 3

Assessment Plan Components ...... 4 Structure for Assessment...... 4 Administrative Support...... 4 Organizational Structure for Assessment ...... 4 Faculty Involvement ...... 5

Assessment Procedures ...... 6 Relationship to the College’s Mission and Goals...... 6 Identification of Educational Programs ...... 6 Table 1- Educational Programs Assessed at Western Nevada Community College...... 7 Assessment Cycle Activities ...... 9 Assessment Reporting and Documentation...... 9

Assessment Plan for 2005 – 2010...... 10 2005-2006: Review, Revision and Planning...... 10 2006-2007: Execution of the Schedule ...... 10 2007-2008: Continued Execution of the Schedule...... 11 2008-2009: Student Success Initiative...... 11 2009-2010: ...... 11

Appendix A...... 13 Assessment Plan Details for 2005-2010 ...... 13

WNCC 2005-2010 Assessment Plan Page 2 Appendix 2.7

Philosophy of Assessment of Educational Programs

The intent of assessment is to provide information that leads to improving educational programs at Western Nevada Community College (WNCC). Therefore, the philosophy that guides assessment at WNCC stresses the following elements:

Assessment is most effective when the people who teach within an educational program have the primary role in determining which elements will be assessed and subsequently using the results to make improvements.

Academic faculty have the primary responsibility for the assessment of educational programs.

Assessment requires establishing clear student learning outcomes, using the most appropriate measurement techniques, and using the results of the assessment.

Assessment is an ongoing process for all programs. However, budgetary concerns constrain the total number of student learning outcomes that can be formally assessed during an academic year. One purpose of the Academic Program Assessment Committee is to ensure that all programs are assessed at regular intervals.

Assessment can be used to benefit student learning in individual courses, sections of programs, or complete programs.

Assessment can occur at different times in a program, at the beginning of a program, at the completion of the program, and even years after the student has left the program.

Assessment results need to be communicated within the college and to those with a vested interest in the college, such as students, graduates, and members of the public.

Formal assessment of programs requires educating the faculty about the purpose of assessment, developing their knowledge about key concepts in assessment, and aiding them in the acquisition of skills necessary to become proficient in the use of assessment.

WNCC 2005-2010 Assessment Plan Page 3 Appendix 2.7

Assessment Plan Components

Structure for Assessment

Assessment at WNCC rests upon a structure that gives teaching faculty the primary voice in determining the curriculum, outcomes, assessment processes, and development of plans to improve educational programs. The Program Assessment & Review Committee (PARC) is the vehicle through which faculty plan and conduct assessment of educational and administrative programs in cooperation with Institutional Research. This structure is supported by the administration of the college.

Administrative Support

The assessment of educational programs at WNCC has the full support of college administrators. The Program Assessment & Review Committee (PARC) receives funding to carry out program review and assessment activities, including training of faculty, through Institutional Research. The President, the Vice President of Academic & Student Affairs, as well as the other college Vice Presidents of WNCC have consistently affirmed that the assessment of programs is a faculty task and they have consistently supported faculty efforts to plan and conduct assessment.

Organizational Structure for Assessment

The organizational chart below depicts the committees and personnel who are involved in the effort to improve educational programs and services provided at the college. As the chart indicates, the college has implemented assessment across all services and programs. The Coordinator for Assessment & Planning in Institutional Research works with PARC, a college committee representative of educational and administrative areas of the college that oversees program review, assessment and budget.

WNCC 2005-2010 Assessment Plan Page 4 Appendix 2.7

Faculty Involvement

This plan for assessing educational programs was proposed by members of the faculty and is approved by PARC which is comprised of a majority of academic faculty members. PARC works with the Coordinator of Assessment and Planning in the Institutional Research office to prepare a budget each year and makes recommendations on all expenditures. Assessments of specific outcomes are conducted by program assessment committees or by PARC. Faculty on the program assessment committees are responsible for conducting assessments and receive requisite technical support from Institutional Research.

WNCC 2005-2010 Assessment Plan Page 5 Appendix 2.7

Assessment Procedures

Relationship to the College’s Mission and Goals

WNCC operates under a mission and goals statement that has received support from all of the representative bodies: faculty, staff, administrators, students, and advisory boards. The college revised the mission and goals in Fall 2001. The mission statement was approved by the Board of Regents.

The committee charged with oversight of the assessment of educational programs has established its own charges and bylaws as well as the charges and for the committees that conduct the assessment of an educational program. These are shown in the Faculty Assessment Notebook (Section 5).

Identification of Educational Programs

The PARC has identified the educational and administrative programs that are assessed on a regular basis using “programs” as defined by the Board of Regents, which means that every program of study in which a student can earn a degree of certificate is assessed. The PARC also conducts assessments in areas that span one or more academic and support programs.

WNCC 2005-2010 Assessment Plan Page 6 Appendix 2.7

Table 1- Educational Programs Assessed at Western Nevada Community College

PROGRAM,LONGNAME 9-1-1 DISPATCH TELECOMMUNICATIONS CERTIFICATE OF ACHIEVEMENT AMERICAN SIGN LANGUAGE CERTIFICATE OF ACHIEVEMENT ARCHITECTURAL DRAFTING CERTIFICATE OF ACHIEVEMENT ASSOCIATE OF ARTS ASSOCIATE OF GENERAL STUDIES AUTOMOTIVE MECHANICS AUTOMOTIVE MECHANICS CERTIFICATE OF ACHIEVEMENT BIOPHYSICAL SCIENCES BUSINESS - ACCOUNTING EMPHASIS BUSINESS - ACCOUNTING TECHNICIAN CERTIFICATE OF ACHIEVEMENT BUSINESS - APPLIED ACCOUNTING EMPHASIS BUSINESS - MANAGEMENT EMPHASIS BUSINESS - REAL ESTATE EMPHASIS BUSINESS CERTIFICATE OF ACHIEVEMENT CHEMISTRY COMPUTER NETWORKING TECHNOLOGY COMPUTER PROGRAMMING CERTIFICATE OF ACHIEVEMENT COMPUTER SCIENCE COMPUTER TECHNOLOGY - CICSO SYSTEMS CERTIFICATE OF ACHIEVEMENT COMPUTER TECHNOLOGY - MICROCOMPUTER - NETWORK TECHNICIAN CERTIFICATE OF ACHIEVEMENT COMPUTER TECHNOLOGY - NETWORK ADMINISTRATION CERTIFICATE OF ACHIEVEMENT CONSTRUCTION PROJECT MANAGEMENT CONSTRUCTION TECHNOLOGY - CRAFT TRAINING: CARPENTRY EMPHASIS CONVERGENCE TECHNOLOGY CRIMINAL JUSTICE CRIMINAL JUSTICE - LAW ENFORCEMENT - ACADEMY CERTIFICATE OF ACHIEVEMENT CRIMINAL JUSTICE - LAW ENFORCEMENT - ACADEMY EMPHASIS CRIMINAL JUSTICE EMPHASIS CUSTOMER SERVICE CERTIFICATE OF ACHIEVEMENT DEAF STUDIES DRAFTING - ARCHITECTURAL EMPHASIS DRAFTING - CIVIL EMPHASIS DRAFTING - MECHANICAL EMPHASIS EARLY CHILDHOOD EDUCATION EARLY CHILDHOOD EDUCATION CERTIFICATE OF ACHIEVEMENT ELECTRONICS TECHNOLOGY ELECTRONICS TECHNOLOGY CERTIFICATE OF ACHIEVEMENT ENGINEERING SCIENCE FINE ARTS GENERAL BUSINESS EMPHASIS GEOGRAPHIC INFORMATION SYSTEMS GEOGRAPHIC INFORMATION SYSTEMS CERTIFICATE OF ACHIEVEMENT GEOSCIENCES EMPHASIS

WNCC 2005-2010 Assessment Plan Page 7 Appendix 2.7

GRAPHIC COMMUNICATIONS GRAPHIC COMMUNICATIONS CERTIFICATE OF ACHIEVEMENT HEALTH INFORMATION TECHNOLOGY MACHINE TOOL TECHNOLOGY MACHINE TOOL TECHNOLOGY CERTIFICATE OF ACHIEVEMENT MATHEMATICS EMPHASIS MECHANICAL DRAFTING CERTIFICATE OF ACHIEVEMENT MEDICAL CODING CERTIFICATE OF ACHIEVEMENT MEDICAL TRANSCRIPTION CERTIFICATE OF ACHIEVEMENT MEDICAL UNIT CLERK CERTIFICATE OF ACHIEVEMENT MUSICAL THEATRE EMPHASIS NURSING OFFICE TECHNOLOGY PARALEGAL STUDIES PHYSICS PARCTICAL NURSING PREPARATION CERTIFICATE OF ACHIEVEMENT RETAIL MANAGEMENT CERTIFICATE OF ACHIEVEMENT SURGICAL TECHNOLOGY CERTIFICATE OF ACHIEVEMENT UNDECIDED - DEGREE SEEKING WEB TECHNOLOGY WELDING TECHNOLOGY WELDING TECHNOLOGY CERTIFICATE OF ACHIEVEMENT

WNCC 2005-2010 Assessment Plan Page 8 Appendix 2.7

Assessment Cycle Activities

The variability of length of time needed for assessment and differing start and stop dates for the various educational programs means that it is not possible to set a specific time for the activities of assessment that will be the same for all programs. The cycle of assessment is based around the five year program review cycle, but PARC carefully allows for flexibility to enhance assessment projects,. Regardless of the start dates for the assessment cycle, all assessment is based on the same cycle of events.

Assessment of an educational program starts with the establishment of the student learning outcomes, selection of research strategy and measurement devices, and the creation of the criteria that will determine whether the program is meeting the standards of success. The program review process requires programs to create a five year assessment plan and to provide annual updates to that plan in the spring (April 1st) of each year.

Assessment Reporting and Documentation

PARC has adopted the five column model developed by Nichols and Associates to guide assessment. The original forms and procedures were developed by the Assessment Office and have been edited by PARC and the Coordinator of Assessment &Planning to allow assessment projects to be consistently documented.

WNCC 2005-2010 Assessment Plan Page 9 Appendix 2.7

Assessment Plan for 2005 – 2010

The first five-year plan for assessment of educational programs covered 2000-2005. Two of the main focus areas of this plan were to educate faculty on assessment and develop a culture of assessment at WNCC. The interim accreditation report written in spring of 2005 commended the college for its successes in these two areas. The Assessment Office, in cooperation with PARC developed this second five-year plan during the summer of 2005, covering 2005-2010. The main goals for this period are to continue the evolution of assessment at WNCC, and to make the necessary adjustments to the processes in order to insure that all student learning outcomes for a program are assessed in a five-year period and that all requirements regarding assessment of educational programs of the Accreditation Handbook for the Northwest Commission of Colleges and Universities are met.

2005-2006: Review, Revision and Planning

Assessment is a continuous process and as such, the system and processes used in assessment require periodic review and revision. The interim accreditation report of spring 2005 pointed out strengths and weaknesses in the assessment program as it existed at that time. The first year of this five-year plan will focus on reviewing the current program and making revisions which will lead to a more efficient system in which all student learning outcomes for a program will be assessed in a fixed period of time.

The goals for this year are: 1. Integrate assessment into the college’s program review process. 2. Review and revise the student learning outcomes for all educational programs. 3. Review and revise the assessment glossary of terms. 4. Develop a schedule which will enable the assessment of all student learning outcomes for a program within a fixed time period. 5. Research nationally normed assessment instruments. 6. Conduct assessment projects. 7. Conduct a professional development activity for faculty in August 2005. 8. Conduct an assessment planning activity for faculty in January 2006. 9. Incorporate professional development resources into the Assessment website. 10. Research possibilities for using graduate and alumni surveys to collect assessment data. 11. Promote syllabi revision to include outcomes.

2006-2007: Execution of the Schedule

The two main areas of focus will be to conduct the first round of assessment projects on student learning outcomes delineated in the schedule developed in 2005-2006 and to administer the nationally normed instrument if one has been identified as the best for our purposes.

WNCC 2005-2010 Assessment Plan Page 10 Appendix 2.7

The goals for this year are: 1. Conduct assessment projects according to the schedule. 2. Conduct a professional development activity in August 2006. 3. Conduct an assessment planning activity in January 2007. 4. Administer nationally normed instrument (if one has been identified.) 5. Provide assessment training for faculty. 6. Disseminate assessment information to constituencies.

2007-2008: Continued Execution of the Schedule

At this point in time, the faculty should be familiar with the system of planning and assessment projects and the second year of the schedule will be executed.

The goals for this year are: 1. Conduct assessment projects according to the schedule. 2. Use data from nationally normed instrument (or administer instrument if this was not accomplished in 2007-2007.) 3. Conduct professional development activity for faculty in August 2007. 4. Conduct assessment planning activity for faculty in January 2008 including choosing the general education outcome for next year's Student Success Initiative. 5. Provide assessment training for faculty. 6. Disseminate assessment information to constituencies.

2008-2009: Student Success Initiative

The third year of the schedule of assessment projects will be completed. The main focus of this year will be the Student Success Initiative which will involve efforts across all programs to improve student learning in the area of one general education student learning outcome.

The goals for this year are: 1. Conduct assessment projects according to the schedule for one general education learning outcome in all programs. 2. Conduct a professional development activity for faculty in August 2008. 3. Conduct an assessment planning activity for faculty in January 2009. 4. Provide assessment training for faculty. 5. Disseminate assessment information to constituencies.

2009-2010:

The goals for this year are:

1. Conduct assessment projects according to the schedule

WNCC 2005-2010 Assessment Plan Page 11 Appendix 2.7

2. Write five-year plan for assessment for 2010-2015. 3. 3. Assess the effectiveness of the integrated program review and assessment process.

WNCC 2005-2010 Assessment Plan Page 12 Appendix 2.7

Appendix A

Assessment Plan Details for 2005-2010 The tables on the following pages list the major goals, activities, responsible personnel for completing the activities, and the anticipated time line. The following groups are identified by their acronyms or titles:

Program Assessment & Review Committee (PARC), the faculty committee which provides the oversight and coordination of all assessment of educational program activities. Institutional Research (IR), the department responsible for conducting institution- wide research and producing reports used throughout the college. Program Review Teams (PRTs), the small committees of academic faculty that are responsible for setting outcomes, selecting criteria for success and methods of assessment, and developing the changes that will be implemented based on assessment results.

WNCC 2005-2010 Assessment Plan Page 13 Review Schedule for Active, Published Programs 2009-2014 Revised 12-30-09

CODE PROGRAM NAME COORDINATOR PGRM. START LAST REVIEW NEXT REVIEW AASGRC GRAPHIC COMMUNICATIONS Conkey, J. 2002-2003 2009-2010 CP-GRC GRAPHIC COMMUNICATIONS Conkey, J. 2003-2004 2009-2010 AASMTT MACHINE TOOL TECHNOLOGY Eastwood, P. 2000-2001 2009-2010 CP-MTT MACHINE TOOL TECHNOLOGY Eastwood, P. 2000-2001 2009-2010 AS-BIS BIOLOGICAL SCIENCES Magrini, R. 2002-2003 2009-2010 AASWLD WELDING TECHNOLOGY Martin, E. & Naylor, R. 2000-2001 2009-2010 CP-WLD WELDING TECHNOLOGY Martin, E. & Naylor, R. 2000-2001 2009-2010 AASNET COMPUTER NETWORKING TECHNOLOGY Riske, D. 2004-2005 2009-2010 CP-CIC COMPUTER TECHNOLOGY - NETWORK SUPPORT TECHNICIAN Riske, D. 2002-2003 2009-2010 # of Reviews 2009-2010: 9 AS-CS ASSOCIATE OF SCIENCE - COMPUTER SCIENCE ***vacant*** 2005-2006 2010-2011 ASPHYS PHYSICS ***vacant*** 2003-2004 2010-2011 ASENGS ENGINEERING SCIENCE ***vacant*** 2004-2005 2010-2011 AASCVG ASSOCIATE OF APPLIED SCIENCE - INFORMATION TECHNOLOGY Howarth, E. 2005-2006 2010-2011 CP-NA COMPUTER TECHNOLOGY - SYSTEM ADMINISTRATION TECHNICIAN Howarth, E. 2002-2003 2010-2011 ASGEOS GEOSCIENCES EMPHASIS Kortemeier, W. 2004-2005 2010-2011 AAS-OT COMPUTER AND OFFICE TECHNOLOGY Malkovich, J. 2005-2006 2010-2011 Appendix CP-CA COMPUTER APPLICATIONS Malkovich, J. ? 2010-2011 CP-DTP BUSINESS - DESKTOP PUBLISHING Malkovich, J. 2002-2003 2010-2011 AASCPM CONSTRUCTION TECHNOLOGY-CONSTRUCTION PROJECT MANAGEMENT Stegeman, J. & Oney, B. 2002-2003 2010-2011 AA-FA ASSOCIATE OF ARTS - FINE ARTS Tetley, S. & Martin, G. 2005-2006 2010-2011 # of Reviews 2010-2011: 11

AASAUT AUTOMOTIVE MECHANICS ***vacant*** 2000-2001 2011-2012 2.8 CP-AUT AUTOMOTIVE MECHANICS ***vacant*** 2000-2001 2011-2012 AAS-RE BUSINESS - REAL ESTATE EMPHASIS Cook, D. 2006-2007 2011-2012 AA-DS ASSOCIATE OF ARTS - DEAF STUDIES Frank, C. 2005-2006 2011-2012 CP-ASL AMERICAN SIGN LANGUAGE Frank, C. 2006-2007 2011-2012 AASMGT BUSINESS - MANAGEMENT EMPHASIS Gallio, I. 2006-2007 2011-2012 CP-CP COMPUTER PROGRAMMING Gallio, I. 2005-2006 2011-2012 AASACC BUSINESS - ACCOUNTING EMPHASIS Muller, P. 2006-2007 2011-2012 CP-AT BUSINESS - BOOKKEEPING Muller, P. 2006-2007 2011-2012 AASGIS GEOGRAPHIC INFORMATION SYSTEMS Ryan, C. 2004-2005 2011-2012 # of Reviews 2011-2012: 10 CP-BUS BUSINESS ***vacant*** 2006-2007 2012-2013 CP-CS CUSTOMER SERVICE ***vacant*** 2006-2007 2012-2013 CP-RM CERTIFICATE OF ACHIEVEMENT - RETAIL MANAGEMENT ***vacant*** 2005-2006 2012-2013 AS-MAT MATHEMATICS EMPHASIS Arrigotti, R. 2007-2008 2012-2013 AA-MTH ASSOCIATE OF ARTS - MUSICAL THEATRE EMPHASIS Arrigotti, S. 2007-2008 2012-2013 AAS-RN NURSING Cordia, Judith 2012-2013 * CP-DTA ARCHITECTURAL DRAFTING ***vacant*** 2004-2005 2012-2013 CP-DTM MECHANICAL DRAFTING ***vacant*** 2004-2005 2012-2013

*AAS-RN and CP-STE programs provide summary reports only to PARC and Board of Regents I:\Institutional Research\Program Review & Assessment\Program Review Schedules\Academic Program Review Schedule 2009-2014 revised 3/1/2010 cb Review Schedule for Active, Published Programs 2009-2014 Revised 12-30-09

CODE PROGRAM NAME COORDINATOR PGRM. START LAST REVIEW NEXT REVIEW CP-GIS GEOGRAPHIC INFORMATION SYSTEMS Ryan, C. 2004-2005 2012-2013 ASCHEM ASSOCIATE OF SCIENCE - CHEMISTRY Sady, M. 2007-2008 2012-2013 BT-CM BACHELOR OF TECHNOLOGY - CONSTRUCTION MANAGEMENT Stegeman, J. 2007-2008 2012-2013 AASGBU GENERAL BUSINESS EMPHASIS Stewart, R. 2006-2007 2012-2013 # of Reviews 2012-2013: 12 AASLEA CRIMINAL JUSTICE - LAW ENFORCEMENT - ACADEMY EMPHASIS Durbin, K. 2008-2009 2013-2014 CP-DIS CERTIFICATE OF ACHIEVEMENT - 9-1-1 DISPATCH TELECOMMUNICATIONS Durbin, K. 2005-2006 2013-2014 CP-LEA CRIMINAL JUSTICE - LAW ENFORCEMENT - ACADEMY Durbin, K. 2008-2009 2013-2014 AA-CRJ ASSOCIATE OF ARTS - CRIMINAL JUSTICE EMPHASIS Finn, R. 2008-2009 2013-2014 AASCRJ CRIMINAL JUSTICE Finn, R. 2008-2009 2013-2014 AASDTA DRAFTING - ARCHITECTURAL EMPHASIS ***vacant*** 2013-2014 AASDTC ASSOCIATE OF APPLIED SCIENCE - DRAFTING - CIVIL EMPHASIS ***vacant*** 2013-2014 AASDTM DRAFTING - MECHANICAL EMPHASIS ***vacant*** 2013-2014 AASECE EARLY CHILDHOOD EDUCATION Magnante, L. 2008-2009 2013-2014 CP-ECE EARLY CHILDHOOD EDUCATION Magnante, L. 2008-2009 2013-2014 AA ASSOCIATE OF ARTS (NO EMPHASIS) TBD 2013-2014 AGS ASSOCIATE OF GENERAL STUDIES TBD 2013-2014 Appendix # of Reviews 2013-2014: 12 2.8

Western Nevada College Policies

Policy 12-2-1: Community Education Program

WNC Policy 12-2-1 Procedure: Community Education Program Policy No.: 12-2-1 Department: Development & External Affairs Contact: Vice President of Development and External Affairs

Policy: In accordance with the funding structure for community colleges as determined by the Legislature and the NSHE Board of Regents, the community education program must be self-supporting, separate, and will not compete with state funded instruction.

Background Program Purposes Procedures

Section 1: Background A. The community education program is a component of the WNC mission as it is with most community colleges. It has been the experience here and at other colleges that a viable community education program actually has the effect of enhancing and encouraging enrollment in regular courses. B. Since the WNC Community Education Program has rapidly expanded from limited offerings in 1985 to a major component of the college operation, these policies and procedures document the relationship between community education and state funded courses and programs. C. The goal of life-long learning is essential to the development of our community and therefore a goal of the comprehensive community college.

Section 2: Program Purposes A. Within the context of WNC as a comprehensive community college, the community education program provides: 1. Courses and workshops that respond to community cultural and recreational needs. 2. Courses and workshops that develop and improve personal and job skills and respond to life-long learning. 3. Activities that enhance the quality of life. B. This purpose can be served by a variety of program formats and is characterized by a quick response system to the needs of the community. They are as follows: 1. Noncredit courses/community education credit courses 2. Noncredit workshops/community education credit workshops 3. Seminars 4. Performances 5. Exhibitions 6. Tours 7. Lectures

Section 3: Procedures Appendix 2.9

A. An annual estimated budget will be established for the community education program. B. Instructors will be selected and compensated in accordance with the current personnel policy established for community education instructors. C. Program services can be provided by contracting with public/private agencies and entities. D. Only courses offered for community education credit require regular college registration. E. Noncredit activities and courses will have a registration process that is separate from the regular college registration. F. Community education course/workshop numbers and titles will not duplicate regular state course titles and numbers. G. All revenues and expenditures are accounted for in accordance with Nevada System of Higher Education and WNC business office procedures. H. All instructional activities that are less than 15 hours will be noncredit and classified as workshops. I. Instructors for credit community education classes will be hired using the same criteria outlined in the Western Nevada College Staff Information Handbook. J. Courses listed in the Master Course File take precedence over community education courses not only in number and title but also in content and description. K. Information regarding proposed community education courses is to be sent to the appropriate dean and department chair(s).

Date Adopted and Dates Revised Date Adopted Dates Revised September 2, 2008; May 11, 2004 NSHE and NRS Codes NSHE Code Title 4, Chapter 17, Sections 5 (c) and 6; Chapter 17, Sections 1, 8, and 9 NRS Code NRS 277.080, NRS 277.280 NSHE Board of Regents' Meeting Minutes 11/82; 11/90; 6/85; 6/91; 9/94; 9/99; 10/02; 12/02 WNC Business Office Procedures WNC Staff Information Handbook

Please direct comments about this page to the Assistant to the President URL: http://www.wnc.edu/policymanual/12-2-1.php Date Printed: March 1, 2010 VPASA ORGANIZATION CHART 2009 – 2010 INSTRUCTION

Carol Lucey President

Connie Capurro Vacant, Assistant of the Vice President (State Funds) Vice President Jacqueline Gentine, Admissions and Records Assistant IV – Academic Scheduler (State Funds) Academic & Student Affairs Vacant, Administrative Assistant I (.75 FTE State Funds)

Carol Lange Vacant Administrative Assistant I

Dean of Instruction Yvonne David, Duplicating machine Operator II Appendix

NURSING SOCIAL SCIENCE, EDUCATION, COMMUNICATION SCIENCE, MATHEMATICS, TECHNOLOGY 2.10 AND HUMANITIES & PUBLIC AND AND ENGINEERING DIVISION ALLIED HEALTH DIVISION SERVICE DIVISION FINE ARTS DIVISION DIVISION Brigitte Dillet, Chair Judith Cordia, Director, Robert Morin, Chair Maxine Cirac, Chair Edward Martin, Chair Division Chair Monica Fairbanks, Sheri Haggerty, Administrative Chelsie Hamtak, Administrative Assistant III Laura-Lee Redwine Maureen Lockey, Assistant III Administrative Assistant III Administrative Assistant III Administrative Assistant III Andrea Ripley, Full-time faculty listed Jeffrey Counsil, Administrative Assistant II Full-time faculty listed Linda Ranieri, Administrative separately Administrative Assistant III separately Assistant III (.80 FTE) Full-time faculty listed Full-time faculty listed separately ALL POSITIONS STATE Full-time faculty listed ALL POSITIONS STATE FUNDED separately FUNDED separately ALL POSITIONS STATE ALL POSITIONS STATE FUNDED ALL POSITIONS STATE FUNDED FUNDED WESTERN NEVADA COLLEGE INSTRUCTIONAL DIVISION CONTACT INFORMATION 2009-2010 CLERICAL SUPPORT- DOUGLAS CAMPUS CLERICAL SUPPORT-FALLON CAMPUS Delia Bottoms Andrea Ripley Bently Hall Virgil Getto Hall 200 775-782-2413 775-423-8330 [email protected] Carson: 775-445-2223 [email protected]

Social Science, Nursing Education Communications Science, & Humanities & & Mathematics & Technology Allied Health Public Service Fine Arts Engineering

Director/

Division Chair Division Chair Division Chair Division Chair Division Chair Appendix

Dr. Judith Cordia Robert Morin Maxine Cirac Brigitte Dillet Edward Martin Cedar 224 Bristlecone 350A Bristlecone 350L Fallon Pinon Hall 4 Reynolds 113A Carson 775-445-3295 Carson 775-445-4401 775-445-4281 775-423-8330 x2254 775-445-4272 [email protected] 2.10 Fallon 775-423-8330 Carson BRIS 350G Fax 775-445-4443 [email protected] [email protected] [email protected] 775-445-4442 Fax 775-445-3141 Fax 775-445-3022 Fax 775-445-3141 [email protected] Lead Faculty Fax 775-445-3141 Linda Jacks

Fallon 775-423-9463 Lead Faculty

Carson 775-445-4409 Richard Arrigotti Administrative [email protected] Administrative Aspen 227 Administrative Assistant Assistant 775-445-4298 Assistant

Administrative [email protected] Sheri Haggerty Chelsie Hamtak Assistants Laura-Lee Redwine Bristlecone 350B Bristlecone 350D Maureen Lockey 775-445-3290 Administrative Reynolds 113B 775-445-4253 Cedar 104 [email protected] Assistant 775-445-3329 [email protected] 775-445-3294 [email protected] Monica Fairbanks [email protected] Fallon VGH 301

775-423-7565 x2270 Linda Ranieri Carson 775-445-2270 Cedar 103 [email protected] 775-445-3296

[email protected]

PRESIDENT Carol Lucey

VICE PRESIDENT – Academic & Student Affairs Connie Capurro

DEAN - Fallon Campus & Rural Development DEAN - Instruction Workforce Development Center – Fallon Campus Carol Lange Bus Scharmann

COORDINATOR - Business & Industry ADMINISTRATIVE ASSISTANT III Appendix Workforce Development Center – Carson Campus Fallon Campus & Rural Development Scott Penzel Workforce Development Center – Fallon/Rural Centers Community Education – Fallon/Rural Centers Virginia Dugan 2.10

ADMINISTRATIVE ASSISTANT III COORDINATOR COORDINATOR Workforce Development Center – Carson Community Education – Carson Community Education – Fallon/Rural Centers Driver’s Education Program Motorcycle Rider Program Cynthia Olivo Judy Larquier Linda Whitehill

RURAL CENTER STAFF Fernley – Lorene Addison - Coordinator Hawthorne – DeVona Scott – Administrative Assistant I Lovelock – Richard Tree – Coordinator & Lou Thomas - Assistant Coodinator CONTINUING EDUCATION Smith – Robbin Moore – Volunteer ORGANIZATIONAL CHART Yerington - Katherine Wakeman-Nelson – Administrative Aide

Standard Three Appendix 3.1

This planner belongs to:

Your planner is provided by the Office of Student Life and the Associated Students of Western Nevada College Appendix 3.1

A Message from President Carol Lucey Welcome to Western Nevada College! At Western Nevada College you will find many outstanding academic programs designed to prepare you for a successful career, transfer to a baccalaureate program, or to offer you lifelong learning opportunities. We are very proud of our college, which includes three beautiful campuses and many teaching centers across our 18,000-square-mile service area. We work continually to update our equipment and facilities to provide the very best in learning tools and technology. I encourage you to make use of this handbook. It contains useful information that will make your time at WNC more pleasant and rewarding. Congratulations on your choice of a quality college experience, and best wishes for a successful and fulfilling academic future. Carol A. Lucey, Ph.D. President

Policies and Expectations Western Nevada College is committed to providing a high quality educational experience for all students who attend the college. Academic integrity and honesty in all educational classrooms and programs are critical in providing this high level of education attainment. Students at Western Nevada College are expected to be honest and forthright in their academic endeavors because academic dishonesty disrupts the learning process and threatens the educational environment for all students. Academic Integrity Students assume full responsibility for the content and integrity of the coursework they submit. The following are guidelines to assist students in ensuring academic integrity: • Students must complete and submit only their own work on examinations, reports, and projects, unless otherwise permitted by the instructor. Students are encouraged to contact their instructor about appropriate citation guidelines. • Students may benefit from working in groups. They may collaborate or cooperate with other students on graded assignments or examinations as directed by the instructor. • Students must follow all written and/or verbal instructions given by instructors or designated college representatives prior to taking examinations, placement assessments, tests, quizzes, and evaluations. • Students are responsible for adhering to course requirements as specified by the instructor in the course syllabus. Academic Dishonesty The College places a high expectation on all students to act honestly in all situations. The College does recognize that some students will choose to 2 Appendix 3.1

commit acts of academic dishonesty, which places an expectation on all faculty and staff to confront these acts of dishonesty. What is “Academic Dishonesty?” Academic dishonesty is any form of cheating and plagiarism which results in students giving or receiving unauthorized assistance in an academic exercise or receiving credit for work which is not their own. Academic dishonesty is a behavioral issue, not an issue of academic performance. As such, it is considered an act of misconduct and is subject to the College disciplinary process as defined in the Nevada System of Higher Education Code. What are Specific Acts of Academic Dishonesty? Cheating Cheating is an act of deception by which a student misrepresents that he or she has mastered information on an academic exercise, which in fact has not been mastered. Examples include: • Copying from another student’s test or assignment. • Allowing another student to copy from a test or assignment. • Collaborating during a test with any other person without instructor permission. • Using the course textbook or other course materials during a test without instructor permission. • Using prepared materials during a test (e.g., notes, formula lists, notes written on the student’s clothing, etc.) without instructor permission. • Stealing, buying, or otherwise obtaining all or part of a test before it is administered. • Selling or giving away all or part of an unadministered test, including answers. • Bribing any person to obtain an unadministered test or any information about the test. • Taking a test for someone else or permitting someone to take a test for the student. Plagiarism Plagiarism is presenting someone else’s words, ideas or data as one’s own. When a student submits work that includes the words, ideas or data of others, the source of that information must be acknowledged through complete, accurate and specific references, and if verbatim statements are included, through quotation marks as well. In academically honest writing or speaking, the student will acknowledge the source whenever: • Another person’s actual words are quoted. • Another person’s idea, opinion or theory is used, even if it is completely paraphrased in the student’s own words. • Facts, statistics, or other illustrative materials are borrowed, unless the information is common knowledge. Some pitfalls that lead to plagiarism: • Procrastination • Failure to follow instructions for the assignment • Inadequate writing skills to accomplish the assignment How you can avoid these problems: • Have someone you trust review your work and/or sources. 3 Appendix 3.1

• Talk with your faculty members, Division Chair, or counselor about your writing skills. • Complete drafts before due dates. • Use the Academic Skills Center. Multiple Submissions Submitting, without prior permission, any work submitted to fulfill another academic requirement. Fabrication Fabrication is the intentional use of invented information or the falsification of research or other findings with the intent to deceive. Examples include: • Submitting as the student’s own work any academic exercise (e.g., written work, lab work, computer work, art work, etc.) prepared totally or in part by another. (The typing of a student paper by another person is permissible, but all corrections and rephrasing must be the student’s own.) • Inventing data or source information for research or other academic exercises. • Citing of information not taken from the source indicated. • Listing sources in a bibliography not actually used in the academic exercise. Grade Tampering Grade tampering involves changing, altering, or being an accessory to the changing and/ or altering of a grade in a grade book, on a test, on an assignment, on a grade change form, or on any other official academic record. Failure to Report a Violation The conscious failure to report any student who has committed a breach of the Code and may result in action against the student involved. This is not meant to be an exhaustive list of all acts of academic dishonesty, but is a guide to help student and faculty understand what constitutes academic dishonesty. Academic Dishonesty Complaint and Hearing Procedures 1. The faculty member observing or investigating the apparent act of academic dishonesty documents the commission of the act, usually by writing down the time, date, place, and a description of the act. 2. The faculty member collects evidence, often by photocopying the plagiarized assignment and creating a paper trail of all that occurs after the alleged act of academic dishonesty. Often the evidence will include various samples of the student’s work showing a radical disparity in style or ability. 3. The faculty member provides the student with an opportunity to explain the incident. 4. The faculty member explains to the student the procedures and penalties for academic dishonesty and gives the student a copy of the Western Nevada College Academic Integrity Statement. 5. The faculty member may resolve the matter informally by determining an appropriate course of action, which may include a verbal or written warning, or a failing grade on an assignment, project, or examination, or no further action. If the accused student contests the faculty member’s decision, a hearing with the Division Chair may be requested. The faculty member’s policy, with regard to dishonesty, should be included in the course syllabus. 6. If the faculty member wishes to initiate further action (e.g., assign a lower grade or a grade of “F” for the course), the student is entitled to a hearing with 4 Appendix 3.1

the Division Chair. The faculty member submits a copy of the Academic Dishonesty Report form and any additional evidence to the Dean of Instruction within 10 days of the alleged act of academic dishonesty, which initiates the hearing process. 7. Within 10 business days of receiving an Academic Dishonesty Report form, the Division Chair notifies all parties in writing of the date, time and location of the hearing. At the hearing, the student meets with the faculty member, Division Chair, and two student representatives appointed by the USA President, to hear the charges and present information related to the case. The student may bring an advisor, who may advise the student but not present the case. If the student fails to attend the hearing, the faculty member and Division Chair may proceed with the process to completion. The Division Chair will consider any evidence submitted and interview persons as warranted. The Division Chair determines if the action recommended by the faculty member is appropriate. 8. Within 10 business days of the hearing, the Division Chair sends written notification of the results to the student and faculty member. 9. Within 10 business days of the notification, the student may submit a written appeal to the Dean of Instruction. 10. The Division Chair sends a final report to the Dean of Instruction. The Dean of Student Services may also issue disciplinary sanctions in accordance with NSHE Code, Title 2, Chapter 6, Section 3. These may include: • Disciplinary admonition and warning. • Disciplinary probation with or without the loss of privileges for a definite period of time. The violation of the terms of the disciplinary probation or the breaking of any college rule during the probation period may be grounds for suspension or expulsion from the college. • Suspension from Western Nevada College for a definite period of time (i.e., suspension of the privilege to attend Western Nevada College). • Expulsion from Western Nevada College (i.e., removal of the privilege to attend). NOTE: A student may not withdraw from a course in order to avoid possible academic and disciplinary sanctions. If a student is suspected of committing an act of academic dishonesty, then the case must be resolved before the student can initiate a withdrawal. Once a student receives an “F” in any course as an academic sanction, the student cannot withdraw from the course. If a student appeals the determination or sanction, the student may not withdraw from the course until after the appeal is resolved. If the appeal process results in the sanction being upheld, then the grade of “F” for that course will be upheld. Final Level of Appeal If the student chooses to appeal the determination of the Dean of Instruction, the student must file a petition for review with the Vice President of Academic and Student Affairs within ten business days of notification of the decision. The Vice President reviews the written records and issues a written decision.

5 Appendix 3.1

Timelines Division chairs, the dean of instruction, and the vice president of academic and student affairs may for good cause, extend the scheduling timelines described above. Suspected Academic Dishonesty Outside of the Classroom The College requires that standards of academic integrity and academic honesty be upheld outside the classroom as well as inside the classroom. Examples of academic dishonesty outside a classroom could include cheating, photocopying papers and tests, plagiarism, and illegal access to web courses and tests, etc. If a student is suspected of committing an act of academic dishonesty outside of the classroom (in a lab, the library, the learning center, etc.) the student will be subject to the following: • The person who believes that academic dishonesty took place will gather all available evidence and forward it to the instructor of record for the class in question. The instructor will then confront the student with the evidence and follow the steps as outlined above. Admission Policy Western Nevada College maintains an open door admissions policy for any adult who is at least 18 years of age or a high school or GED graduate. High school juniors and seniors may register with submission of an approved high school authorization form. Academically gifted students below the junior level are reviewed on a case-by-case basis by the director of admissions for enrollment into credit classes. WNC does not require entrance exams or transcripts from previous educational experiences to enroll. New students must submit an application for admission. There is a one time, non-refundable application fee of $15 due upon completion of registration. Applications can be processed on the WNC web site, mailed, faxed, or hand delivered to Admissions and Records. Campus Safety & Individual Rights: Policies and Procedures Campus safety at Western Nevada College is the responsibility of all faculty, staff, and students. Provision of specific safety measures involves the professional and paraprofessional personnel from Public Safety, Student Services, and the Facilities Services staff, according to their assigned duties. All members of the college community are providers and all are recipients of the college services. Thus, all are the providers and the recipients of a safe educational environment. Enforcement of campus regulations and state laws is the operational responsibility of Public Safety staff. Disciplinary matters are adjudicated by a system under published policies and regulations stated in the approved NSHE Code and the WNC Disciplinary Policies and Procedures. Criminal offenses are referred to the courts and to the college’s disciplinary system where the most severe penalty is expulsion from the college. It is everyone’s concern and duty to cooperate fully in the enforcement and to assist in the investigation of violation of campus regulations and state laws.

6 Appendix 3.1

DISCIPLINARY POLICIES AND PROCEDURES The NSHE Board of Regents’ Code and the WNC Disciplinary Policies and Procedures prescribe standards for the conduct of students on the campus. Many of these regulations are similar to federal and state statutes; therefore, a violation of these regulations may concurrently represent a violation of a civil statute. The college and civil jurisdictions are independent of each other based on their separate, distinct needs. Thus, both criminal and college proceedings could result from the same violation. Civil or criminal actions before or after college action shall in no way alter the college proceedings or findings, nor provide any right to immunity from college jurisdiction. College authorities may expedite the disciplinary proceedings, recognizing the advantage of a prompt hearing in the event of alleged infractions, while guaranteeing due process. This policy recognizes that college disciplinary jurisdiction may not extend to off-cam-pus activities unless the college sponsors such activities (e.g., athletic programs, theater performance). Alleged infractions taking place off the college campus may be left to civil jurisdiction, and no college action shall be initiated except in cases where individuals are representing the college or where the alleged actions give cause for concern that the presence of certain individuals on campus may endanger the college community. Sexual Misconduct Members of the college community are advised that coercive and unwelcome sexual contacts are unlawful and will not be tolerated. Sexual offenses will be immediately pursued through both criminal and campus disciplinary procedures. The college will not shield or protect its members from the legal consequences of these actions and will cooperate fully in the investigation and prosecution of these cases. College disciplinary sanctions shall be made independently for the same violation. Sexual Harassment Sexual harassment is a violation of Title VII of the Civil Rights Act of 1964 and Title IX of the Education Amendment of 1972. These laws include prohibition of discrimination in employment and educational programs and services on the basis of sex. Consistent with NSHE and WNC policies, the following guidelines apply equally to students and employees. Sexual harassment is defined as unwelcome sexual advances, requests for sexual favors, and other verbal or physical conduct of a sexual nature when: Submission to the conduct is either an explicit or implicit term or condition of employment or academic status; Submission to or rejection of the conduct is used as a basis for academic or employment decisions or evaluations, or permission to participate in an activity; or The conduct has the purpose or effect of substantially interfering with an individual’s academic or work performance, or creating an intimidating, hostile, or offensive environment in which to work or learn. WNC does not tolerate sexual harassment or sexual misconduct in the college community in the workplace, living environment, or any collegial setting involving faculty, staff, administrators, or students. In support of this policy, the college affirms its right to take appropriate action if it or other duly

7 Appendix 3.1

constituted authority should determine that violation of federal and state laws pertaining to sexual harassment or sexual misconduct have occurred. Incidents should be reported to the director of Human Resources/Affirmative Action officer, who will implement established college procedures related to conducting an investigation of the alleged incident(s). Cell Phones Cell phone and pager usage must be conducted outside Western Nevada College’s classrooms, laboratories, testing areas, and Library and Media Services public areas. Class Attendance An instructor can ask students who have an excessive number of absences to stop attending class. In general, if a student misses more hours than the number of credits for a course, this can be considered excessive. For example, if a student enrolled in a three-credit course misses more than three hours, an instructor may refuse to issue a grade. If this occurs, it is highly recommended that the student drop the course rather than end up receiving a failing grade. Diversity and Bias-Related Incidents WNC is committed to diversity as one of the driving forces in the development of the college community. The campus community embraces diversity and strives to create an atmosphere free of bias and prejudice to prepare students for successful and socially useful lives in a diverse society. This commitment means bringing people into the community from different racial, ethnic, cultural and religious backgrounds that may have different needs. It also means recognizing that these differences may sometimes result in misunderstandings and misperceptions. Incidents may occur that are bias- related. If such incidents occur, they will be responded to in a manner consistent with the college's (4-2-1) and NSHE (Title 4, Chapter 8, Sections 1, 3, 4, 5, 6, 7, 9, 12) policies and procedures because of the serious threat posed by bias-related crimes to the well-being of the whole community. More is required of the college community than adherence to policy and procedures. It is important to keep in mind our mission as an institution of higher education. The college’s focus on personal safety on campus must be broadened so that this shared responsibility is a shared value of an enriching campus life. We are all providers and all recipients of college services. Accordingly, providing for campus safety and individual rights ultimately depends on the best efforts of each of us to: 1. Treat each other with respect, fairness, and honesty; 2. Perform our duties with competence and skill; 3. Listen actively and communicate clearly and courteously; 4. Think critically about our assumptions; and 5. Strive to make WNC a community of excellence, mutual respect, and friendship.

