AQIP Portfolio June 2014 i

AQIP Systems Portfolio Submitted for Reaffirmation of Accreditation to the Higher Learning Commission, A Commission of the North Central Association of Colleges and Schools

Board of Trustees Ron Godsey Jim Ramirez Ned Graham Brian Sanderholm Robert Juden Dennis K. Shurtz Mark Paton

AQIP Steering Committee Michelle Schoon Kelly Johnson Jennifer Bahner Cindy Lenhart Adam Borth Sarah Matthews Tony Crouch Jamie McGee Ron Godsey Amy McWhirt Slade Griffiths Krys Obrien

Administration Tony Crouch Interim President and Executive VP of Business Affairs Slade Griffiths VP of Academic Affairs Ben Schears VP of Student Affairs and Institutional Advancement Paul Erdmann VP of Information Technology Shane Larson Athletic Director

Cowley County Community College and Area Vocational-Technical School 125 South Second Street, Arkansas City, KS 67005 620.442.0430

AQIP Portfolio June 2014 i

Contents

The Institutional Overview Cowley‘s Mission, Values, and Strategic Vision ...... 1 Core Values ...... 1 Vision Statement ...... 1 Numbers and Types of Students, Faculty, and Staff...... 1 Level and Scope of Academic Offerings ...... 2 Campuses, Additional Instructional Locations; Distance Delivery Programs ...... 2 Other Key Campus Programs and Resources...... 2 Quality Improvement Overview ...... 2 Current Action Projects ...... 2

AQIP Category One HELPING STUDENTS LEARN Introduction to Category One ...... 5

Helping Students Learn PROCESSES (P) 1P1. Determining Common or Shared Objectives for Learning ...... 5 1P2. Determining and Setting Specific Program Learning Objectives ...... 7 1P3. Designing New Courses and Programs ...... 8 1P4. Designing Responsive Academic Programs ...... 9 1P5. Determining Student Preparation ...... 10 1P6. Communicating Learning Expectations for Courses, Programs and Degrees ...... 11 1P7. Selecting Programs of Study to Match Student Needs ...... 11 1P8. Assisting Under-Prepared Students ...... 13 1P9. Addressing Differences in Learning Styles ...... 13 1P10. Addressing Special Needs of Student Subgroups ...... 13 1P11. Defining, Documenting and Communicating Teaching and Learning Effectiveness ...... 14 1P12. Building an Effective and Efficient Course Delivery System ...... 15 1P13. Ensuring Up-to-Date and Effective Programs and Courses ...... 16 1P14. Discontinuing Programs and Courses ...... 16 1P15. Determining Student and Faculty Support Needs ...... 17 1P16. Aligning Curricular and Co-curricular Goals ...... 18 1P17. Determining the Meeting of Learning Expectations by Students ...... 19 1P18. Designing Student Assessment Processes ...... 19

Helping Students Learn RESULTS (R) 1R1. Measuring and Analyzing Student Learning Performance ...... 20 1R2. Performance Results for Common Learning and Co-curricular Objectives ...... 23 1R3. Student Performance Results for Specific Program Learning Objectives ...... 24 1R4. Student Acquisition of Knowledge and Skills ...... 25 1R5. Performance Results for Learning Support Processes ...... 26 1R6. Comparative Results for Student Learning Performance ...... 28

Helping Students Learn IMPROVEMENT (I) 1I1. Improving Processes Related to Student Learning ...... 28 1I2. Setting Targets for Improvement ...... 29

AQIP Category Two ACCOMPLISHING OTHER DISTINCTIVE OBJECTIVES

Introduction to Category Two ...... 31

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Accomplishing Other Distinctive Objectives PROCESS (P) 2P1. Designing and Operating Key Non-Instructional Processes ...... 31 2P2. Determining Other Distinctive Objectives ...... 31 2P3. Communicating Expectations Regarding Other Distinctive Objectives ...... 31 2P4. Reviewing and Assessing Other Distinctive Objectives ...... 32 2P5. Determining Faculty and Staff Needs ...... 32 2P6. Incorporating Information on Faculty and Staff Needs ...... 32

Accomplishing Other Distinctive Objectives RESULTS (R) 2R1. Collecting and Analyzing Measures ...... 32 2R2. Performance Results in Accomplishing other Distinctive Objectives ...... 34 2R3. Comparing Performance Results with other Institutions ...... 35 2R4. Strengthening and Enhancing the Institution ...... 36

Accomplishing Other Distinctive Objectives IMPROVEMENT (I) 2I2. Improving Current Processes and Systems ...... 37 2I2. Setting Targets for Improvement ...... 37