8 Appendix 3.1

Drug and Alcohol Policy Western Nevada College’s achieves compliance with provisions of the Drug Free Schools and Communities Act Amendments of 1989 applying to students through a comprehensive alcohol and other drug prevention program that includes policy enforcement, education programs, and referral services. Alleged violations of WNC’s regulations are adjudicated through the campus disciplinary process. Consequences for violations may include, but are not limited to, some form of disciplinary probation, required attendance at education programs, referral for assessment and treatment, relocation to a new living environment, and suspension/expulsion from the college. In addition, students can be arrested for violations of the state law on campus. WNC supports and sponsors programs aimed at the prevention of substance abuse by students. Information about education and treatment services may be obtained from Counseling Services in the Bristlecone Building (Carson City campus) and Student Services on both the Fallon and Douglas campuses.

COLLEGE DISCIPLINARY SANCTIONS Any member of the faculty, administration, or staff or any student may file a complaint under the college’s disciplinary procedures if he or she knows that someone has violated the college’s policies related to substance abuse or alcoholic beverages. If a student allegedly violates either or both of these policies, he/she is referred to the campus disciplinary system as outlined in this handbook. The consequences could include disciplinary probation, referral to a treatment program, civil action, or other appropriate discipline. If violations are severe, the student is referred to a disciplinary hearing committee. The sanctions can include disciplinary probation, suspension or expulsion from the institution, and/or civil action. Sanctions that include suspension or expulsion are entered into permanent academic records including transcripts.

Family Educational Rights and Privacy Act (FERPA) The Family Educational Rights and Privacy Act (FERPA) is a federal act pertaining to student records, privacy, inspection, and appeal rights. Full details regarding this act can be found in the WNC catalog. All enrolled students have these rights regardless of age. At WNC, the following data is designated as directory information: student name, city, state, residency status, full-time/part-time status, dates of attendance, graduation date, major/degree, academic honors, photographs at college sanctioned events, and whether currently enrolled. Information that is not designated as directory information will not be released to a third party, including a parent or spouse, without the written permission of the student. Students have the right to request non-disclosure of directory information in writing. It is important to carefully consider the potential consequences of restricting the release of directory information. If a student’s information is restricted, WNC will be unable to place student’s name in publications such as for honors and graduation programs, to confirm graduation and dates of attendance to potential employers, or to verify enrollment with organizations such as insurance companies.

9 Appendix 3.1

Enrollment Verifications Verification of enrollment for an insurance company, employer, etc. may be obtained by accessing Web-REG. A link to the National Clearinghouse will provide a certificate of enrollment. Transfer Students Students who have completed courses at another college and wish to have those credits apply towards a degree must submit an official transcript from that college to WNC Admissions and Records with a completed petition for transfer credit evaluation form. Transcript Copies Unofficial copies of transcripts are obtained through Web-REG. Submit a request in writing for an official copy through Admissions and Records. WNC provides ten free official transcripts; additional copies are $2. Requests may be faxed, mailed, or hand-delivered to Carson City Admissions and Records for processing. Allow three (3) business days for processing. Valid photo ID with signature required to pick-up records in person. Grievance Policy A student has the right to initiate a formal grievance in the case of a possible alleged infraction. Section 1. Initiation of Grievance A. Formal grievance procedures are initiated only after informal attempts have been found not satisfactory in reaching a just solution. B. A grievance must be filed in writing to the appropriate dean within 30 instructional days of the alleged infraction. Section 2. Committee Membership A. Members of a grievance committee will be selected by the appropriate dean. B. This committee will consist of the appropriate dean, two faculty members, one student, one representative from the United Students Association, and may include a classified employee. Section 3. Presentation of Case A. The student and involved parties will be given the opportunity to present their case in a formal hearing to the selected grievance committee. Section 4. Recommended Course of Action A. The committee will then recommend a course of action to the vice president for Academic and Student Affairs. Section 5. Final Decision A. The student will receive a written notification from the vice president for Academic and Student Affairs of the final decision.

Principles of Community As members of the WNC community, we choose to be part of an academic community dedicated to those principles that foster personal and professional integrity, civility, and tolerance. We strive toward lives of personal integrity and academic excellence -We will encourage in ourselves, and in one another, those responsible actions which lead to lives of productive work, personal enrichment, and useful citizenship in an increasingly interdependent world. We commit to treat one another with civility – Recognizing that there will be difference of opinion, we will explore these differences in a courteous and

10 Appendix 3.1

forthright manner, always acknowledging individual rights to freedom of expressing and association. We support tolerance - We encourage those of all cultures, orientations, and backgrounds to understand and respect one another in a safe and supportive educational environment. Residency A number of factors are used to determine residency. Students who are classified as non-residents must pay non-resident fees. Students who reside or graduate from high school in a neighboring county might be eligible for a reduced nonresident tuition rate by submitting a “Good Neighbor” application. Further information on residency and the Good Neighbor policy can be found in the WNC catalog or online at http://www.wnc.edu/studentservices/admissions/residency.php

Student Conduct Policies and Procedures Rationale Human beings grow and mature in communities. Living in a community requires depending upon the knowledge, integrity, and decency of others. In turn, the best communities’ help individuals form habits and values that enable them to achieve the highest personal satisfaction, including the satisfaction associated with helping to make a better world. Western Nevada College, a community comprised of students, faculty, staff and administrators, recognizes the need to establish policies and procedures to guide student actions and defines the penalties that are imposed when these rules and regulations are violated. The rules enforced by the college are designed to protect individual liberties, and other values stated in the college’s Mission and Goals, especially the commitment to "personal growth and development, achieving their educational goals, advancing in their careers, and coping with the technical and social changes in our global society." It is the policy of Western Nevada College to ensure that the rights of an individual guaranteed by state laws and the U.S. Constitution are protected for all members of the community regardless of their gender, race, color, ethnicity, sexual preference, or religion. When such rights are infringed upon by violence, threats, or other harassment, the college will use every necessary resource to rapidly and decisively identify perpetrators for criminal and/or administrative prosecution in accordance with the WNC polices and the Board of Regents’ policies. I. Authority for Student Discipline Ultimate authority for student discipline is vested in the NSHE Board of Regents that charges the president of WNC with responsibility of establishing and enforcing rules and regulations outlined in the NSHE policies. At WNC, disciplinary authority is delegated to the dean of Student Services as set forth in these policies and procedures, and in other appropriate policies, rules, or regulations adopted by the board. The president appoints the dean of Student Services to serve as an administrative officer, and delegates other duties by the president as set forth herein. The college reserves the right to take necessary and appropriate action to protect the safety and well being of the campus community. Such action may include pursuing disciplinary action for any act prohibited by local, state or federal law that occurs on system premises or at a 11 Appendix 3.1

system sponsored on or off such premises. In addition, misconduct, as defined and established in the NSHE Code, title 2, chapter 6 (6.2.2), is as follows: • Commission of any act interfering with academic freedom • Use of, or threat to use, force or violence against any member or guest of the system community, except when lawfully permitted • Interference by force, threat or duress with the lawful freedom of movement of persons or vehicles on the premises of the system • Intentional disruption or unauthorized interruption of the functions of the system, including but not limited to classes, convocations, lectures, meetings, recruiting interviews and social events, on or off premises of the system • Willful damage, destruction, defacement, theft, or misappropriation of equipment or property belonging to, in the possession of or on premises occupied by the system • Knowing possession on any premises of the system of any firearms, explosives, dangerous chemicals or other dangerous weapons as defined by the laws of the state of Nevada, without the written authorization of the president of any system institution or the president’s authorized agent, unless such possession reasonably relates to duly recognized system functions by appropriate members of the faculty, other employees or students • Continued occupation of buildings, structures, grounds or premises belonging to, or occupied by, the system after having been ordered to leave by the president of a System institution or the resident’s designee • Forgery, alteration, falsification or destruction of system documents or furnishing false information in documents submitted to the system • Making an accusation, which is intentionally false or is made with reckless disregard for the truth against any member of the system community by filing a complaint or charges under this code or under any applicable established grievance procedures in the system • Repeated use of obscene or abusive language in a classroom or public meeting of the system where such usage is beyond the bounds of generally accepted good taste and which, if occurring in a class, is not significantly related to the teaching of the subject matter • Willful incitement of persons to commit any of the acts herein prohibited • Disorderly, lewd, or indecent conduct occurring on system premises or at a system sponsored function on or off such premises • Any act prohibited by local, state, or federal law that occurs on system premises or at a system sponsored function on or off such premises • Use of threats of violence against a faculty member or the faculty member’s family in order to secure preferential treatment for grades, loans, employment or other service or privilege accorded by the system • Any act of unlawful discrimination based on race, creed, color, sex, age, handicap or national origin. (referred to affirmative action officer) • Any act of sexual harassment when submission to a request or demand of a sexual nature is either an explicit or implicit term or condition of employment or of academic grading, or where verbal or physical conduct of sexual nature has the effect of creating an intimidating, offensive or hostile work or classroom environment.(referred to the affirmative action officer) • Acts of academic dishonesty, including but not limited to cheating, plagiarism, falsifying research data or results, or assisting others to do the same 12 Appendix 3.1

• Willfully destroying, damaging, tampering with, altering stealing, misappropriating or using without permission any system program or file of the Nevada System of Higher Education. • Acts of hazing, which are defined as any method of initiation into or affiliation with the university or community college community, a student organization, a sports team, an academic association, or other group engaged in by an individual that intentionally or recklessly endangers another individual • Any conduct which violates applicable stated prohibitions, policies, procedures, rules, regulations, or bylaws of the Board of Regents or a system institution Students will be informed of the Student Conduct Policies and Procedures through a variety of communication vehicles including the college’s web site, student handbook, and/or electronic and written media as appropriate. II. Standards Governing the Conduct of Students The college expects its students to act with integrity. Dishonesty, fraud, and failure to respect the rights of others will not be tolerated in a community that is dedicated to the development of responsible individuals. The Student Conduct Policies and Procedures prescribe standards for the conduct of students on and off the campus. Many of these regulations are similar to federal and state statutes; therefore, a violation of these student conduct policies may concurrently represent a violation of a civil statute. The College and civil/criminal jurisdictions are considered independent, each based on its separate, distinct needs. Thus, both civil/criminal and college proceedings could result from the same violation. Civil or criminal actions before or after college action shall in no way alter the college proceedings or findings, nor provide any right to immunity from college jurisdiction. College authorities shall expedite disciplinary proceedings, recognizing the advantage of a prompt hearing in the event of alleged infractions, while guaranteeing due process. The above policy recognizes that college disciplinary jurisdictions may not extend to off-campus activities unless the college sponsors such activities (e.g., athletic event, concerts, etc.) or the off-campus incident or activity has a direct or indirect adverse affect on the college. Alleged infractions taking place off the college campus are left to the courts or other authorities, although college action shall be initiated in cases where individuals are representing the college or where the alleged actions give cause for concern that the presence of certain individuals on campus may endanger the college community. Behavior causing serious personal endangerment, may subject a student to immediately being placed on administrative leave prior to a disciplinary hearing in accordance with Board of Regent’s Code, title 2, chapter 6 (6.5.1), and as outlined in the Section III of this Code “Extraordinary Action Pending Judicial Process.” III. Extraordinary Action Pending Disciplinary Process/Administrative Leave: Pending a formal hearing, the president may place a student on administrative leave temporarily from the college if there is a determination that the administrative leave is required to: 1. Protect life, limb or property; 2. Ensure the maintenance of order; or 3. Remove a person from the Nevada System of Higher Education community when an act of sexual harassment has been alleged against such person and the accuser or the accused person cannot be assigned other duties or classes or 13 Appendix 3.1

placed else in the system institution apart from each other pending the completion of an investigation and/or disciplinary hearing into the allegation. The dean of Student Services, if acting as an administrative officer, will inform the student in writing, by personal delivery or, if this is not possible, by registered mail to the student’s identified place of residence. The notice of administrative leave will include charges specifying the violation(s). The matter will be referred in writing to a general hearing officer. The student charged will be provided a copy of the written referral. A student placed on administrative leave shall be given the opportunity to appear personally before the dean of Student Services, or a designee, in order to discuss the following issues only: a) The reliability of the information concerning the student’s conduct, including the matter of his or her identity; b) Whether the conduct and surrounding circumstances reasonably indicate that the continued presence of the student on college premises poses a substantial and immediate threat to himself or herself or to others or the stability and continuance of normal college functions. There is no appeal to the president’s decision of an interim suspension pending a hearing. Unless the person placed on leave agrees to delay the hearing to a later time, the hearing committee will convene within ten (10) days considering the circumstances of each case including but not limited to: (1) Time of academic year; (2) Availability of witnesses (especially any injured party); (3) Whether criminal charges are pending. IV. Due Process Procedural Protections As provided for by the NSHE Code, students accused of disciplinary violations are entitled to the following procedural protections, which are general described as the following: • To be informed of the charge and alleged misconduct upon which the charge is based; • To request that the dean of Student Services, as administrative officer, to resolve the case in an informal disciplinary conference; • To be allowed reasonable time to prepare a defense. • To be informed of the evidence upon which a charge is based and accorded an opportunity to offer a relevant response; • To call and confront relevant witnesses; • To be assured of confidentiality, in accordance with the terms of the federal Family Educational Rights and Privacy Act. • To request that any person conducting a disciplinary conference or serving as a hearing board member or hearing officer be disqualified on the ground of personal bias. • To be considered innocent of the charges until proven responsible by a preponderance of the evidence. • To be advised by a person of their choice. V. Interpretation of Regulations The purpose of publishing disciplinary regulations is to give students general notice of prohibited behavior. These policies and procedures are a summary of the grounds, process and forms of discipline that are governed by the NSHE Code, title 2, chapter 6. Reference is made to this document for specific and

14 Appendix 3.1

detailed information on the NSHE and Western Nevada College disciplinary process. VI. Disciplinary Action while Criminal Charges Are Pending Students may be accountable both to civil/criminal authorities and to the college for acts that constitutes violation of law and of these policies. Disciplinary action at the college will normally proceed during the pendency of criminal or other proceedings, and will not be subject to challenge on the ground that criminal or other charges involving the same incident are dismissed or reduced. VII. Standards of Classroom Behavior The primary responsibility for managing the classroom environment rests with the academic faculty. Students who engage in any prohibited or unlawful acts that result in disruption of a class may be directed by the faculty member to leave the class for the remainder of the class period. Longer suspensions from a class, or dismissal on disciplinary grounds, must be preceded by disciplinary proceedings in accordance with the WNC policies and the Board of Regents’ Code. VIII. Prohibited Conduct Unacceptable misconduct includes, but is not limited to any of the activities or behaviors outlined in Section I of this document and the NSHE Code, title 2, chapter 6 (6.2.2). IX. Sanctions Consistent with the NSHE Code, title 2, chapter 6 (6.3), possible sanctions associated with violations of these WNC policies may include: a. Warning: notice, orally or in writing, that continuation or repetition of prohibited conduct may be cause for additional disciplinary action. b. Reprimand: a written warning that continuation or repetition of prohibited conduct may be cause for additional disciplinary action. Notice of this action may appear on the student’s academic transcript for up to one year. c. Disciplinary Probation: exclusion from participation in privileged or extra- curricular institutional activities for a specified period of time not to exceed one year. Additional restrictions or conditions may also be imposed. Violations of the terms of disciplinary probation, or any other violation during the period of probation, will normally result in suspension or expulsion from the college. Notice of this action may appear on the student’s academic transcript for up to two years. d. Restitution: repayment to the college or to an affected party for damages resulting from a violation of these Policies. e. Suspension: exclusion from college premises, and other privileges or activities for a defined time period as set forth in the suspension notice. Notice of this action may appear on the student’s academic transcript as disciplinary suspension effective (date) to (date). Parents or legal guardians of minor students shall be notified of this action. A student who is not currently enrolled in the system and who was not registered during the previous semester, or who graduated at the end of the previous semester may request that the notation of the disciplinary suspension be removed from the official transcript when two years have elapsed since the expiration of the student’s suspension. Such a request must be submitted in writing to the president. If the request is not granted, the student at yearly intervals thereafter may submit a request for 15 Appendix 3.1

removal of the notation. No student suspended shall be refunded or credited any fees paid by and/or for the student. f. Expulsion: termination of student status for an indefinite period of time, and exclusion from college premises, privileges and activities. Permission of the president shall be required for readmission. This action will be recorded on the student’s academic transcript as Disciplinary Expulsion Effective (date). The parents or legal guardians of minor students shall be notified of this action. No expelled student shall be refunded or credited any fees paid by and/or for the student. g. Other Sanctions: other sanctions, if agreed to in writing by the student, may be imposed instead of, or in addition to, those specified in sections (a) through (f) of this part. Service activities, fines or research projects may also be assigned. Violations may result in expulsion or suspension from the college unless specific and significant mitigating factors. Factors to be considered in mitigation shall be the present demeanor and past disciplinary record of the offender, as well as the nature of the offense and the severity of any damage, injury, or harm resulting from it. Repeated or aggravated violations of any section of these policies may also result in expulsion or suspension or in the imposition of such lesser penalties as may be appropriate. Attempts to commit acts prohibited by these policies may be punished to the same extent as completed violations. X. Case Referrals Any person may refer a student or a student group or organization suspected of violating these Policies to the dean of Student Services. This referral must be done in writing using a standard form available from the college’s public safety, dean of Student Services, coordinator of Student Activities, or dean of instruction offices. Those referring cases are normally expected to serve as the complainant, and to present relevant evidence in hearings or conferences. The complainant may request the assistance of an advocate.[1] XI. Conference and Hearing Committee Referrals The dean of Student Services or a designee will conduct a preliminary review to determine whether the alleged misconduct might result in expulsion or suspension from the college. Students not subject to suspension or expulsion will be entitled to a disciplinary conference to attempt an informal resolution of the matter, in accordance with Sec. 6.8.2(c) of the Regents’ Code, with the dean of Student Services, or a designee, as set forth in section XIII of this Code of Student Conduct. Students who are subject to suspension or expulsion will be entitled a hearing before the Campus Hearing Committee as set forth in section XI. Students referred for a hearing by the dean of Student Services, or a designee, may elect to have their cases resolved in accordance with section XIII of these policies. Such an election must be in writing, affirming that the student is aware a hearing is being waived. The dean of Student Services, or a designee, may defer proceedings for alleged minor violations of these policies for a period not to exceed 90 days. XII. Disciplinary Conferences As permitted by NSHE Code, title 2, chapter 6 (6.8.2), students accused of non- academic offenses that may result in penalties less than expulsion or suspension may be subject to an informal resolution or recommendation for a disciplinary conference with the dean of Student Services or designee. The following 16 Appendix 3.1

procedural protections are provided to accused students in disciplinary conferences: Written notice of the information specified in subsection 6.8.1 of the NSHE Code at least three business days prior to the scheduled conference. Reasonable access to the case file prior to and during the conference. The case file consists of materials that would be considered “educational records,” pursuant to the Family Educational Rights and Privacy Act of 1974; personal notes of college staff members or complainants are not included. An opportunity to respond to the evidence and to call relevant and necessary witnesses. A right to be accompanied by an advisor as provided in item XV of these Policies. XIII. Campus Hearing Committee There shall be a Campus Hearing Committee appointed in accordance with procedures established by the college and approved by the president, and in accordance with Sec. 6.11.2 of the Regents’ Code. Each hearing committee shall consist of at least five participants and not more than three from both the student or faculty/staff constituencies, and a faculty or staff member appointed as chair. The dean of Student Services shall be responsible for training and providing administrative support to the Campus Hearing Committee. Both the findings and the sanctions determined by the Campus Hearing Committee shall be regarded as recommendations to the college president. Members of the Campus Hearing Committee charged with a violation of these policies or with a criminal offense may be suspended from their positions by the dean of Student Services during the tendency of the charges against them. Appointments of members found responsible of any such violation or offense will be terminated immediately upon determination of a case. Hearing committee procedures include the following procedural guidelines and will be implemented in accordance with the procedural requirements of the Board of Regents’ Code, Title 2, Ch. 6: The college president will appoint a committee chair from the faculty or staff members of the committee. The chair shall conduct the hearing, participate in board deliberations and discussions, but shall vote only in cases of a tie vote by the committee. The dean of Student Services, or a designee, shall provide an accused student notice of the hearing date and the specific charges against him/her at least five business days in advance. Notice shall be by personal delivery or by certified mail to the last address provided by the student to the college. An accused student shall be accorded reasonable access to the case file which will be retained in the office of the dean of Student Services. The committee chair may call relevant witnesses in consultation with the dean of Student Services. Notice of the hearing will be personally delivered or sent by certified mail. College students and employees are expected to comply with such requests issued pursuant to this procedure, unless compliance would result in significant and unavoidable personal hardship, or substantial interference with normal college activities, as determined by the president of the college. Accused students who fail to appear after proper notice will be deemed to have pled “innocent” to the charges pending against them. A hearing will be conducted in their absence. Unless requested otherwise by the individual charged, hearings will be closed to the public except for accused, an advisor for the accused, and if appropriate, the victim and relevant witnesses. The chair shall exercise control over the proceedings to avoid needless consumption of time and to achieve orderly completion of the hearing. Any 17 Appendix 3.1

person, including the accused student, who disrupts a hearing, may be excluded by the chair. Hearings shall be tape recorded or transcribed. These records are maintained for a seven-year time-period. Any party may challenge a hearing board member or the hearing officer on the grounds of personal bias. Board members may be disqualified by the chair, or upon majority vote of the voting members, conducted by secret ballot. The chair may be disqualified by the dean of Student Services and a pro tem chair appointed by the college president for a specific hearing. Witnesses shall be asked to affirm that their testimony is truthful, and may be subject to charges of violating these policies by intentionally providing false information to the college. Witnesses, other than the complainant and the respondent, may be excluded from the hearing during the testimony of other witnesses. All parties, the witnesses, and the public shall be excluded during board deliberations, which shall not be recorded or transcribed. The charges against the respondent must be established by a preponderance of the evidence. Formal rules of evidence shall not be applicable in disciplinary proceedings conducted pursuant to these policies. The chair shall give effect to the rules of confidentiality and privilege, but shall otherwise admit all matters into evidence that reasonable persons would accept as having probative value, materiality and relevancy. Unduly repetitious or irrelevant evidence may be excluded. Complainants and accused students (not their advisors), will be accorded an opportunity to ask relevant questions of those witnesses who testify at the hearing. Board members may ask questions of the parties and all witnesses. They may also take judicial notice of matters that would be within the general experience of college students and faculty members. The past disciplinary record of the accused student, if any, will be supplied to the board during the proceeding. A determination of responsibility and recommendations on the appropriate sanction(s) to be imposed shall be made to the president. Any determination of responsibility and recommendations will be supported by written findings completed by the chair. This document will be provided to the president. XIV. Advisors Complainants and accused students may be assisted by an advisor, who may be an attorney. The role of an advisor will be limited to providing confidential advice to the complainant or accused student. Even if accompanied by an advisor, an accused student must respond to inquiries from the chair and the hearing board. In consideration of the limited role of an advisor, and acknowledging the compelling interest of the college to conclude the matter expeditiously, the work of the hearing board will not, as an expeditiously general practice, be delayed due to the unavailability of an advisor. If an attorney accompanies a student, the name, address, and telephone number of the attorney must provided to the dean of Student Services at least five working days prior to a hearing. XV. Student Groups and Organizations Student groups and organizations may be charged with violations of these policies. A student group or organization and its officers may be held collectively and individually responsible when violations of these policies by those associated with the group or organization have received the consent or encouragement of the group or organization or of the groups or organization’s leaders or officers. The officers, leaders, or any identifiable spokesperson for a 18 Appendix 3.1

student group or organization may be directed by the dean of Student Services to take appropriate action designed to prevent or end violations of these policies by the group or organization. Failure to make reasonable efforts to comply with the dean’s order shall be considered a violation of these policies, both by the officers, leaders or spokesperson for the group or organization and by the group or organization itself. Sanctions for group or organization misconduct may include revocation or denial of registration or recognition, as well as other appropriate sanctions. XVI. Decisions on Appeal Consistent with the NSHE Code, title 2, chapter 6 (6.14.2), an accused student will be provided with a copy of the president’s decision by personal delivery or by certified mail to the last address provided by the student to the college. For a suspension or lesser sanction, the student has ten business days to submit a written request for reconsideration of the decision to the president. In the event of a decision for expulsion, the accused will have ten business days to provide a written appeal to the Board of Regents for action. As outlined in the NSHE Code, title 2, chapter 6 (6.14.1), the basis for such an appeal must establish that: 1. The procedures under which the person was charged are invalid or were not followed; 2. The person charged did not have adequate opportunity to prepare and present a defense to the charges; 3. The evidence presented at the hearing was not substantial enough to justify the decision; or 4. The sanction imposed was not in keeping with the gravity of the violation. XVII. Transcript Encumbrances In pending cases that could result in suspension or expulsion, a temporary encumbrance will normally be placed on a student’s records by the dean of Student Services. XX. Disciplinary Files and Records Case referrals will result in the development of a disciplinary file in the name of the accused student. Disciplinary files will be retained as a disciplinary record for seven years from the date of the letter providing notice of final disciplinary action. XXI. Revocation of Degrees The college reserves the right to revoke an awarded degree for fraud in receipt of the degree. The process outlined in the NSHE Code, title 2, chapter 6 (6.2.8) is utilized to determine this as a recommendation to the president. XXII. Definitions • When used in this document, the term(s): aggravated violation means a violation which resulted or foreseeable could have resulted in significant damage to persons or property or which otherwise posed a substantial threat to the stability and continuance of normal college or college-sponsored activities; • group means a number of persons who are associated with each other, but who have not complied with college requirements for registration as an organization; • institution and college mean the college and all of its undergraduate divisions and programs;

19 Appendix 3.1

• organization means a number of persons who have complied with college requirements for registration; • reckless means conduct which one should reasonably be expected to know would create a substantial risk of harm to persons or property or which would otherwise be likely to result in interference with normal college or college- sponsored activities; • student means any person who is taking or auditing classes at the college, or is matriculated in any college program; • College premises means buildings or grounds owned, leased, operated, controlled or supervised by the college; • weapon is defined in accordance with state law, and includes any object or substance designed to inflict a wound or cause injury; • College-sponsored activity means any activity on or off college premises that is directly initiated or supervised by the college; • will or shall are used in the imperative sense. [1] An individual, usually an employee of WNC, who could assist the victim during the hearing and advocate for the individual in relation to issues related to the case. Student Right-to-Know & Campus Security Act On July 1, 1992, the Student Right-to-Know and Campus Security Act went into effect requiring institutions receiving federal student aid funds to make available to prospective students information regarding graduation, retention, and attrition rates beginning in July 1993. Successful outcomes of students’ academic performance are measured by graduates, transfers, persisters, and those receiving a certificate. The most recent graduation rate for those students who entered WNC for the first time on a full-time, degree-seeking basis and other relevant data is available at the following Web address: http://www.WNC.edu/institutional/docs/RInstitutionalPortfolioEbook. pdf. Printed copies of the information are available at the following offices: Institutional Research and Dean of Student Services offices (Carson City campus) and Student Services offices (Fallon and Douglas campuses).

CAMPUS SAFETY REPORT The Student Right-to-Know and Campus Security Act (Public Law 101-542) was signed into law in November 1990 and amended several times in subsequent years. Title II of this act was known as the Crime Awareness and Campus Security Act of 1990. The 1998 amendments renamed this subsection of the Higher Education Act, the Jeanne Clery Disclosure of Campus Security Police and Campus Crime Statistics Act. This act requires institutions to disclose information about campus safety policies and procedures and to provide statistics concerning whether certain crimes took place on campus. The 2004 Campus Awareness and Safety Report include Western Nevada College’s summaries of the college’s personal safety and security procedures in addition to the three-year summary for the Campus Crime Report. The information is available in its entirety for review and/or duplication on the college’s web site (www.WNC.edu/ps/clery.php), on reserve in both the Carson City and Fallon campus libraries, and from the following campus offices – Public Safety, 20 Appendix 3.1

Admissions and Records, Fallon and Douglas campus Student Services office, and the Dean of Student Services (Carson City campus). The report is available as required by the federal “Crime Awareness and Campus Security Act,” (hereafter referred to as the Campus Safety Act). The purpose of this report is to provide faculty, staff, and students with campus safety information including crime statistics and procedures to follow to report a crime. Academics Academic Skills Centers http://www.wnc.edu/studentservices/asc/ To help students succeed with their coursework, the WNC Academic Skills Centers provide group and individual tutoring assistance in many subject areas. This service is free to WNC students, and the ASC staff at both primary campuses is committed to helping students become self-confident and independent learners. Students should stop by the centers at either the Carson City (Bristlecone Room 330) or the Fallon (Virgil Getto Hall Room 307) campuses for tutoring hours. Minimal tutoring in a few disciplines, such as math and English, is also available at the WNC Douglas campus. Hours: ASC tutorial times are posted during the first two weeks of every semester. Academic Skills Center Locations: Carson City Campus 775-445-4260 Bristlecone, Room 330 Fallon Campus775-782-2278 Virgil Getto Hall, Room 307

Computer Labs 775-445-4466 or 775-455-4270 Carson Campus 775-782-2413 Douglas Campus, 775-423-2267 Fallon Campus 775-575-3348 Fernley, 775-945-2405 Hawthorne Student computer labs are available on the Carson City, Douglas, and Fallon campuses. The computer labs are to be used for class related work and are open to any currently enrolled WNC student who has paid the lab access fee. Locations & Hours Carson City Campus: Cedar 331 is allocated completely for student use. Additional computers, not associated with the computer labs, are available in the Dini Library and Student Center. For hours and information visit the WNC library online. Computer Lab Access Fee Students must have a “Computer Lab Access” (ID) card to use a campus computer lab. The Computer Lab Access (ID) card is valid only during the semester that it was purchased and issued. The card is required for each visit and is valid at all campus locations. The card is non-refundable OR transferable. Purchase a Computer Lab Access (ID) card at the following locations: Carson City campus - Business Office, Fallon campus Getto Hall, front reception desk, and Douglas campus, front reception desk.

Dropping a Class/Refunds Students are responsible for either paying for, or officially dropping each class in which they register, even if they do not attend class. Students, who fail to drop during the full-refund period, are responsible for all tuition and fees. 21 Appendix 3.1

Check the refund policy each semester in the class schedule for further information and specific deadlines. Full-term classes must be dropped prior to the first day of the semester for a 100% refund, and by the end of the first Friday of the semester for a 90% refund. Classes that do not meet the entire semester do not have a 90% refund policy; they must be dropped prior to the first scheduled day of class to receive a refund. Courses that are dropped after the 100% refund period will show up on transcript as a “W” grade (withdrawal). The last day to drop a full-term class is the Friday before final exam week. Even exchange of credits - During the first two weeks of the semester, students may add and drop courses for the same number of credits and request an even exchange of credits by submitting a special enrollment authorization form to Admissions and Records. When an even exchange is granted, fees are transferred from one course to another without a record of enrollment. For example, if a student drops a three (3) credit course and then adds a different three (3) credit course, the fee paid for the first course will transfer to the other. After the end of the second week of the semester, any course dropped, regardless of whether or not another course is added, will receive no refund and a W grade will appear on the transcript. Check the class schedule for exact deadlines. Grades Students can view semester grades through Web-REG; WNC does not mail grades. It is the student’s responsibility to check grades each semester to make sure they are accurate. Incomplete grade - Students who completed at least 75% of the coursework in a class and have earned at least a “C” grade but could not finish due to a verifiable or compelling reason may ask an instructor for an “I” or incomplete grade. The instructor does not have to agree to an “I” grade. If he/she does, the student must complete a request for an incomplete grade form and have the instructor sign and submit the request to Admissions and Records. The instructor and student must develop a plan for the student to complete the course. Work must be completed within the following semester (not including summer semester). If not, the “I” grade will change to a “W” or to whatever grade the instructor submits. Grade appeal - There is a grade appeal process for students who believe a grade they have received is incorrect. Refer to the WNC catalog for information. Appeals must be submitted no later than 30 instructional days following the semester. Academic Probation A degree or certificate seeking student whose grade point average falls below a 2.0 at the end of a semester, will be put on academic probation and a hold will be placed on enrollment. The student must then meet with a WNC counselor to discuss academic progress and the upcoming semester schedule before the hold will be removed and Web-REG can be accessed. Graduation Graduation requirements are published in the WNC catalog and students are responsible to know and understand them. The catalog year used depends upon 22 Appendix 3.1

the year in which a student first enrolls at WNC, declares a degree or certificate program, breaks in enrollment, and the amount of time it takes to finish a degree. It is highly recommended that students meet with a counselor to determine their correct catalog year, and to receive assistance with course selection, academic schedule planning and evaluating progress towards graduation. Students who are within one semester of completing a degree or certificate requirements, should submit an application for graduation and pay a $20 fee. The deadlines are March 1 for spring, June 1 for summer, and November 1 for fall. Commencement ceremonies are held each May for students graduating the preceding summer, fall and spring. Library & Media Services http://library.wnc.edu 775-445-3229 Carson City Campus: general information 775-445-3227 (research help) 775-423-5330 Fallon: general information and research help Library & Media Services offers research materials and services to help students with their research assignments. Students have access to full-text magazine and newspaper articles (as well as electronic books) from any computer on campus via the library website. They can also access online library research materials from home using their college email address and password. (Directions for off-campus database access are available on the library's website.) Besides online materials, the library collection also includes thousands of books, videos, and DVDs (both library locations have public DVD and VHS players available). The WNC librarians are more than willing to help you with your research assignments; just call the numbers above or email [email protected]. Both library facilities provide PC and Mac computer work stations with Microsoft Office and Adobe Creative Suite software along with scanners, printers and photocopiers. Hours: Check the library website http://library.wnc.edu for the most current schedule of hours. Placement Testing 775-445-3267 Carson Campus 775-782-2413 Douglas Campus 775-423-7565 Fallon Campus Every student planning to register for English and math courses at WNC must take placement tests. The testing will assess a student’s current skills in reading, writing and mathematics and help students select the appropriate courses to take at WNC. In some cases, there are also qualifying test scores required for course enrollment. Those with recent ACT/SAT scores (no more than two years old) or with appropriate courses from other colleges may be exempt. Students who are not sure if they need to test should contact a counselor. Testing is available by appointment at the Carson City, Douglas and Fallon campuses. There is a $15 testing fee. Personal photo identification is also required.

23 Appendix 3.1

Registration for a Course All registration is completed through Web-REG on the Internet at http://www.wnc.edu/webreg/. Through Web-REG students can add and drop classes, see their current class schedule, view semester charges and account information, pay tuition by credit card, view semester grades, print an unofficial transcript, update their address, view their current degree major, determine residency status, obtain a 1098 tax form, and view status for financial aid. For additional information regarding registration and courses visit http://www.wnc.edu/studentservices/admissions/. Services for Students Bookstore https://www.efollett.com/ 775-445-3233 Carson City Campus 775-423-7556 Fallon Campus WNC Bookstore offers numerous services to students. Aside from carrying the specific texts required for the class, the bookstore carries supplies, clothing and snacks for everyday needs. Business hours are extended for the first week of each term and online ordering service is also provided for ease in acquiring texts. Carson Campus Call 775-445-3233 for hours The Carson campus bookstore is located in the Aspen Building next to the Sedway Cafe. The Carson campus store is a full-service bookstore serving the Carson City and Douglas students. Fallon Campus Call 775-423-7556 for hours The Fallon Campus bookstore, located behind the college between the Sage and Pinon buildings, offers the student community a convenient location to purchase their class materials. Douglas Campus Douglas students can pick up their books at the Carson campus or order them online. Other Campus Locations Students from other campus locations may order texts from the bookstore web site at https://www.efollett.com/. Textbook Refunds The bookstore provides refunds for returned textbooks during the first week of classes with a receipt and the book in original condition. Students with drop slips within the first 14 days can bring their book with their receipt and get a refund if the book is in original condition. All other refunds will need manager approval. Campus Safety 775-445-3308 Cooperating with WNC Public Safety A safe environment can be achieved only the cooperation of all members of the campus community. Students must assume responsibility for personal safety and the security of personal belongings by taking simple precautions. For 24 Appendix 3.1

example, although the campus is well lit and Public Safety staff is on patrol, students are advised to be aware of their surroundings. When walking to vehicles after dark, students should walk with others from classes that are leaving; not leave possessions unattended; and lock vehicles at all times. Above all, students should report any suspicious looking/acting individuals, or any unusual incidents in and around the campus to Public Safety. The department also welcomes any suggestions that will provide additional safety for the community. Reporting Crime Incidents and Other Emergencies Report criminal actions, suspicious persons or activities, other emergencies on campus by calling Public Safety at 3308 from any campus telephone. Public Safety staff is dispatched to any location on campus upon receipt of a phone call, as will emergency personnel as the need arises. As appropriate, criminal offenses are investigated and referred to law enforcement personnel for possible arrest and prosecution. Further, the campus community is notified of situations that pose a threat to the safety of the WNC community through the following: written bulletins (published on florescent orange paper), e-mail, official college publications, and other media. On-Campus Escort Service 775-230-1952 The Public Safety office provides escort services between buildings and parking lots. A Public Safety officer can meet and accompany students to their vehicles. Public Safety Services Emergency First Aid, Lost and Found, Motorist Assists, Response to Fires/Fire Drill Monitoring, Emergency Notification, safety and Security Inspections Assistance with Class Projects, Crime Prevention And Safety Initiatives. Counseling Services Carson Campus - 775-445-3267 Douglas Campus - 775-782-2413 Fallon Campus - 775-423-7565 WNC counselors are available throughout the school year to help students and community members make important decisions regarding educational goals and career directions. WNC offers a variety of counseling services, including the following: Academic counseling, Major/graduation requirements, Transfer guidelines, Planning academic schedules, Career counseling and exploration, Interest and personality testing, Job search techniques and labor market information. The counselors at WNC are also available for individual consultation to help students with personal problems and concerns. All matters discussed with counselors at WNC are confidential. WNC counselors on available on the Carson City, Fallon, and Douglas campuses.

25 Appendix 3.1

Disability Support Services (DSS) Carson and Douglas Campus-775-445-3275 or 775-445-3266 Fallon Campus - 775-423-7565 DSS provides students with documented disabilities equal access to higher education through academic support services, technology and advocacy to promote their independence, retention and graduation.

WNC E-mail Accounts All registered students at Western Nevada College are eligible for free e-mail accounts during the time that they enroll. Students may access their e-mail account via Webmail from any campus computer lab during open lab hours or from any Internet connected computer off campus. WNC does not provide home dial-up access to the Internet.

E-mail Help NSHE System Computing Services provides student email accounts. Contact the SCS Help Desk with problems or questions relating to email accounts at 775-784-4357 or [email protected]. For more information about the SCS Help Desk, go to www.scs.nevada.edu/support/contact_scs.html.

Financial Aid and Scholarships 775-445-3264 The Financial Assistance Office administers a broad array of financial aid programs including grants, scholarships, loans and part-time employment to assist in meeting students’ demonstrated financial needs. Submit the “Free Application for Federal Student Aid (FAFSA)” online at www.fafsa.ed.gov each year to apply for financial aid. For more information about programs, deadlines, eligibility and applications visit the college web site http://www.wnc.edu/studentservices/financial/index.php

New Student Orientation 775-445-3267 Students new to WNC are encouraged to attend an orientation to find out what current students wish they had known before starting. They will share their stories. This is also an opportunity to meet other new students, as well as faculty and staff, and to learn about degrees and certificate programs. Dates and times are listed in the class schedule. Student Employment 775-445-3262 Student employment programs help students earn funds to pay for part of their college expenses while attending school. Work study funds are awarded as part of a students’ financial aid package, with non-need student employment jobs also available. For more information about the programs, or to view the job board, visit the college web site at http://www.wnc.edu/jobs/student_jobs/.

26 Appendix 3.1

Student ID Cards Carson and Douglas Campuses - 775-445-3218 Student Center Information counter located in the Joe Dini Student Center, Mon-Thursday 8a.m. to 8p.m. Friday 8a.m. to 5p.m.(While classes are in session) Fallon Campus - 775-423-7565 A WNC student ID card allows access to services as well as discounts at local business. Enrolled students are issued a free WNC Student ID card. To obtain an ID card, students must bring class enrollment confirmation and their driver’s license or state ID Card (or other valid picture ID). Student ID cards are valid for the duration of the student’s enrollment at WNC. Veterans Services 775-445-3264 To help eligible veterans access their veterans’ educational benefits, the college maintains an office of Veterans Services in the Carson campus Financial Assistance office. For more information regarding veterans’ educational benefits, VA forms, VA policies and VA resources visit the Financial Assistance office, or the college web site at http://www.wnc.edu/studentservices/financial/funding-veterans.php Beyond the Classroom Athletics 775-445-3271 Western Nevada College is a member of and competes in the National Junior College Athletic Association (NJCAA), Region XVIII of the NJCAA, the Scenic West Athletic Conference (SWAC). The college’s athletic programs focus on academic excellence while promoting the personal and athletic success of each student-athlete. All student-athletes are full-time students pursing various degrees related to their career goals. Western Nevada College is committed to producing quality programs, both on and off the field for women’s softball, and men’s baseball.

Campus Clubs Carson and Douglas ASWN - 775-445-3323 Fallon ASWN - 775-423-7565 ext 2264 The formation of student groups on campus is encouraged, provided the groups serve a positive purpose and function. The Associated Students of Western Nevada College charters all student organizations. Any student may propose to form a student organization by filing a club recognition packet with ASWN. All organizations must maintain a membership of at least five students and sponsor at least one educational or social activity each semester. Students are urged to take an active part in their student government organization. Contact ASWN for information on student organizations. http://www.wnc.edu/studentlife/

27 Appendix 3.1

Fitness Center 775-445-3218 The WNC Fitness Center offers students a place to work out on the Carson campus. The Fitness Center has a variety of cardiovascular and weight lifting equipment. A valid WNC college student ID with a current activity sticker and enrolled in a minimum of three credits each semester is required to enter the Fitness Center. No Exceptions. Cost is $20 per semester. Student Ambassadors 775-445-3241 Become a WNC Student Leader On and Off Campus! Promote WNC and personalize the college to prospective students, their families and the community. Increase visibility, awareness and support of WNC. Participate in WNC functions and welcome prospective students and their families who visit the campus. Educate the public about educational opportunities and involvement at WNC. Promote school-to-career success. Network with students, staff and faculty at WNC. Student Center (Carson campus) 775-445-3218 The student center is located on the first floor of the Dini Building. It offers students a place to study, relax, and have a good time. The student center includes: Fitness center, Game room/pool tables/video games, Television lounge with satellite TV, ASWN Student government offices, Computer café and Internet access, Study areas. For student centers hours visit http://www.wnc.edu/studentlife/ Associated Students of Western Nevada Carson and Douglas ASWN - 775-445-3323 Fallon ASWN - 775-423-7565 ext 2264 The Associated Students of Western Nevada, otherwise known as student government or simply ASWN, is an elected group of students who represent the student body of WNC. The mission and purpose of ASWN is to address student needs and concern through coordination of student activities and recognition of student organizations as well as helping to assess student needs. http://www.wnc.edu/clubs/aswn/

Child Care Center 775-445-4262 Regular hours are Monday through Friday, 7 a.m. to 5:45 p.m. Evening care is available for WNC students Mon. through Thurs. (5-10:15 p.m.) To register, there is a $50 annual registration fee that is pro-rated depending on date of enrollment for full-time children, and a $10 semester registration fee for part-time children. For more information about child care please visit the website at http://www.wnc.edu/cdc/. Campus Directories For a list of services and departments available to students please visit http://www.wnc.edu/studentservices/.

28 VPASA STUDENT SERVICES ORGANIZATIONAL CHART 2009-10

Carol Lucey President (State Funds)

Connie Capurro Vacant, Assistant to the Vice President (State Funds) Vice President of Academic and Jacqueline Gentine, Admissions and Records Assistant IV – Student Affairs Academic Scheduler (State Funds) (State Funds) Vacant, Administrative Assistant I (.75 FTE State Funds)

John Kinkella Lupe Ramirez, Executive Assistant/Assistant to the Athletic Dean of Student Services Director (State Funds) Athletic Director (State Funds) Appendix

ADMISSIONS & RECORDS COUNSELING SERVICES FINANCIAL STUDENT LIFE ATHLETICS 3.2 DOUGLAS ASSISTANCE CAMPUS Dianne Hilliard, Director/Athletic Deborah Case, Director/Athletic Katherine Leao, Student Life D.J. Whittemore, Head Compliance Officer Academic Advisor Lori Tiede, Director/Athletic Coordinator Coach, Baseball (1.0 FTE) Administrative Eric Thornton, Sue Muller, Coordinator of FA advisor Christina Hillis, Admin II Jerahmie Libke, Assistant Assistant I Programmer/Analyst Counseling JW Lazzari, FA Advisory/ ASWN Advisor Coach (Delia Bottoms) Elizabeth Robinson, George McNulty, Coordinator of Student Employment Shelly Bale, Administrative Leah Wentworth, Head Programmer/Analyst 1.0 Retention/Counselor Coordinator Assistant III (.50 FTE TP grant Coach, Softball (.70 FTE) Emergency Position Susan Trist, Coordinator of Laura Whitelaw, FA funds) (.50 FTE State Funds) Eric Melendez THE POSITIONS Julie Lewis DeWitt, Admissions & Disability Support Services Counselor / Loan Coordinator (Assistant Coach) ARE STATE Records, Assistant III Ron Marrujo, Coordinator Of (.67 FTE GIP, .22 FTE State ************************ FUNDED Kelly Kiesow, Admissions & Rural Student Service Funds, .11 FTE Grant Funds) CARL PERKINS/ ALL POSITIONS Records Assistant III Ronnie Gibbs, Counselor Kathryn Clark-Ross, TECH PREP FUNDED THROUGH WNC Jennifer Wray, Counselor FOUNDATION AND GIP Lisa Siembida, Admissions & Administrative Assistant IV, FUNDS Records Assistant IV Fallon (.53) Emergency Position VA Coordinator Diane Nungary, Tech Prep Shannon Eades, Admissions & Jennifer Cavanaugh, Kim Coker, Program Officer Coordinator (Grant Funds) CARL Records Assistant II/Admin. Administrative Assistant II I, Scholarship Coordinator PERKINS/TECH PREP Assistant to the Compliance Officer Vacant, Administrative Assistant II Nicole Davenport, Admin. Kevin Edwards - Student Janet Wooner, Administrative Assistant I Outreach Specialist, (.53 FTE ALL POSITIONS STATE FUNDED Assistant III grant funds, .47 state funds) ALL POSITIONS STATE FUNDED UNLESS ALL POSITIONS STATE FUNDED ALL POSITIONS STATE FUNDED INDICATED UNLESS INDICATED UNLESS INDICATED

STANDARD THREE - STUDENTS TABLE 2 STUDENT AFFAIRS STAFF PROFILE Source: Human Resources

Professional Support Student Other

Female 9 13 Male 7

Degrees: PhD, EdD MD,JD,MSW MA,MS 11 2 BA,BS 3

AA,AAS, Certificate, etc. 1 6 Appendix Years Experience in field: None

Less than 5 3 2 3.3 5 - 10 4 11 - 15 2 4 16 - 20 1 3 More than 20 6 4 Full-time: 9/10 Months 12 Months 15 Part-time: 9/10 Months 12 Months 1 Appendix 3.4

Western Nevada College Policies

Policy 1-1-1: Policy and Procedure Development at WNC

WNC Policy 1-1-1 Procedure: Policy and Procedure Development at WNC Policy No.: 1-1-1 Department: President's Office Contact: President's Office

Composition of College Council Development of College Policies and Procedures Approval of Policies and Procedures Distribution of College Policies and Procedures

Please direct comments about this page to the Assistant to the President URL: http://www.wnc.edu/policymanual/1-1-1.php Date Printed: March 1, 2010 Appendix 3.5.1 Student Access 27

Headcount Enrollment by Age

Definition of Measure: This measure shows unduplicated headcount enrollment of all students by age categories. To be counted, a student was enrolled with at least .5 units on the fall census date. Nineteen and under includes co-enrolled high school students. Data does not include students whose birthday is unknown.

Uses of Measure: This measure shows the level of participation for different age categories.

Analysis: The percentage of students 24 or younger remains the fastest growing age group while the percentage of students 30 to 49 continues to decrease.

Source: Student Information System.

Headcount Enrollment by Age 25%

20%

15%

10%

0% 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008

<=19 13% 15% 14% 15% 17% 19% 19% 20% 23% 23% 22% 20-24 14% 14% 16% 17% 18% 18% 19% 20% 20% 21% 22% 25-29 11% 10% 10% 10% 11% 10% 11% 12% 11% 12% 13% 30-34 10% 9% 10% 9% 8% 9% 9% 8% 8% 8% 8% 35-39 12% 11% 11% 10% 9% 8% 8% 7% 7% 7% 7% 40-44 11% 11% 10% 11% 10% 10% 9% 8% 7% 7% 6% 45-49 9% 9% 10% 9% 9% 8% 9% 8% 7% 7% 6% 50-54 6% 7% 7% 8% 6% 6% 6% 7% 5% 5% 5% 55-59 4% 4% 4% 4% 4% 4% 4% 4% 4% 4% 3% 60-64 3% 3% 3% 3% 3% 3% 2% 3% 3% 3% 3% >=65 6% 6% 6% 5% 5% 5% 4% 4% 4% 4% 5%

Institutional Characteristics / Fall 2008 / Institutional Research Appendix 3.5.2 26 Student Access

Headcount Enrollment by Gender and Ethnicity

Definition of Measure: This measure shows headcount enrollment by gender/ethnicity. Percent does not include unknowns.

Uses of Measure: This measure shows the level of student participation by gender and ethnicity.

Analysis: The FTE percentage generated by males decreased by three percentage points this year. WNC’s minority population increased from 13% to 19%. Hispanic student population continues to increase.

Source: Student Information System.

Male Population as a Percentage of Total FTE 50%

40%

30%

20%

10%

0% 19983 19993 20003 20013 20023 20033 20043 20053 20063 20073 20083

FTE % 40% 41% 41% 43% 42% 43% 42% 43% 43% 43% 40%

Headcount Enrollment by Ethnicity 12%

10%

0% 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008

American Indian 4% 3% 4% 4% 4% 3% 3% 3% 3% 4% 4% Asian Or Pacific Islander 2% 2% 2% 2% 2% 2% 3% 3% 3% 3% 3% Black, Non-Hispanic 1% 1% 2% 2% 2% 2% 1% 2% 2% 2% 1% Hispanic 6% 6% 6% 7% 8% 8% 8% 9% 9% 10% 11%

Institutional Characteristics / Fall 2008 / Institutional Research Appendix 3.5.3 Student Access 31

Percent of Recent Service Area High School Graduates

Definition of Measure: This measure shows the fall term enrollment of recent high school graduates as a percentage of service area high school graduates.

Uses of Measure: Recent high school graduates are an important source of new students at WNC. Changes in the participation rate reflect changes in access for the different service area high schools.

Analysis: Overall, transfer rates from all three counties have increased with Carson’s rate increasing at a faster rate than Churchill and Douglas.

The number of students attending WNC from Fernley, Mineral, Pershing, Smith Valley, Storey, Yerington and Whittell high schools are too small to create a reliable percentage.

Source: NV Department of Education, NSHE, Student Information System.

Percent of District High School Graduates Attending WNC the Fall Term Following Graduation 45% 40% 35% 30% 25% 20% 15% 10% 5% 0% 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007

Carson Churchill Douglas

NV Department of Education, 2007 Data: NSHE Capture Rate Report. Graduate counts include standard and advanced high school diplomas only. 2008 HS graduate data not yet available.

Institutional Characteristics / Fall 2008 / Institutional Research Appendix 3.5.4 WNC Service Area and WNC Enrollment Population by Ethnicity - Spring 2009

Carson City County 100% 80% 60% 40% 20% 0% AL BL AM AS HI WH WNC Enrollment 0% 1% 3% 3% 13% 79% Population 0% 1% 2% 3% 20% 75%

Churchill County 100% 80% 60% 40% 20% 0% AL BL AM AS HI WH WNC Enrollment 0% 1% 4% 4% 7% 84% Population 0% 2% 5% 4% 11% 79%

Douglas County 100% 80% 60% 40% 20% 0% AL BL AM AS HI WH WNC Enrollment 0% 1% 4% 4% 8% 84% Population 0% 0% 2% 2% 8% 88%

Lyon County 100% 80% 60% 40% 20% 0% AL BL AM AS HI WH WNC Enrollment 0% 2% 1% 3% 12% 83% Population 0% 1% 2% 1% 13% 83%

WNC Enrollment percentage does not include those students whose ethnicity is unknown Appendix 3.5.4 WNC Service Area and WNC Enrollment Population by Ethnicity - Spring 2009

Mineral County 100% 80% 60% 40% 20% 0% AL BL AM AS HI WH WNC Enrollment 0% 2% 2% 4% 18% 75% Population 0% 2% 5% 9% 16% 68%

Pershing County 100% 80% 60% 40% 20% 0% AL BL AM AS HI WH WNC Enrollment 0% 3% 6% 2% 30% 58% Population 0% 1% 5% 1% 21% 73%

Storey County 100% 80% 60% 40% 20% 0% AL BL AM AS HI WH WNC Enrollment 0% 0% 21% 0% 7% 71% Population 0% 0% 1% 1% 6% 91%

WNC Enrollment percentage does not include those students whose ethnicity is unknown STANDARD THREE - STUDENTS Table 1 Admissions Report Source: Admissions and Records, Institutional Research Evaluation Year 1 Year Prior 2 Years Prior 3 Years Prior (2008-09) (2007-08) (2006-07) (2005-06) First-Time Freshmen Applications Received Admitted 3290 2924 2866 2814 Denied 0 0 0 0 Enrolled* 1073 1279 1550 1645

Transfer Applications Received Appendix Admitted 1700 1838 1825 1741 Denied 0 0 0 0 Enrolled* 751 823 875 900 3.6

*Enrollment figures include only those students who were admitted and enrolled in the same year. Appendix 3.7 Student Success 35

Retention Fall to Spring

Definition of Measure: Retention rate is calculated as the headcount enrollment of students who return for the second term, divided by the total headcount enrollment during the first term minus the number of graduates from the first term.

Use of Measure: Retention rate is a measure of persistence by students in their continued pursuit of studies (from term to term) towards the completion of an educational goal or training objective.

Analysis: Since 1998-1999, fall to spring retention rate has increased by 13%.

Source: Student Information System.

Retention from Fall to Spring

70%

65%

60%

55%

50%

45%

40%

35%

30% 1998- 1999- 2000- 2001- 2002- 2003- 2004- 2005- 2006- 2007- 2008- 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009

% Retention 49% 51% 51% 51% 55% 55% 55% 54% 58% 60% 62%

Institutional Characteristics / Fall 2008 / Institutional Research Appendix 3.7 36 Student Success

Retention Fall To Spring: First-Time, Six+ Credits, Degree Seeking

Analysis: Although the retention rate continues increasing for all students, the retention rate for Millennium scholars continues to be higher than non- Millennium scholars.

Source: Student Information System.

Retention from Fall to Spring First-Time, Credit Load of at Least Six, Degree Seeking 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% 1998- 1999- 2000- 2001- 2002- 2003- 2004- 2005- 2006- 2007- 2008- 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009

All Students 60% 61% 66% 59% 59% 62% 54% 54% 58% 59% 67% Mill Scholars 88% 74% 87% 88% 76% 84% 83% 79% 87%

Institutional Characteristics / Fall 2008 / Institutional Research Appendix 3.7 Student Success 37

Retention Fall to Fall and Declared Program

Analysis: Fall to fall retention rate has been gradually increasing and remains positive.

Source: Student Information System.

Retention from Fall to Fall 70%

60%

50%

40%

30%

20%

10%

0% 1997- 1998- 1999- 2000- 2001- 2002- 2003- 2004- 2005- 2006- 2007- 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008

% Retention 34% 34% 35% 36% 36% 37% 39% 39% 39% 42% 43%

Analysis: Fall to fall retention rate remains relatively stable for all programs.

Fall to Fall Retention by Declared Program 70%

60%

50%

40%

30%

20%

10%

0% 1997- 1998- 1999- 2000- 2001- 2002- 2003- 2004- 2005- 2006- 2007- 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008

Associate of Arts 44% 44% 45% 49% 50% 48% 44% 47% 47% 53% 52% Associate of Applied Science 47% 47% 46% 49% 44% 46% 45% 46% 45% 49% 50% Associate of General Studies 33% 35% 39% 41% 45% 44% 45% 48% 48% 45% 41% Associate of Science 48% 52% 57% 63% 53% 48% 61% 47% 49% 50% 54% Certificates 46% 37% 36% 37% 38% 39% 37% 40% 41% 44% 42% Not Declared 29% 29% 30% 29% 28% 28% 31% 29% 29% 33% 36%

Institutional Characteristics / Fall 2008 / Institutional Research Appendix 3.7 38 Student Success

Course Retention by Ethnicity

Definition of Measure: The course retention rate is the initial course enrollment that remains enrolled at the end of the course (end of term grade of A, B, C, D, F, P).

Uses of Measure: The retention rate measures how well an instructor or institution is performing in retaining students in the learning process through the completion of the course, regardless of the achievement level of students.

Analysis: Course retention rates have remained stable for all groups. White and Asian remain the ethnic groups with the overall highest retention rates.

Source: Student Information System.

Course Retention - American Indian/Alaskan 100%

80% 60% 40% 20%

0% 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008

Attempted 434 341 395 512 436 332 348 403 366 422 422 Retained 300 245 276 422 318 257 227 281 287 303 294 % Retained 69% 72% 70% 82% 73% 77% 65% 70% 78% 72% 72%

Course Retention - Asian/Pacific Islander 100% 80% 60% 40% 20% 0% 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008

Attempted 217 196 223 178 222 248 317 389 343 416 366 Retained 169 149 160 141 173 190 258 292 282 327 304 % Retained 78% 76% 72% 79% 78% 77% 81% 75% 82% 79% 83%

Institutional Characteristics / Fall 2008 / Institutional Research Appendix 3.7 Student Success 39

Course Retention by Ethnicity (Cont.)

Course Retention - Black, Non-Hispanic 100% 80%

60% 40%

20% 0% 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008

Attempted 119 164 249 180 153 196 173 175 174 210 149 Retained 74 126 172 126 106 132 104 105 115 127 112 % Retained 62% 77% 69% 70% 69% 67% 60% 60% 66% 60% 75%

Course Retention - Hispanic 100% 80% 60% 40%

20% 0% 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008

Attempted 780 684 708 833 872 816 922 1,038 1,041 1,160 1,239 Retained 602 513 541 660 687 632 715 806 786 851 987 % Retained 77% 75% 76% 79% 79% 77% 78% 78% 76% 73% 80%

Course Retention - White, Non-Hispanic 100% 80% 60% 40% 20% 0% 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008

Attempted 8,299 8,697 8,789 8,671 8,671 8,533 8,318 8,705 9,243 9,014 8,723 Retained 6,825 7,003 6,851 6,966 6,769 6,774 6,696 7,043 7,084 6,690 7,043 % Retained 78% 80% 79% 80% 79% 81% 77% 76% 79% 77% 80%

Institutional Characteristics / Fall 2008 / Institutional Research Appendix 3.7 40 Student Success

Course Retention by Gender

Analysis: Course retention rates are relatively stable and are consistently higher for females than males.

Source: Student Information System.

Course Retention - Female 8,000 100%

80% 6,000 60% 4,000 40% 2,000 20%

0 0% 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008

Attempted 6,690 6,471 6,588 6,503 6,569 6,302 6,898 7,152 7,352 7,308 7,717 Retained 5,263 5,158 5,204 5,265 5,242 5,073 5,385 5,456 5,785 5,713 6,170 % Retained 79% 80% 79% 81% 80% 80% 78% 76% 79% 78% 80%

Course Retention - Male 8,000 100% 80% 6,000 60% 4,000 40% 2,000 20%

0 0% 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008

Attempted 4,214 4,347 4,297 4,550 4,569 4,743 4,821 5,451 5,083 5,108 4,818 Retained 3,256 3,430 3,294 3,585 3,558 3,796 3,614 4,093 3,924 3,738 3,793 % Retained 77% 79% 77% 79% 78% 80% 75% 75% 77% 73% 79%

Institutional Characteristics / Fall 2008 / Institutional Research Appendix 3.7 Student Success 41

Course Retention in Distance Education/Web Courses

Analysis: Retention rates for web courses are significantly lower than retention rates for other distance education modes of delivery.

Source: Student Information System.

Course Retention - Video Receive Site 1,800 100%

1,500 80% 1,200 60% 900 40% 600 300 20% 0 0% 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008

Attempted 148 168 120 194 114 175 158 155 208 213 186 Retained 120 139 99 158 96 140 127 121 174 180 155 % Retained 81% 83% 83% 81% 84% 80% 80% 78% 84% 85% 83%

Course Retention - Video Send Site 1,800 100%

1,500 80% 1,200 60% 900 40% 600 300 20% 0 0% 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008

Attempted 316 317 263 339 287 368 484 450 584 398 401 Retained 254 238 225 280 229 323 424 393 496 323 340 % Retained 80% 75% 86% 83% 80% 88% 88% 87% 85% 81% 85%

Course Retention - Web 1,800 100%

1,500 80% 1,200 60% 900 40% 600 300 20% 0 0% 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008

Attempted 66 187 325 418 457 531 874 1,193 1,372 1,272 1,758 Retained 50 142 222 275 287 365 535 759 958 814 1,191 % Retained 76% 76% 68% 66% 63% 69% 61% 64% 70% 64% 68%

Institutional Characteristics / Fall 2008 / Institutional Research Standard Four STANDARD FOUR - FACULTY TABLE 1 INSTITUTIONAL FACULTY PROFILE FULL-TIME FACULTY Number of Terminal Years of Experience Total Years of Teach- Previous Fall Term Number Degrees Salary, 9 months at Institution ing Experience Credit Hour Load Less Full- Part- Prof than Rank or Class time time Dr. M B License Bach Min Med Max Min Med Max Min Med Max Min Med Max Professors 47 3 13 31 3 $55,796 $76,915 $105,490 5 17 33 0 8 30 9 15 25 Instructors 19 227 2 12 4 1 $42,957 $60,433 $78,838 1 4 13 2 12 32 6 15 23

SOURCE: IPEDS Fall 2008 data extract and NSHE Faculty Workload Report Fall 2008 data extract Appendix 4.1 Appendix 4.1 STANDARD FOUR - FACULTY TABLE 2 NUMBER AND SOURCE OF TERMINAL DEGREES OF FACULTY NUMBER OF DEGREES INSTITUTION GRANTING TERMINAL DEGREE DOCTOR MASTER BACHELOR AMERICAN INTERCONTINENTAL UNIVERSITY 1 ARIZONA STATE UNIVERSITY 1 BRIGHAM YOUNG UNIVERSITY 2 CALIFORNIA STATE UNIVERSITY, CHICO 1 CALIFORNIA STATE UNIVERSITY, DOMINGUEZ HILLS 1 CALIFORNIA STATE UNIVERSITY, FRESNO 1 CALIFORNIA STATE UNIVERSITY, FULLERTON 1 CALIFORNIA STATE UNIVERSITY, LONG BEACH 1 1 CALIFORNIA STATE UNIVERSITY, NORTHRIDGE 1 CALIFORNIA STATE UNIVERSITY, SAN FRANCISCO 1 CAPELLA UNIVERSITY 1 EASTERN WASHINGTON STATE UNIVERSITY 1 GOLDEN GATE UNIVERSITY 1 GONZAGA UNIVERSITY 1

IDAHO STATE UNIVERSITY 1 Appendix ILLINOIS INSTITUTE OF TECHNOLOGY 1 MIAMI UNIVERSITY OF OHIO 1 MISSISSIPPI STATE UNIVERSITY 1 NEW MEXICO STATE UNVERSITY 1 1 PACIFIC SCHOOL OF RELIGION 1 4.2 PRESCOTT COLLEGE 1 SOUTHERN ILLINOIS UNIVERSITY 1 TULANE UNIVERSITY 1 UNIVERSITY OF ARIZONA 1 UNIVERSITY OF CALIFORNIA, DAVIS 1 UNIVERSITY OF CALIFORNIA, LOS ANGELES 3 UNIVERSITY OF CALIFORNIA, SANTA CRUZ 1 UNIVERSITY OF CLERMONT/FRANCE 1 UNIVERSITY OF COLORADO AT BOULDER 1 UNIVERSITY OF DETROIT 1 UNIVERSITY OF HAWAII 1 UNIVERSITY OF NEBRASKA AT KEARNEY 1 UNIVERSITY OF NEVADA, LAS VEGAS 2 1 UNIVERSITY OF NEVADA, RENO 3 15 2 UNIVERSITY OF NORTH DAKOTA 1 UNIVERSITY OF OREGON 1 UNIVERSITY OF PHOENIX 1 UTAH STATE UNIVERSITY 1 WASHINGTON STATE UNIVERSITY 1 Appendix 4.3 Appendix 4.3 Appendix 4.3 Appendix 4.3 Appendix 4.4

Western Nevada College Policies

Policy 3-2-3: Academic Faculty Workload

WNC Policy 3-2-3 Procedure: Academic Faculty Workload Policy No.: 3-2-3 Department: Academic & Student Affairs Contact: Vice-President and Academic Faculty Senate Chair

The purpose of an academic workload policy is to provide the following:

z A guide that places students' educational and developmental needs as our highest priority while insuring the best use of institutional resources. z A measure of institutional efficiency to external audiences z Equitable treatment of all Academic Faculty z Impetus for institutional development z A measure of financial accountability z An equitable measure of workload

Responsibilities of Full-Time Instructional Faculty Institutional Responsibilities Full-Time Instructional Faculty Workload Activities That Qualify for Reassigned Time and/or Additional Compensation Full Time Instructional Faculty Overloads Outside Professional or Scholarly Service Stipends Non-Instructional Faculty Workload

Section 1: Responsibilities of Full-Time Instructional Faculty A. As stated in Board of Regents Handbook, Title 4, Chapter 3, Section 3, number 3, instructional faculty members are expected to teach; develop curriculum; conduct other instructional activities, including advising, grading, and preparing for classes; maintain currency in their academic discipline; and perform public and professional service, service to the institution, and similar academic activities. B. An Instructional Faculty Member 1. Reports to appropriate Division Chair or Director. 2. Works cooperatively within the learning community. 3. Provides instruction: a. Teaches students in assigned classes in accordance with official course outlines. b. Responds to the needs of students as learners and consumers by providing high quality educational programs and services. c. Prepares individual course syllabi before instruction begins and distributes them to students and to Division Chairs on or before the first day of class. d. Selects textbooks for classes. e. Maintains scheduled office hours. f. Identifies supplies, equipment, and other learning resources needed to support instruction and makes recommendations to Division Chair or director. g. Maintains accurate class records of student grades and rosters. Appendix 4.4

4. Availability to students: a. Faculty Members are expected to be available to students and take an active role in student advising on all 171 contract days. b. In general, Instructional Faculty will be present on campus following a schedule established with Division Chairs. c. Absences from campus, for activities such as conferences or professional development, must be approved by the Division Chair and the Vice President of Academic and Student Affairs. d. Should an emergency or illness require class cancellation, the Faculty Member will work collaboratively with the Division Chair to arrange for class make-up, faculty substitute, or alternate student assignment. e. Faculty will maintain student advisement hours, which will be posted on office doors during the first week of classes and announced on all class syllabi. f. Full-time Faculty must schedule student advisement hours totaling at least five hours per week. 5. Service to the institution is a normal requirement of all full-time Faculty. Faculty Members are expected to identify service to the college in their annual self-evaluations. Service contributions may include: a. Serving as the advisor of a student organization as approved by the Vice President of Academic and Student Affairs b. Serving as the chair of a college standing committee c. Serving in a productive manner on a college standing committee as attested to by the chair of the committee d. Representing the college in a significant NSHE project or national professional organization as approved by the Vice President or the President. e. Participating in a division or curriculum activity that significantly enhances an academic program, such as a significant and extraordinary assessment or program review activity f. Participating in any other productive work that supports the college and its students as negotiated and approved by the Vice President of Academic and Student Affairs or the President. g. Participating in peer-evaluation processes. h. Serving on senate, college and/or system committees. i. Participating in planning and budgeting processes. j. Attending meetings and actively supporting college functions. k. Participating in program review and academic program assessment. 6. Professional development: a. Engages in professional development activities, maintains currency in assigned teaching fields, and keeps informed on new approaches to instruction. b. Maintains occupational/technical/professional credentials, if applicable, with the support of college resources. 7. Prepares an annual self-evaluation in accordance with WNC bylaws. 8. Promotes college educational programs and services to our communities. 9. Performs other related duties as assigned.

Section 2: Institutional Responsibilities A. Western Nevada College endorses academic freedom as defined by the American Association of University Professors 1940 Statement of Principles on Academic Freedom and Tenure. B. Furthermore, the institution is committed to providing the following, within resources available: 1. The establishment and maintenance of a learning environment in which faculty can practice their profession as college teachers to the maximum advantage of their students and themselves. 2. As much opportunity for study, professional advancement, and attendance at professional conferences as is consistent with the needs of the College's mission. 3. Adequate instructional support, resources, and office facilities. Appendix 4.4

4. The provision of a clearly-stated set of board and institutional policies. 5. Opportunity to participate in both the setting of policy and decision-making, particularly as related to instruction and matters directly concerned with faculty welfare. 6. Open channels of communication which allow the faculty to express their views, make recommendations, air grievances, and see appropriate action individually or collectively through authorized representatives. 7. A salary schedule which compares favorably with those of similar institutions, and is as high as possible while remaining consistent with sound budgeting, and an opportunity to qualify for movement on that salary schedule as determined by the Academic Faculty Senate Professional Advancement Committee. 8. A program of benefits: leave-of-absence program; sick leave policy; surgical medical, and major medical benefits; dental benefits; group life insurance, and retirement. 9. An administration which accepts as its primary responsibility the support of quality instruction and service to students. 10. Opportunity for full time faculty to recommend part-time faculty.

Section 3: Full-Time Instructional Faculty Workload A. Contracts/Schedules 1. The instructional unit, defined below, is the basis for determining faculty workload. 2. The contract period for instructional faculty coincides with the academic calendar, based on a five-day week, excluding holidays. It includes graduation and the period of time before the fall and spring semesters begin as reflected in the calendar recommended by the Academic Faculty Senate and approved by the college President. It also includes the time period needed to file student grades and other necessary reports at the end of each semester. Faculty will establish a schedule for campus presence during the contract period in consultation with their Division Chair. The Division Chair will forward all work schedules to the Dean of Instruction for approval. 3. Faculty will complete all necessary reports by the deadlines established by the Office of Admissions and Records. 4. Prior to each semester, supervisors and Faculty Members will complete a written semester workload agreement to be approved by the Vice President of Academic and Student Affairs and forwarded to the president. 5. A minimum of five student advisement hours must be scheduled over at least three days per week at an instructional site. 6. By the end of the first week of each semester, Faculty Members shall submit a schedule of instruction and student advisement hours to the appropriate Division Chair for review and approval. 7. Division Chairs will immediately forward approved faculty schedules to the Dean of Instruction and Vice President of Academic and Student Affairs. 8. By the end of the first week of classes, Faculty will post the approved schedule outside their offices, and the Dean of Instruction will forward to the appropriate college offices. B. Instructional Loads for Instructional Faculty 1. Full-time Instructional Faculty will teach a minimum of 15 instructional units during the fall academic semester and a minimum of 30 instructional units for the academic year. 2. Nursing Faculty will teach a minimum of 18 contact hours during the fall academic semester and a minimum of 36 contact units for the academic year (540 hours for the academic year). 3. HIT, Welding, Machine Tool, and Automotive Faculty will teach on a 35 hour work week for the fall and spring academic semesters. 4. There shall be a reduced class size of 8 students for clinical hours. 5. Lecture hours are 50 minutes in duration. Practicum, lab, and clinical hours are 60 minutes in duration. 6. The load definition formula is provided in section C below and is the same for all full-time faculty. 7. In addition to the student advisement hours mentioned in the previous section, teaching faculty are expected to spend an average of 15 hours per week in institutional service, such as committee work, and instructional support, such as grading, preparation, or curriculum development. Instructional Faculty will spend 35 hours on their assigned duties per week. The terms of these 35 hours will be developed with Division Chairs and documented in the semester workload agreement. Appendix 4.4

8. Twenty direct instructional hours per week are required for self-paced contact-hour contracts; 15 hours per week are required for office, institutional service, and other student contacts. 9. Faculty may be required to teach both days and evenings as well as in different campus/rural center locations. 10. Class scheduling is driven by the needs of full-time, degree-seeking students. If a division offers a degree, the division undertakes an obligation to assure that students can complete the degree in a timely manner by attending college full time. Division Chairs will consult with Lead Faculty, the Dean of Instruction, the Vice President of Academic and Student Affairs, the Director of Institutional Research, and the Director of Counseling to develop schedules of class offerings that meet student needs. Division Chairs, in collaboration with Faculty Members, will then develop appropriate courses and loads so that Instructional Faculty meet student needs. 11. Faculty may be given specific assignments according to their areas of expertise. 12. The teaching load of a Faculty Member teaching less than the minimum expected load as stated in Section 3.B.1 will be adjusted, using one or more of the following options, in order of priority: a. The assignment of a course previously scheduled to be taught by a part-time instructor. b. Course or courses to be offered in the alternate semester schedule. c. One or more short courses targeted for specific groups during the same semester. d. Duties assigned by appropriate administrators, in consultation with the Division Chair, that relate to the Faculty Member's function at WNC. e. In the event that option d (above) is exercised, prior, signed approval must be obtained from the Vice President of Academic and Student Affairs, and a written agreement of the work to be completed with a timeline and a reporting mechanism for specific outcomes must be provided.

C. Load Definition Formula 1. Instructional contact-hour definitions: a. (LE) Lecture: A lecture requires regular preparation of instructional material and student assignments and includes regular written work assignments graded by the classroom Faculty Member. b. (LA) Laboratory: A laboratory requires regular preparation of laboratory assignments and equipment or materials, continual faculty oversight and interaction with students, and regular written work assignments graded by the laboratory Faculty Member. c. (S) Studio: A studio requires regular preparation of studio assignments and continual oversight and interaction with the students by the Faculty Member. Operation of one campus gallery is equivalent to one studio course. d. (P) Occupational practice: An occupational practicum requires regular preparation of practice assignments and continual faculty oversight and interaction with students. e. (C) Clinical: A clinical experience requires regular preparation and grading of clinical assignments, including written work, and continual oversight and interaction with the students. f. Note: The Division Chair Council and the Dean of Instruction are charged with recommending to the Vice President of Academic and Student Affairs the instructional units for any new class. This determination will be based on information provided in the course description and syllabus at the time of course approval. 2. Load Calculation: The calculation below is based on a 15-week semester. Any deviations from normal semester lengths will be appropriately adjusted to assure that total instructional time per credit hour does not vary. a. Full-time Faculty Instructional Load (in instructional units) = Total number of lecture hours per week + (15/18) x Total number of laboratory hours per week + (15/20) x Total number of practicum hours per week + (15/20) x Total number of clinical hours per week. b. Full-time Instructional Faculty are required to teach a minimum of 15 instructional units (as defined above) per week in each semester of the academic year. The only deviation from this policy will be reassigned time for administrative responsibilities, as defined below, or special, written arrangements negotiated and approved by the Vice President of Academic and Student Affairs, and forwarded to the President before the end of the first week of the semester. c. The Vice President of Academic and Student Affairs may choose to place an Academic Faculty Member on an annual contract of longer than 171 days to accommodate certain administrative responsibilities. An agreement on the terms of these responsibilities, their specific duration, and mechanism for reporting Appendix 4.4

outcomes will be signed by both parties and forwarded to the President for approval before a formal contract is issued.

Section 4: Activities That Qualify for Reassigned Time and/or Additional Compensation A. Reassigned time is only permitted for administrative assignments. Permissible reassigned time will be defined by the following: 1. Division Chairs will be reassigned 15 instructional units per year for divisional administrative responsibilities. In general, this means 6 units reassigned time in the fall semester and 9 units reassigned time in the spring. Any deviation from this policy will require a written approval by the Vice President of Academic and Student Affairs and formal, written notification to the President, prior to the end of the first week of the semester (193- day contract). 2. Lead Instructors will be reassigned 3 instructional units per semester for divisional administrative responsibilities. Any deviation from this policy will require written approval by the Vice President of Academic and Student Affairs and formal, written, notification to the President prior to the end of the first week of the semester. 3. The Faculty Senate Chair will be reassigned 6 instructional units per semester for collegial governance administrative responsibilities (177-day contract).

Section 5: Full Time Instructional Faculty Overloads A. By the end of the first week of classes in each semester or prior to mid-semester for open-entry, open-exit classes, Division Chairs will submit to the Dean of Instruction any recommendations for teaching overloads. Full time instructional faculty will be limited to 6 units of overload per semester, in compliance with the terms defined below. B. Instructional overloads are paid at the part-time rate of instruction. C. In general, faculty loads will be 15 instructional units per semester. Occasionally the vice president of Academic and student affairs may approve an overload in excess of 15 instructional units in a given semester. D. All overloads are based on the number of instructional units above 15 as computed by the above load formula (3.C.2). E. Annual Instructional Faculty contracts are based on loads of 15 instructional units per semester. F. Division Chairs are not permitted overloads. G. All overload payments are paid on an annual basis before the end of the spring semester.

Section 6: Outside Professional or Scholarly Service A. Outside professional or scholarly service by Faculty Members within their subject matter field and for compensation is recognized as a legitimate activity unless specifically prohibited by the employee's contract with the institution. Faculty Members engaged in providing compensated outside professional or scholarly service shall provide advance notification in writing to their immediate supervisor about the nature of the work to be performed, the company/organization for which the work will be performed, and the estimated time involved. The request must be approved in advance by the supervisor and the Vice President of Academic and Student Affairs within 10 working days unless the supervisor believes that a conflict exists with obligations currently incurred or assumed by the college regarding a Faculty Member's consulting activities. Faculty Members engaged in providing outside professional or scholarly service shall comply with NSHE Board of Regents Handbook, Title 4, Chapter 3, Section 8 regarding Compensated Outside Professional Services.

Section 7: Stipends A. Occasionally, the Division Chair may determine that a particular assignment to a full-time Faculty Member makes such an unusual demand of time and rises so far above the level of normal service that additional compensation is warranted. In that event, the Vice President of Academic and Student Affairs may choose to provide a stipend for such service. The formal agreement, describing the nature and duration of the service, is signed by both parties and forwarded to the President prior to the beginning of the proposed activity. Stipends are provided on a semester-by-semester basis. The formal agreement does not imply a commitment by the administration to continue to provide such stipends for any activity. Funding of conference or professional development travel is not to be construed as a stipend. No written agreement is required for distance education, self-paced, Appendix 4.4

independent studies, cooperative work experience, internships, or practicums. B. Stipends will be calculated as follows: 1. Distance Education (IAV/Online) a. $100 stipend per course b. $50 stipend for each student above a 30-student cap 2. Self-Paced, Independent Studies, Cooperative Work Experience, Internships and Practicums a. $70 per student 3. Extraordinarily High Student Enrollment a. Negotiated with the Division Chair Council 4. Team Teaching a. Credits will be divided between instructors after consultation with each Instructor and the Division Chair 5. Additional Duties Deserving Compensation a. Negotiated with the Division Chair Council

Section 8: Non-Instructional Faculty Workload A. Contracts/Schedules 1. The contract period for academic non-teaching faculty coincides with the academic calendar and includes that period of time necessary for the completion of duties specific to that position. 2. Faculty will be notified by July each year of the required period of service. 3. At the beginning of each semester, Faculty Members shall submit a schedule of work hours for approval. B. Loads for Non-Instructional Faculty 1. The normal workweek for full-time Academic Support Faculty, including Librarians and Counselors, is 35 hours. Mutually agreed-upon adjustments in support of students will be allowed. 2. College committee work, college meetings, staff meetings, advising, and registration responsibilities are considered part of the regular workload for Non-Instructional Faculty. 3. Faculty may be required to work both days and evenings as well as in different campus/rural center locations. 4. Faculty may be given specific assignments by their appropriate administrator according to their areas of expertise. 5. In establishing workload, the same mitigating factors listed earlier in this document apply. C. Overload Compensation for Non-Instructional Faculty 1. Overloads will be processed as early as February 1 but no later than June 30 of each year. The Vice President of Academic & Student Affairs must approve exceptions. 2. Payment will be based upon the approved part-time/overload salary schedule

Date Adopted and Dates Revised Date Adopted July 8, 2008 Dates Revised September 2, 2008; May 9, 2008

Please direct comments about this page to the Assistant to the President URL: http://www.wnc.edu/policymanual/3-2-3.php Date Printed: March 1, 2010 Appendix 4.5

SABBATICAL LEAVE MASTER LIST

FY of approval Name Report Subject Received 1999-2000 (Spring) Dixon, Faun 11/13/00 Reading/research in philosophy of science. 2000-2001 (Fall) Black, Sherry 1/25/01 Study of online orientation packages. 2000-2001 (Spring) Hilliard, Dianne 9/25/01 Studied psychological types, temperament theory & Myers- Briggs indicators. 2000-2001 Melrose, Mark 11/20/03 Set-up/design class in digital (Fall/Spring) music production. 2001-2002 (Fall) Barron, Mike 1/14/04 Determined if a profile for small business employers employ population existing in our service area to determine if common needs in education existed. 2001-2002 Carlson, Ursula 10/21/02 To write new poems, researched (Fall/Spring) materials on Latvian history in Latvia & Helsinki. 2001-2002 (Spring) Panik, Ron 9/6/02 Conduct ecological survey of amphibian populations in the Great Basin. 2002-2003 Dwyer, Doris 10/30/03 To pursue a reading program for (Fall/Spring) core humanities. 2002-2003 (Spring) Kingham, Ed 9/4/03 Interviews with faculty (WNC and other college’s nation-wide) involved with technology related programs. Dealt with mathematical needs of students and employees. 2002-2003 Stewart, Richard 12/19/03 Develop agent based simulations (Fall/Spring) using C++ and Swarm. 2003-2004 (Spring) Collier, Robert 5/05/04 Observatory procedures of other colleges and interaction with community. Learn about curricula used relative to college-level astronomy courses. 2003-2004 (Fall) King, Julie 12/8/04 Create English 102 web class and have ready by January 2004. 2003-2004 (Fall) Sady, Mike 12/12/03 Testing of juice sample of wine grapes at harvest time for phenolic compounds. Appendix 4.5

SABBATICAL LEAVE MASTER LIST

FY of approval Name Report Subject Received 2004-2005 (Fall) Dillet, Brigitte 9/26/05 Development of online lab for physical geography and creation of streaming audio lectures for existing online classes. 2004-2005 (Spring) McNeil, Jean 11/7/05 How brain research applies to teaching developmental math students. 2004-2005 Pawluk, Jim 10/9/05 Near Real Time Welding (Fall/Spring) (NRTW) monitor. Self-creating the program. 2005-2006 Andersen, Valerie 10/2/06 Enhancing library support for (Fall/Spring) distance education. 2005-2006 (Fall) Evett, Gary Incomplete Research at WNC(C) and BYU report received to help collect final data for the 10/1/06 manuscript entitled, “Exon (Manuscript not Skipping Procedures Heme- received) binding and Peroxidase Active Cyclooxygenase-1 Variants.” 2005-2006 Kortemeier, Winnie 9/26/06 Designed and created (Fall/Spring) interpretive plaque for the Commons Beach area of Tahoe City; Chaired the volcanology session at the Geological Society’s convention; Attended Lake Tahoe coring workshop doing research at Lake Tahoe; Entered UNR’s College of Science poster contest describing contest; Attended Lake Tahoe political summit; 25-days of fieldwork in Lake Tahoe project. 2006-2007 (1-semester) Kloes, Richard Proposal Develop certificate bookkeeping received program. 9/28/05; final report not received 2006-2007 (Fall) Strange, Jim 12/7/07 Evaluate software to format mathematical expressions in a word processing environment that interfaces with WebCT. Appendix 4.5

SABBATICAL LEAVE MASTER LIST

FY of approval Name Report Subject Received 2006-2007 Swirczek, Marilee 10/18/07 Writing what you know: from (Fall/Spring) memory to art. How not to look like a novice: Common mistakes that make writers look like beginners. Imagery—the telling detail. Building masterful scenes. Whose story is this? Point of view. 2007-2008 Black, Sherry 6/5/09 Substitute teaching training (Fall/Spring) development.

2007-2008 (Fall) Finn, Richard 5/14/08 2007-2008 Pawluk, Cheryl 5/29/09 Conduct research to predict and (Fall/Spring) understand factors contributing to success in general psychology.

2008-2009 (3-credit McCully, Chad N/A course reassignment) 2008-2009 (Fall) Sturm, Danna 5/18/09 Information literacy in a Web 2.0 world. 2008-2009 (Spring) Tetly, Sharon 1/14/10 To work on a research project into a new intaglio printmaking process that would enable her to replicate her large, multiple- plate, intaglio assemblages as limited edition prints; and to begin to seek out a broader range of professional art venues to display them and offer them for sale. 2009-2010 NO SABBATICAL LEAVE APPROVED DUE TO BUDGET 2010-2011 NO SABBATICAL LEAVE APPROVED DUE TO BUDGET

Appendix 4.6

FISCAL YEAR 2009-10 & FISCAL YEAR 2010-11 ACADEMIC SALARY SCHEDULE – COMMUNITY COLLEGES

CATEGORY

ONE TWO THREE FOUR FIVE INSTR PROF* INSTR PROF* INSTR PROF* INSTR PROF* INSTR PROF* A.S. + 60 B.S. + 30 B.S. + 60 STEP < B.S. B.S. M.S. M.S. + 30 PH.D. 30 68,611 70,327 75,473 77,359 85,764 87,908 96,056 98,457 102,917 105,490 29 66,938 68,611 73,632 75,473 83,672 85,764 93,713 96,056 100,407 102,917 28 65,305 66,938 71,836 73,632 81,632 83,672 91,427 93,713 97,958 100,407 27 63,713 65,305 70,084 71,836 79,641 81,632 89,198 91,427 95,569 97,958 26 62,159 63,713 68,374 70,084 77,698 79,641 87,022 89,198 93,238 95,569 25 60,643 62,159 66,707 68,374 75,803 77,698 84,900 87,022 90,964 93,238 24 59,163 60,643 65,080 66,707 73,954 75,803 82,829 84,900 88,745 90,964 23 57,720 59,163 63,492 65,080 72,151 73,954 80,809 82,829 86,581 88,745 22 56,313 57,720 61,944 63,492 70,391 72,151 78,838 80,809 84,469 86,581 21 54,939 56,313 60,433 61,944 68,674 70,391 76,915 78,838 82,409 84,469 20 53,599 54,939 58,959 60,433 66,999 68,674 75,039 76,915 80,399 82,409 19 52,292 53,599 57,521 58,959 65,365 66,999 73,209 75,039 78,438 80,399 18 51,016 52,292 56,118 57,521 63,771 65,365 71,423 73,209 76,525 78,438 17 49,772 51,016 54,749 56,118 62,215 63,771 69,681 71,423 74,658 76,525 16 48,558 49,772 53,414 54,749 60,698 62,215 67,981 69,681 72,837 74,658 15 47,374 48,558 52,111 53,414 59,217 60,698 66,323 67,981 71,061 72,837 14 46,218 47,374 50,840 52,111 57,773 59,217 64,706 66,323 69,328 71,061 13 45,091 46,218 49,600 50,840 56,364 57,773 63,128 64,706 67,637 69,328 12 43,991 45,091 48,390 49,600 54,989 56,364 61,588 63,128 65,987 67,637 11 42,918 43,991 47,210 48,390 53,648 54,989 60,086 61,588 64,378 65,987 10 41,872 42,918 46,059 47,210 52,339 53,648 58,620 60,086 62,807 64,378 9 40,850 41,872 44,935 46,059 51,063 52,339 57,190 58,620 61,275 62,807 8 39,854 40,850 43,839 44,935 49,817 51,063 55,796 57,190 59,781 61,275 7 38,882 39,854 42,770 43,839 48,602 49,817 54,435 55,796 58,323 59,781 6 37,934 38,882 41,727 42,770 47,417 48,602 53,107 54,435 56,900 58,323 5 37,008 37,934 40,709 41,727 46,260 47,417 51,812 53,107 55,513 56,900 4 36,106 37,008 39,716 40,709 45,132 46,260 50,548 51,812 54,159 55,513 3 35,225 36,106 38,748 39,716 44,031 45,132 49,315 50,548 52,838 54,159 2 34,366 35,225 37,803 38,748 42,957 44,031 48,112 49,315 51,549 52,838 1 33,528 34,366 36,881 37,803 41,910 42,957 46,939 48,112 50,292 51,549 0 32,710 33,528 35,981 36,881 40,888 41,910 45,794 46,939 49,065 50,292 NOTE: Some tenured faculty will have other titles as provided in NSHE Code, Title 2, Chapter 5. NOTE: Annual Step/Salary Increases are suspended in FY 2009-10 & FY 2010-11.

Rev. 28 (06/09) Chapter 3, Page 9 Appendix 4.6

COMMUNITY COLLEGE FACULTY SALARY PLAN

(2.5 percent merit schedule) Placement Categories Based on Academic Preparation

STEPS 1 2 3 4 5

30 2.0976 2.3073 2.6220 2.9366 3.1463 29 2.0464 2.2510 2.5580 2.8650 3.0696 28 1.9965 2.1961 2.4956 2.7951 2.9947 27 1.9478 2.1426 2.4348 2.7269 2.9217 26 1.9003 2.0903 2.3754 2.6604 2.8504 25 1.8539 2.0393 2.3174 2.5955 2.7809 24 1.8087 1.9896 2.2609 2.5322 2.7131 23 1.7646 1.9411 2.2058 2.4705 2.6469 22 1.7216 1.8937 2.1520 2.4102 2.5824 21 1.6796 1.8475 2.0995 2.3514 2.5194 20 1.6386 1.8025 2.0483 2.2941 2.4579 19 1.5987 1.7585 1.9983 2.2381 2.3980 18 1.5597 1.7156 1.9496 2.1835 2.3395 17 1.5216 1.6738 1.9020 2.1303 2.2824 16 1.4845 1.6330 1.8556 2.0783 2.2268 15 1.4483 1.5931 1.8104 2.0276 2.1724 14 1.4130 1.5543 1.7662 1.9782 2.1195 13 1.3785 1.5164 1.7231 1.9299 2.0678 12 1.3449 1.4794 1.6811 1.8828 2.0173 11 1.3121 1.4433 1.6401 1.8369 1.9681 10 1.2801 1.4081 1.6001 1.7921 1.9201 9 1.2489 1.3737 1.5611 1.7484 1.8733 8 1.2184 1.3402 1.5230 1.7058 1.8276 7 1.1887 1.3076 1.4859 1.6642 1.7830 6 1.1597 1.2757 1.4496 1.6236 1.7395 5 1.1314 1.2445 1.4143 1.5840 1.6971 4 1.1038 1.2142 1.3798 1.5453 1.6557 3 1.0769 1.1846 1.3461 1.5076 1.6153 2 1.0506 1.1557 1.3133 1.4709 1.5759 1 1.0250 1.1275 1.2813 1.4350 1.5375

COLUMN 1.0000 1.1000 1.2500 1.4000 1.5000 INCREMENTS: (Added 6/05; A. 6/05, 11/05, 4/06, 7/06, 3/07, 8/07, 11/07, 3/08, 8/08, 6/09)

Rev. 28 (06/09) Chapter 3, Page 10 Appendix 4.6

Section 2. Community College Academic Salary Schedule

1. Steps and Columns

For the purposes of this section, “step” is defined as the number assigned by the institution to identify placement within the appropriate category of the community college academic salary schedule. While the actual step number assigned to a faculty member may change due to revisions in the salary schedule, a faculty member will always be placed on the nearest step at or above their salary before the revision occurred.

The columns on the salary schedule are “categories” that correspond to the faculty member’s academic preparation as follows:

Column 1 Less than a Bachelors degree.

Column 2 Bachelors degree or Associates plus approved contact hours of occupationally related discipline1, or Associates plus 60 upper level credit hours in an approved instructional field(s).

Column 3 Masters degree or a Bachelors degree plus approved contact hours of occupationally related discipline, or a Bachelors degree plus 30 graduate credits in an approved instructional field(s).

Column 4 Masters degree with a minimum of 30 graduate credits in an approved instructional field(s), or equivalency or a Bachelors degree plus approved contact hours of occupationally related discipline, or a Bachelors degree plus 60 graduate credits or equivalency in an approved instructional field(s).

Column 5 Earned Doctorate. Equivalence can be approved by the president for a Masters degree plus approved occupational contact hours or academic credits.

2. Initial Placement

a. The determination of category for the purposes of initial placement of a faculty member on the academic salary schedule shall be based upon education. New hires shall normally be placed at step one, unless the institution chooses to consider relevant experience up to a maximum of a step 10 placement.

b. Consideration will be given to authorizing a higher salary in order to attract an applicant with qualifications in areas pre-defined as difficult to recruit. Faculty Senate and/or Human Resources shall submit recommendations to the President for designating difficult to recruit positions. The President shall review the recommendations, determine the positions that are to be designated difficult to recruit, and forward the same to the Chancellor. Designating difficult to recruit positions will be reviewed on a yearly basis by the System and approved by the Chancellor. The President will make the final determination on initial salary placement for those positions determined to be difficult to recruit.

1 Occupationally related discipline equivalency will be determined at each campus. The ratio of academic credit to contact hours will be 1:15.

Rev. 28 (06/09) Chapter 3, Page 11 Appendix 4.6

3. Movement on the Schedule

a. Movement from step to step on the academic salary schedule will be based upon the faculty member’s annual evaluation. Annually a faculty member will receive a one step increase if evaluated as Satisfactory or above.

b. The movement from column to column will be based on professional advancement. Movement to a new column will be accompanied by a step increment if the criteria for the step advancement are met.

c. Upon the awarding of tenure and promotion by the Board of Regents, faculty members who are initially placed at an appropriate step and column on the academic salary schedule will be advanced laterally to the corresponding step and column as a Community College Professor. The definitions of steps and columns for Community College Professors are described in subsection 1. Movement to the Professor column will be accompanied by a step increment if the criteria for the step advancement are met.

d. Community college faculty who have reached the top step of their appropriate salary range may be considered for a merit increase based upon a performance evaluation in accordance with policy criteria and process as described in Section 4 of this Chapter.

4. Other Salary Considerations

a. All individuals employed on administrative faculty contracts that are eligible to receive legislatively appropriated merit and who are not on the academic faculty salary schedule will be given consideration for merit increases and will receive cost-of-living increases.

b. All individuals employed on non-tenure track, Range 0 contracts that are eligible to receive legislatively appropriate merit and who are not on the academic faculty salary schedule will be given consideration for merit increases and will receive cost-of-living increases.

c. Academic faculty who are required to work under calendar year contacts versus academic year contracts will negotiate additional salaries in view of their respective responsibilities and number of working days compared to the working days under an academic year contract. The factor used can vary, but will not fall below 1.2. Contracts falling between a B contract and an A contract will be developed in a similar fashion. (B/R 3/02; Added 6/05; A. 11/05, 11/06, 3/08)

Rev. 28 (06/09) Chapter 3, Page 12 Appendix 4.6

Section 3. Community College Professional Advancement Program

A. PROGRAM OUTLINE

1. Professional Advancement Approval Process for Credit Courses/Programs

a. Courses/programs, etc. may be used for professional advancement only with prior written administrative approval as stated in Title 4, Chapter 3.

b. The process for approval will be developed at each institution with faculty senate input. The final decision rests with the president.

c. Any movement on the salary schedule can only occur consistent with the fiscal year contract. Exceptions must be approved by the president.

2. Degree Programs

a. The academic faculty member wishing to advance across the columns on the salary schedule by completing a bachelors, masters or doctorate degree (columns 2, 3, 4 and 5) must submit a written formal request.

b. Upon appropriate vice presidential/dean approval, a formal professional advancement agreement will be written. The program must identify the anticipated program and program completion date. The agreement is not valid unless the appropriate vice president/dean and the faculty member sign the agreement.

c. Upon successful completion of the degree program, the faculty member must submit official verification to his/her official personnel file. In the event that the degree program is not completed in the anticipated time frame, the faculty member will notify the appropriate body in writing prior to the anticipated date of completion. A review of completed work will be made by the appropriate body for consideration of movement on the schedule. Column movement will not occur without the approval of the president.

3. Credit Course Work

a. The academic faculty member wishing to move across the columns by completing credit course work must comply with the provisions of the Board of Regents policy. That is, column 2 requires upper level/division undergraduate credit hours, columns 3 and 4 require graduate credits. The faculty member must submit a written formal request to the appropriate body. The appropriate body will forward the recommendation to the appropriate vice president/dean. The appropriate vice president/dean will notify the faculty member of approval/non-approval within 20 working days from receipt of the application.

Rev. 28 (06/09) Chapter 3, Page 13 Appendix 4.6

b. Upon successful completion of the agreed upon course work, the faculty member must submit official grade verification to the faculty member's official personnel file. The faculty member will not be eligible for column movement until all requirements for advancement have been met. When the approved courses total the credits required for advancement, the faculty member must notify the human resources director.

4. Professional Advancement Approval Process for Occupationally Related Courses

a. The academic faculty member wishing to take individual contact hour courses for advancement across the columns on the salary schedule must submit a written formal request to the appropriate body who will forward the recommendation to the appropriate vice president/dean or designee2These courses could include, but are not limited to, continuing education courses in a specific discipline and specialized workshops or institutes in which contact hours rather than credits are used to grant recognition for successful completion.

b. Due to the manner in which some occupationally related courses are offered, the faculty member may only have a few days or weeks between notification of offering and actual registration. Therefore, every effort must be made by all parties involved to complete this process prior to the due date for registration. When the approved courses reach the contact hours required for advancement, the faculty member must notify the human resources director in writing of that fact.

c. Upon successful completion of the courses, the faculty member must submit official verification to his/her official personnel file. The faculty member will not be eligible for column movement until all requirements for advancement have been met.

5. Approvals for degree programs, credit courses, continuing education and occupational courses will be filed in the faculty member's official personnel file.

B. PROGRAM STANDARDS/DEFINITION OF TERMS

1. Education Standards

For degree programs and credit courses, the degree/credit must be awarded by regionally accredited institutions. Non-degree (non-credit or continuing education) courses will be awarded equivalency based upon accepted industrial and/or professional standards.

2. Relevance

The program or courses must either be relevant to the academic faculty member's discipline or enhance teaching/counseling/professional skills, or provide benefit or advancement.

2 Designee means someone appointed by the appropriate vice president/dean only in his/her absence.

Rev. 28 (06/09) Chapter 3, Page 14 Appendix 4.6

3. Equivalency

For purposes of this document, all academic courses will be equated to a sixteen-week semester. Courses taken in quarter or trimester credits will be adjusted to this standard. Degree programs will stand on their own as approved by accrediting institutions. That is, a Masters degree will transfer as a Masters degree regardless of the institutional differences in semester vs. quarters.

4. Occupationally-Related Courses

Occupationally related courses are those courses that relate to the faculty's primary duties, e.g. courses taught, services provided, etc.

5. Official Verification

Official verification shall include, but not be limited to: diplomas, transcripts, certificates, or letters from sponsoring agencies.

6. Professional Licensure

Licensure itself does not apply toward movement on the salary schedule. It is recognized that some occupational areas have additional licensure that may be equivalent to degree qualifications. This list includes, but is not limited to, the following: MD, DDS and JD. The number of graduate hours in the curriculum will be equated to the standard Masters, etc. degrees.

For example, a JD, MD and DDS would be the equivalent of three to four years of graduate school, and should therefore be considered as the fifth column of professional advancement. Two Masters degrees, however, would not be the equivalent of a fifth column of movement, but would qualify for a fourth column movement, if approved.

This explanation does not mean automatic approval of such licensure, only an explanation of the existence of these categories.

C. PROGRAM CATEGORY STANDARDS

The professional advancement program may be, except where otherwise noted, any combination of the following categories or programs:

1. Degree Program/Credit Courses

a. The credit awarded for completion of a degree program will be limited to only the degree awarded to the individual. All programs/courses must be offered by regionally accredited institutions.

Rev. 28 (06/09) Chapter 3, Page 15 Appendix 4.6

b. Movement from one column to another beyond column two must be accomplished in blocks of thirty or sixty credits as appropriate. Movement to:

Column 2 Bachelors or Associates plus 60 upper level undergraduate credits. Column 3 Masters or Bachelors plus 30 graduate credits Column 4 Masters plus 30 graduate credits or equivalent3 or Bachelors plus 60 graduate credits or equivalent. Column 5 Earned Doctorate

2. Non-Credit/Contact Hours Course Training

a. Continuing Education

1. The equivalency for continuing education is 1:15. For every fifteen hours of continuing education, one unit of credit will be awarded. Continuing education can be in the form of workshops, institutes or other recognized educational programs.

2. All courses/workshops must meet national standards for occupational areas. Movement from one column to another beyond column two must be accomplished in blocks of 450 or 900 contact hours. Movement to:

Column 2 Associates plus 900 contact hours Column 3 Bachelors plus 450 contact hours Column 4 Bachelors plus 900 contact hours. Masters plus 450 contact hours. Column 5 Special permission of President.4

b. On-the-Job Work Experience

On-the-job work experience with pay will be 1:75. For every seventy-five (75) hours of internship, one unit of credit will be awarded. Faculty entering into such experience must follow the same requirements and program as established by the college with students within the college's cooperative education program. All hours of on-the-job work experience must be certified by an outside agency/employer.

c. Internships

1. On-the-job work experience without pay will be 1:75. For every seventy-five (75) hours of internship, one unit of credit will be awarded. All hours of internship experience must be certified by the outside agency/employer. The internship experience for the faculty member must follow the same standards and requirements established for the On-the-Job Work Experience Program.

3 Equivalency will be determined by the appropriate body.

4 Equivalence can be approved by the president for a Masters degree plus approved occupational contact hours or academic credits.

Rev. 28 (06/09) Chapter 3, Page 16 Appendix 4.6

2. Movement from one column to another beyond column two must be accomplished in blocks of 2250 or 4500 contact hours as appropriate. Movement to:

Column 2 Associates plus 4500 contact hours. Column 3 Bachelors plus 2250 contact hours. Column 4 Bachelors plus 4500 contact hours. Masters plus 2250 contact hours. Column 5 Special permission of president.

D. APPEALS PROCESS

In the event that the faculty member's application for professional advancement is denied, the decision can be appealed. The appeal will be submitted to the faculty senate chair, who will forward the appeal to the appropriate committee. The committee will review and recommend to the faculty senate chair its approval or non-approval of the appeal. The faculty senate chair will carry the committee recommendation to the appropriate vice president/dean. If the appeal is denied by the vice president/dean, college grievance procedures can be utilized. (B/R 3/02; Added 6/05)

Section 4. Merit Procedures for Community College Faculty At The Top Of Their Salary Range (formerly CM 96-2)

All faculty should be eligible for consideration for Legislatively approved increases in salary earned through meritorious performance. Consideration should be based upon performance evaluation. An addition to the Board of Regents policy governing community college faculty salary schedule implementation was approved by the Board of Regents November 14-15, 1996. The policy allows for merit consideration for faculty who are at the top of their salary range.

The processes in support of the Board’s policy are listed below:

• performance evaluation should demonstrate exceptional, not merely satisfactory, performance for the period in question; and

• identification of recipients should be highly selective, but it should not be based upon a quota (proportion of eligible recipients), nor should recipients be rotated among those eligible.

• the pool of funds from which these awards will be made is generated by the eligible faculty at the top of the ranges; making these awards can not adversely affect the total of merit awards made to other faculty;

• the criteria for selection and process for implementation will be developed on each campus by the president in consultation with the campus faculty senate;

• the process will be directed and administered by the campus president;

Rev. 28 (06/09) Chapter 3, Page 17 Appendix 4.6

• the president will be responsible for reporting annually to the Chancellor the merit increases in salary awarded to faculty at or above the salary plan ranges; (Added 6/05)

Section 5. Summer Term Salary Schedules

The following schedules are effective for the 2009 Summer Term:

1. University of Nevada, Las Vegas

UNLV Faculty Professor $2,675 per credit hour Associate $2,536 Assistant $2,394 Instructor $2,114

Visiting Faculty Professor $2,536 per credit hour Associate $2,255 Assistant $1,975 Lecturer $923 – 1,908 Lab Assistant $1,529

Professor Emeritus: rate depends upon rank at time of retirement.

Pay per credit hour of individual instruction is $93.00 for Undergraduate Courses and $127.00 for Graduate Courses.

Instructional salaries for Summer Term are restricted to one of the following: A. Full per-credit-hour salary as stated in Salary Schedule above. The per-credit-hour salary is the maximum allowable. B. A lower amount (prorated to enrollment) when necessitated by low enrollment and when agreed to by the instructor. The pro-rated salary is based on an established formula (salary plus fringe benefits divided by breakeven number for applicable rank). C. Individual instruction pay per-credit-hour as stated in Salary Schedule above.

2. University of Nevada, Reno

a. The following salary schedule applies to classes taught on or off-campus during the inclusive dates of Summer Session.

Resident Faculty Professor $1,990 per credit hour Associate Professor $1,770 Assistant Professor $1,640 Lecturer $1,415 – 1,990 Teaching/Graduate Assistant $1,195

Rev. 28 (06/09) Chapter 3, Page 18 Appendix 4.6

Visiting Faculty Professor $1,625 per credit hour Associate Professor $1,460 Assistant Professor $1,290 Lecturer $1,170 – 1,625

The per-credit hour salary is the maximum allowable. A lower amount is permitted when agreed to by the instructor.

b. Six credits is considered a full-time teaching load during the Summer Session.

c. Faculty teaching Recreation, Physical Education and Dance classes, or catalog- identified internship classes, will receive as salary 80% of the net fees generated by enrollments in these classes but capped by the amounts indicated in 2.a. above. Net fee is defined as the prevailing tuition minus the consolidated fee for student union, student health, and student activities.

3. Nevada State College, Henderson

Nevada State College has a temporary summer term salary schedule in place until a permanent policy is approved. Tenure track B-contract faculty and lecturers teaching in the Summer Term will be paid $1,440 per credit hour. Adjunct instructors teaching in the Summer Term will be paid $840 per credit hour. The per-credit-hour salary for B-contract faculty and the lecturers is the maximum allowable. A lower amount is permitted when necessitated by low enrollment and when agreed to by the faculty, lecturer, or instructor.

4. College of Southern Nevada

a. For B and B+ contract teaching faculty: (Note: Pro-rate pay = .01875 times base pay per IU) 1. Class size of 17 or greater will result in full pro-rata pay or $833/IU whichever is more. 2. Class size of 14 – 16 will result in an option to teach at $833/IU. $833/IU is the special incentive rate) 3. For classes with approved limited class size below 17, pro-rate pay is awarded for enrollment equal to or greater than approved class size. 4. For classes with limited enrollments, $833/IU will be awarded with one less than capacity. 5. The minimum class size is 14, unless on the approved list based on space, equipment, etc. 6. Individualized instruction per student pay may be negotiated by the faculty member. The calculation will be .075 X # of credits X # of students = IU. IU X $801 = pay. 7. If a full-time instructor’s section does not make, he or she can choose to teach a section designated as an part-time faculty section, but the full-time faculty must accept part-time pay rate of $801/IU. 8. No full-time faculty member can teach more than 9 IUs in the summer unless special permission is granted by the Academic Vice President. b. For part-time instructors: 1. Minimum class size is 14 and the rate of pay is $801/IU.

Rev. 28 (06/09) Chapter 3, Page 19 Appendix 4.6

2. For limited capacity sections, the minimum class size must be no lower than one less than approved capacity. 3. Part-time faculty can teach 8 IU regardless of the number of preps.

There will be no exception to the above class enrollment policy, and classes that do not meet the minimum number will be canceled.

5. Great Basin College

a. The salary for a summer session course shall be 75% of the revenue generated from registration fees, not to exceed $900 per credit.

6. Truckee Meadows Community College

a. Faculty who teach in summer school and are on a “B” contract during the academic year will be paid 1.875% of their base contract amount from the TMCC salary scale per credit hour. The per-credit amount cannot exceed the Step 30 amount for faculty member’s range nor be below the part-time faculty rate. b. Faculty who are part time during the academic year will be paid for summer teaching on a per-credit basis according to the same rate used during the spring semester of that academic year. c. Should enrollment in an instructor’s summer classes fail to produce the revenues necessary to hold all of their classes or cover the instructor’s salary for all of their classes, the President or her designee may, in lieu of cancelation, negotiate and establish a mutually agreeable rate less than the maximum provided above for each instructor. d. Faculty may teach nine credits in summer school. Additional credits may be taught under extenuating circumstances when recommended by the Department Chair and with the approval of the Dean and the Vice President for Academic Affairs. Compensation above the maximum or full load will be compensated at the part-time faculty rate only. e. Faculty who are on an “A” contract during the academic year will be considered as teaching an overload and be compensated at the part-time rate unless their contract specifically requires a summer school load in which case they will not receive an additional stipend.

7. Western Nevada College

a. The salary for a summer session course shall be 75% of the revenue generated from registration fees, not to exceed $1,200 per credit. b. Faculty may teach eight IUs in the summer session. Additional credits may be taught under extenuating circumstances when recommended by the Division Chair and with the approval of the Dean of Instruction and the Vice President of Academic and Student Affairs. (B/R 1/94, 1/98, 1/02, 4/02, 1/04, 2/05; Added 6/05; A. 8/05, 7/06, 11/06, 2/07, 3/07, 3/08, 4/09)

Rev. 28 (06/09) Chapter 3, Page 20 Appendix 4.6

Section 6. Part-Time Salary Schedules

The following schedule provides salary targets for NSHE institutions to reach incrementally by 2008 as funding permits.

Type of Institution Per-Credit Target for Fiscal Year 07-08

Universities $1,014 State College $963 Community Colleges $913

Type of Institution Per-Credit Target for Fiscal Year 08-09

Universities $1,130 State College $1,074 Community Colleges $1,017

2. The salary schedule is derived from a formula calculation based upon a percentage of the entry-level semester salary for a University Instructor on a 9-month contract, as described below.

Base Formula: Annual entry-level University Instructor salary divided by 2 X Percent of Semester Salary based on 16-unit workload (6.25) = Per Credit Target The schedule will automatically increase with any cost-of-living adjustment provided to professional employees.

3. The salaries for temporary part-time faculty at the state college shall be calculated at 95% of the university target. The salaries for temporary part-time faculty at the community colleges shall be calculated at 90% of the university target. (B/R 10/03; Added 6/05; A. 7/06, 12/07, 3/08)

Rev. 28 (06/09) Chapter 3, Page 21 Appendix 4.7

Western Nevada College Policies

Policy 4-5-3-4: Academic Merit Guidelines for Faculty Who Have Reached Step 30

WNC Policy 4-5-3-4 Procedure: Academic Merit Guidelines for Faculty Who Have Reached Step 30 Policy No.: 4-5-3-4 Department: Human Resources Contact: Vice President of Human Resources and General Counsel

Policy: Under certain conditions academic merit can be granted for faculty who have reached step 30 on the salary schedule.

Section 1: Guidelines A. Faculty do not have to apply to be considered for merit. B. The committee will have access to the faculty self evaluations, PEG reports, student evaluations, and any other additional materials that the faculty member may submit for consideration and review. Interviews may be requested. C. The committee will assign one rating for Primary Duties, consistent with assignments for Instructors, Librarians, and Counselors. An additional rating will be given for all types of service, consistent with the NSHE Code. Primary Duties will be given an approximate 75% weighting. D. The ratings of "Satisfactory," "Commendable," and "Excellent" may be assigned to each of the two above categories. E. A value of "X" will be assigned for "Satisfactory." A value of "XX" will be assigned for "Commendable." A value of "XXX" will be assigned for "Excellent." F. The committee will reserve up to, but not exceeding, a total of 10 "Xs" that may be assigned to one or more faculty members for "over the top performance." G. With the understanding that all money awarded to Step 30 faculty will be used to award merit to this group, the value of "X" will be determined by the total amount in the merit pool divided by the number of "Xs" awarded. H. Recognizing that all recommendations will be forwarded for presidential approval, the committee will consider the recommendations to be its final report. I. At the conclusion of the committee's recommendations, each faculty member will receive written notice from the President.

Date Adopted and Dates Revised Date Adopted November 14, 2003 Dates Revised September 2, 2008; May 11, 2004 NSHE and NRS Codes NSHE Code NSHE Procedure Manual, Chapter 3, Section 2(3.d)

Please direct comments about this page to the Assistant to the President URL: http://www.wnc.edu/policymanual/4-5-3-4.php Date Printed: March 1, 2010 Appendix 4.8 TITLE 2 - Nevada System of Higher Education CODE

CHAPTER 5

PERSONNEL POLICY FOR FACULTY

Section 5.1 Applicability ...... 3 Section 5.2 Personnel Actions ...... 3 5.2.1 Recommendations for Action...... 3 5.2.2 Final Approval...... 3 5.2.3 Denial of Appointment with Tenure, Promotion or Reappointment...... 3 5.2.4 Reconsideration of Personnel Action Denying Appointment with Tenure, Promotion or Reappointment...... 3 5.2.5 Faculty Not Eligible for Tenure...... 3 Section 5.3 Appointing Authority ...... 4 Section 5.4 Appointment and Termination ...... 4 5.4.1 Recruitment Procedures ...... 4 5.4.2 Duration of Employment Contracts...... 4 5.4.3 Terms and Conditions of Employment...... 6 5.4.4 When Binding...... 6 5.4.5 Financial Reasons for Termination...... 6 5.4.6 Curricular Reasons for Termination ...... 8 5.4.7 Procedures for Furlough or Termination of Employment Due to Financial Exigency or Curricular Reasons ...... 8 5.4.8 Reassignment of Administrators...... 10 Section 5.5 Salaries ...... 11 5.5.1 Development and Review of Salary Schedules...... 11 5.5.2 Salary Schedule - Universities...... 11 5.5.3 Salary Schedule – State College...... 11 5.5.4 Salary Schedule – Community Colleges...... 11 5.5.5 Salaries for Faculty in Rank 0 and Range 0...... 11 5.5.6 DRI Salaries...... 12 5.5.7 Unpaid Leave or Temporary Workload Increases ...... 12 Section 5.6 Faculty Benefits ...... 12 Section 5.7 Grievance Procedures ...... 13 5.7.1 Authority to Establish Grievance Procedures...... 13 5.7.2 Scope of Grievance Procedures...... 13 5.7.3 Grievance Procedures...... 14 Section 5.8 Continuation and Termination of Faculty Appointments at Desert Research Institute (DRI) ...... 14 5.8.1 Declaration of Policy...... 14 5.8.2 Bridge Funding...... 14 5.8.3 Termination of Faculty Appointments...... 16 Section 5.9 Notice of Nonreappointment and Notice of Termination for System, Except DRI (B/R 2/05)...... 18 5.9.1 Minimum Notice of Nonreappointment for Nontenured Academic and Administrative Faculty...... 18 5.9.2 Shortened Notice of Nonreappointment for Nontenured Academic and Administrative Faculty for Financial Exigency. (B/R 2/05) ...... 19 5.9.3 Notice of Termination for Non-Tenured Academic and Administrative Faculty hired on or after March 1, 2005, Except DRI ...... 19

Rev. 241 (09/09) Title 2, Chapter 5, Page 1 Appendix 4.8 5.9.4 Notice of Termination for Non-Tenured Administrative Faculty at the rank of Dean or above hired on or after March 1, 2005, Except DRI ...... 20 5.9.5 Effective Date of a Notice of Non-Reappointment or Notice of Termination ...... 21 Section 5.10 Termination Upon Exhaustion of Leave or Falsification of Credentials ...... 21 5.10.1 Notice of Termination of Faculty after Exhaustion of Leave...... 21 5.10.2 Termination for Falsification of Credentials...... 21 Section 5.11 Academic and Equivalent Ranks and Titles ...... 22 5.11.1 Academic Rank...... 22 5.11.2 Community College Titles...... 22 Section 5.12 Evaluation...... 22 5.12.1 Evaluations...... 22 5.12.2 Procedures...... 22 5.12.3 Review of Evaluations...... 23 Section 5.13 Annual Performance Evaluation of Tenured Faculty ...... 23 5.13.1 Declaration of Policy...... 23 5.13.2 Evaluation Procedure...... 23 Section 5.14 Oaths or Affirmations ...... 24 Section 5.15 Resignations/Leave ...... 24 Section 5.16 Review of Evaluations and/or Denial of Salary Increase...... 25

Rev. 241 (09/09) Title 2, Chapter 5, Page 2 Appendix 4.8 Section 5.1 Applicability

Unless otherwise stated, the provisions of this chapter apply to all faculty of the System having an employment contract provided for herein, but excluding letters of appointment.

Section 5.2 Personnel Actions

5.2.1 Recommendations for Action. All recommendations for personnel actions shall be directed through regular administrative channels.

5.2.2 Final Approval. The president must approve all recommendations concerning appointments to employment, nonreappointment to employment of nontenured faculty members, salary, promotion, or appointment with tenure within the president's System institution. However, an appointment with tenure shall also require, before becoming effective, the approval of the Board of Regents. The president must provide 5 working days notice to the institutional faculty senate prior to approving a promotion to the position of Associate Professor (Rank III) or Professor (Rank IV). (B/R 4/99) In accordance with the requirements of NRS 281.210, employees who are related to the institution president within the third degree of consanguinity or affinity must be appointed by the Board of Regents.

5.2.3 Denial of Appointment with Tenure, Promotion or Reappointment. A faculty member who has been denied appointment with tenure, promotion, reappointment to employment, or who has received a notice of termination may, within 15 calendar days after notification of such denial or termination, provide a written request to the department chair, supervisor, or dean who rendered the negative decision asking for a statement in writing of the reasons for the denial or notice of termination. The response must be received by the faculty member within 15 calendar days after the appropriate administrator receives the written request for reasons. (B/R 12/06)

5.2.4 Reconsideration of Personnel Action Denying Appointment with Tenure, Promotion or Reappointment. Within 15 calendar days after receipt of the written reasons for denial of appointment with tenure, promotion or reappointment to employment, or for the issuance of a notice of termination, a faculty member may request reconsideration. The request shall be submitted in writing to the faculty member's department chair, supervisor, or dean who rendered the negative decision together with the reasons, arguments and documentation supporting the request for reconsideration. The request for reconsideration shall be promptly directed through regular administrative channels with recommendations for or against reconsideration of the decision. Final action shall be taken within a reasonable time by the president after receipt of the recommendations, except that if the president, after reconsideration, decides to recommend appointment with tenure should be granted, the final decision must be made by the Board of Regents. (B/R 12/06)

5.2.5 Faculty Not Eligible for Tenure. Faculty of the special units and the Desert Research Institute shall not be eligible for appointment with, nor shall have, tenure under any circumstances, except for such tenured appointments as have already been made prior to July 1, 1983.

Rev. 241 (09/09) Title 2, Chapter 5, Page 3 Appendix 4.8

Section 5.3 Appointing Authority

The president of each System institution shall be the appointing authority for all faculty of the System institution. No employment contract is valid without the president's signature and a contract form which has not been signed by the president is considered an instrument of negotiation and is not a binding contract or offer. The president shall have the authority to issue a contract for employment for any approved or budgeted position, except as otherwise stated in Subsections 1.6.1 and 5.4.2 of the Nevada System of Higher Education Code.

Section 5.4 Appointment and Termination

5.4.1 Recruitment Procedures. Each System institution shall develop procedures for recruitment and selection of faculty. These procedures shall be published in the administrative manual of the System institution. Such procedures shall be consistent with the provisions of the Nevada System of Higher Education Code.

5.4.2 Duration of Employment Contracts.

(a) Except as provided in this subsection, an employment contract shall be for a term not to exceed twelve months. In any case, an employment contract's termination shall coincide with the conclusion of a fiscal year of the System. Except as provided in this subsection, an employment contract for a term in excess of twelve months or which overlaps a fiscal year requires the approval of the Board of Regents prior to being issued or becoming binding.

(b) At the time of the initial appointment to employment of a faculty member who would otherwise be eligible for tenure and after consultation with the applicable department or other similar administrative unit, a president may offer at the president's discretion, and the faculty member may agree to accept, an employment contract for a period of up to three years which would not provide for eligibility for an appointment with tenure. A faculty member employed under such a contract shall not be eligible for appointment with, nor shall have, tenure during the period of such contract under any circumstances. At the termination of such an initial employment contract, succeeding employment contracts for periods of up to three years each under the same conditions as stated in this paragraph may be offered by the president at the president's discretion and accepted by the faculty member. Alternatively, the contract, at the discretion of the president, may be renewed on an annual basis and accepted as such by the faculty member. Faculty members accepting employment contracts authorized by this paragraph shall be placed in Rank O or Range O, as the case may be. During the term of such contracts such faculty members shall be eligible to receive salary increases and faculty benefits authorized under Subsection 5.6 of the Nevada System of Higher Education Code at the same time and under the same conditions as other faculty members of the System. An initial employment contract authorized by this paragraph for a term of up to one year shall require at least 90 calendar days notice of nonrenewal of appointment prior to the contract's termination, such a contract for a term

Rev. 241 (09/09) Title 2, Chapter 5, Page 4 Appendix 4.8 of two years shall require at least 180 calendar days notice of nonrenewal of appointment prior to the contract's termination and such a contract for a term of three years shall require at least 365 calendar days notice of nonrenewal of appointment prior to the contract's termination. All succeeding employment contracts authorized by this paragraph of whatever duration shall require 365-calendar days notice of nonrenewal of appointment prior to the contract's termination. Nothing in this paragraph shall prevent the president from offering at the president's discretion, and the faculty member from accepting, an employment contract for a position providing eligibility for tenure after the termination of any employment contract authorized by this paragraph.

(c) Except as provided in this paragraph, after the third year of employment, a president may offer at the president's discretion, and a nontenured faculty member may accept, an employment contract for a period of up to three years. At the termination of such an employment contract, succeeding employment contracts for periods of up to three years each may be offered by the president at the president's discretion and accepted by the nontenured faculty member. Alternatively, the contract, at the discretion of the president, may be renewed on an annual basis and accepted as such by the faculty member. During the term of such contracts, such nontenured faculty members shall be eligible to receive salary increases and faculty benefits authorized under Subsection 5.6 of the Nevada System of Higher Education Code at the same time and under the same conditions as other faculty members of the System. The minimal notice of nonrenewal of appointment shall be as provided in Section 5.9 of the Nevada System of Higher Education Code. The provisions of this paragraph shall not be applicable to faculty employed for a probationary period in a position providing eligibility for tenure or employed under paragraph (b) herein. The president may establish specific criteria in the institutional bylaws for issuance of extended contracts under this paragraph. Nothing in this paragraph shall give rise to any appointment or eligibility for appointment with tenure under any circumstances.

(d) Nontenured faculty at the William S. Boyd School of Law, after the third year of employment, may be offered and may accept an employment contract for a period of up to five years. At the termination of such an employment contact, succeeding employment contracts for periods of up to five years each may be offered. All such employment contracts shall be on the same basis as, and subject to the same limitations, terms and conditions as those described in paragraph (c) herein. (B/R 12/08)

(e) The appointment of athletic coaches and assistant coaches, including interim or acting appointments, shall require only Chancellor approval as long as a) the contract does not exceed 24 months, including option periods and b) the salary is $150,000 or less for a contract year. For these purposes salary does not include standard perquisites available to all NSHE employees nor does it include performance bonuses if such bonuses would not exceed $25,000 in any contract year. Such appointments shall not take effect, and no employment contracts for such

Rev. 241 (09/09) Title 2, Chapter 5, Page 5 Appendix 4.8 positions shall be issued or binding, until the Chancellor approves the appointments. The appointments shall be reported to the Board of Regents by the President on approval by the Chancellor. (B/R 8/08)

5.4.3 Terms and Conditions of Employment. All employment contracts shall be in writing and shall specify therein the terms and conditions of employment. The provisions of the Nevada System of Higher Education Code, in their entirety, shall be a part of the terms and conditions of every employment contract, except as may be varied in writing by the parties to the contract. Any understanding, promise, term, condition or representation not contained in the contract is of no effect.

5.4.4 When Binding. An employment contract shall not be binding until executed by both the appointee and the appointing authority and approved as may be provided in this Nevada System of Higher Education Code.

5.4.5 Financial Reasons for Termination.

(a) A faculty member may be furloughed or laid off as an employee before the end of the contract term because of a financial exigency declared by the Board of Regents. For faculty members of the Desert Research Institute, however, refer to Section 5.8 of the Nevada System of Higher Education Code.

(b) Faculty members may be furloughed or laid off under this subsection for a financial exigency upon a declaration of the Board of Regents, after a recommendation for same by the chancellor and by the presidents of the System institutions to be affected by the proposed financial exigency, that a financial exigency exists in the System, a System institution, or an administrative unit of a System institution. Nothing in this provision shall prevent the layoff of a faculty member under this subsection without such a declaration of the Board of Regents when such faculty member's employment contract contains the specific provision that such faculty member's continued employment during the term of the contract is dependent on the availability of funds.

(c) Before a recommendation is made to the Board of Regents by the chancellor and the president or presidents that a financial exigency should be declared:

1. The chancellor and the president or presidents shall be satisfied that all available means to reduce the expenditure levels (i) are exhausted, (ii) would not be adequate, (iii) would not be feasible or (iv) would not be appropriate.

2. The president or presidents shall seek the advice of the senates or senate representatives of System institutions to be affected by the proposed declared financial exigency concerning said exigency and such advice shall be forwarded to the Board of Regents along with recommendations of the chancellor and the president or presidents.

Rev. 241 (09/09) Title 2, Chapter 5, Page 6 Appendix 4.8

(d) After a financial exigency has been declared by the Board of Regents, depending upon the circumstances, the Board may choose to immediately implement a financial exigency or authorize the following provisions to be put into effect:

1. Each System institution affected shall select an ad hoc financial exigency committee to prepare recommendations for a plan to implement the discontinuance or reduction in size of administrative units, projects, programs or curricula, to include furloughs or faculty lay-offs if necessary, due to the financial exigency. Each such plan shall establish the criteria necessary for recommending and determining such actions.

2. The president shall determine the number of persons to serve on the ad hoc financial exigency committee, shall choose the chair of the committee and, in addition, shall choose one half of the remaining membership of the committee. The senate shall elect one half of the membership of the committee. The chair shall vote only in case of a tie vote. The plan recommended by the committee must receive the approval of the president.

3. The plan, as approved by the president, must be submitted to the chancellor within a time limit agreed to by the president and the chancellor. If the plan is not submitted within that time, the chancellor, at the chancellor's option, may extend the time for such submission or may prepare a plan for the System institution which fails to submit such plan within the time limit set or as may be extended.

4. In the case of a System-wide financial exigency, all plans must be forwarded to the Council of Presidents for review and recommendations as to any necessary coordination between the System institutions in the implementation of the plans and to harmonize or eliminate any material conflicts in the plans.

5. All plans must be reviewed by the chancellor and the president or presidents before being forwarded to the Board of Regents.

6. All plans must be forwarded to the Board of Regents with the recommendations of the chancellor and the president or presidents and all plans must receive the approval of the Board, which shall be final. The Board may appoint an ad hoc financial exigency committee composed of members of the Board to work with the System institutions in preparing and reviewing plans and to report to the Board concerning plans prior to their consideration by the full Board.

7. A plan shall take into consideration the affirmative action goals of the System, the responsibility of the System and the System institutions to continue to offer the appropriate ranges of programs or curricula to its enrolled students and the missions of the University of Nevada.

Rev. 241 (09/09) Title 2, Chapter 5, Page 7 Appendix 4.8 (e) A financial exigency, once declared, may be reviewed every 180-calendar days or sooner if appropriate, by the Board of Regents on the issue of whether it should continue or be declared ended. Before making a recommendation to the Board of Regents on whether a state of financial exigency should be continued or be declared ended, the president or presidents shall seek the advice of the senates of the System institutions to be affected by the financial exigency and shall obtain their respective recommendations concerning whether the state of financial exigency should continue or be declared ended. The senate recommendations shall be forwarded to the Board of Regents along with the recommendations of the chancellor and the president or presidents.

5.4.6 Curricular Reasons for Termination. A faculty member may be laid off because an administrative unit, project, program or curriculum has been discontinued, reduced in size or reorganized for bona fide reasons pertaining to the missions of the System institutions resulting in the elimination of the faculty member's position. Such curricular revisions shall come as a consequence of the academic planning process as established in writing and approved by the presidents of the member institutions affected, and which may be set forth in the institutional bylaws. For faculty members of the Desert Research Institute, however, refer to Section 5.8 of the Nevada System of Higher Education Code.

5.4.7 Procedures for Furlough or Termination of Employment Due to Financial Exigency or Curricular Reasons.

(a) If a faculty member is furloughed or is threatened with lay off or is laid off because of financial exigency or for curricular reasons as provided in this chapter, the provisions of this subsection shall be applicable.

(b) The faculty member shall be continued in employment, if possible and if such employment does not result in the termination of employment of another faculty member, in an appropriate qualified professional capacity within the System institution involved.

(c) If a faculty member is laid off for the above stated reasons, the faculty member's position will not be filled within a period of two years, unless a reasonable attempt to offer reappointment has been unsuccessful or reappointment has been offered in writing and the faculty member has not accepted the same in writing within 20 calendar days of the receipt of the offer. The reappointment referred to herein shall be at the faculty member's previous rank or salary level.

(d) If a faculty member is notified of a lay off for curricular reasons on or before December 1 of the faculty member's current contract year, the layoff shall not be in effect until the following June 30. If a faculty member is notified of a lay off for curricular reasons after December 1 of the faculty member's current contract year, the layoff shall not be in effect until the completion of the contract year immediately following the June 30 of the contract year of notice.

Rev. 241 (09/09) Title 2, Chapter 5, Page 8 Appendix 4.8 (e) A lay off for financial exigency shall require at least 60 calendar days notice, except that if a financial exigency is such that adequate funds do not exist to pay the salary of the faculty member being laid off for such period, the notice period of termination may be shortened to a period commensurate with the amount of funds reasonably available to make such payments. Notice of furlough for financial exigency shall require at least 15-calendar days notice.

(f) Notice of the furlough of faculty members for financial exigency or notice of a lay off for financial exigency or curricular reasons, except for notice of nonreappointment to employment of faculty members given under Subsections 5.4.2, 5.8.2, 5.9.1 or 5.9.2 of the Nevada System of Higher Education Code, shall be in writing and shall furnish the faculty member with a reasonably adequate statement of the basis for the decision to furlough or lay off the faculty member, a reasonably adequate description of the manner in which the decision was arrived at and a reasonably adequate disclosure of the information and data upon which the decision-maker or makers relied. The notice shall also inform the faculty member of the right to reconsideration, the procedures for reconsideration and the identity of the person or persons to whom a request for reconsideration should be directed.

(g) Within 15 calendar days after receipt of the notice of furlough or lay off, the faculty member may request reconsideration of the decision to furlough or to lay off at which time the following provisions and procedures are applicable:

1. The reconsideration process shall be limited in its scope to the issue of whether there is sufficient evidence to support the specific decision to furlough or to lay off the faculty member requesting the reconsideration or whether there has been material deviation from the procedures established on which such a specific furlough or lay off decision has been based, or both. There shall be no reconsideration of the policy decisions to declare a financial exigency, to discontinue or reduce in size an administrative unit, project, program or curriculum because of financial exigency or to discontinue, reduce in size or reorganize an administrative unit, project, program or curriculum because of curricular reasons.

2. In the event decisions are made to furlough or to lay off faculty members under this section because of financial exigency or because of curricular reasons, the president shall establish one or more employment review committees. The president shall determine the number of persons to serve on each committee, shall determine their terms of service, shall choose the chair of each committee and, in addition, shall choose one half of the remaining membership of each committee. The senate shall elect one half of the membership of each committee. A chair shall vote only in case of a tie vote. No one who took part in making the

Rev. 241 (09/09) Title 2, Chapter 5, Page 9 Appendix 4.8 specific recommendation to the president to furlough or to lay off the faculty member requesting the reconsideration may be a member of an employment review committee.

3. The request for reconsideration shall be submitted in writing to the president, together with the reasons, arguments and documentation supporting the request for reconsideration. The president shall immediately send the request for reconsideration, together with a copy of the notice of furlough or lay off, to the employment review committee.

4. The employment review committee shall hold a hearing on the request for reconsideration within 15 calendar days of its receipt or, given the number of requests that may be received, as soon after that time limit as is reasonably feasible. The hearing shall be informal and nonadversarial in nature. The committee shall have the discretion to consolidate hearings.

5. The faculty member requesting reconsideration may have an advisor. Evidence presented must possess reasonably probative value, materiality and relevancy to the employment decision. The faculty member requesting reconsideration has the burden of showing that the decision to furlough or to lay off cannot be sustained.

6. The System institution in which the furlough or the layoff is due to take place shall have an opportunity through its representatives to respond to the contentions of the faculty member requesting reconsideration or to otherwise correct any erroneous or misleading information presented to the committee.

7. The employment review committee shall forward its written recommendation to the president on the issue or issues presented by the request for reconsideration within 10 calendar days after the conclusion of the hearing. The president shall make a decision within 5 calendar days after receipt of the recommendation. The president's decision shall be final and shall be sent, in writing, to the faculty member requesting reconsideration.

(h) The review provided by this subsection for furloughs or for lay-offs because of financial exigency or curricular reasons shall be the exclusive means of review of such decisions. However, such review shall not be applicable to the issuance of notices of nonreappointment to employment of faculty members as provided in Subsections 5.4.2, 5.8.2, 5.9.1 and 5.9.2 of the Nevada System of Higher Education Code.

5.4.8 Reassignment of Administrators. An administrator who is not otherwise employed with tenure serves in an administrative capacity at the pleasure of the appointing authority. Such an administrator may be removed from the administrative position without cause, reasons or right of reconsideration. However, if such an administrator is relieved of the administrative title and duties for the position which the administrator occupied, the administrator shall continue

Rev. 241 (09/09) Title 2, Chapter 5, Page 10 Appendix 4.8 as a member of the faculty, with all rights and privileges of the faculty, of the System institution in which the administrator was employed until the completion of the administrator's contract of employment unless the contract provides otherwise. During that period of time, the administrator shall be reassigned to duties within the System institution. Nothing in this section shall be interpreted as abrogating the notice of nonreappointment provisions of Subsections 5.4.2, 5.8.2, 5.9.1 and 5.9.2 of the Nevada System of Higher Education Code.

Section 5.5 Salaries

5.5.1 Development and Review of Salary Schedules. Salary schedules for the universities, special units, state college, and the community colleges shall be reviewed every four years, in an odd numbered year, by joint efforts of the faculty, the presidents and the chancellor. The salaries paid to part-time instructors shall be reviewed every four years, including a review of benefits paid. Any proposed revisions to the schedules shall not go into effect until approved by the Board of Regents. (B/R 2/08)

5.5.2 Salary Schedule - Universities. The salary schedule for academic faculty at the universities shall be related to academic rank, as defined in Section 5.11 of the Nevada System of Higher Education Code, except for faculty in Rank O as provided in Subsection 3.2.3 of the Nevada System of Higher Education Code. Employment contracts for administrators who also hold academic rank, as defined in Section 5.11 of the Nevada System of Higher Education Code, shall state what part of their salaries is subject to reconsideration should they be discontinued as administrators. (B/R 1/03)

5.5.3 Salary Schedule – State College. The salary schedule for academic faculty at the state college shall be related to academic rank, as defined in Section 5.11 of the Nevada System of Higher Education Code, except for faculty in Rank 0 as provided in Subsection 7.2.3 of the Nevada System of Higher Education Code. Employment contracts for administrators who also hold academic rank, as defined in Section 5.11 of the Nevada System of Higher Education Code, shall state what part of their salaries is subject to reconsideration should they be discontinued as administrators. (B/R 1/03)

5.5.4 Salary Schedule – Community Colleges. All community colleges in the Nevada System of Higher Education shall adopt a single salary for the academic faculty, except for faculty in Rank 0 as provided in Subsection 4.2.3 of the Nevada System of Higher Education Code. Employment contracts for administrators who also hold academic rank, as defined in Section 5.10 of the Nevada System of Higher Education Code, shall state what part of their salaries is subject to reconsideration should they be discontinued as administrators. (B/R 1/03)

5.5.5 Salaries for Faculty in Rank 0 and Range 0. Faculty employed in Rank 0 and Range 0 shall receive such salaries as are approved by the presidents. Salaries for such faculty may be identical with salary schedules establishing ranks or ranges, but this provision shall not be interpreted to mean that such faculty is employed in any rank or range other than 0, nor to mean that such faculty is eligible for tenure.

Rev. 241 (09/09) Title 2, Chapter 5, Page 11 Appendix 4.8 5.5.6 DRI Salaries. The Desert Research Institute will determine initial salaries of its faculty based upon their qualifications and the requirements of the rank and position. Annual salary adjustments thereafter will be based on cost of living changes, incentive and/or merit, promotion and equity. The DRI shall utilize a ranking system for its personnel, to consist of Ranks 0 through IV. (B/R 6/05) (B/R 1/03)

5.5.7 Unpaid Leave or Temporary Workload Increases

Notwithstanding Title 2, Section 5.4, as the 75th Session of the Nevada Legislature has explicitly appropriated a lower amount for NSHE salaries than would otherwise be authorized and appropriate according to the NSHE salary policies, the Board of Regents does hereby and for the 2009-2011 biennium only, temporarily reduce salaries through the use of unpaid leave in an amount equivalent to the amount of legislative salary cut for FY 2011. The Board shall, to the extent feasible, devise methods that protect base compensation and benefits and shall offer tenured faculty an alternative of unpaid teaching workload increases in lieu of unpaid leave. The various Presidents shall consult with their respective faculty senates regarding the implementation of this section. Unpaid leave or temporary workload increases required by this section are final and not subject to appeal, grievance or reconsideration. The provisions of this section shall constitute constructive notice to all faculty and no individual notice to any such faculty member shall be required hereunder to implement the foregoing. To the extent any conflict or inconsistency between this and any other section of the Code exists, the provisions of this section shall control. This section will terminate on June 30, 2011. (B/R 09/09)

Section 5.6 Faculty Benefits

5.6.1 The Board of Regents, with the consultation of the officers of the System and the senates, may adopt such policies concerning fringe benefits for faculty as are considered appropriate. These may include, but are not limited to, policies concerning annual leave, sick leave, sabbatical leave, consulting services, retirement, insurance, tax-sheltered annuities and grants-in-aid. These policy statements shall be codified as provided by the Board of Regents' Bylaws, and it shall be the responsibility of each president to include such policy statements, or a summary thereof, in the administrative manual or faculty handbook of the member institution or special unit. Failure to include such policy statements or summary in an administrative manual or faculty handbook shall not inure to the benefit of a faculty member.

5.6.2 Personnel and payroll files of Nevada System of Higher Education professional staff are confidential. Personnel and payroll records may only be released pursuant to the written authorization of the professional staff member or pursuant to a court order directing the release of the records that has been signed by a judge with jurisdiction over the matter. The provisions of Title 2, Chapter 5, Sections 5.6.2 and 5.6.3 apply to letters of appointment. (B/R 12/05)

Rev. 241 (09/09) Title 2, Chapter 5, Page 12 Appendix 4.8

(a) The professional staff member shall have access to his or her official personnel and payroll files, and the professional staff member may grant access to such files to a representative with a written authorization from the staff member. The following additional personnel shall have access to a professional staff member’s personnel and payroll files solely for reasons germane to the performance of their official duties: the staff member’s supervisors, which may include a departmental chair, dean, director, vice- president, provost, president, and chancellor; institution payroll officers; institution Personnel officers, which may include appointed disciplinary officers; System legal counsel; internal auditors; members of the Board of Regents; faculty senate chair; and confidential institution committees including but not limited to tenure and grievance committees. (B/R 1/04)

(b) The following information in these personnel files is public information and must be disclosed to the public upon request: the employee’s name, title, job description, compensation and perquisites, business address and business telephone numbers, beginning date of employment and ending date of employment, educational background and work history. (B/R 12/06) (B/R 1/02)

5.6.3 Any information contained in employment application materials (e.g. letters of interest, curriculum vitae, application, employment and educational records, publications or work samples) submitted for consideration of employment within NSHE are confidential, except the position of Chancellor, during search processes until such time as a candidate accepts employment within NSHE. During search processes, such documents can only be released pursuant to the written authorization of the prospective professional staff member or a court order directing the release of the records that has been signed by a judge with jurisdiction over the matter. Upon acceptance of an employment offer, information contained in the application materials as stated in 5.6.2 (b) shall become public records. (B/R 12/06)

Section 5.7 Grievance Procedures

5.7.1 Authority to Establish Grievance Procedures. Each System institution may establish in their respective institutional bylaws procedures for reviewing faculty grievances as defined in Subsection 5.7.2 of the Nevada System of Higher Education Code.

5.7.2 Scope of Grievance Procedures. A grievance is an act or omission to act by the respective administrations of the System institutions, allegedly resulting in an adverse impact on the employment conditions of a faculty member relating to promotion, appointment with tenure or other aspects of contractual status, or relating to alleged violations of the Nevada System of Higher Education Code or institutional bylaws. Decisions of the Board of Regents are not subject to review by grievance procedures. Any decision which involves the nonreappointment to or termination of employment of faculty as provided in Subsections 5.4.2, 5.8.2, 5.9.1, 5.9.2, 5.9.3 and 5.9.4 of the Nevada System of Higher Education Code, or

Rev. 241 (09/09) Title 2, Chapter 5, Page 13 Appendix 4.8 the furlough or lay off of faculty for financial exigency or curricular reasons is not subject to review by grievance procedures. (B/R 12/06)

5.7.3 Grievance Procedures. In a System institution, which elects to establish grievance procedures, the institutional bylaws shall establish the procedures to be used in reviewing grievances. However, if a multi-member grievance committee, board or panel is established, the institutional bylaws must provide that each such grievance committee, board or panel shall represent the administration and the faculty of the System institution. Such institutional bylaws must also provide that hearings before a grievance officer, committee, board or panel shall be informal in nature. The institutional bylaws must provide that the decisions of the grievance officer, committee, board or panel shall be in the form of recommendations and are advisory only. Such recommendations shall be sent to the president.

Section 5.8 Continuation and Termination of Faculty Appointments at Desert Research Institute (DRI)

5.8.1 Declaration of Policy. The DRI derives the vast majority of its funding for salaries of its research faculty from grants and contracts. While it is in the best interest of the DRI and its faculty either to have grants and contracts renewed or to replace them in new areas of research, this is not always possible. It is, therefore, necessary that the DRI have the flexibility to fund faculty during times of reduced funding so that they may recover their funding and remain productive.

5.8.2 Bridge Funding. Bridge funding defines conditions and mechanisms under which research faculty, otherwise in good scientific standing, who find themselves in serious financial circumstances, can be helped to bridge such temporary times. This process is intended to smooth out unpredictable and unavoidable fluctuations through an opportunity to recover stability through short- term changes of direction and fields of endeavor. Bridge funding is available to all research faculty but not available to Executive Directors and Vice Presidents and Rank 0 Faculty.

Faculty on bridge funding remain in good standing and are entitled to all faculty rights and privileges defined by the NSHE and DRI. The faculty member will continue to accrue service days and is eligible for all funds within DRI. Bridge funding is not severance pay nor is it a benefit earned without further obligation. Bridge funding is available only to faculty in Professor ranks II, III, and IV and those in Research Associate ranks I, II, III, and IV. Bridge funding duration is based on service days, which are defined as one day for each calendar month of uninterrupted employment and are prorated as a percent of contract (i.e. 0.50 FTE is one half day per month). The maximum number of service days is one year. Rank days are: 20 working days for Rank I and II personnel, 40 working days for Rank III personnel and 60 working days for Rank IV personnel. Postdoctoral positions accumulate no rank or service days.

(a) Conditions. A faculty member will be placed on bridge funding by the Executive Director of their Research Unit if for three consecutive months the faculty member generates less than 50% of their appointment salary and benefits from all funding sources external to their research unit and approved for use (including but not limited to grants, contracts, other

Rev. 241 (09/09) Title 2, Chapter 5, Page 14 Appendix 4.8 external funding, recharge centers, institutional project assignments, sabbatical leave, and other DRI funds). The Executive Director, with the faculty member approval, may seek a temporary waiver from the President of DRI so that the faculty member is not placed on bridge funding. Placement on bridge funding may be appealed by a faculty member to a DRI-wide committee established by the Faculty Senate and reporting to the President. If the committee finds and the President concurs that bridge funding was not justified, then the faculty member shall be reinstated with all service days restored.

Bridge funding shall not begin until after three consecutive months of reduced (<50%) funding. A recovery plan shall be negotiated by the faculty member and Research Unit Executive Director (or designated representative) during the first two weeks of bridge funding. If the faculty member and the Executive Director are unable to reach concurrence on the recovery plan, the faculty member or the Executive Director may appeal to a DRI-wide committee established by the Faculty Senate and reporting to the President. If the faculty member does not follow the agreed upon recovery plan termination for cause may follow. Bridge funding shall be used to support faculty salary to further proposal development and other duties negotiated with the Research Unit or DRI Administration. Faculty receiving bridge funding shall meet all contract requirements and may change their appointment percentage with approval of the Research Unit Executive Director. The minimum level of appointment during bridge funding is 51% of a full-time equivalent position.

(b) Review of Recovery Plan. The faculty member and appropriate Executive Director will review the recovery plan before 50% of the bridge funding is spent. If they concur that the Recovery Plan is inadequate, then the plan shall be rewritten within two weeks. The approval and review mechanism that applies to the original recovery plan shall also apply to rewrites of the recovery plan.

(c) Extension and Service Days. While a faculty member is receiving bridge funding, any work performed to complete other funded responsibilities shall be charged to those sources. Expenditure of time not covered by these sources shall be charged to a bridge funding account. Bridge funding will be considered a pool of funds similar to any other account that a faculty member may use. It is up to the faculty member to manage these funds in a manner that best benefits him or her. Charges to accounts other than the bridge funding account shall extend the duration of bridge funding in an amount equal to the time charged to extramural sources. Time will be charged based on percent of effort, similar to other accounts. Use of bridge funding shall expend service days that a faculty member has accumulated based on length of service.

(d) Reinstatement. Bridge funding shall end and the faculty member will not face termination when 70% or more funding of salary and benefits of the desired contract has been demonstrated for the past nine months or upcoming nine months or more from all funding sources external to the research unit. Service days expended under bridge funding shall not be reinstated.

Rev. 241 (09/09) Title 2, Chapter 5, Page 15 Appendix 4.8

(e) Notice of Nonreappointment. An executive director or vice president shall determine whether a professional contract of a DRI faculty member shall be given a notice of nonreappointment. A notice of nonreappointment must be approved by the President. Rank III research faculty with two total years of full-time employment and Rank IV research faculty with one total year of full-time employment at DRI are not subject to nonreappointment as a means for termination. The minimum notice for full-time employees shall be 1) one working day of notice for each calendar month of uninterrupted employment for all rank I associate track employees, 2) one working day of notice for each calendar month of uninterrupted employment plus 20 working days for rank II employees, 3) one working day of notice for each calendar month on interrupted employment plus 40 working days for rank III employees, and 4) one working day of notice for each calendar month of uninterrupted employment plus 60 working days for rank IV employees. All service days are prorated as a percent of contract (i.e. 0.50 FTE is one half day per month). Administrative Faculty (rank 0) employed by DRI after (July 1, 2005), will receive 60 working days of notice of nonreappointment. Administrative faculty already employed by DRI on or before July 1, 2005, may use 60 working days or their earned service days; whichever is larger as their nonreappointment notice. The maximum amount of notice that any faculty member can accrue shall not extend beyond 12 calendar months. The affected faculty member can request a review by a DRI- wide committee established by the Faculty Senate. The committee reports only to the President, who makes the final decision. (B/R 12/05)

5.8.3 Termination of Faculty Appointments. Vice Presidents and Executive Directors, determine continuation and termination of appointments of personnel who report to them. Termination decisions shall be made in consultation with the President or appropriate Vice President as set forth in Chapter 5 of the NSHE Code. Employment may be terminated for:

(a) Cause (Chapter 8 of the NSHE Code). Termination for cause involves any prohibited activity, listed in Section 8.3 of NSHE Code.

A decision resulting in the termination of a faculty member for cause may be appealed to the Board of Regents. See, Chapter 8, Sections 8.4.6, NSHE Code. (B/R 12/05)

(b) Programmatic or Adverse Financial Conditions (Chapter 5 of the NSHE Code). DRI Faculty function through their diverse disciplines coupled to their ability, directly or indirectly, to raise funds from outside the Institute for their projects and associated personnel. The Institute derives much of its strength from this combined function. It is inevitable that some individuals will experience extremes of funding – both increasing and decreasing.

The minimum level of appointment during bridge funding is 51% of a full- time equivalent position. The Research Unit Executive Director shall advise and counsel faculty members on bridge funding to implement the recovery plan and obtain funding to return to regular faculty status. The faculty member has the primary responsibility to recover their funding.

Rev. 241 (09/09) Title 2, Chapter 5, Page 16 Appendix 4.8

1. Notice of Termination. A DRI research faculty member’s employment may be terminated during the contract term for programmatic or adverse institutional financial conditions. Notice of termination shall follow the period of bridge funding for research faculty (for those faculty in Professorial ranks II, III, and IV and Research Associate ranks I, II, III, and IV) if the faculty member is unable to generate sufficient funds to meet the requirements for reinstatement. Termination is the only option available for a decision “not to reinstate.” Research Faculty will receive a termination time equal to their rank days as defined under bridge funding. A faculty member receiving notice of termination shall remain under contract (full or partial at a minimum of 51% of an annual “A” contract) and work to meet the conditions of reinstatement. Faculty who choose to remain under contract while receiving termination funding shall remain in good standing and are entitled to all faculty rights and privileges defined by the NSHE and DRI. The deadline for termination shall not be extended for faculty who renegotiate their contract to less than 100% of an annual “A” contract (each rank day will count as one termination day). The faculty who elect to remain under contract are expected to meet the obligations of their contract to obtain termination funding. The faculty member may request review of termination by a DRI-wide committee established by the Faculty Senate. This committee reports only to the President, who makes the final decision.

2. Conditions. For research faculty, notice of termination shall be given when bridge funding is exhausted and the faculty member has not regained at least 70% funding of salary and benefits from all sources external to the research unit for the upcoming nine months for the desired contract. The date of termination shall be computed from the point of bridge funding exhaustion until all rank days are expended. Rank days are defined above in the bridge funding section. The Executive Director(s) or designated representative will continue to advise and counsel faculty members on termination funding to obtain extramural funding to end the termination.

3. Reinstatement. Faculty members who have received notice of termination may be reinstated by demonstrating 70% funding or more from all sources external to the research unit for the upcoming nine months for their desired contract. At this point, the faculty member’s termination notice shall be revoked and all rank days reinstated.

4. Contract Discontinuance for Research Faculty. If a faculty member who has received notice of termination is unable, by the termination date, to regain 70% funding or more from all sources for the upcoming nine months for their desired contract it will be terminated immediately. Faculty who choose to remain under contract while receiving termination funding shall remain in good standing and are entitled to all faculty rights and privileges defined

Rev. 241 (09/09) Title 2, Chapter 5, Page 17 Appendix 4.8 by the NSHE and DRI. Faculty who elect to remain under contract are expected to meet the obligations of their contract.

5. Notice of Termination for Rank 0 Faculty. Rank 0 Faculty may receive employment termination due to programmatic or adverse financial conditions. Administrative Faculty employed by DRI after the time of the adoption of this document June 23, 2005, will receive 60 working days of termination notice before contract will be terminated during the contract term. Administrative faculty already employed by DRI at the time of the adoption of this document June 23, 2005 may use sixty (60) working days or their earned service days, whichever is larger as their termination notice. The maximum termination notice by accumulated service days cannot exceed one year. The faculty member may request review of termination by a DRI-wide committee established by the Faculty Senate. This committee reports to the President, who makes the final decision. (B/R 11/07)

6. Notice of Termination or Non-Reappointment of Post Doctoral Faculty. Post-doctoral employees will receive a minimum notice for termination of existing contract of 60 working days and the cause for this termination. They may also file a request for a review by a DRI-wide committee established by the Faculty Senate. The committee reports only to the President, who makes the final decision. (B/R 6/05)

Section 5.9 Notice of Nonreappointment and Notice of Termination for System, Except DRI (B/R 2/05)

5.9.1 Minimum Notice of Nonreappointment for Nontenured Academic and Administrative Faculty. Except as provided in Subsections 5.4.2, 5.9.2, 5.9.3 and 5.9.4 of the Nevada System of Higher Education Code, and unless provided otherwise in an employment contract, notice of nonreappointment to employment of nontenured academic faculty and administrative faculty hired before March 1, 2005, at the University of Nevada, Reno, the University of Nevada, Las Vegas, Nevada State College, Henderson, the Community College of Southern Nevada, Great Basin College, Western Nevada Community College, Truckee Meadows Community College and the special units shall be given: (B/R 2/05)

(a) Not later than March 1 of the first academic or fiscal year of service, if the employment contract terminates at the end of that year, or if an employment contract for a one year appointment terminates during an academic or fiscal year, at least 90 calendar days in advance of its termination;

(b) Not later than December 15 of the second academic or fiscal year of service, if the employment contract terminates at the end of that year, or if the second employment contract for a one year appointment terminates during an academic or fiscal year, at least 180 calendar days in advance of its termination;

Rev. 241 (09/09) Title 2, Chapter 5, Page 18 Appendix 4.8 (c) At least 365 calendar days in advance of the termination of each succeeding employment contract of one academic or fiscal year's duration after the second year of service;

(d) For employment contracts of less than one academic or fiscal year's duration, for a period of time which may be mutually agreed upon by the parties to such employment contracts, but, in all events, no less than 14 calendar days in advance of the termination of such contracts.

5.9.2 Shortened Notice of Nonreappointment for Nontenured Academic and Administrative Faculty for Financial Exigency. (B/R 2/05)

(a) Nonreappointment of a nontenured academic or administrative faculty member at the end of an existing employment contract by a System institution because of a financial exigency declared by the Board of Regents under Subsection 5.4.5 of the Nevada System of Higher Education Code shall require at least 60 calendar days notice, except that if a financial exigency is such that adequate funds do not exist to pay the terminating faculty member's salary for such period, the notice of nonreappointment may be shortened to a period commensurate with the amount of funds reasonably available to make such payments. (B/R 2/05)

(b) If a nontenured academic or administrative faculty member is not reappointed to employment under the shortened notice of nonreappointment because of financial exigency, the faculty member's position will not be filled by a new appointee within a period of two years, unless a reasonable attempt to offer reappointment has been unsuccessful or reappointment has been offered in writing and the faculty member has not accepted the same in writing within 20 calendar days of the receipt of the offer. The reappointment referred to herein shall be at the faculty member's previous rank or salary level. (B/R 2/05)

(c) Nothing herein shall prevent the System institutions from not reappointing nontenured academic or administrative faculty members at the end of the term of their employment contracts because of financial reasons without a declaration of financial exigency by the Board of Regents under Subsection 5.4.5 of the Nevada System of Higher Education Code if the notice of nonreappointment provided by Subsections 5.4.2, 5.8.2 or 5.9.1 of the Nevada System of Higher Education Code is given. (B/R 2/05)

5.9.3 Notice of Termination for Non-Tenured Academic and Administrative Faculty hired on or after March 1, 2005, Except DRI

Except as provided in Subsections 5.4.2, 5.9.2 and 5.9.4 of the Nevada System of Higher Education Code, and unless otherwise provided in the contract of employment, non-tenured academic and administrative faculty hired on or after March 1, 2005, at the University of Nevada, Reno, the University of Nevada, Las Vegas, Nevada State College, Henderson, the Community College of Southern Nevada, Great Basin College, Western Nevada Community College, Truckee Meadows Community College and the special units may be given notice of termination by the appointing authority at any time after the commencement of employment. Such (non-reappointment) termination notice: (B/R 12/05)

Rev. 241 (09/09) Title 2, Chapter 5, Page 19 Appendix 4.8

(a) If in the first academic or fiscal year of service shall be given at least 90 calendar days in advance of date of termination;

(b) If in the second academic or fiscal year of service shall be given at least 180 calendar days in advance of date of termination;

(c) If in the third and subsequent years of service shall be given at least 365 calendar days in advance of the date of termination;

(d) For employment contracts of less than one academic or fiscal year's duration, for a period of time which may be mutually agreed upon by the parties to such employment contracts, but, in all events, shall be given no less than 14 calendar days in advance of the termination of such contracts.

The contract of employment of a non-tenured administrative faculty member is terminated at the expiration of the appropriate notice period whether or not the notice period ends during the fiscal year the notice is given.

For non-tenured academic faculty if the notice period expires during the semester the contract terminates at the end of the semester. (B/R 2/05)

5.9.4 Notice of Termination for Non-Tenured Administrative Faculty at the rank of Dean or above hired on or after March 1, 2005, Except DRI

Except as provided in Subsections 5.4.2, 5.9.2 and 5.9.3 of the Nevada System of Higher Education Code, and unless otherwise provided in the contract of employment, non-tenured administrators of the rank of Dean or higher to include those who directly report to the Provost or President, hired on or after March 1, 2005, at the University of Nevada, Reno, the University of Nevada, Las Vegas, Nevada State College, Henderson, the Community College of Southern Nevada, Great Basin College, Western Nevada Community College, Truckee Meadows Community College and the special units may be given a notice of termination by the appointing authority at any time after the commencement of employment. Such notice of termination shall be given: (B/R 12/05)

a. 60 calendar days after the receipt of written notice of termination, in the first full or partial fiscal year of employment;

b. 90 calendar days after the receipt of written notice of termination, in the second fiscal year of employment;

c. 120 calendar days after the receipt of written notice of termination, in the third or subsequent fiscal year of employment.

The contract of employment of a non-tenured administrative faculty member at the rank of Dean or higher is terminated at the expiration of the appropriate notice period whether or not the notice period ends during the fiscal year the notice is given. (B/R 2/05)

Rev. 241 (09/09) Title 2, Chapter 5, Page 20 Appendix 4.8 5.9.5 Effective Date of a Notice of Non-Reappointment or Notice of Termination

The effective date of a Notice of Non-Reappointment under Subsections 5.9.1 and 5.9.2, or a Notice of Termination under Subsections 5.9.3 and 5.9.4 is the date of delivery if hand-delivered, or if mailed, the date of mailing. Notices are deemed received on the date the notice is hand-delivered or the date the notice is mailed. (B/R 12/05)

Section 5.10 Termination Upon Exhaustion of Leave or Falsification of Credentials

5.10.1 Notice of Termination of Faculty after Exhaustion of Leave.

(a) A tenured or nontenured faculty member who is not able to return to work after the exhaustion of all available leave and the expiration of any extended sick leave granted under Title 4, Chapter 3, Section 12 (7) or Title 4, Chapter 3, Section 12 (8) shall be entitled to 15 calendar days notice of termination.

(b) The provisions of Title 2, Chapter 6, do not apply where an employee is unable to return to work after the exhaustion of all available leave and the expiration of any extended sick leave. (B/R 2/05)

5.10.2 Termination for Falsification of Credentials.

(a) It is the policy of the Nevada System of Higher Education that all academic faculty (including academic faculty on letters of appointment) and professional staff positions shall require a minimum of a bachelor’s degree, or appropriate professional experience in lieu of post secondary education equivalent to such degree, and that all such academic degrees shall have been awarded by an accredited institution as recognized by the United States Department of Education and/or the Council on Higher Education Accreditation (CHEA). All vacancy announcements or advertisements for faculty and professional staff positions shall include explicit reference to these requirements. If the applicant earned their degrees outside of the United Sates, the applicant must have their transcripts evaluated by an approved evaluating entity. The expense of the evaluation shall be born by the applicant. Each institution shall independently verify academic credentials within 30 calendar days from the effective date of employment and develop a procedure to ensure that the verification process takes place. Further, each institution shall independently verify academic credentials obtained after an employee’s original hire date prior to recognizing such credentials in official personnel files, academic catalogues, institutional publications, other official documents, or for the purpose of promotion or title change. (B/R 12/06)

(b) Each candidate interviewed for a professional position within the NSHE shall sign a pre-employment declaration before they are interviewed. This declaration shall certify that application materials submitted in support of their candidacy for employment are a true and accurate representation of their education and qualifications and acknowledging that falsification of employment applications or documents submitted to the NSHE, or

Rev. 241 (09/09) Title 2, Chapter 5, Page 21 Appendix 4.8 making other false or fraudulent representation in securing employment is prohibited.

(c) Falsification or misrepresentation of credentials, or evidence that degrees offered in support of candidacy for employment have been issued from non-accredited institutions, shall invalidate the employment contract and shall be grounds for immediate termination. The provisions of Title 2, Chapter 6, do not apply when employment is terminated under these circumstances. (B/R 6/04)

Section 5.11 Academic and Equivalent Ranks and Titles

5.11.1 Academic Rank. The universities & state college shall provide in their institutional bylaws for policies and procedures pertinent to the use of academic ranks, such academic ranks to consist of lecturer or instructor, which shall be at Rank I; assistant professor, which shall be at Rank II; associate professor, which shall be at Rank III; and professor, which shall be at Rank IV. Such bylaws, which shall be consistent with the Nevada System of Higher Education Code and with generally accepted practice among universities and colleges in the United States, shall establish policies and procedures for appointment of faculty to these ranks and promotion through the ranks. (B/R 1/03)

5.11.2 Community College Titles. After prior consultation with the faculty senate, each president of a community college, at the president's option, may establish academic titles for the college's faculty as provided in this subsection. Nontenured faculty shall have the academic title of "Instructor." Tenured faculty shall have the title of "Community College Professor." Community College titles shall not be related to salaries or salary levels in any form whatsoever. (B/R 2/90)

Section 5.12 Evaluation

5.12.1 Evaluations. Faculty shall be evaluated in writing at least once annually by department chairs, supervisors or heads of administrative units. The performance evaluations of executive and supervisory faculty shall include consultation with the professional and classified staff of the administrative unit.

5.12.2 Procedures. All performance evaluations of untenured faculty shall include a rating of (i) “excellent,” (ii) “commendable,” (iii) “satisfactory,” or (iv) “unsatisfactory.” All performance evaluations of tenured faculty shall include a rating of (i) “excellent,” (ii) “commendable,” (iii) “satisfactory,” or (iv) “unsatisfactory” unless institutional bylaws require a rating of only (i) “satisfactory” or (ii) “unsatisfactory.” The areas of evaluation and procedures for evaluation of academic faculty and administrative faculty shall be established in Board policies and institutional bylaws. All performance evaluations shall include a narrative addressing each area of performance, and at least every three years a narrative addressing progress toward tenure and/or promotion, if applicable. The three year narrative progress assessment shall be prepared in consultation with the appropriate tenure review committee or promotion committee, if any.

Rev. 241 (09/09) Title 2, Chapter 5, Page 22 Appendix 4.8 Evaluations of instructional faculty shall include an assessment incorporating teaching evaluations completed by their students. (B/R 10/08)

5.12.3 Review of Evaluations. Each institution and the System Office shall adopt, in their respective bylaws, a procedure for review of a faculty member’s adverse annual evaluation rating, as provided in Section 5.16 of the NSHE Code. Academic and administrative faculty who disagree with the supervisor’s evaluation may submit a written rejoinder, as provided for in Title 4, Ch. 3, Sec. 4(5). (B/R 12/06)

Section 5.13 Annual Performance Evaluation of Tenured Faculty

5.13.1 Declaration of Policy. It is the policy of this System to expect the continued commitment of its faculty to excellence after the granting of appointments with tenure. Under this policy, tenured faculty will be encouraged to realize the academic community's expectations to such excellence in their future services and performances. This policy shall be taken into consideration in the annual performance evaluation of tenured faculty, as provided in Section 5.11 of the Nevada System of Higher Education Code. (B/R 1/04)

5.13.2 Evaluation Procedure.

(a) If the annual performance evaluations provided for in Section 5.11 of the Nevada System of Higher Education Code result in a tenured faculty member receiving an overall unsatisfactory rating for two consecutive years, a hearing shall be held for the purpose of determining if the tenured faculty member should be retained in employment.

(b) An overall “unsatisfactory” rating in two consecutive annual performance evaluations as provided in this section shall be cause for termination of employment. Hearings to consider terminations initiated by this section shall be held by a special hearing officer and special hearing committee under Section 6.12 of the Nevada System of Higher Education Code. All other provisions of Chapter 6 of the Nevada System of Higher Education Code should be followed to the extent applicable. (B/R 1/04)

Notwithstanding the provisions of Subsections 6.12.4, 6.13.1 and 6.14.2 of the Nevada System of Higher Education Code, the only option for recommendations or decisions upon the completion of the hearing or appeal process is the continuation or termination of employment of the tenured faculty member. If, after the hearing or appeal process is completed, the decision is made to continue the tenured faculty member's employment, the annual performance evaluations which initiated the hearing shall be revised to eliminate the unsatisfactory ratings. The burden of demonstrating that termination of employment should occur lies with the administrative authorities of the System institution.

Rev. 241 (09/09) Title 2, Chapter 5, Page 23 Appendix 4.8 (c) The provisions of this section shall not apply to administrators who hold tenure as academic faculty members at the universities as long as they continue as administrators. Only the performance of such administrators of their assigned administrative duties shall be evaluated under Section 5.11 of the Nevada System of Higher Education Code. Commencing five years after such administrators are discontinued as administrators, the provisions of this section shall be applied to them as tenured faculty members.

(d) After the completion of the annual performance evaluations provided for in Section 5.11 of the Nevada System of Higher Education Code, the presidents shall submit an annual report to the Board of Regents detailing the process and outcomes of the annual performance evaluations.

Section 5.14 Oaths or Affirmations

No affirmation or oath shall be required of faculty, except that oath provided by Article 11, Section 5 and Article 15, Section 2 of the Nevada Constitution.

Section 5.15 Resignations/Leave

1. Resignations.

a. All resignations by a member of the academic or administrative faculty should be in writing and should be submitted to the appointing authority at least 30 calendar days in advance of its effective date. The resignation must be accepted in writing by the appointing authority (or designee).

b. If a resignation is tendered verbally or is conveyed to an employee other than the appointing authority, the resignation must still be accepted in writing by the appointing authority (or designee).

c. A resignation should indicate an effective date. If the resignation does not specify an effective date, the resignation shall be effective on the fourth working day after acceptance and this date must be reflected in the written acceptance.

d. Once an employee’s resignation is accepted by the appointing authority, the employee shall have three working days after such acceptance to revoke the resignation. Thereafter, the employee may not revoke the resignation, regardless of the effective date set forth in it. A revocation of a resignation must be in writing and must be delivered to the appointing authority within the foregoing time period to be effective.

e. The decision of an appointing authority not to accept a request to rescind a resignation more than three working days after its written acceptance is not subject to grievance or appeal processes.

Rev. 241 (09/09) Title 2, Chapter 5, Page 24 Appendix 4.8 2. Leave

Leave may only be taken in accordance with the policies in Title 4, Chapter 3. Unauthorized leave is charged as leave without pay pursuant to Title 4, Chapter 3, Section 39, and may subject the employee to disciplinary action under Title 2, Chapter 6. (B/R 12/06)

Section 5.16 Review of Evaluations and/or Denial of Salary Increase.

Each institution and the System Office shall adopt, in their respective bylaws, a procedure for review of a faculty member’s adverse annual evaluation rating and a procedure to review denial of a salary increase. In connection with review of merit pay, “denial of a salary increase” means review of the step or level of merit at those institutions that award a standard amount of merit pay based on a certain step or level. The procedure adopted must include at least one of the following review processes:

a. Reconsideration pursuant to the Nevada System of Higher Education Code, Section 5.2 (except that the supervisor is not required to state reasons for an adverse annual evaluation under Section 5.2.3 if the reasons for the evaluation are stated in the evaluation); b. Grievance pursuant to the Nevada System of Higher Education Code, Section 5.7; c. Peer review pursuant to Title 4, Chapter 3, Section 4(5); or d. Any other similar review procedure that provides reasonable opportunity to challenge an adverse annual evaluation or denial of a salary increase.

The result of any review procedure must be in the form of a recommendation to the president for a final decision (or in the case of the System Office, to the Chancellor), except that if the bylaws authorize a grievance, peer review, or other similar review procedure and also authorize reconsideration, then the bylaws may provide that the request for reconsideration terminates at a level below the president (or Chancellor), such as at the provost, executive vice president, academic vice president or dean level. In the event the bylaws provide for more than one review process, the bylaws may also specify an order in which the procedures are initiated.

In addition to the procedure for review adopted in the bylaws, the faculty member also has the right to submit a rejoinder as specified in Title 4, Chapter 3, Section 4(5).

If a merit pay determination is directly tied to the outcome of a faculty member’s evaluation review, then the bylaws shall provide that the same process is followed for both the evaluation review and the merit pay determination.

Regardless of the review procedure, the process for the president to adopt or reject the recommendation regarding an annual evaluation shall be the same as that specified for peer evaluations in Title 4, Chapter 3, Section 4(5).

Rev. 241 (09/09) Title 2, Chapter 5, Page 25 Appendix 4.8 In the event the bylaws fail to specify a procedure for review of an adverse annual evaluation rating or denial of merit, the faculty member will have the right to pursue reconsideration and a grievance, in addition to submitting a written rejoinder. (B/R 12/06)

Rev. 241 (09/09) Title 2, Chapter 5, Page 26 Appendix 4.9

TITLE 2 - Nevada System of Higher Education CODE

CHAPTER 4

TENURE FOR COMMUNITY COLLEGE FACULTY

Section 4.1 Declaration of Policy ...... 2 4.1.1 Limited to Community Colleges...... 2 4.1.2 Conditions on Tenure...... 2 Section 4.2 Eligibility for Tenure ...... 2 4.2.1 Applicable Faculty Positions...... 2 4.2.2 Faculty Paid with Short Term, Nonstate Funds...... 2 4.2.3 Range O...... 3 4.2.4 Employment by Multiple System Institutions...... 3 Section 4.3 Probation ...... 3 4.3.1 Probationary Period...... 3 4.3.2 Consideration for Tenure during Probation...... 4 4.3.3 Full-Time Service at Other Institutions...... 4 4.3.4 Completion of Probationary Period...... 5 Section 4.4 Appointment with Tenure ...... 5 4.4.1 Recommendations and Appointment...... 5 4.4.2 Standards for Recommending Appointment with Tenure...... 5 4.4.3 Recommendations for Tenure...... 7 4.4.4 Notice of Tenure...... 7 4.4.5 Reasons for and Reconsideration of Denial of Appointment with Tenure...... 7 4.4.6 Tenure for Faculty Occupying Administrative Positions...... 7 4.4.7 Relinquishment of Tenure...... 7 4.4.8 Transfer to the Chancellor's Office...... 8 4.4.9 Resignation or Termination...... 8

Reorganization (2008) Title 2, Chapter 4, Page 1 Appendix 4.9

Section 4.1 Declaration of Policy

4.1.1 Limited to Community Colleges. Except as may be provided otherwise in this chapter, the provisions of this chapter are applicable to the faculty of the community colleges of the System only.

4.1.2 Conditions on Tenure. The major objectives of tenure are to provide a faculty committed to excellence and to provide a substantial degree of security to those persons who have exhibited excellent abilities, sufficient to convince the University of Nevada community that their expected services and performances in the future justify the privileges provided by tenure.

Section 4.2 Eligibility for Tenure

4.2.1 Applicable Faculty Positions.

(a) Except as provided in this chapter, full-time academic faculty at the Community College of Southern Nevada, the Great Basin College, the Truckee Meadows Community College and the Western Nevada Community College shall be eligible for appointment with tenure. (B/R 4/99)

(b) Administrative faculty who have already been appointed with tenure as administrators prior to July 1, 1990 shall continue to be employed with tenure subject to the provisions of the Nevada System of Higher Education Code. Administrative faculty who have been employed in tenure track positions as of April 5, 1991 will continue to be eligible for tenure until the completion of their probationary periods. (B/R 4/91)

4.2.2 Faculty Paid with Short Term, Nonstate Funds.

(a) Except as provided in paragraph (c) herein, academic faculty whose initial appointments are in positions paid in whole or in major part with short term, nonstate funds are not eligible for appointment with, nor shall have, tenure under any circumstances. (B/R 4/91)

(b) Faculty whose salaries are paid in whole or in major part with short term, nonstate funds and who have already been appointed with tenure prior to July 1, 1983 shall continue to be employed with tenure subject to the provisions of the Nevada System of Higher Education Code.

(c) In the event that a member of the academic faculty whose initial appointment was in a position paid in whole or in major part with short term, nonstate funds is subsequently appointed to a position which confers eligibility for tenure, up to three years of uninterrupted full-time employment in the former position may be counted, upon the request of the faculty member and the approval of the president, as part of the

Reorganization (2008) Title 2, Chapter 4, Page 2 Appendix 4.9

probationary period for appointment with tenure. Such decision must be made at the time of the subsequent appointment. (B/R 4/91)

4.2.3 Range O.

(a) Faculty placed in Range O positions shall not be eligible for appointment with, nor shall have, tenure under any circumstances. A faculty member must agree to placement in a Range O position. (B/R 4/91)

(b) Upon the request of the academic faculty member and the approval of the president, up to three years of uninterrupted full-time employment in a Range O position may be counted towards completion of a probationary period for tenure in the event an academic faculty member employed in a Range O position is subsequently appointed to a range capable of conferring eligibility for appointment with tenure. Such decision must be made at the time of the subsequent appointment. (B/R 4/91)

4.2.4 Employment by Multiple System Institutions.

(a) Full-time academic faculty who are partly employed by more than one of the member institutions identified in Subsections 3.2.1 and 4.2.1 of the University and Community College System of the Nevada Code and who are employed in positions which otherwise confer eligibility for appointment with tenure shall be eligible for such appointment in the institution having the largest portion of the qualified FTE. In the event that FTE is equally shared between such member institutions, the chancellor shall determine the member institution in which eligibility for appointment with tenure shall exist.

Section 4.3 Probation

4.3.1 Probationary Period.

(a) Academic faculty eligible for appointment with tenure must serve in a probationary period in a member institution identified in Subsection 4.2.1 before receiving such an appointment. Except as provided herein, the total probationary period for all academic faculty eligible for such appointment shall not exceed five years of uninterrupted full-time employment. (B/R 1/04)

(b1) At the discretion of the Board of Regents, an academic faculty member may be exempt from the requirement of serving a probationary period, and tenure shall be awarded on a case-by-case basis in negotiation with the president or the president’s designee. Prior to recommending such an appointment, the president shall seek a recommendation from the appropriate faculty on whether an academic faculty member may be exempt from the requirement of serving a probationary period under procedures set forth in the member institution's bylaws. (B/R 1/04)

Reorganization (2008) Title 2, Chapter 4, Page 3 Appendix 4.9

(b2) The President of the institution, without seeking Board of Regents’ approval, may grant tenure upon hire to an academic faculty member who at the time of hire holds tenure another institution. Prior to making such an appointment, the president shall seek a recommendation from the appropriate faculty on whether an academic faculty member should be appointed with tenure. The President of each institution shall submit an annual report to the Board of Regents which shall include the name of any individual to whom tenure upon hire was granted, the department within which the individual was hired and whether the faculty of such department voted to approve such tenure upon hire. This report shall be presented to the Board of Regents at the first meeting of the board after the beginning of each fiscal year. (B/R 12/05)

(c) Authorized period of leave, paid or unpaid, may be excluded from service toward the five year probationary period upon written request of the faculty member and approval of the president. The decision of whether to grant the faculty member’s request to exclude periods of leave shall be based upon the sole discretion of the President. The President’s decision is final. The request for leave must state if the leave is to be excluded from service toward the probationary period. (B/R 4/99)

(d) The period of probation may exceed five years upon written request of the faculty member and approval of the President. The decision of whether to grant the faculty member’s request to exceed the five-year probationary period shall be based upon the sole discretion of the President. The President’s decision is final. The request for an extension of the five-year period of probation must state the reasons for such extension. (B/R 4/99) (B/R 1/04)

4.3.2 Consideration for Tenure during Probation. Upon the request of the academic faculty member and the approval of the president, academic faculty eligible for appointment with tenure may be considered for such appointment at the appropriate time during each year of employment during the probationary period. Member institutions shall make no provisions requiring members of the eligible academic faculty to be considered for appointment with tenure at any time prior to the next to the last year of the probationary period. (B/R 4/91)

4.3.3 Full-Time Service at Other Institutions. Upon the request of the academic faculty member and the approval of the president, up to three years full-time employment at other accredited institutions of postsecondary education, including such institutions in the System, in positions equivalent to positions providing eligibility for appointment with tenure may be included in the probationary period. Such decision must be made at the time of initial employment. (B/R 4/91)

Reorganization (2008) Title 2, Chapter 4, Page 4 Appendix 4.9

4.3.4 Completion of Probationary Period. After completion of a probationary period, an academic faculty member eligible for appointment with tenure shall not be employed at any range unless such appointment is made with tenure. (B/R 4/91)

Section 4.4 Appointment with Tenure

4.4.1 Recommendations and Appointment. At the expiration of a probationary period or at any time during a probationary period, academic faculty eligible for appointment with tenure may be recommended to the president for such appointment through regular personnel procedures. Recommendations for such appointment shall be made by the president to the Board of Regents. The Board has final authority in making an appointment with tenure and such appointment shall not be granted to any member of the academic faculty without an affirmative majority vote of the Board of Regents at a meeting of the Board, a quorum being present. (B/R 1/04)

4.4.2 Standards for Recommending Appointment with Tenure.

(a) The consideration of a recommendation for appointment of an academic faculty member with tenure shall include the application of the two standards and the ratings contained in this subsection, which shall be applied in consideration of the conditions for appointment with tenure stated in Subsection 4.1.2 of the Nevada System of Higher Education Code. The burden of demonstrating that these standards have been met lies with the applicant for appointment with tenure. (B/R 1/04)

1. Standard One: Teaching/Performance of Assigned Duties

An academic faculty member being recommended for appointment with tenure must receive an “excellent” rating in one of the following areas, whichever is applicable.

(A) If employed primarily as an instructor, a record of effectiveness as a teacher including, but not limited to, demonstrated teaching competence and efficiency in a classroom, laboratory, and/or clinical setting, the ability to communicate effectively with students and demonstrated skill in handling classroom and other duties related to teaching. (Such a record may include, for example, a showing of the ability to impart knowledge, to excite students' interest in the subject matter and to evoke response in students.)

(B) If employed primarily as a member of the academic faculty whose role does not include instruction, a record of effectiveness, efficiency and ability to perform assigned duties. (B/R 1/04)

Reorganization (2008) Title 2, Chapter 4, Page 5 Appendix 4.9

2. Standard Two: Service

In addition to standard one, an academic faculty member being recommended for appointment with tenure must receive a "satisfactory" rating or better in the area of service, which may include, but not be limited to:

(A) Interest and ability in advising students;

(B) Membership and participation in professional organizations;

(C) Ability to work with the faculty and students of the member institution in the best interests of the academic community and the people it serves, and to the extent that the job performance of the academic faculty member's administrative unit may not be otherwise adversely affected;

(D) Service on college or System committees;

(E) Recognition among colleagues for possessing integrity and the capacity for further significant intellectual and professional achievement; and

(F) Recognition and respect outside the System community for participation in activities that use the faculty member’s knowledge and expertise or further the mission of the institution, or that provide an opportunity for professional growth through interaction with industry, business, government, and other institutions of our society, within the state, the nation or the world. (B/R 10/04). (B/R 1/04)

(b) In rating applicants for appointment with tenure under the standards set forth in this subsection, the applicable member institutions and their respective administrative units shall rate applicants as (i) “excellent,” (ii) “commendable,” (iii) “satisfactory,” or (iv) “unsatisfactory.” No other rating terminology shall be used in evaluating the applicant for appointment with tenure. (B/R 1/04)

(c) The standards and the ratings set forth in this subsection are the standards that must be used by the applicable member institutions and their respective administrative units in recommending academic faculty for appointment with tenure. However, the applicable member institutions and their respective administrative units may provide in their respective bylaws for criteria within the ratings set forth in this subsection for recommending academic faculty for such appointment. Such criteria must be consistent with the provisions of the Nevada

Reorganization (2008) Title 2, Chapter 4, Page 6 Appendix 4.9

System of Higher Education Code and must not be less stringent than the standards provided in this subsection of the Nevada System of Higher Education Code. (B/R 1/04)

Any such criteria that are not published in adopted bylaws of the applicable member institutions and their respective administrative units, are void and of no effect whatever. (B/R 1/04)

4.4.3 Recommendations for Tenure. The president shall seek a recommendation concerning appointment with tenure for an academic faculty member under procedures, which shall be established in the member institution's bylaws. The procedures shall include a review of the faculty member’s annual evaluations and any rejoinders to those evaluations and/or peer evaluations. (B/R 1/04)

4.4.4 Notice of Tenure. When a member of the academic faculty has been granted appointment with tenure, the academic faculty member shall be informed immediately by the president in writing. Any defect in the notice or misstatement of the Board of Regents' actions shall not create any enforceable legal obligations against, or on the part of, the University of Nevada. (B/R 4/91)

4.4.5 Reasons for and Reconsideration of Denial of Appointment with Tenure. An eligible academic faculty member who has been denied appointment with tenure after being specifically considered for such appointment shall be entitled to reasons for, and the reconsideration of, such denial as provided in Subsections 5.2.3 and 5.2.4 of the Nevada System of Higher Education Code. (B/R 4/91)

4.4.6 Tenure for Faculty Occupying Administrative Positions. An administrator who is not otherwise ineligible for appointment with tenure qualifies for appointment with tenure but only in the capacity of academic faculty. Employment in a particular administrative position is a separate and distinct concept from employment with tenure. An administrator serves in an administrative position at the pleasure of the appointing authority. An administrator who also holds an appointment with tenure, whether granted during or before employment in the administrative position, may be removed from the administrative position without cause, reasons or right of reconsideration of the action, but shall be reassigned in an appropriate capacity within the member institution in which an appointment with tenure was made. (B/R 4/91)

4.4.7 Relinquishment of Tenure.

(a) An appointment with tenure shall be made within a specific member institution identified in Subsection 4.2.1 of the Nevada System of Higher Education Code.

Reorganization (2008) Title 2, Chapter 4, Page 7 Appendix 4.9

(b) Except as otherwise provided in the Nevada System of Higher Education Code, in the event a tenured faculty member transfers from the member institution granting an appointment with tenure to another System institution, the tenured faculty member shall be deemed to have relinquished appointment with tenure in the former entity and shall not carry over such appointment to the latter entity. This provision is also applicable to faculty members who have been employed with tenure in special units prior to July 1, 1983, who transfer employment to another System institution after July 1, 1983.

(c) Notwithstanding the above provisions, a tenured faculty member may transfer employment with tenure to another System institution under the following conditions:

1. A member institution identified in Subsections 3.2.1, 4.2.1, and 7.1.1 to which the tenured faculty member transfers recommends appointment with tenure and such appointment is specifically approved by the Board of Regents; (B/R 1/04) or

2. An administrative unit in which a tenured faculty member is employed is transferred to another System institution. Regardless of whether or not the System institution to which the administrative unit is transferred is authorized to make appointments with tenure, a tenured faculty member will continue to hold tenure under the same rights and obligations provided by the Nevada System of Higher Education Code for such appointment.

This provision is also applicable to faculty members who have been employed with tenure in special units prior to July 1, 1983.

4.4.8 Transfer to the Chancellor's Office. A tenured faculty member who elects to transfer employment to the Chancellor's Office retains such appointment for up to three years in the member institution from which the tenured faculty member transferred, unless such period is extended by the Board of Regents for a stated period upon the affirmative recommendation of the chancellor. In the case of the chancellor, approval for an extension rests with the Board of Regents upon the affirmative recommendation of the Board Chair. Such faculty member cannot transfer appointment with tenure to the Chancellor's Office under any circumstances. If such faculty member's employment at the Chancellor's Office is terminated within the aforesaid three year period or such period as extended, such faculty member shall be reassigned to the member institution in which such faculty member was previously employed with tenure. (B/R 1/04)

4.4.9 Resignation or Termination. A tenured faculty member relinquishes appointment with tenure upon resignation or termination of employment from the System.

Reorganization (2008) Title 2, Chapter 4, Page 8 Appendix 4.10

DECEMBER 1983 APRIL 1985 JANUARY 1990 MARCH 1997

JANUARY 2004

Western Nevada Community College

ACADEMIC FACULTY SENATE BYLAWS

CHAPTER 1: ORGANIZATION OF WESTERN NEVADA COMMUNITY COLLEGE ACADEMIC FACULTY SENATE

Section I: NAME

1.1 The Western Nevada Community College (hereafter referred to as the College) faculty organization shall be called the Western Nevada Community College Academic Faculty Senate and shall be referred to hereafter as the Senate.

Section II: PHILOSOPHY

2.1 The purpose of the Senate is to assure faculty participation in the formulation of academic and institutional policies and goals, in the implementation of those goals, and in their evaluation.

Section III: DELEGATED AUTHORITY

3.1 The Board of Regents delegates to the faculty of Western Nevada Community College (WNCC) the authority and responsibility for organizing itself in accordance with WNCC bylaws and for recommending procedures and policies on matters of faculty welfare, on the rights of faculty under the NSHE Code, and on their involvement in the College’s primary missions as stated in the Code (NSHE Code 1.4.1).

Section IV: ELIGIBILITY

4.1 All members of the College holding academic professional contracts 0.5 FTE or above, and authorized by the Board of Regents, are members of the Academic Faculty and shall be represented by elected members of the Senate, hereafter referred to as Senators.

4.2 Two representatives chosen from Part-time Faculty are eligible to hold voting-member status on the Senate.

Section V: COMPOSITION OF THE SENATE

5.1 The Senate shall be composed of Senators who shall conduct the business of the Academic Faculty except as provided for elsewhere in this document.

5.2 Senate Composition: Appendix 4.10 5.2.1 Chairperson

5.2.2 Vice-Chairperson/Chair-Elect

5.2.3 Two (2) Senators from Carson Campus and Douglas Center faculty

5.2.4 Two (2) Senators from Fallon Campus faculty

5.2.5 Two (2) Senators from the Communications and Fine Arts Division: at least one Senator from the English area

5.2.6 Two (2) Senators from the Applied Sciences, Mathematics, and Information Systems Division: one Senator from the Math area, and one Senator from the Applied Science or Information Systems areas

5.2.7 Two (2) Senators from the Science and Allied Health Division: one Senator from Science and one Senator from Allied Health

5.2.8 Two (2) Senators from the Business and Technology Division: one from Business and one from Technology

5.2.9 Two (2) Senators from Social Science, Education, Humanities and Public Service Division: one Senator from Social Science and one Senator from Education, Humanities or Public Service areas

5.2.10 One (1) Senator from Support Faculty

5.2.11 Two (2) voting Senators from Part Time Faculty: one from the Carson Campus and one from the Fallon/Douglas/Outlying Instructional Centers, to be appointed by the Senate Executive Board

5.2.11.1 If these positions are unable to be filled, they may remain vacant until such time as they are able to be filled.

5.2.12 The immediate past Senate Chair will serve as a non-voting ex-officio Senator for one year at the completion of his/her present term.

Section VI: TERMS OF OFFICE

6.1 The Chair and Vice-Chair/Chair-Elect shall each serve a one (1) year term. Following the year served as Chair-Elect, the Vice-Chair shall assume the position of Chair.

6.2 Senators shall serve a two (2) year term.

Section VII: ELECTION OF SENATORS AND OFFICERS

7.1 For election of Senators as described in 5.2.1 through 5.2.10, the Senate Committee on Elections shall supervise the elections in accordance with the following principles and report to the Senate in March of each year.

7.1.1 Nominations and elections shall be on forms and ballots designated by the Committee on Elections. Appendix 4.10 7.1.2 Elections shall be by secret ballot, and sealed absentee ballots will be accepted by the Chairperson of the Committee on Elections.

7.1.3 All nominations shall require one nominator.

7.1.4 All Academic Faculty members shall be eligible to vote.

7.1.5 Only Academic Faculty members may be candidates, and only Academic Faculty members may be nominators.

7.1.6 The Chair and/or Chair Elect shall be elected at-large by the eligible Academic Faculty.

7.1.7 In year 1 of these bylaws, the Academic Faculty shall elect a Chair and a Vice- Chair/Chair-Elect. In subsequent years, the Academic Faculty shall elect a Vice- Chair/Chair-Elect only.

7.1.7.1 In the event that the Vice-Chair replaces the Chair or vacates the Vice- Chair position, a special election will be held to elect a new Vice-Chair/Chair-Elect. A Vice-Chair who assumes the Chair’s position shall finish that term as well as serve as Chair for the following year. The same shall hold for the newly elected Vice-Chair.

7.1.8 When a unit has two Senators, elections shall be held in alternate years for these seats.

7.1.9 No person shall be a candidate for more than one Senatorial office during a Senate election. 7.1.10 At the March Senate meeting, the Senate Committee on Elections shall submit a list of constituents as identified in 5.2.3 through 5.2.10. This list, as approved by the Senate, shall apply only to the elections for which it has been approved. 7.1.11 Each nominator may nominate two persons, one for Senator from one of his/her two categories (professional or campus) and one for Chair and/or Chair-Elect. 7.1.12 After nominations have been received, the Committee on Elections will distribute the list of nominees to those nominated. Nominees will have five (5) working days to withdraw their name from nomination if they so choose. After the withdrawal period, the Committee on elections will construct the ballot. 7.1.13 Members may vote only for candidates in their own categories (professional and campus) and for Chair and/or Chair-Elect. Each member will be listed in two categories: campus and professional. 7.1.14 All ballots, including sealed absentee ballots, will be opened and counted publicly in an adjacent room during the regular meeting of the Senate in April. If a tie occurs, a run-off is necessary between tied candidates only. Run-off votes will be counted publicly in an adjacent room during the regular meeting of the Senate in May.

7.1.15 The candidate with the greatest number of votes received shall be elected.

7.1.16 Eligibility of all candidates, certification of all nominations and elections shall be determined by the Committee on Elections. Determinations may be appealed to the Senate.

7.2 Those elected and/or identified as representing part-time faculty shall take office immediately following the regular meeting of the Senate in May. Appendix 4.10 7.3 The Secretary shall be elected by the Senate from its membership as newly constituted in May immediately following the regular meeting.

Section VIII: SENATE OFFICERS

8.1 Duties of Officers

8.1.1 The Chairperson:

8.1.1.1 shall act as the executive officer of the Senate, overseeing all business of the Faculty Senate

8.1.1.2 shall officially represent the Faculty Senate before the following groups:

· Board of Regents · Council of Senate Chairs · College Council 8.1.1.3 shall schedule and conduct Faculty Senate meetings 8.1.1.4 shall vote in Senate meetings to break a tie

8.1.1.5 shall proofread the draft of the minutes of the Faculty Senate meetings and will supervise the distribution of finalized minutes to the Academic Faculty, and College as a whole, within two (2) calendar weeks of all meetings

8.1.1.6 shall supervise the preparation and distribution of the agenda: gather information and accompanying documents from Committee Chairs, determine information and action items 8.1.1.7 shall make Senate recommendations (a) to College Council (b) directly to the President of Western Nevada Community College or (c) to the appropriate administrator, except as to matters the Senate is empowered to decide 8.1.1.8 shall administer a tracking system to ensure accountability of motions passed by the Senate

8.1.1.9 shall publish a list of standing committees, chairpersons and members by the regular Senate meeting in August

8.1.1.10 shall chair the Senate Executive Board

8.1.1.11 shall furnish the Western Nevada Community College President or Chancellor with nominees to serve on System and College committees

8.1.1.12 shall appoint Senators to fill vacated Senatorial positions as stated in these bylaws, Section 9.2

8.1.2 The Vice-Chair/ Chair-Elect:

8.1.2.1 shall assume the duties of the Chairperson in the case of absence or incapacity of the Chairperson and shall become Chairperson in the event of the death, resignation, or permanent incapacity of the Chairperson as determined by the Senate

8.1.2.2 shall monitor the Senate’s adherence to the parliamentary rules set forth in Section XIV and serve as Senate Parliamentarian Appendix 4.10 8.1.2.3 shall, when possible, attend Board of Regents meetings that are held in the Reno/Carson City/Fallon area

8.1.3 The Secretary:

8.1.3.1 shall supervise the recording of minutes of Faculty Senate meetings

8.1.3.2 shall be responsible for preparing and forwarding the draft minutes to the Senate Chair within (1) calendar week of all meetings

8.2 Recall of officers

8.2.1 If a petition with the signatures of at least 30% of the senate members is submitted to the Senate Executive Board requesting the recall of an officer, a ballot shall be held within 30 days of receipt of the petition. A two-thirds vote of those Faculty Senators present shall be required to remove the Chair or the Chair-Elect.

Section IX: SENATORS

9.1 Duties of Senators. A Senator:

9.1.1 shall regularly attend Senate meetings or arrange a proxy as outlined in Section 12.1

9.1.2 shall be expected to keep his/her constituents informed of Senate proceedings 9.1.3 shall attempt to act and vote in the best interests of his/her constituents 9.1.4 shall study the issues before the Senate and attempt to discern the views of his/her constituency on upcoming Senate action items 9.1.5 shall be versed in the Senate and College Bylaws

9.2 In the event a Senatorial position is vacated between elections, the Chairperson will appoint, at his/her pleasure, a Senator from the same constituency as that being vacated, subject to the Senate's confirmation. The position will be occupied until the next regular election, at which time nominations will be solicited for a term of one (1) or two (2) years.

9.3 Recall of Senators: 9.3.1 If a petition with the signatures of at least 30% of the eligible members of a Faculty Unit is submitted to the Senate Chair requesting the recall of a Senator representing the unit, a ballot shall be held within 30 days of receiving the petition. A two-thirds majority vote, of those voting, of the Faculty Unit shall be required to remove a Senator from office.

9.3.2 Two unexcused absences without a proxy will result in the Chair initiating removal proceedings before the Faculty Senate. A two-thirds majority vote of those Senators present is required to remove the Senator.

Section X: SENATE EXECUTIVE BOARD

10.1 The Executive Board of the Senate shall consist of the following members of the Senate: Chair; Vice-Chair/Chair-Elect; Secretary, immediate Past-Chair, and two Senators as nominated and approved by the Senate at the May Senate meeting.

10.1.1 The Senate Executive Board shall meet at least once each semester. Appendix 4.10

10.1.2 The Senate Executive Board shall advise the Senate Chair.

10.1.3 The Senate Executive Board shall help determine issues to be placed on the Senate Agenda.

Section XI: SENATE MEETINGS

11.1 Regular meetings shall be held by the Senate at least monthly during the academic year. Special meetings of the Senate may be called by the Chairperson, or upon petition of twenty-five percent (25%) of the Senators.

11.2 A semester schedule listing the date, time, and place of regular meetings shall be posted in August and December of each year.

11.3 Formal notice of date, time, place and agenda shall be posted to the Academic Faculty members three (3) working days in advance of any meeting.

11.4 Faculty Senate meetings shall be open. All interested persons are encouraged to attend.

11.5 The quorum requirement of the Senate shall be fifty percent (50%) of the Senators. Any action taken by the Faculty Senate without a quorum shall be deemed invalid.

Section XII: VOTING

12.1 Any Senator who is unable to attend the regularly scheduled or special meeting may designate a proxy for that meeting.

12.1.1 A proxy must be a faculty member from the absent Senator’s area.

12.1.2 The proxy must be designated and be communicated in writing, by hard copy or electronically, to the Senate Chair at least one day prior to the meeting.

12.1.3 Failure to notify the Chair will result in a null vote for the proxy.

12.2 The Chair shall vote to break an otherwise tie vote.

Section XIII: QUORUMS OF WNCC SENATE BODIES

13.1 The quorum requirement of any Senate body shall be fifty percent (50%) of its membership.

Section XIV: PARLIAMENTARY AUTHORITY OF SENATE

14.1 The rules contained in the latest edition of Robert's Rules of Order shall govern the Senate in all areas where they are not in conflict with the WNCC Bylaws or the Senate Rules.

Section XV: AMENDMENT PROCEDURES 15.1 These Bylaws may be amended at any time in accordance with the following: 15.1.1 Introduction of the proposed amendment at a regular meeting of the Senate, to include distribution of a copy in writing to each Senator.

15.1.2 Voting on the proposed amendment at the next regular meeting of the Senate Appendix 4.10 following the introduction of the proposal. 15.1.3 Approval of the proposed amendment by the full Academic Faculty with a two- thirds (2/3) affirmative vote of those voting. Section XVI: COMMITTEES OF THE FACULTY SENATE 16.1 The following shall be the Senate standing committees: · Senate Committee on Academic and Professional Standards

· Senate Committee on Senate Bylaws

· Senate Committee on Professional Development (PDC)

· Senate Committee on Sabbatical Leaves

· Senate Committee on Professional Advancement

· Senate Committee on Tenure Peer Evaluation (PEC)

· Senate Committee on Merit Pay for Those at Top of Faculty Salary Schedule

· Senate Committee on Elections

16.2 Appointment of membership to any Senate committee within the College shall be at the pleasure of the Chairperson, subject to the confirmation of the Senate.

16.3 Standing committee chairpersons shall not be Senators.

16.4 The chairperson of each standing committee shall be appointed from among the committee members by the Senate Chairperson subject to Senate confirmation.

16.5 Recommendations of all Senate committees, except those duties of the Committee on Professional Advancement and the Committee on Professional Development, shall be made to the Senate.

16.5.1. Senate Committee recommendations to the Senate require a quorum vote by the Senate.

16.6 All standing committee members shall have voting privileges in committee actions.

16.7 All Senate committees, with the exceptions of the Senate Committee on Professional Advancement and the Committee on Professional Development, shall record the committees' vote and state the minority position(s) in all action reports to the Senate.

16.8 Duties of Standing Committee Chairpersons:

16.8.1 Schedule and conduct meetings

16.8.2 Record attendance of all standing Committee members

16.8.3 Report on Committee activity at the regularly scheduled Senate meetings

16.8.4 Submit to the Senate Chair, at least one week prior to the Senate meeting, written recommendations to be presented to Senate

16.9 Composition and Charges of Standing Committees Appendix 4.10 16.9.1 Senate Committee on Academic and Professional Standards

16.9.1.1 Composition shall consist of three (3) Academic Faculty members.

16.9.1.2 Charges are as follows:

16.9.1.2.1 Recommend an academic calendar

16.9.1.2.2 Recommend grading policies

16.9.1.2.3 Recommend requirements for all degrees awarded by WNCC

16.9.1.2.4 Recommend criteria for selection of all professionals

16.9.1.2.5 Recommend student academic grievance procedures

16.9.1.2.6 Recommend minimum professional standards to be met by Academic Faculty, classes, and students

16.9.2 Senate Committee on Senate Bylaws

16.9.2.1 Composition shall consist of three (3) Academic Faculty members.

16.9.2.2 Charges are as follows:

16.9.2.2.1 Review the wording of proposed bylaws changes

16.9.2.2.2 Review proposed changes for conflict with the Board of Regents Code and Handbook, and with WNCC bylaws

16.9.2.2.3 Note deletions and insertions of changes to bylaws

16.9.2.2.4 Conduct a full Academic Faculty vote if accepted by Senate

16.9.2.3 Approval of any Senate Bylaws amendment requires a 2/3 affirmative vote of those eligible Academic Faculty members voting (see also Section XV.)

16.9.3 Senate Committee on Professional Development (PDC)

16.9.3.1 Composition shall consist of three (3) Academic Faculty members, all of whom have been granted continuing contract (tenure).

16.9.3.2 Charges are as follows:

16.9.3.2.1 Perform the duties as described in Chapter 2, Section I

16.9.3.2.2 Recommend faculty professional development procedures

16.9.3.3 A quorum of the Senate Committee on Professional Development shall be all members. Appendix 4.10 16.9.3.4 Concurrent membership on the Committee on Professional Development and any PDC Ad Hoc Committee is prohibited.

16.9.4 Senate Committee on Sabbatical Leaves

16.9.4.1 Composition shall consist of three (3) Academic Faculty members. No person being considered for sabbatical leave shall serve on this committee.

16.9.4.2 Charges are as follows:

16.9.4.2.1 Recommend sabbatical application procedures and criteria

16.9.4.2.2 Recommend sabbatical candidates to the Senate

16.9.4.2.3 Report to the Senate the rationale for selection

16.9.4.2.4 Solicit and receives sabbatical reports

16.9.4.2.5 House sabbatical reports in WNCC Library

16.9.5 Senate Committee on Professional Advancement

16.9.5.1 Composition shall consist of three (3) Academic Faculty members, all of whom have been granted continuing contract (tenure).

16.9.5.2 Charges are as follows:

16.9.5.2.1 Perform duties as described in WNCC Policy # 4-4-7, including:

16.9.5.2.1.1 Review applications by faculty seeking professional advancement and provides a recommendation on the application to the President of the College

16.9.5.2.1.2 Develop procedures to ensure a fair and timely review of applications

16.9.5.2.1.3 Develop and uses policies for determining which courses, programs, contract hour training workshops, and work experiences will be recommended or not recommended

16.9.5.2.1.4 Evaluate retroactive credits and makes recommendation to the President of the College

16.9.6 Senate Committee on Tenure Peer Evaluation

16.9.6.1 Composition shall consist of three to five (3-5) tenured Academic Faculty members, with at least one representative from each of the following: · Occupational · Liberal Arts and Support · Fallon (This representative can be from any area.) 16.9.6.1.1 Members shall serve staggered terms to ensure consistency. One two members shall be appointed each year. 16.9.6.1.2 Committee members are requested to remain on the committee for minimum of two years. Appendix 4.10 16.9.6.2 Charges are as follows:

16.9.6.2.1 Perform the duties and carries out the processes as described in Chapter 2, Section 3

16.9.6.2.2 Recommend tenure peer evaluation procedures

16.9.7 Senate Committee on Merit Pay for Those at Top of Faculty Salary Schedule

16.9.7.1 Composition shall consist of three to five (3-5) tenured Academic Faculty members, with at least one representative from each of the following: · Occupational · Liberal Arts and Support · Fallon (This representative can be from any area.) 16.9.6.1.1 Members shall serve staggered terms to ensure consistency. One two members shall be appointed each year 16.9.6.1.2 Committee members are requested to remain on the committee for minimum of two years

16.9.6.2 Charges are as follows:

16.9.6.2.1 Perform the duties and carry out the processes as described in WNCC Policy Manual, Policy # 4-4-1

16.9.6.2.2 Recommend merit pay procedures

16.9.8 Senate Committee on Elections

16.9.8.1 Composition shall consist of three (3) Academic Faculty members.

16.9.3.2 Charges are as follows:

16.9.3.2.1 Perform the duties as described in Chapter 1, Section VII

Section XVII: DEVELOPMENT OF COLLEGE POLICIES AND PROCEDURES

17.1 Administration shall provide the opportunity for faculty participation in the development, and revisions, as necessary, of College policies and procedures relating to faculty security, welfare, and general working conditions. (NSHE Code, Section 5)

CHAPTER 2: TENURE AND EVALUATION

Section I: TENURE (NSHE Code, Title 2, Chapter 4; Title 5, Chapter 8, Section 7).

1.1 Ad Hoc Committees

1.1.1 An Ad Hoc Committee shall be appointed at the commencement of all professional employee contracts of 0.5 FTE or above.

· If the contract is tenure track, the Ad Hoc Peer Group Committee shall meet for the Appendix 4.10 three to four year probationary period.

· If the contract is other than tenure track, the Ad Hoc Peer Group Committee shall meet for a three year period.

1.1.2 Employees under the purview of the Senate Committee on Professional Development who have been appointed an Ad Hoc committee will hereafter be referred to as probationary employees.

1.1.3 The Ad Hoc Committee shall consist of two (2) tenured persons appointed by the Senate Chairperson during the probationary employee's first year. The Division Chair or immediate supervisor shall serve as an ex-officio member of the ad hoc committee.

1.1.3.1 In the event either of the members of the committee appointed by the Senate Chairperson cannot serve, the Chairperson shall appoint a replacement.

1.1.4 Beginning the second year of the probationary employee's employment, the Ad Hoc Committee shall include a third tenured person selected by the probationary employee to serve as advocate.

1.1.4.1 In the event the member of the committee selected by the probationary employee cannot serve, the probationary employee shall select a replacement.

1.1.5 Each Ad Hoc Committee should meet with the probationary employee as often as needed each semester, to determine how effectively the probationary employee is meeting his or her contract obligations and to offer mentoring assistance. The probationary employee shall be notified in writing at least ten (10) calendar days prior to any committee meeting which considers his/her professional development.

1.1.6 Members of the Ad Hoc Committee shall act as mentors to the probationary employee, providing guidance, recommendations, and information on policies and procedures.

1.1.7 A quorum of each Ad Hoc Committee shall consist of all committee members, excepting the ex-officio Division Chair or immediate supervisor.

1.2 Evaluation of Tenure Candidates

1.2.1 A faculty member being recommended for appointment with tenure must receive an "excellent" rating in one of the following areas, whichever is applicable:

· If employed primarily as an instructor, a record of effectiveness as a teacher including, but not limited to, demonstrated teaching competence and efficiency in a classroom and/or laboratory, the ability to communicate effectively with students, and demonstrated skill in handling classroom and other duties related to teaching.

· If employed primarily as a nonteacher, a record of effectiveness, efficiency, and ability to perform assigned duties.

1.2.2 In addition, a faculty member being recommended for appointment with tenure must receive a "satisfactory" rating or better in the area of service which may include, but not to be limited to: Appendix 4.10

· Interest and ability in advising students

· Membership and participation in professional organizations

· Ability to work with faculty and students of the member institution in the best interests of the University and Community College System of Nevada and the people it serves, and to the extent that the job performance of the faculty member's administrative unit may not be otherwise adversely affected

· Service on College or System committees

· Recognition among colleagues for possessing integrity and the capacity for further significant intellectual and professional achievement; and

· Recognition and respect outside the System community for participation and service in community, state, or nationwide activity

1.2.3 In rating applicants the following rating terminology shall be used:

(I) "unsatisfactory" (II) "satisfactory" (III) "commendable" or (IV) "excellent". No other rating terminology shall be permitted.

1.2.4 The burden of demonstrating that these standards have been met lies with the applicant for appointment with tenure.

1.3 Timeline and Procedures for Probationary Years

1.3.1 By January 31 of each probationary year, the employee in process shall submit his/her self-evaluation for the previous calendar year (or the portion for which he/she was employed) to his/her Ad Hoc Committee.

1.5 By March 1 of each probationary year, each Ad Hoc Committee shall meet with the employee in process and submit its annual written committee report to the Senate Committee on Professional Development. The Report should incorporate, but not be limited to a work-site visitation, student evaluations, and the employee’s self-evaluation. The probationary employee shall have ten (10) working days to review any PDC report for errors of fact prior to its submission.

1.6 By May 1st of each probationary year, the Professional Development Committee shall submit a copy of its report to the probationary employee and to the Vice President of Academic and Student Affairs or appropriate administrator. A copy shall be placed in the WNCC Human Resources Office. The employee in process shall have ten (10) working days to review the report for errors of fact before its submission.

1.4 Timeline and Procedures for Application for Tenure

1.4.1 By September 1, a faculty member applying for tenure must send his or her written request to the President with copies to the chairs of the Academic Senate and Senate Committee on Professional Development. Appendix 4.10 1.4.2 By October 1, each Ad hoc committee for those applying for tenure must submit reports, including recommendations, to the PDC. The probationary employee shall have ten (10) working days to review the report for errors of fact prior to its submission . 1.4.3 In October and/or November, the PDC will review ad hoc committee reports on each faculty member applying for tenure, will meet with said employees, and will write its report on each faculty member. The probationary employee shall have ten (10) working days to review any PDC report for errors of fact prior to its submission .

1.4.3.1 The Senate Committee on Professional Development shall notify the continuing contract (tenure) candidate in writing at least ten (10) calendar days prior to any meeting at which his/her candidacy will be considered.

1.4.3.2 The Senate Committee on Professional Development shall recognize the right of the candidate to appear before it and to submit additional supportive evidence.

1.4.4 By December 1, the PDC will submit the entire file, including the PDC’s evaluation of the applicant to the President. The probationary employee shall have ten (10) working days to review any PDC report for errors of fact prior to its submission . 1.4.5 By February 1, the President will inform the tenure applicant in writing of his/her tenure recommendation.

Section II: ANNUAL PERFORMANCE EVALUATION OF TENURED FACULTY (NSHE CODE 5.12)

2.1 Tenured faculty shall be evaluated in accordance with the procedures outlined in the NSHE Code Section 5.

2.2 If the annual performance evaluations provided for in Section 5 of the NSHE Code result in a tenured faculty member receiving an unsatisfactory rating in the area of instruction or the performance of assigned duties (if the tenured faculty member is a nonteacher for two consecutive years), then a hearing shall be held for the purpose of determining if the tenured faculty member should be retained in employment.

2.3 Failure of a tenured faculty member to maintain at least a satisfactory rating in two consecutive annual performance evaluations as provided in this section shall be cause for termination of employment. Hearings to consider terminations initiated by this section shall be held by a special hearing officer and special hearing committee under Section 6.12 of the Code. All other provisions of Chapter 6 of the Code should be followed to the extent possible. The burden of demonstrating that termination of employment should occur lies with administrative authorities of the College.

2.4 After the completion of the annual performance evaluations provided for in Section 5 of the NSHE Code, the President shall submit an annual report to the Board of Regents detailing the process and outcomes of the annual performance evaluations. (Refer to code)

Section III: GUIDELINES FOR TENURE PEER EVALUATIONS

3.1 Terminology. For the purposes of this guideline:

3.1.1 the Tenure Peer Evaluation Committee will be referred to as “the Committee.”

3.1.2 the Peer Evaluation Group will be referred to as “the Group.”

3.1.3 the term “tenured faculty member” is meant to cover all 0.5 FTE or greater tenured Appendix 4.10 faculty members as well as faculty members on 0.5 FTE or greater zero contracts with more than 3 years of employment.

3.2 Purpose WNCC has the responsibility to provide its students with the best possible education. It is, therefor the purpose of the Committee to provide for regular and systematic worksite evaluation of tenured faculty performance in order to ensure teaching effectiveness and the fulfillment of instructional faculty responsibilities. 3.3 Composition 3.3.1 The Committee will be appointed by the Faculty Senate Chair and approved by the Faculty Senate. 3.3.2 Membership on the Committee shall consist of three to five tenured faculty members w at least one representative from each of the following: · Occupational · Liberal Arts and Support · Fallon (This representative can be from any area.) 3.3.3 Members shall serve staggered terms to ensure consistency. One or two members sh be appointed each year. 3.3.4 Committee members are requested to remain on the committee for a minimum of two years. 3.4 Responsibilities of the Tenure Peer Evaluation Committee 3.4.1 Select the Chair of the Committee 3.4.2 Adopt such rules or procedures as necessary to conduct its business. 3.4.3 Develop, maintain, and update the schedules for the tenured faculty evaluations. 3.4.4 Notify each tenured faculty member scheduled to be evaluated and send a list of those faculty members’ names to the Faculty Senate Chair by October 1. 3.4.5 Select the faculty member to be assigned to the Group and forward that name to the tenured faculty member and his or her Group. This member automatically becomes the Ch of the tenured faculty member’s Group. 3.4.6 Distribute schedules and evaluation forms to the tenured faculty member’s Group by December 1. 3.4.7 Send a composite report to the Faculty Senate Chair by the May Faculty Senate Meeting. 3.4.8 Retain each Group’s report for six years.

3.5 Responsibilities of the Tenure Peer Evaluation Group

3.5.1 Review self-evaluation and other supporting documentation provided by the tenured faculty member.

3.5.2 Observe tenured faculty member in classroom/lab or support setting.

3.5.3 Meet with the tenured faculty member within two days following an in-class or work- site evaluation and before the narrative is written.

3.5.4 Submit the Group’s evaluation to the Committee and to the Vice-President of Academic and Student Affairs or appropriate administrator by March 15th.

3.6 Responsibilities of the Tenured Faculty Member

3.6.1 Choose an advocate member for the Group and notify the Committee of the choice by November 1st. Appendix 4.10 3.6.2 Provide a current self-evaluation and supporting documentation (student evaluations, letters of community service recognition, scholarly works, etc) to the Group and to the Vice President of Academic and Student Affairs or appropriate administrator by January 31st.

3.6.3 Schedule a convenient time for the observation visit.

3.7 Evaluation Process

3.7.1 Each tenured faculty member will be evaluated by his/her peers at least once every five years.

3.7.2 Each faculty member to be evaluated will have a Group. The Group will consist of a member in a closely related discipline, an advocate chosen by the individual being evaluated, and the division Chair or the immediate supervisor of the individual being evaluated. In the case where the faculty member does not choose an advocate, the Faculty Senate Chair shall appoint an advocate for that faculty member.

3.7.3 The evaluation will be based on the faculty member’s self-evaluation and a scheduled classroom or lab/clinical visit or observation in the support setting. The Group’s written evaluation will consist of objective guidelines and a subjective narrative. The Group’s evaluation will consist of one-third of the total evaluation process for the faculty member.

3.7.4 The Group will meet with the tenured faculty member within two days following an in-class or work-site evaluation and before the narrative is written, make recommendations or suggestions if improvements are needed, or suggest workshops or seminars if needed.

3.7.5 In rating applicants, the following rating terminology shall be used:

(I) "unsatisfactory" (II) "satisfactory" (III) "commendable" or (IV) "excellent".

3.7.6 The Group will submit its report to the Committee to be kept in the Committee’s files for six years.

3.7.8 The Group will send a complete copy of the Group’s findings to the Vice President of Academic and Student Affairs or appropriate administrator. The Committee will send a composite report to the Faculty Senate for its May meeting. No faculty identities will be included in the composite report.

3.8 Dates

October 1st – The Committee notifies tenured faculty members who are to be evaluated and Faculty Senate Chair of Spring evaluations.

November 1 – The Committee and tenured faculty members submit names for the Group appointments.

December 1 – The Committee distributes schedules and evaluation forms to the tenured faculty member and Group members. Appendix 4.10

January 31st – The tenured faculty member submits his/her self-evaluation report to the Vice President of Academic and Student Affairs or appropriate administrator.

A mutually convenient date is established for the class/lab visitation or observation for support faculty.

Within two days following an in-class or work-site evaluation and before the narrative is written, the Group meets with the tenured faculty member.

March 1 - The Group report will be given to the faculty member.

March 15th – The Group submits its evaluation to the Committee and to the Vice President of Academic and Student Affairs or appropriate administrator.

May Faculty Senate Meeting – The Committee sends a composite report to the Faculty Senate.

3.9 Appeal Process

3.9.1 A tenured faculty member who disagrees with negative findings of the Group may request a new Group the next September, and be re-evaluated the following spring.

3.9.2 Further, a tenured faculty member who receives an evaluation to which he/she objects may attach a written response to the Group’s evaluation to address the Group’s findings. All reports will be considered part of the faculty member’s evaluation.

3.9.3 An unsatisfactory evaluation will be brought to the attention of the Committee and the Vice President of Academic and Student Affairs or appropriate administrator for further evaluation and recommendation.

3.9.4 If a member of the Committee is being evaluated by a Group, he/she will abstain from the Committee’s process for his/her evaluation only.

3.9.5 If a member of the Committee receives an unsatisfactory evaluation, he/she will be required to resign from the Committee. Appendix 4.11

Western Nevada College Policies

Policy 4-4-4: Part Time Faculty Evaluation Guidelines

WNC Policy 4-4-4 Procedure: Part Time Faculty Evaluation Guidelines Policy No.: 4-4-4 Department: Instruction Contact: Dean of Instruction

Policy: Consistent with the WNC Part-time Faculty Information Guide, all part-time faculty members will be evaluated in the areas of course organization, classroom management, communication skills, facilitating learning, and technical skills.

Role of Administrator Evaluations will be conducted by the dean of instruction or designee, and should include classroom observation, written evaluation based upon previously determined criteria, discussion with the faculty member, and response and signature of the faculty member verifying knowledge of the evaluation's contents. The signature does not confer a faculty member's agreement with its contents. Role of Students Students in each class taught by part-time faculty members will have the opportunity to complete evaluation forms. Timeline The first evaluation for new part time faculty will take place on or about the middle of the semester. Evaluations for continuing part time faculty will be conducted between the 4th and 12th week of the semester. Whether it is administrative evaluation or peer observation, both the evaluator/observer and the faculty member will set the date(s) of the observation and any follow-up meetings. The dean of instruction or designee reserves the right to conduct more than one administrative evaluation per academic year. 20% of all part-time faculty members will be evaluated each academic year by the dean of instruction or designee. Criteria Each division should determine specific criteria to be met by part-time faculty. Establishment of these criteria should include input from full and part-time faculty and the division chair. These criteria will be provided by the division chair to each new part-time faculty hired.

PART-TIME FACULTY EVALUATION FORM

NAME ______

ACADEMIC YEAR ______

DEPARTMENT ______

DATE ______

1. Student evaluations collected in the following courses (list titles/semesters). Attach a copy of the summary sheet for each student evaluation.

2. Peer/supervisory evaluations obtained from: (list all sources). Appendix 4.11

3. Division Chair's evaluation, including nature of evidence evaluated.

4. Comments (if appropriate):

______Faculty Member Signature Date

______(Print Name of Division Chair) (Signature of Division Chair) Date

______(Signature of Dean)

Date Adopted and Dates Revised Date Adopted November 23, 2004 Dates Revised September 2, 2008

Please direct comments about this page to the Assistant to the President URL: http://www.wnc.edu/policymanual/4-4-4.php Date Printed: March 1, 2010 Standard Five There are no Standard Five appendices. Standard Six VPASA ORGANIZATION CHART 2009 – 2010 INSTRUCTION

Carol Lucey President

Carol Lange Vacant Administrative Assistant I Yvonne David, Duplicating machine Operator II Dean of Instruction Appendix

NURSING SOCIAL SCIENCE, EDUCATION, COMMUNICATION SCIENCE, MATHEMATICS, TECHNOLOGY

AND HUMANITIES & PUBLIC AND AND ENGINEERING DIVISION 6.1 ALLIED HEALTH DIVISION SERVICE DIVISION FINE ARTS DIVISION DIVISION Brigitte Dillet, Chair Judith Cordia, Director, Robert Morin, Chair Maxine Cirac, Chair Edward Martin, Chair Division Chair Monica Fairbanks, Sheri Haggerty, Administrative Chelsie Hamtak, Administrative Assistant III Laura-Lee Redwine Maureen Lockey, Assistant III Administrative Assistant III Administrative Assistant III Administrative Assistant III Andrea Ripley, Full-time faculty listed Jeffrey Counsil, Administrative Assistant II Full-time faculty listed Linda Ranieri, Administrative separately Administrative Assistant III separately Assistant III (.80 FTE) Full-time faculty listed Full-time faculty listed separately ALL POSITIONS STATE Full-time faculty listed ALL POSITIONS STATE FUNDED separately FUNDED separately ALL POSITIONS STATE ALL POSITIONS STATE FUNDED ALL POSITIONS STATE FUNDED FUNDED WESTERN NEVADA COLLEGE PRESIDENT’S OFFICE

CAROL A. LUCEY PRESIDENT State Funded 1.0 FTE

Bonnie Bertocchi Assistant to the President State Funded Appendix 1.0 FTE

Jaunice Franzen 6.2.1 Administrative Assistant IV State Funded .75 FTE

Dan Neverett Helaine Jesse Mark Ghan Connie Capurro V.P. of Finance/Administrative V.P. of Development /External V.P. of Human Resources/General V.P. of Academic/Student Affairs Services Affairs Counsel State Funded State Funded State Funded State Funded 1.0 FTE 1.0 FTE 1.0 FTE 1.0 FTE

Revised November 2009 VPASA ORGANIZATION CHART 2009 – 2010 INSTRUCTION

Carol Lucey President

Carol Lange Vacant Administrative Assistant I

Yvonne David, Duplicating machine Operator II Appendix Dean of Instruction

NURSING SOCIAL SCIENCE, EDUCATION, COMMUNICATION SCIENCE, MATHEMATICS, TECHNOLOGY 6.2.2 AND HUMANITIES & PUBLIC AND AND ENGINEERING DIVISION ALLIED HEALTH DIVISION SERVICE DIVISION FINE ARTS DIVISION DIVISION Brigitte Dillet, Chair Judith Cordia, Director, Robert Morin, Chair Maxine Cirac, Chair Edward Martin, Chair Division Chair Monica Fairbanks, Sheri Haggerty, Administrative Chelsie Hamtak, Administrative Assistant III Laura-Lee Redwine Maureen Lockey, Assistant III Administrative Assistant III Administrative Assistant III Administrative Assistant III Andrea Ripley, Full-time faculty listed Jeffrey Counsil, Administrative Assistant II Full-time faculty listed Linda Ranieri, Administrative separately Administrative Assistant III separately Assistant III (.80 FTE) Full-time faculty listed Full-time faculty listed separately ALL POSITIONS STATE Full-time faculty listed ALL POSITIONS STATE FUNDED separately FUNDED separately ALL POSITIONS STATE ALL POSITIONS STATE FUNDED ALL POSITIONS STATE FUNDED FUNDED WNC Academic and Student Affairs Organizational Chart 2009-2010

PRESIDENTDirector Workforce Development

Vice President Assistant to the Vice President (Vacant) Of Academic Scheduler Academic & Student Affairs Administrative Assistant I (.75% FTE Vacant)

Dean of Instruction Dean of Fallon Campus Director Dean of Student Services & Library Services & Instructional Rural Development Technology

Appendix Director, Division Coordinator Community Chair Director Academic & Student Education Nursing & ABE/ESL/GED Director Affairs Coordinater Public Services Librarian Allied Health Division Admissions and Records Douglas Campus

(Vacant) 6.2.2 Division Chair Director Fernley Technology Division Workforce Center Coordinator, Fallon Director Development Coorindator Library & Rural Centers Director Counseling Services Coordinator, Hawthorne (Vacant) Financial Assistance Division Chair Distance Center Science, Mathematics Coordinator Coaches & Education Coordinator Athletic Programs Engineering Division (Vacant) Lovelock Coordinator Student Life Media Services Center Division Chair Coordinator Social Science, Coordinator Coordinator Education, Business, Yerington Outreach Carl Perkins/Tech Prep Humanities & Public Center Library Services (Vacant) Service Division Coordinator Supervisor Divisionsion Chair Chair CommunicationSocial Science, & FineEducation, Arts Division Director*, Computing Humanities & Public Services (Vacant) Service Division Currently filled by Computing Services Administrator VPASA STUDENT SERVICES ORGANIZATIONAL CHART 2009-10

Carol Lucey President (State Funds)

John Kinkella Lupe Ramirez, Executive Assistant/Assistant to the Athletic Dean of Student Services Director (State Funds)

Athletic Director (State Funds) Appendix 6.2.2 ADMISSIONS & RECORDS COUNSELING SERVICES FINANCIAL STUDENT LIFE ATHLETICS DOUGLAS ASSISTANCE CAMPUS Dianne Hilliard, Director/Athletic Deborah Case, Director/Athletic Katherine Leao, Student Life D.J. Whittemore, Head Compliance Officer Academic Advisor Lori Tiede, Director/Athletic Coordinator Coach, Baseball (1.0 FTE) Administrative Eric Thornton, Sue Muller, Coordinator of FA advisor Christina Hillis, Admin II Jerahmie Libke, Assistant Assistant I Programmer/Analyst Counseling JW Lazzari, FA Advisory/ ASWN Advisor Coach (Delia Bottoms) Elizabeth Robinson, George McNulty, Coordinator of Student Employment Shelly Bale, Administrative Leah Wentworth, Head Programmer/Analyst 1.0 Retention/Counselor Coordinator Assistant III (.50 FTE TP grant Coach, Softball (.70 FTE) Emergency Position Susan Trist, Coordinator of Laura Whitelaw, FA funds) (.50 FTE State Funds) Eric Melendez THE POSITIONS Julie Lewis DeWitt, Admissions & Disability Support Services Counselor / Loan Coordinator (Assistant Coach) ARE STATE Records, Assistant III Ron Marrujo, Coordinator Of (.67 FTE GIP, .22 FTE State ************************ FUNDED Kelly Kiesow, Admissions & Rural Student Service Funds, .11 FTE Grant Funds) CARL PERKINS/ ALL POSITIONS Records Assistant III Ronnie Gibbs, Counselor Kathryn Clark-Ross, TECH PREP FUNDED THROUGH WNC Jennifer Wray, Counselor FOUNDATION AND GIP Lisa Siembida, Admissions & Administrative Assistant IV, FUNDS Records Assistant IV Fallon (.53) Emergency Position VA Coordinator Diane Nungary, Tech Prep Shannon Eades, Admissions & Jennifer Cavanaugh, Kim Coker, Program Officer Coordinator (Grant Funds) CARL Records Assistant II/Admin. Administrative Assistant II I, Scholarship Coordinator PERKINS/TECH PREP Assistant to the Compliance Officer Vacant, Administrative Assistant II Nicole Davenport, Admin. Kevin Edwards - Student Janet Wooner, Administrative Assistant I Outreach Specialist, (.53 FTE ALL POSITIONS STATE FUNDED Assistant III grant funds, .47 state funds) ALL POSITIONS STATE FUNDED UNLESS ALL POSITIONS STATE FUNDED ALL POSITIONS STATE FUNDED INDICATED UNLESS INDICATED UNLESS INDICATED

Development & External Affairs Organizational Chart

Dr. Carol Lucey, President

Helaine Jesse, Vice President of Development and External Affairs

Leslie Townsend, WNC Foundation Assistant to Vice

Board of Trustees Appendix President

Anne Hansen, Director Ronda Knowlton, Part- Sandi Richman, Special

of Information and Vacant, Grant Writer Time Foundation 6.2.3 Projects Coordinator Marketing Projects Assistant

Jamie Craig, Michelle Peltier, Publications Vacant, Public John Hawkins, Offset Kevin Murphy, Senior Graphic Development/Projects Information Officer Machine Operator Webmaster Designer Manager

Erlinda Hipol-Rollings, Administrative Assistant

Gloria Schofield, Clerical Trainee

2009

Organizational Chart

Finance and Administrative Services Organizational Chart

President Carol A. Lucey Auxiliary Enterprises State Funded (1.0 FTE) Vending Machines Assistant to the Vice President Darla Dodge State Funded (1.0 FTE) Auxiliary Enterprises Vice President of Finance and Administrative Services Book Store Daniel J. Neverett State Funded (1.0 FTE) Budget Office Jim Manning, Chief Budget Officer Auxiliary Enterprises State Funded (1.0 FTE) Sedway Cafe

Accounting Assistant II Donna Pigman State Funded (.80 FTE) Child Development Center Controller’s Office Environmental Health & Safety Public Safety Andrea Doran, Director Chet Burton, Controller Brian Crowe, EH&S Coordinator Jack Piirainen, Director Facilities Management & Planning Self-Funded (1.0 FTE) State Funded (1.0 FTE) State Funded (.42 FTE) / Worker’s State Funded (1.0 FTE) Dave Rollings, Director Comp. (58 FTE) State Funded (1.0FTE) Appendix

Administrative Assistant IV Security Officer April Livesay Matthew Shafer Program Officer I Administrative Assistant II Continued on page 2 Self-Funded (1.0 FTE) State Funded (1.0 FTE) Peggy Stutsman Kathy Lynch State Funded (1.0 FTE) Funded by Worker’s Comp. (.53 FTE) Child Care Worker II Security Officer Joanna Branvold Fiscal Officer Roberto Ramirez Self-Funded (1.0 FTE) VACANT State Funded (1.0 FTE) State Funded (1.0 FTE) 6.2.4 Child Care Worker II Security Officer Sally Morgan Accountant Tech. I Curtis Sakamoto Self-Funded (1.0 FTE) Donna Ashby State Funded (1.0 FTE) State Funded (1.0 FTE) Child Care Worker II Security Officer Accounting Assistant II VACANT Thomas Conner Nancy Nagel Self-Funded (1.0 FTE) State Funded (.49 FTE) State Funded (1.0 FTE) Child Care Worker II Devoria Sanger Accounting Assistant II Security Officer Self-Funded (1.0 FTE) Donna Pigman VACANT State Funded (.20 FTE) State Funded (.49 FTE) Child Care Worker II Cassandra Blankenship Accounting Assistant II Security Officer Self-Funded (1.0 FTE) Gail Montes VACANT State Funded (1.0 FTE) State Funded (.49 FTE) Child Care Worker II Arion Smith Facility Attendant Self-Funded (1.0 FTE) Jack Means State Funded (.49 FTE) Child Care Worker II Meaghan Wass Self-Funded (1.0 FTE)

30 - P/T Employees Organizational Chart

Finance and Administrative Services Organizational Chart – Facilities Management & Planning

Vice President of Finance and Administrative Services Daniel J. Neverett State Funded (1.0 FTE)

Facilities Management & Planning Dave Rollings, Director State Funded (1.0FTE) Electronics Technician II Liz Kappel State Funded (1.0FTE) Central Receiving Supervisor / Project Manager Facility Supervisor III Mail Service Technician Kevin Gaffney Nelson DeVega John March State Funded (1.0FTE) State Funded (1.0FTE) Administrative Assistant II State Funded (1.0FTE) Shelina Thomas State Funded (.53FTE) Mail Service Clerk II Don May State Funded (1.0FTE)

Grounds Supervisor II Custodial Supervisor I Buildings Maintenance

Douglas Campus John Doran Robert Martinez Repair Specialist I Fallon Campus Appendix State Funded (1.0FTE) State Funded (1.0FTE) Duc Ly State Funded (1.0FTE)

Custodial Worker I Facility Supervisor I Custodial Worker II / Lead Jeremy Ashby VACANT Kris Sheridan Grounds Maintenance Worker State Funded (1.0FTE) Maintenance Repair State Funded (1.0FTE) State Funded (1.0FTE) V Specialist I Brian Lunz Daniel Smith State Funded (1.0FTE) Custodial Worker I State Funded (1.0FTE) Antonio Garcia State Funded (1.0FTE) Grounds Worker III

Custodial Worker I 6.2.4 Maintenance Repair VACANT Grounds Maintenance Worker Dennis Chapman Worker III State Funded (1.0FTE) III Nick Redwine State Funded (1.0FTE) Custodial Worker I Dustin Cheney State Funded (1.0FTE) Johnny Hernandez State Funded (1.0FTE) State Funded (1.0FTE) Maintenance Repair Worker Maintenance Repair Worker III David Wooner Grounds Maintenance Worker Custodial Worker I II State Funded (1.0FTE) II James Fikkers John Kinney VACANT State Funded (1.0FTE) State Funded (1.0FTE) State Funded (1.0FTE) Maintenance Repair Worker Maintenance Repair Worker II Custodial Worker I Steve Murray Grounds Maintenance Worker II Glenda Morlan State Funded (1.0FTE) II Rick Morphew State Funded (1.0FTE) Ken McClure State Funded (1.0FTE) State Funded (1.0FTE) Custodial Worker I Custodial Worker I (Position temporarily reassigned HVACR Specialist I from Carson Campus) David Overly Robert Conerby Richard Lutao State Funded (1.0FTE) State Funded (1.0FTE) State Funded (1.0FTE)

Custodial Worker I Alex Quintero State Funded (1.0FTE) Appendix 6.2.5 WNC Human Resources/Legal Services/Institutional Research Organizational Chart October 2009

Carol A. Lucey President State Funded (1.00 FTE)

Mark Ghan Vice President and General Counsel State Funded (1.00 FTE)

Human Resources Legal Services Institutional Research Assistant Director Assistant to the Vice President Director Irene Tucker (VACANT) (VACANT) State Funded (1.00 FTE) State Funded (1.00 FTE) State Funded (1.00 FTE)

Personnel Technician III Programmer/Analyst Kendall Buscay Catherine Boedenauer State Funded (1.00 FTE) State Funded (1.00 FTE)

Personnel Technician I Statistician I Brenda Yenkole Barbara Ford State Funded (.53 FTE) State Funded (1.00 FTE)

Program Officer I Programmer/Analyst Ellen Shafer Jose Martinez State Funded (1.00 FTE) State Funded (1.00 FTE)

Personnel Technician II Tina Magro State Funded (1.00 FTE) Appendix 6.3: Board of Regents Membership

James Dean Leavitt Chairman District 13 - Clark County 200 Hoover Ave., Suite 150 Las Vegas, NV 89101 Phone: (702) 384-0909 Fax: (702) 598-0510 E-mail: [email protected] Regent James Dean Leavitt was elected in 2004 representing District 13 which encompasses a large area of Clark County stretching from Mount Charleston to Laughlin, with portions of southwest and southeast Las Vegas.

Regent Leavitt currently serves as chairman of the Board of Regents.

In addition to owning and operating the Law Office of James Dean Leavitt, Regent Leavitt was an Instructor at UNLV in the Greenspun School of Communications from 1993 to 1998. Additionally he founded Express Yourself Seminars, a one-day public speaking workshop.

Regent Leavitt's law practice is limited almost exclusively to criminal defense. He has a special interest in juvenile cases where counseling and representation are intertwined.

Regent Leavitt and his wife Debbie are the parents of 3 children. Education . University of Idaho, 1991, Juris Doctor . Brigham Young University, 1985, B.A. Speech Communication Rhetoric Board of Regents' Service . Chair, Board Development Committee . Chair, Investment Committee . Past Chair, Student & Academic Affairs Committee . Past Chair, Health Sciences System Committee . Member, Budget & Finance . Past Member, Audit Committee . Past Member, Research & Economic Development State Service . Appointed by Governor Kenny Guinn to serve on the Medical, Education, Research & Training Commission Professional Experience . Law Office of James Dean Leavitt - 1994 to Present . Goodman and Chesnoff - 1993 . Galatz, Earl, Catalano and Smith - 1992 Teaching Experience . Instructor, Calgary Board of Education - Division of Adult Learning . Instructor, University of Idaho - Public Speaking . Instructor, UNLV Greenspun School of Communications

Appendix 6.3: Board of Regents Membership

Civic and Professional Affiliations . American Bar Association . American Trial Lawyers Association . Nevada Trial Lawyers Association . National Association of Criminal Defense Lawyers . Member, United States Supreme Court . Member, United States Court of Appeals - Ninth Circuit . Member, United States District Court - District of Nevada . Member, Supreme Court of the State of Nevada

Jason Geddes, Ph.D., Vice Chairman District 11 - Washoe County 750 Putnam Dr. Reno, NV 89503 Phone: (775) 750-2402 E-mail: [email protected] Regent Jason Geddes was appointed by Gov. Kenny Guinn to serve on the Board of Regents in 2006 and was retained in the 2008 election as the representative for Washoe County, District 11. He currently serves as vice chairman for the Board of Regents. Regent Geddes was born in Winnemucca, Nevada but spent his formative years in Gabbs. He attended Traner Middle School and Sparks High School. Through scholarships and a full-time job, he attended the University of Nevada, Reno where he became involved with student government and public service. While pursuing a bachelor’s degree in biochemistry, he worked full time and served as the ASUN agriculture senator, student body vice president, student body president and University of Nevada System Student Legislative Spokesman. He was elected to serve in the Nevada State Assembly in 2002 and while serving was an active member of the Education, Judiciary, and Natural Resources, Agriculture and Mining committees. Regent Geddes and Cindie (his wife of 22 years), are enjoying the adventures brought by the ever changing experiences of their eight-year-old son, Joe. Regent Geddes earned a Bachelor of Science degree from the University of Nevada, Reno in biochemistry with minors in biology and chemistry. He also earned a Ph.D. from UNR in environmental sciences and health (environmental chemistry option). Education . University of Nevada, Reno, 1995 Ph.D., environmental sciences and health (environmental chemistry option) . University of Nevada, Reno, 1990 B.S., biochemistry with minors in biology and chemistry Professional Experience . Environmental Services Administrator, City of Reno . Government Affairs Manager, Economic Development Authority of Western Nevada . Environmental Affairs Manager, University of Nevada, Reno

Appendix 6.3: Board of Regents Membership

. Assemblyman, Nevada State Assembly . Senior Petroleum Chemist, Nevada Department of Agriculture . Petroleum Chemist, Nevada Department of Agriculture . Director of Operations, Nevada Environmental Laboratories . Quality Assurance Officer, Nevada Environmental Laboratories Civic and Professional Affiliations . Truckee Meadows Water Authority, Director . 4th of July Celebration Blue Ribbon Committee, City of Reno . Judicial Selection Commission, State of Nevada . American Chemical Society . Energy and Environment Committee, University of Nevada, Chair . Renewable Energy Deployment Transmission and Distribution Workgroup, State of Nevada . Renewable Energy & Energy Conservation Task Force, State of Nevada, Vice Chair . Reno Host Lions Club . Truckee Meadows Clean Cities Coalition, Director . Nevada Fuel Standards Environmental Coordination Committee, Chair . State of Nevada Board of Psychological Examiners, Secretary/Treasurer . Clark County Air Quality Forum . Friends & Alumni of the College of Agriculture, Biotechnology and Natural Resources, President . Young Alumni Chapter, President . New Student Union Planning Team, University of Nevada . Sustainable Building and Clean Energy Committee, University of Nevada System Honors and Awards . University of Nevada, Reno -- Outstanding Young Alumni . Nevada Wildlife Federation -- Legislator of the Year . Environmental Community of Northern Nevada -- Golden Pinecone Award . American Institute of Architects of Nevada -- Livable Community Award . Outstanding Professional Achievement, University of Nevada, Reno Graduate School . National Graduate Student Award for Outstanding Achievement in Environmental Chemistry -- American Chemical Society . National Graduate Student Paper Award -- Lewis Publishers and American Chemical Society . Graduate Student Paper Award -- University of Nevada . U.S. - Soviet Student Leadership Exchange . University of Nevada Board of Regents Outstanding Student (three times)

Appendix 6.3: Board of Regents Membership

. University of Nevada Board of Regents Scholar

Mark Alden District 4 - Clark County 3711 Canary Palm Ct. Las Vegas, Nevada 89121 Phone: (702) 454-4999 Fax: (702) 383-1671 E-mail: [email protected] Regent Mark Alden was elected to the Board of Regents in 1994 and is currently chair of the Audit Committee. He also serves on the Board's Business & Finance Committee and the Health Sciences System Committee. Originally from Portland, Maine, Regent Alden is a Certified Public Accountant and a forensic accountant specializing in white-collar crime investigations. He also serves on the Fee Dispute Arbitration Committee of the State Bar of Nevada. Regent Alden earned a bachelor of science degree in accounting with a minor in political science and Nevada history from the University of Nevada, Reno. He and his wife, Tungalag Has-Ochyr, reside in Las Vegas. Education . University of Nevada, Reno, 1971 B.S., accounting with minor in political science and Nevada history Board of Regents' Service . Chair, Appeals Committee for Millennium Scholarship . Past Chair, Budget & Finance Committee . Past Chair, Investment Committee . Past Chair, Audit Committee . Past Chair, Finance and Planning Committee . Past Chair, ad hoc NSC Presidential Search Committee . ad hoc Great Basin College (GBC) Presidential Search Committee . ad hoc Truckee Meadows Community College (TMCC) Presidential Search Committee . Appeals Committee for the Millennium Scholarship . Budget & Finance Committee . Investment Committee Professional Experience . President and Chief Executive Officer, Mark Alden, CPA Ltd. . Auditor, State of Nevada Gaming Control Board . Staff Auditor, Peat, Marwick, Mitchell & Company [now KMG, Int'l] Honors/Accomplishments

Appendix 6.3: Board of Regents Membership

. Henderson Boys & Girls Club . Board Member of the Year . Outstanding Member . Honoree, Amigos de HIP, Hispanics in Politics . University of Nevada Alumni Association Outstanding Service Award Civic and Professional Affiliations . American Institute of Certified Public Accountants . Appointee, Fee Dispute Arbitration Committee of the State Bar of Nevada, (2008 - present) . Augustus Society, Board Member . BPO Elks, Las Vegas, NV . Clark County School District/CCSN 2+2 Articulation Board . Community Educational Advisory Board, Clark County School District, Henderson and Townships, Co-Chair . Henderson Boys & Girls Club, Board Member . Henderson Chamber of Commerce . Hispanics in Politics . International House of Blues Foundation . Italian American Club of Southern Nevada . Latin Chamber of Commerce . Las Vegas Jazz Society . Litigation Consulting Services, Nevada and California, Past Committee Member . National Forensic Center of Distinguished Experts, Past Board Member, . Nevada State Board of Accountancy . Nevada Society of Certified Public Accountants . Professionals And Youth Building A Commitment (PAYBAC), Clark County School District . St. Viator Church . Sons of Italy, Trustee . UNLV Alumni Association

Dr. Andrea Anderson District 12 - Clark County P.O. Box 61005 Boulder City, NV 89006 Phone: (702) 592-3228

Appendix 6.3: Board of Regents Membership

Fax: (702) 889-8492 E-mail: [email protected] Dr. Andrea Anderson was appointed by Governor Jim Gibbons to serve on the Board of Regents on August 31, 2009. She currently serves on the Board's Audit Committee and the Cultural Diversity Committee, as well as the Academic, Research and Student Affairs Committee. Dr. Anderson holds a doctorate in Educational Leadership from UNLV and has over 26 years of experience in higher education, mostly with the College of Southern Nevada. She retired from the NSHE in early 2009. A well known Boulder City community leader, Dr. Anderson served two terms on the Boulder City Council (2001-2009) and was a member of the Southern Nevada Water Authority Board of Directors, the Colorado River Commission and the Governor's Commission on Aging. She is currently a member of the American Association of University Women and the Nevada Association of Career and Technical Educators. Dr. Anderson and her husband of 44 years, Bruce, have three sons and three grandsons. Education . University of Nevada, Las Vegas . Doctor of Education, 1998 . Boise State University (Boise, Idaho) . Master of Business Administration, 1986 . Northern Arizona University (Flagstaff, AZ) . Bachelor of Science in Education, 1967 Professional Experience . College of Southern Nevada, 1987-2009 . Associate Director, High School Relations, 1995-2009 . Site Administrator, Boulder City Center, 1995-2009 . Coordinator, Tech Prep Program, 1990-1995 . Community Education Course Programmer, 1988-1990 . Coordinator of Cooperative Education, 1987-1988 . College of Idaho, Caldwell, Idaho, 1985-1986 . Director, Career Planning and Placement

. Boise State University, Boise, Idaho, 1983-1985 . Job Placement Developer . Dick Blair Realty, 1973-Present . Part-time Salesman Elected Position . City Council, Boulder City, Nevada (2001-2009)

Appendix 6.3: Board of Regents Membership

Appointed Board Positions . Southern Nevada Water Authority, Board of Directors (2001-2009) . Colorado River Commission, Commissioner (2004-2009) . Governor's Commission on Aging, Commissioner (2007-2009) . Southern Nevada Regional Planning Coalition (2007-5009 (Served as board member & chairman 2008-2009) . Clark County Debt Management Commission, Commissioner (2007-2009) . Clark County Health District, Board of Trustees (2001-2005) . Nevada Council on Libraries and Literacy, Member (1999-2002) . Boulder City Hospital, Board of Trustees, (1994-2001 and reappointed 2008-present) (Served as president 1999-2001) . Boulder City Library, Board of Trustees (1997-2005) (Served as president 2003-2005) . City of Boulder City, Planning Commissioner (1979-1981) Community Service/Professional Affiliations and Awards . Boulder City Sunrise Rotary Club, Member . American Association of University Women, Member . Boulder City Republican Women, Member . Beta Gamma Sigma National Business Honor Society, Member . Boulder City Chamber of Commerce, Member . Nevada Library Association, Member 1994-2005 . Nevada Association for Career & Technical Education, Member . Association for Career & Technical Education, Member . Las Vegas Chamber of Commerce Public Service Award, 2002 . Distinguished Women of Nevada, Recognized 2000-2002 . Greater Las Vegas Association of Realtors, Member

Robert J. Blakely District 2 - Clark County 1200 S. Torrey Pines Drive #94 Las Vegas, NV 89146 Phone: (702) 403-7041 Fax: (702) 889-8492 E-mail: [email protected] Regent Robert Blakely was elected to the Board of Regents in 2008 as the representative for Clark County, District 2. He is vice chair of the Academic, Research & Student Affairs Committee. He also serves on the Board's Audit Committee and the Cultural Diversity Committee.

Appendix 6.3: Board of Regents Membership

Regent Blakely was born in Sioux Falls, South Dakota, but spent his formative years in Missoula, Montana. He earned Bachelor of Science degrees in both Environmental Engineering and Mining Engineering from the Montana College of Mineral Science and Technology in Butte Montana, which is now part of the University of Montana. Regent Blakely has worked in operations and engineering positions in Nevada and Arizona for over 20 years. He holds a commercial driver's license (CDL) and an insurance license in Nevada.

William G. Cobb District 10 - Washoe County P.O. Box 3559 Reno, NV 89505 Phone: (775) 786-3930 Fax: (775) 786-4160 E-mail: [email protected] Regent William G. Cobb was elected to the Board of Regents in 2008. He is currently chair of the Academic, Research and Student Affairs Committee. He also serves as vice chair of the Investment & Facilities Committee and is a member of the Health Sciences System Committee. A fourth generation Nevadan, Regent Cobb graduated from Reno High School in 1967. He graduated from the University of Nevada, Reno in 1971 as a Distinguished Military Student and was commissioned as a lieutenant in the Army (Air Defense Artillery). He served in the Army reserves and attained the rank of captain. Regent Cobb graduated from Lewis and Clark Law School (J.D., 1974). He was admitted to the State Bar of Nevada in 1974 and was a Deputy District Attorney with the Washoe County District Attorney's Office from 1974 to 1977. He has been in private practice with Erickson, Thorpe & Swainston since 1977 and has also served as a Nevada Supreme Court Settlement Judge since 1998. Regent Cobb is also a Judge Pro Tempore in the Nevada "Short Trial" Program. Regent Cobb is married to Reno native Cathleen Armstrong Cobb. They have four children, Jennifer Hall (Justin), Michelle, Ryan and Christopher, and three grandchildren. Education . University of Nevada, Reno . Bachelor of Science, 1971 . Lewis and Clark Law School (Portland, Oregon) . Juris Doctor, 1974 . President, Phi Alpha Delta Law Fraternity . Completed the Advanced Mediation and Training Program of the ABA section of Dispute Resolution and the American College of Civil Trial Mediators, 2000 . National Judicial College, Grant Sawyer Center for Justice Studies . Mediation Program, 2003 . Strauss Institute for Dispute Resolution, Pepperdine University School of Law . Mediation Program, 2006

Appendix 6.3: Board of Regents Membership

Professional Experience . Admitted to practice before: . State Bar of Nevada, Nevada Supreme Court, 1974 . State Bar of California, California Supreme Court, 1975 (inactive) . United States District Court, Northern District of California, 1975 . United States District Court, District of Nevada, 1976 . Ninth Circuit Court of Appeals, 1978 . United States District Court, Eastern District of California, 1980 . United States Supreme Court, 1980 . Deputy District Attorney, Washoe County District Attorney's Office, 1974-1977 . Erickson, Thorpe & Swainston, Ltd., 1977-present (Senior Partner) . Nevada State Supreme Court Settlement Judge, 1998-present . Judge Pro Tempore, Nevada "Short Trial" Program, 2006-present Professional Affiliations . Member, Association of Defense Counsel of Northern Nevada (past president 1982-1983) . Member, Association of Defense Counsel of Northern California (past member of Board of Directors 1983-1987) . Member, Defense Research Institute . Member, International Association of Defense Counsel . Member, American Board of Trial Advocates . Member, Trial Attorneys of America . Member, Association of Attorney-Mediators . Member, American Inns of Court (Bruce R. Thompson Chapter; past president, 1996-1997) . Nevada Lawyer Delegate to the Ninth Circuit Judicial Conference (1989-1992; Chair 1991) . Selected to membership in "Best Lawyers in America" (Nevada, Litigation section) and "Nevada Super Lawyers" . Received "AV" rating from "Martindale Hubbell Law Directory" . Listed in "Martindale Hubbell Bar Register of Preeminient Attorneys" Civic/Charitable Affiliations and Awards . Alumni Council, University of Nevada, Reno (1980-1984) . Board of Trustees, University of Nevada, Reno Foundation (1995-1999) . UNR School of Medicine "Certificate of Merit" . Sigma Nu Alumni Club, University of Nevada, Reno (1971-present; past president 1976) . Sigma Nu Alumni Scholarship Foundation (Chairman 1983-2000) . Legion of Honor, Delta Xi Chapter, Sigma Nu Fraternity (1986)

Appendix 6.3: Board of Regents Membership

. Defense Research Institute's Exceptional Performance Citation (1983) . United Blood Services "Life Giver" (8 gallon) Award

Cedric Crear District 1 - Clark County 720 South 4th Street, Ste. 203 Las Vegas, NV 89101 Phone: (702) 731-0546 Fax: (702) 731-0271 E-mail: [email protected] Regent Cedric Crear was elected to the Board of Regents in 2006 as the representative for District 1 in Clark County. He is currently chair of the Cultural Diversity Committee. He also serves on the Academic, Research & Student Affairs Committee, as well as the Investment & Facilities Committee. Regent Crear is president of Crear Creative Group which provides marketing, full-service advertising and consulting solutions to regional and global businesses. He earned a B.S. from Howard University in Washington, D.C. where he earned a tennis scholarship. He was captain of the tennis team for three years and was a two-time conference champion. Education . Howard University, Washington, D.C. Bachelor of Science Professional Experience . President, Crear Creative Group, 2005-present . Business Consultant, SBC Telecommunications, 2005-2005 . Chief Marketing Officer, Vestin Group, Inc., 2003-2004 . Director of Marketing, Sunset Station Hotel & Casino, 2002-2003 . Director of Marketing, Palace Station Hotel & Casino, 2002 . Director of Marketing, Barley's Casino & Brewery, 2000-2002 . Director of Casino Marketing, Sunset Station Hotel & Casino, 1999-2000 . Casino Marketing Manager, Sunset Station Hotel & Casino, 1998-1999 . Hotel Sales Manager, Sunset Station Hotel & Casino, 1997-1998 . Player Development Manager, Station Casinos Kansas City, 1996-1997 . Management Trainee, Palace Station Hotel & Casino, 1994-1996 . General Manager-Reservations & Sales, Las Vegas Reservation Systems, 1992-1994 Civic, Community, Charitable, Public and Professional Service . Chairman, Southern Nevada Chapter of the American Red Cross . Former Executive Committee Member, Caucus of African-American Nevadans . Volunteer, Andre Agassi Foundation

Appendix 6.3: Board of Regents Membership

Dorothy S. Gallagher District 8 - Churchill, Elko, Esmeralda, Eureka, Humboldt, Lander, Lincoln, Mineral, Nye, Pershing and White Pine Counties 627 Court Street Elko, Nevada 89801 Phone: (775) 738-5230 Fax: (775) 753-8708 A fourth generation Nevadan, Dorothy Gallagher has served as Regent for 22 years. After retiring in 2002, Mrs. Gallagher returned to the Board in 2004 when her appointed predecessor chose not to run in the 2004 election. She currently serves as chair of the Health Sciences System Committee, and is a member of the Audit Committee and the Academic, Research & Student Affairs Committee. Education University of Nevada, Reno, 1947 B.A., Zoology Occupations . Director of Strategic and Community Initiative for Northeastern Nevada Regional Hospital, Jan. 2002-present . Rancher, Real Estate Developer Higher Education Accomplishments Serving her fifth term on the NSHE Board of Regents, Mrs. Gallagher was first elected in 1980 to represent 11 counties in rural Nevada. Board of Regents’ Service: . Investment Committee, Chair, 1998-99 . Board Conduct Committee, 1998 . ad hoc Committee on Estate Tax, Chair, 1997-98 . Academic, Research, and Student Affairs, Chair 1993-95, 1997-98 . Audit Committee, 1995-98 . ad hoc DRI Presidential Search Committee, Chair 1997 . Budget & Finance Committee, Chair, 1995-96 . TMCC Presidential Search Committee, Chair, 1995 . ad hoc CCSN Presidential Search Committee, 1994 . ad hoc Foundation Liaison Committee, 1993-94 . ad hoc TMCC Presidential Search Committee, 1993-94 . ad hoc Chancellor’s Search Committee, 1993-94 . Research Affairs Committee, 1991-93 . Audit Committee, Chair, 1991-93 . ad hoc Committee on Health, 1991-92

Appendix 6.3: Board of Regents Membership

. ad hoc Committee on Prisoner Education, 1991-92 . ad hoc Committee on Native American Education, 1991-92 . Board of Regents, Chair, 1989-1991 . ad hoc Community College Faculty Relations Committee, 1989-90 . Budget and Finance Committee, Chair 1989-90 . Investment Committee, 1988-89 . Board of Regents, Vice Chair, 1982-84, 1987-89 . Legislative Liaison Committee, Chair, 1985-87 . DRI Liaison Committee, Chair, 1984-87 . Academic Affairs Committee, 1981-82 . Nevada Medal, Co-Founder, DRI Other Affiliations and Honors Awards/Honors: . Gold Medal Award from the Mining and Metallurgical Society of America (MMSA), 2009 . University of Nevada School of Medicine: Center for Health Services Outreach – The Rural Nevadan Who Dares to Care, 1994 . Nevada Hospital Association; Trustee Excellence Award, 1994 . Nevada Women’s Fund Hall of Fame Award for Education, 1989 . Business Leaders Hall of Fame, Junior Achievement, 1987 . Silver Legacy Award from Elko General Hospital Foundation . Volunteer Fireman from Spring Creek, Nevada Fire Department Board of Directors: . Vitality Center (Substance Abuse Clinic in Elko) . Member, Board of Directors . Chair, Board of Directors, 1985-89, 1991-93 . Security Pacific Bank (Formerly Nevada National Bank) . Member, Board of Directors, 1981-91 . Chair, Board of Directors, 1987 (The bank was founded in 1939 by Dorothy Gallagher’s father, Harvey Sewell, who also owned a chain of grocery stores in seven western states.) . Rocky Mountain Health Care Corporation . Board of Directors (Blue Cross Blue Shield of Nevada, Colorado, New Mexico) . Elko General Hospital . Past Member, Board of Trustees . Past Chair, Board of Trustees

Appendix 6.3: Board of Regents Membership

. Nevada Association of Hospital and Health Systems, Board of Directors, 1995

Ron Knecht, MS, JD & PE (CA) District 9 – Carson City, Douglas, Lyon Storey and Washoe Counties 1009 Spencer Street Carson City, NV 89703 Phone: (775) 882-2935 Fax: (775) 882-6348 E-mail: [email protected] Regent Ron Knecht was elected to the Board of Regents in 2006 as the representative for District 9, which includes the Lake Tahoe area of Carson City, Douglas, Lyon and Storey Counties and southern Washoe County. He currently serves as vice chair of the Business & Finance Committee. He is also a member of the Investment & Facilities Committee, as well as the Health Sciences System Committee. He chaired the Board's Audit Committee in 2007-08 and the Budget & Finance Committee in 2008- 09. Ron Knecht is an economist and policy analyst, Registered Professional Mechanical Engineer (in California), and law school graduate who has spent half of his 38 working years in public service and half in private entrepreneurial small business, all in professional and managerial positions. He now conducts a wide range of economic, financial, technical and policy analyses as an Economist at Nevada’s Public Utilities Commission, and he has written and testified extensively as an expert witness in all those areas. He has been a founder, executive or board member for six business firms and five public interest groups. He was elected to the Nevada Assembly for the 2002-04 term, representing District 40 (Carson and Washoe Cities). The most important things in Ron’s life are his wife, Kathy, their eight-year-old daughter, Karyn, and Ron and Kathy’s mothers and families. Born and raised in a small town in the Midwest, he has a lifetime record in public, community, charitable and professional services, and in writing, speaking and teaching. With some scholarship support, he worked his way through undergraduate and early graduate studies at a public university (Illinois). Spending most of his working career in San Francisco and Silicon Valley, he paid his way through private graduate and law schools (Stanford and San Francisco) while working full time. He has been a Nevadan By Choice since 2001. All his life, Ron has been active in a wide range of athletics and outdoor activities, but his skills being very modest, he had to get his high school letters and college numerals as a distance runner. As an observer, he enjoys ballet and modern dance, symphony, opera, theater and film, and he collects baseball cards and pursues other hobbies. Education, Teaching and Professional Registration . University of San Francisco Law School, 1995: Juris Doctor . Stanford University, 1989: M.S., Engineering-Economic Systems . University of Illinois at Urbana-Champaign, 1971: B.A., Liberal Arts & Sciences (major in Mathematics; minor in Physics & Chemistry); completed additional economics and engineering course work and Civil Engineering masters degree project (American Nuclear Society award winner) in Power Generating Economics, 1977 . Economics Instructor (Micro- and Macro-Economic Analysis), Western Nevada Community College, Carson City, NV, 2003-06

Appendix 6.3: Board of Regents Membership

. Instructor, Regulatory & Legal Aspects of Telecommunications, for graduate students, Golden Gate University, Sacramento CA, 1991 . Registered Professional Mechanical Engineer, State of California, since 1986 Professional, Managerial and Business Experience and Elected Office . Economist, Resource and Market Analysis Division, Public Utilities Commission of Nevada, 2001-Present . Assemblyman, District 40, Nevada Assembly (Carson and Washoe Cities), 2002-04; Commerce and Labor, Government Affairs, and Transportation Committees . President, Economic & Technical Analysis Group ( San Francisco and Los Altos CA), 1990–2001 . Board of Directors, Minimax Research Corporation ( Campbell CA), 1988-94 . Vice-President, Spectrum Economics, Inc. ( Palo Alto and Mountain View CA), 1988-90 . Principal, QED Research, Inc. ( Palo Alto CA), 1986-88 . Senior Economist, Dames & Moore, Engineers & Consultants ( San Francisco CA), 1986 . Section Supervisor, principal analyst (economics, finance, technical analysis and policy) and member of all division management committees, California Public Utilities Commission ( San Francisco CA), 1979-86 . Cofounder, Chairman, CEO & CFO, The Rainbow Connection, Inc. Restaurant ( Springfield IL), 1979-83 . Commissioner’s Senior Advisor and then principal analyst (economics, technical analysis and policy), California Energy Commission ( Sacramento CA), 1978-79 . Partner, Bertschi & Knecht Engineers & Consultants (IL and CA), 1976-86 . Energy Research Engineer (1974-77); Center for Advanced Study Research Associate (1973-74); Research Assistant (Economics, 1970-71; Social Work, 1971-72); Grader/Consultant (Computer Science, 1969-71); Daily Illini Reporter (1971-72) and Columnist (1973-75); Assistant to Dean of Student Services (1970-71); Student Senate Office Manager (1968-69); hourly student non-professional employment, 1967-71 – all at University of Illinois, Urbana-Champaign . Assistant City Engineer, City of Urbana IL, 1972-73 Areas of Experience, Publication and Expert Testimony (100+ times; 25 jurisdictions) . Regulation: Electric; Natural Gas; Nuclear Power; Coal; Communications; Water, Wastewater and Sewers; Insurance; Transportation; Environmental; Land Use; Finance and Securities; Discount Rates for Public Policy and Business . Utilities: Ratemaking (all aspects); Finance; Strategic and Resource Planning and Forecasting; Operations and Modeling; Operating and Facilities Certificates . Business Analysis and Management: Planning, Strategy, Finance, Valuations, Cost of Capital, Market Power, and Operations . Regulatory and Industrial Change: Incentive-based Regulation; Industry De- and Re- regulation and Restructuring; Public versus Private Provision of Services

Appendix 6.3: Board of Regents Membership

. Energy: Electricity, Natural Gas, Nuclear Power, Coal, Oil, Cogeneration, Conservation, Renewables, Distribution Companies, Transmission and Independent System Operators, Transportation and Industrial Use . Economics and Policy: Micro- and Macro-economic Analysis; Taxation, Budgeting and Public Finance; Resources and Pollution; Transportation; Public Safety; Health Care; Human and Social Services; Education . Law and Economics: Anti-trust; Due Diligence; Mergers and Acquisitions; Bankruptcy Workouts; Litigation Settlement; Alternative Dispute Resolution; Diversification . Engineering Economics: Systems Analysis and Control; Optimization; Decision and Probabilistic Analyses . Other: Mechanical and Civil Engineering; Statistics; Program and Project Management; Staff Supervision Civic, Community, Charitable, Public and Professional Service . Co-instructor for SNL seminar on utility, finance, cost of capital, economic & policy issues, Washington DC, July 2009 . Member, Society of Utility and Regulatory Financial Analysts (SURFA), 2007-present . Member, Western Economics Association (WEA), 1998-present . Organizing Committee, Rutgers University Center for Research in Regulated Industries annual Western Conference, 2005-present . Board of Directors, Carson City Court Appointed Special Advocates for Children (CASA), 2005-present . Instructor, ―Managing Your Life and Family Finances‖, for clients of Friends in Service Helping (FISH) faith-based charity, Carson City NV, 2005 and 2007-2008 . Carson City Methamphetamine Task Force Public Awareness Committee, 2005-06 . Carson City Navy League Chapter, 2004-present . Board of Directors, Carson City Kiwanis Club, 2002-04 and 2005-07; member of Club’s Scholarship Board, 2004-07 . Member, Kiwanis Club, 2001-present . Carson City School District Social Studies Textbook Selection Committee, 2004-05 . Co-organizer, ―Thank You‖ event honoring Carson City Waterfall Fire First Responders, 2004 . Co-sponsor, Carson High School Science Fair, 2004; active local education support of various kinds, 2002-present . Republican Nominee, Assembly District 40 ( Carson and Washoe Cities), 2002 and 2004 . Chairman, Carson City (Water and Sewer) Utilities Advisory Committee, 2002-03 . Associate Member, Carson City Area Chamber of Commerce, 2002-06 . Nevada Republican Central Committee, 2002-07 . Carson City Republican Central Committee, 2001-2008; Chairman, 2005-07 . Candidate (non-partisan), Los Altos CA City Council, 1999

Appendix 6.3: Board of Regents Membership

. California Republican Central Committee, 1998-2001 . Director, Santa Clara County CA Lungren for Governor Operations, 1998 . Co-founder and Principal, Advocates for the Public Interest ( San Francisco and Los Altos CA), 1998-2001 . Founder, University of San Francisco Federalist Society, 1994-95; Advisor, 1997-2001 . Senior Editor and Writer, University of San Francisco Law SchoolForum, 1994-95 . Founding Board Member, Illinois Public Action Council ( Chicago IL), 1976-77 . Co-founder and Executive Director, Illinois Power Project ( Urbana IL), 1976-78 . Chairman, Electric Load Forecasting Statewide Committee of Energy Experts to Advise Illinois Legislature, 1975-76 . Board of Directors, Illinois Committee on Freeways ( Urbana IL), 1975-76 . Member and Secretary, City Board of Zoning Appeals, Urbana IL, 1974-78 . Democrat Nominee, City of Urbana IL City Council, Ward 2, 1973 . Senator and Member, Steering Committee, University of Illinois, Urbana, Student Senate, 1968-69 . President, Independent Freshmen Men, University of Illinois, Urbana, 1967-68 . Southern Illinois Jurisdiction Master Councilor and other positions, Order of DeMolay, 1966-68 . Assistant Editor, HyNews, Belleville, IL Township High School (West), 1966-67 . Master Councilor and other positions, Tancred Chapter, DeMolay, Belleville IL, 1964-68 . Senior Patrol Leader and other positions, Cub and Boy Scouts, Belleville IL, 1957-64

Kevin J. Page District 3 - Clark County 3300 West Sahara Avenue, Suite 400 Las Vegas, NV 89102 Phone: (702) 765-3201 Fax: (702) 765-3206 E-mail: [email protected] Regent Kevin Page was appointed to the Board of Regents by Gov. Jim Gibbons in January 2009. He is currently vice chair of both the Audit Committee and the Cultural Diversity Committee. He is also a member of the Board's Business & Finance Committee. Regent Page was born and raised in Queens, New York where he graduated from Monsignor McClancy Memorial High School in 1982. He went on to receive a Bachelor of Science in Business Administration in Finance with a concentration in investments from the University of Nevada, Las Vegas in 1986. He also earned his Master of Business Administration from UNLV in 1987. Regent Page was awarded the Outstanding Alumni for the College of Business and Economics in 2000. In 2006, he became the youngest and only the second UNLV Alumnus to be awarded both the UNLV Alumnus of the Year and Distinguished Nevadan Award, which is the most prestigious award conferred by the Board of Regents.

Appendix 6.3: Board of Regents Membership

He has served as a Board Member of the Police and Fire Emerald Society of Nevada and Police and Fire Emerald Society of Nevada Foundation raising scholarship money for kids of police and firemen killed on 9-11 and in the line of duty. Regent Page is also active in the St. Thomas More Catholic Community and a member of the Knights of Columbus. Regent Page is currently Managing Director and Senior Relationship Manager for Wells Capital Management – Institutional Investment Management Services since 2000. He and his wife Patty reside in Las Vegas with their three girls, Lauren Siobhan 14, Hannah Patricia 12, and Erin Elizabeth 1. Education University of Nevada, Las Vegas (1986-1987) o Master of Business Administration, 1987 o Phi Kappa Phi National Honor Society o Who's Who Among American Colleges and Universities University of Nevada, Las Vegas (1983-1986) o Bachelor of Science in Business Administration (Finance/Concentration in Investments), 1986 o Financial Management Association National Honor Society o Dean's List, College of Business and Economics o National Dean's List St. John University - Jamaica, New York (1982-1983) o Pre-med Professional Experience Wells Capital Management (Las Vegas) - Managing Director and Senior Relationship Manager, Taft- Hartley Client Services, 2000-present First Security Investment Management (Las Vegas) - Senior Vice President and Senior Portfolio Manager, 1996-2000 First Interstate Bank of Nevada (Las Vegas) - Assistant Vice President and Trust Investment Officer II, 1986-1996 Professional Affiliations Graduate, Las Vegas Chamber of Commerce Leadership Las Vegas, Class of 1999 Past Member, Las Vegas Chamber of Commerce Leadership Youth Selection Committee and Leadership Las Vegas Selection Committee Board of Directors, Police and Fire Emerald Society of Nevada, Inc.; Foundation Board Member Member, Nevada Contractors Association (N.C.A.) Member, Associated General Contractors (A.G.C.) Member, Southern Nevada Association of Financial Professionals Member, Western Pension & Benefit Association Member, International Foundation of Employee Benefit Plans

Appendix 6.3: Board of Regents Membership

Member, Financial Analysts Society of Southern Nevada Past Member, Financial Analysts Society of Salt Lake City Member, Association of Investment Management Research Member, UNLV Intercollegiate Athletic Council 2000-2009 Member, UNLV Director of Inter-Collegiate Athletics Search Committee, 2003 Member, Boy Scouts of America Distinguished Eagle Scout Committee, 2002 Past Member, International Scouting Museum, Las Vegas, Board of Trustees Member, UNLV Foundation Finance, Audit and Investment Committee, 2000-2003 Member, UNLV College of Business and Economics Dean Search Committee, 1999 Civic/Charitable Affiliations and Awards Member, Knights of Columbus Member, Kiwanis Club of Las Vegas, 1989-present; Board of Directors, 1992-1996, Treasurer, 1990- 1992 Volunteer, International Make-A-Wish Foundation, European Charity Band Tour, 2007-present UNLV Alumni Association Executive Board of Directors, 1990-2005 President, UNLV Alumni Association, 2000-2003 Volunteer CPR Instructor, American Red Cross, 1982-1990 Member, Maspeth Volunteer Ambulance Corps, 1978-1983; Board of Directors, Director of Financial Operations, 1980-1982 Distinguished Nevadan Award, Board of Regents, 2006 Alumnus of the Year, UNLV Alumni Association, 2006 2009 Monsignor McClancy Memorial High School Cor Jesu Award (highest honor bestowed upon a community member) Police and Fire Emerald Society of Nevada Board Member of the Year, 2003 and 2008 In Business Las Vegas 2002 Top Business People under 40 2002 Citizen of Distinction, Foundation for an Independent Tomorrow Outstanding Alumni, UNLV College of Business & Economics, 2000 Southern Nevada Top 40 Under 40, 1999 Member of the Year and Outstanding Service Award, Maspeth Volunteer Ambulance Corps

Dr. Raymond (Ray) D. Rawson District 7 - Clark County 2217 Scarlet Rose Drive Las Vegas, NV 89134 Phone: (702) 290-2121 Fax: (702) 838-4563 E-mail: [email protected]

Appendix 6.3: Board of Regents Membership

Regent Ray Rawson was appointed to the Board of Regents by Gov. Jim Gibbons in January 2009. He serves as chair of the Business & Finance Committee, and as vice chair of the Health Sciences System Committee. He is also a member of the Investment & Facilities Committee. Regent Rawson was born in Sandy, Utah. He was the student body president of the first graduating class of the University of Nevada, Las Vegas and earned his Bachelor of Science degree in zoology and chemistry from UNLV in 1964. He received his Doctor of Dental Surgery (D.D.S.) from Loma Linda University Dental School (1968) and returned to UNLV where he earned a Master of Arts degree in physical anthropology (1978). Regent Rawson has researched, taught, and lectured extensively on public policy, dentistry, anatomy, anesthesia, and specialized criminal justice. He has served nationally on the Education Commission of the States and the Western Interstate Commission of Higher Education. He is a prolific writer of research papers and has been widely published in scientific journals. A former senator, Rawson served in the Nevada State Legislature from 1984 to 2004. He recently finished his service on the auditing committee of the American Legacy Foundation in Washington, D.C., is current Vice-Chairman of the Springs Preserve Foundation in Las Vegas, and Deputy Commander of the Nevada-1 Disaster Medical Assistance Team for the Department of Health and Human Services of the Federal Government. Regent Rawson is currently a practicing dentist in Las Vegas. He and his wife, Linda Downey Rawson, have seven children, 22 grandchildren, and five great-grandchildren. Education University of Nevada, Las Vegas o Bachelor of Science, Zoology, Chemistry, 1964 o Master of Arts, Physical Anthropology, 1978 Loma Linda University Dental School, California o Doctor of Dental Surgery, 1968 Armed Forces Institute of Pathology, Bethesda, Maryland - Certificate 1977 American Board of Forensic Odontology - Certification, 1978, 1983, 1988, 1994, 2000, and 2006 American Board of Oral Medicine - Certification, 1987 Professional Experience Nevada State Senator 1984 - 2004 (one special and nine regular sessions): o Senate Assistant Majority Floor Leader, 1987-1989, 1993-2001 o Senate Assistant Minority Floor Leader, 1991 o Alternate, Legislative Commission, 1985-1986 o Interim Finance Committee, 1987-2000 o State Issues Committee, Assembly on the Legislature (AOL), National Conference of State Legislatures (NCSL), 1985-1986 o Vice Chairman, Health Committee, State-Federal Assembly, Science, Technology and Resource Planning Committee; Health and Education Committee, Western Legislative Conference, Council of State Governments (CSG); Executive Committee, Education Commission of the States; Steering Committee, Reforming States Group; Chairman,

Appendix 6.3: Board of Regents Membership

Children, Families and Health Committee, Assembly of State Legislatures; Nominating Committee of the National Conference of State Legislatures, 1996 o Chairman, Reforming States Group, Milbank Memorial Fund, 2002-2004 Emeritus Professor, College of Southern Nevada, 2005-2008 Full Adjunct Professor, University of Nevada, Las Vegas, School of Dental Medicine, 2002-2007 Senior Dental Consultant, Robert Woods Johnson Foundation, Oral Health Access Grant Program 2001-2005 Commissioner, Western Interstate Commission on Higher Education (WICHE) 1997-2006 Dental Director, Dental Director Services, Quality Assurance and Utilization Review Organization, Las Vegas Nevada, 1994-present Adjunct Clinical Professor, Department of Pathology and Family Medicine, University of Nevada School of Medicine, 1990-2004 Visiting Faculty, Armed Forces Institute of Pathology, 1988-1992 Adjunct Associate Clinical Professor of Oral Diagnosis, Oral Medicine, and Forensic Dentistry, Northwestern University School of Dentistry, Chicago, Illinois, 1984-1999 Forensic Odontologist with Clark County Coroner's Office, Nevada, 1976-present Professional Affiliations Member, President's National Advisory Committee on Rural Health, U.S. Dept. of Health & Human Services, 2002-2007 Board Member, Audit Committee, American Legacy Foundation, 2003-2007 American Board of Forensic Odontology; Chairman 1986-1987 Member, Editorial Review Board, Journal of the American Dental Association, 1985-1987 American Academy of Forensic Sciences; Chairman, Student Academy, 1985-1986 Editorial Board of the Journal of Forensic Medicine and Pathology, 1979-1985 American Society of Forensic Odontology; Chairman, Research Grants Review Committee, 1978- 1984 American Board of Oral Medicine American Dental Association American Dental Education Association Southern Nevada Dental Association Federation Dentaire Internationale International College of Dentists Nevada State Dental Association Clark County Dental Association American Legislative Exchange Council Armed Forces Institute of Pathology American Association of Dental Schools

Appendix 6.3: Board of Regents Membership

Organization of Teachers of Oral Diagnosis Fellow of International College of Dentists Fellow American College of Dentists Pierre Fauchard Academy Omicron Kappa Upsilon - Dental Honor Society Civic/Charitable Affiliations and Awards Boy Scouts of America YMCA United Way Inductee, Nevada Education Hall of Fame-Public Education Foundation, 2007 Inductee, Nevada Senate Hall of Fame, 2005 Distinguished Alumnus, Loma Linda School of Dentistry, 2005 Governor's Award for Arts and Humanities, 2004 Outstanding Leadership Award, Nevada Healthcare Association, 2003 Public Service Award, American Association of Public Health Dentistry, 2003 Legislator of the Year, American College of Emergency Physicians, 2002 Meritorious Service Award, School-Community Partnership Program, Clark County, 2000 Certificate of Achievement, Clark County Anti-Tobacco Task Force, 2000 Community Access to Child Health (CATCH) Award, American Academy of Pediatrics, 2000 2000 GEM (Generous Endowments-Good Efforts Matter) Award Outstanding Leadership in Drafting Children's Diabetes Program, Nevada Diabetes Assoc. for Children, 2000 Clark County School District, Crystal Apple Award for Exemplary Civic Leadership, 1999 Leadership Recognition Award, American Association of Dental Schools, 1999 Alumnus of the Year, University of Nevada, Las Vegas, 1997 Legislator of the Year, Nevada Association of Social Workers, 1997 Legislator of the Year Award, Nevada Medical Association, 1997 Nicholas Horn Award for Service to Medicine, 1995 Public Health Award, Nevada Public Health Association, 1994 Community Hero, National Conference of Christians and Jews, 1994 Silver Beaver Award, Boy Scouts of America, 1987 Order of the Arrow, Boy Scouts of America, 1974 Award of Noteworthy Promise in Research, Loma Linda University Distinguished Service Award, Pierre Fauchard Academy

Appendix 6.3: Board of Regents Membership

Dr. Jack Lund Schofield District 5 - Clark County 1308 S. 8th Street Las Vegas, NV 89104 Phone: (702) 382-9638 Cell: (702) 523-9998 Fax: (702) 382-3733 E-mail:[email protected] Regent Jack Lund Schofield was elected to the Board of Regents in 2002 and is the representative for Clark County, District 5. He served one successful term as vice chair for the Board of Regents and currently is chair of the ad hoc Appeals Committee for Millennium Scholarship. He is also a member of the Board's Audit Committee and the Cultural Diversity Committee, as well as the Academic, Research & Student Affairs Committee.

A longtime educator, Regent Schofield is currently a real estate entrepreneur, CEO of Exclusive Homes & Products, and President of JS Development. Previously, he has been a Nevada state senator, assembly member and school administrator.

Regent Schofield and his wife of 67 years—Alene—are the proud parents of six children, 32 grandchildren and 48 great-grandchildren. Education University of Nevada, Las Vegas, 1995 Ed. D (age 72) University of Nevada, Reno, 1967 M. Ed. (age 45) University of Utah, 1949 B.S. (age 26) Board of Regents' Service Vice Chair - 2007 Audit Committee ad hoc Committee on Estate Tax ad hoc Executive Evaluation and Compensation Committee Academic, Research and Student Affairs Committee Investment Committee Professional Experience Science Teacher and Coach, Vo-Tech High School CEO, Exclusive Homes & Products (EHP) President/CEO, JS Development Former President/CEO, Capital Credit Alliance, Inc. Commercial Pilot – Lic. #509688

Appendix 6.3: Board of Regents Membership

General Contractor – Lic. #11110 Carpenter – Tiberti Co. Opportunity School, Clark High School o School Administrator – School Planning o Assistant Principal Teacher, Guinn Junior High School (History, Science) Teacher, Vo-Tech High School/Sunset High School (Business Law, Social Studies, Science and basketball coach) Teacher/Coach – Paradise School, J.D. Smith Jr. High School, Valley High School, Garside Jr. High School Paradise Valley Town Board - President Instructor, UNLV Aerospace Workshop - 30 years Voter Registrar Candidate for Governor, Primary 1978 Senator 1974-1978 Assemblyman 1970-1974 Government Affairs Advisor, Lt. Col. - Nevada Wing Pilot/Deputy Director of Cadet Programs – Civil Air Patrol – Nevada Wing World War II and Korean Conflict Veteran – Fighter and Bomber Pilot United States Army Air Force Combat Fighter-Bomber Pilot, 14th Air Force ―Flying Tigers,‖ China, 22nd Eagle Squadron – Bombing Bulldogs/Historian, B-25H & J and A-26B, also P-61, C-46 and C- 47, 1942-1946 Honors/Accomplishments Jack Lund Schofield Middle School, 2001 - present Golden Gloves Welterweight Champion, 1941 Football Halfback for Las Vegas High School, 1937-1941 Civic and Professional Affiliations Flying Tigers 14th Air Force Association Air Force Association American Legion Hump Pilots Association Phi Delta Kappa China Burma India (CBI) Association - Commander 22nd Bomb Squadron Association National Education Association (NEA) Treasurer, Clark County Education Association (CCEA)

Appendix 6.3: Board of Regents Membership

Board of Directors, Nevada State Education Association (NSEA) Rotary Club Veterans of Foreign Wars (VFW)

Michael B. Wixom District 6 - Clark County 908 Evening Dew Dr. Las Vegas, NV 89110 Phone: (702) 437-1737 E-mail: [email protected] Regent Michael Wixom was appointed by Gov. Kenny Guinn to serve on the Board of Regents in 2005, and was elected in 2006. He is the representative for Clark County, District 6. He served two terms as Board chair (2007-2008 and 2008-2009), and is currently chair of the Investment & Facilities Committee. He also serves on the Business & Finance Committee and the Health Sciences System Committee. Regent Wixom was born and raised in Blackfoot, Idaho. After graduating from Blackfoot High School, he attended Idaho State University, where he majored in political science and economics. He graduated from Idaho State University with a bachelor of science degree in 1980, earning High Honors. He later attended the University of Utah, College of Law, graduating in 1986 as a William L. Leary Scholar, and was a member of the Utah Law Review. He has practiced law in Las Vegas, Nevada, since 1986, and is a shareholder in the law firm of Smith Larsen & Wixom. His areas of practice include banking, real estate finance and commercial transactions. He and his wife, Heidi, have six daughters, and two grandsons.

Standard Seven Standard Seven - Finance Table 2 Current Funds Expenditures and Mandatory Transfers Public Insitutions Only

Actual Projected 2006-07 2007-08 2008-09 2009-10 2010-11 2011-12 Amount % Amount % Amount % Amount % Amount % Amount %

Education and General Expenditures Instruction 11,417,000 41% 11,884,000 41% 10,249,000 36% 1 0% 1 100% 1 100% Research 0% 0% 0% 0% 0% 0% Public Service 0% 0% 0% 0% 0% 0% Academic Support 2,620,000 9% 2,806,000 10% 2,050,000 7% 50,000 100% - 0% - 0% Library Expenditures 0% 0% 0% 0% 0% 0% Student Services 3,176,000 11% 3,514,000 12% 5,174,000 18% 0% 0% 0% Insitutional Support 5,355,000 19% 5,723,000 20% 5,219,000 18% 0% 0% 0%

Plant Operations & 3,573,000 13% 3,096,000 11% 3,323,000 12% 0% 0% 0% Appendix Maintance 0% Scholarships 0% 0% 0% 0% 0% 0% Unrestricted 740,000 3% 674,000 2% 684,000 2% 0% 0% 0% Restricted 630,000 2% 584,000 2% 1,020,000 4% 0% 0% 0%

Mandatort Transfers 0% 0% 0% 0% 0% 0% 7.1 Total Educational & 0% 0% 0% 0% 0% 0% General 27,511,000 98% 28,281,000 98% 27,719,000 98% 50,001 100% 1 100% 1 100% Auxilliary Enterprizes 612,000 2% 605,000 2% 675,000 2% - 0% - 0% - 0% Hospitals 0% 0% 0% 0% 0% 0% Independent Operations 0% 0% 0% 0% 0% 0% Total Current Fund 0% Expenditures & Transfers 28,123,000 100% 28,886,000 100% 28,394,000 100% 50,001 100% 1 100% 1 100% Standard Seven - Finance Table 3 Summary Report of Revenues and Expenditures - Public and Private Insitutions

Actual Projected 2006-07 2007-08 2008-09 2009-10 2010-11 2011-12 Amount % Amount % Amount % Amount % Amount % Amount % Education and General Revenues 27,518,000 28,314,000 28,242,000 Expenditures 27,511,000 28,281,000 27,719,000 Transfers Mandatory Transfers Non Mandatory Net Excess (Deficiet) 7,000 33,000 523,000

Auxilliary Enterprizes Revenues 584,000 656,000 675,000 Expenditures (612,000) (605,000) (675,000) Transfers Mandatory Transfers Non Mandatory Net Excess (Deficiet) (28,000) 51,000 -

Net Operational Excess (Deficiet) (21,000) 84,000 523,000 Appendix

revenues 28,102,000 28,970,000 28,917,000 less aux (584,000) (656,000) (675,000) total 27,518,000 28,314,000 28,242,000 7.2 e&g expense 28,123,000 28,886,000 28,394,000 less aux (612,000) (605,000) (675,000) total 27,511,000 28,281,000 27,719,000 Standard Seven - Finance Table 1 Current Funds Revenues - Public Insitutions Only

Actual Projected 2006-07 2007-08 2008-09 2009-10 2010-11 2011-12 Amount % Amount % Amount % Amount % Amount % Amount % Tuition and Fees 3,623,000 13% 3,725,000 13% 3,978,000 14% 4077450 14% 4,388,356 15% 4,388,356 15%

Government Appropriations Federal 3,916,781 3,916,267 13% State 19,660,000 70% 20,545,000 71% 19,956,000 69% 15,716,152 54% 15,698,576 53% 19,614,843 66% Local

Government Grants & Contracts Federal Unrestricted Restricted 1,688,000 6% 1,801,000 6% 2,395,000 8% 2,490,800 9% 2,615,340 9% 2,746,107 9% State Unrestricted Appendix Restricted 1,305,000 5% 1,412,000 5% 1,320,000 5% 1,372,800 5% 1,427,712 5% 1,499,098 5% Local Unrestricted Restricted 22,000 0% 104,000 0%

Private Gifts, Unrestricted 7.3 Grants, Contracts Restricted 740,000 3% 330,000 1% 260,000 1% 270,400 1% 281,216 1% 295,277 1%

Endowment Unrestricted Income Restricted

Sales and Services of Educational 480,000 2% 397,000 1% 333,000 1% 346,320 1% 360,173 1% 378,181 1% Activities

Auxiliary Enterprises 584,000 2% 656,000 2% 675,000 2% 702,000 2% 730,080 2% 766,584 3%

Total Current Fund Revenues 28,102,000 100% 28,970,000 100% 28,917,000 100% 28,892,703 100% 29,417,719 100% 29,688,445 100% Standard Seven - Finance Table 10 Capital Investments - All Insitutions

Actual Projected 2006-07 2007-08 2008-09 2009-10 2010-11 2011-12 Amount Amount Amount Amount Amount Amount

Land Beginning Cost 1,299,640.17 2,069,351.20 2,229,351.20 2,229,351.20 2,229,351.20 2,229,351.20 Additions 769,711.03 160,000.00 Deductions Ending Cost 2,069,351.20 2,229,351.20 2,229,351.20 2,229,351.20 2,229,351.20 2,229,351.20 Buildings Beginning Cost 44,138,703.38 44,138,703.38 45,411,546.03 45,411,546.03 49,158,314.38 49,158,314.38 Additions 1,272,842.65 3,746,768.35 Deductions -

Ending Cost 44,138,703.38 45,411,546.03 45,411,546.03 49,158,314.38 49,158,314.38 49,158,314.38 Appendix Furniture and equipment Beginning Cost 2,757,261.00 2,977,754.00 3,158,215.89 3,329,868.71 3,479,868.71 3,629,868.71 Additions 423,124.00 237,837.90 266,689.25 200,000.00 200,000.00 200,000.00 Deductions (202,631.00) (57,376.01) (95,036.43) (50,000.00) (50,000.00) (50,000.00)

Ending Cost 2,977,754.00 3,158,215.89 3,329,868.71 3,479,868.71 3,629,868.71 3,779,868.71 7.4 Construction in Progress Beginning Cost - - 488,683.98 2,199,226.98 - - Additions 488,683.98 1,710,543.00 1,547,541.37 Deductions (3,746,768.35) Ending Cost - 488,683.98 2,199,226.98 - - - Debt Service Principal 167,088.50 174,867.19 137,035.23 102,900.00 108,218.43 113,811.74 Intrest 95,037.36 79,570.13 71,816.36 66,335.00 61,017.00 55,424.00 STANDARD SEVEN – FINANCE Table 4 Sources of Financial Aid

ACTUAL PROJECTED 2006-07 2007-08 2008-09** 2009-10*** 2010-11 2011-12 Amount %* Amount % Amount % Amount % Amount % Amount %

Annual Private Contributions 210,897 5 245,295 5 250,523 4 236,409 2.4 250,000 2.2 260,000 2

Governmental State Aid 557,390 13 573,331 12 536,064 9 591,989 6 600,000 5.3 625,000 4.9

Federal Aid (PELL, SEOG, WS) 1,471,480 35 1,723,363 37 2,421,243 39 5,038,341 51.6 6,000,000 53.2 6,750,000 53.5 Appendix

Endowment Earnings 5,550 .1 8,600 .1 10,600 .1 6,100 0 8,000 0 10,000 0 (Non-Foundation) 7.5

Institutional Unfunded Aid 203,055 5 214,009 5 158,553 2.5 170,000 1.7 200,000 1.7 225,000 1.7

Federal Student Loans 1,563,667 37 1,757,367 37 2,562,103 42 3,505,372 36 4,000,000 35.4 4,500,000 35.7 (if applicable)

Nonfederal Workstudy Aid 158,098 4.9 174,684 3.9 193,299 3.4 205,000 2.3 220,000 2.2 230,000 2.2

4,171,137 4,496,649 6,132,385 9,753,211 11,278,00 12,600,00 Total Financial Aid 0 0

*Percentage of Total Financial Aid **Most recent fiscal year for which audited financial statements are available ***Budget for Current Year Standard Seven - Finance Table 9 Operating Gifts and Endowments - Public and Private Insitutions

Actual Projected 2006-07 2007-08 2008-09 2009-10 2010-11 2011-12 Amount % Amount % Amount % Amount % Amount % Amount %

Annual Gifts Operations Restricted 740,000 100% 330,000 0.1872 260,000 100% 300,000 41% 330,000 0.187 360,000 138% Operations Unrestricted Endowments Exclusive of Foundation 0% 0% 0% 0% 0% 0% Plant 1,433,000 1,433,000 Total 740,000 100% 1,763,000 19% 260,000 100% 300,000 41% 1,763,000 19% 360,000 138%

Endowment Fund Balances Permanent 230,000 100% 234,000 100% 180,000 100% 200,000 100% 210,000 100% 220,000 100% Term

Quasi Appendix Total 230,000 100% 234,000 100% 180,000 100% 200,000 100% 210,000 100% 220,000 100% 7.6 Appendix 7.7 Appendix 7.7 Appendix 7.7 Standard Eight OBSERVATORY DAVIS 2699 Van Patten

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