AQIP Category Three UNDERSTANDING STUDENTS‘ AND OTHER STAKEHOLDERS‘ NEEDS Introduction ...... 38

Understanding Students‘ and Other Stakeholders‘ Needs PROCESSES (P) 3P1. Identifying, Analyzing, and Meeting the Changing Needs of Student Groups ...... 38 3P2. Building and maintaining a relationship with students ...... 39 3P3. Analyzing and Acting on Stakeholder Needs...... 40 3P4. Building and Maintaining Relationships with Key Stakeholders ...... 42 3P5. Determining New Student and Stakeholder Groups ...... 42 3P6. Collecting, Analyzing and Communicating Complaint Information ...... 43

Understanding Students‘ and Other Stakeholders‘ Needs RESULTS (R) 3R1. Measuring and Analyzing Student and Stakeholder Satisfaction ...... 43 3R2. Performance Results for Student Satisfaction ...... 43 3R3. Performance Results for Building Student Relationships ...... 45 3R4. Performance Results for Stakeholder Satisfaction ...... 46 3R5. Results for Building Relationships with Key Stakeholders ...... 47 3R6. Comparative Results for Understanding Stakeholder Needs ...... 47

Understanding Students‘ and Other Stakeholders‘ Needs IMPROVEMENTS (I) 3I1. Improving Processes Related to Stakeholder Needs ...... 47 3I2. Setting Targets for Improvement ...... 48

AQIP Category Four VALUING PEOPLE Introduction ...... 49

Valuing People PROCESSES (P) 4P1. Identifying Credentials, Skills and Values Required of Employees ...... 49 4P2. Ensuring New Employees Meet Requirements ...... 49 4P3. Recruiting, Hiring, and Retaining Employees ...... 51 4P4. Orienting Employees to the College‘s History, Mission, and Values ...... 51 4P5. Planning for Personnel Changes ...... 52 AQIP Portfolio June 2014 iii

4P6. Designing Work Processes ...... 52 4P7. Ensuring Ethical Practices by Employees ...... 52 4P8. Determining and Designing Employee Training ...... 53 4P9. Training Employees to Effectively Contribute to the Organization ...... 53 4P10. Design and Usage of Personnel Evaluation System ...... 53 4P11. Designing and Aligning Employee Recognition, Reward, Compensation, and Benefits ...... 53 4P12. Determining and Analyzing Key Issues Related to Employee Motivation ...... 54 4P13. Providing and Evaluating Employee Satisfaction, Health and Safety, and Well-Being ...... 55

Valuing People RESULTS (R) 4R1. Collecting and Analyzing Measures Related to Valuing People...... 55 4R2. Performance Results for Valuing People ...... 55 4R3. Productivity and Effectiveness of Employees in Goal Achievement ...... 56 4R4. Comparing Results with Other Organizations ...... 57

Valuing People IMPROVEMENT (I) 4I1. Improving Processes Related to Valuing People ...... 57 4I2. Setting Targets for Improvement ...... 58

AQIP Category Five LEADING AND COMMUNICATING Introduction ...... 59

Leading and Communicating PROCESSES (P) 5P1. Defining and Reviewing the Organizational Mission and Values ...... 59 5P2. Setting and Aligning Directions ...... 60 5P3. Considering Needs and Expectations of Students and Key Stakeholder Groups ...... 62 5P4. Guidance in Seeking Future Opportunities while Focusing on Students and Learning ...... 62 5P5. Using Teams and Committees in Decision Making ...... 63 5P6. Using Information and Results in Making Decision ...... 63 5P7. Communicating Between and Among Institutional Levels ...... 65 5P8. Communicating a Shared Mission, Vision and Values ...... 66 5P9. Encouraging and Developing Leadership Abilities ...... 66 5P10. Planning Leadership Succession ...... 66

Leading and Communicating RESULTS (R) 5R1. Measuring and Analyzing ―Leading and Communicating‖ ...... 67 5R2. Results for ―Leading and Communicating‖ Processes and Systems ...... 69 5R3. Comparative Results for the Performance of Process for ―Leading and Communicating‖ ...... 69

Leading and Communicating IMPROVEMENT (I) 5I1. Improving Processes for Leading and Communicating ...... 70 5I2. Setting Targets for Improvement ...... 70

AQIP Category Six SUPPORTING INSTITUTIONAL OPERATIONS Introduction ...... 71

Supporting Institutional Operations PROCESSES (P) 6P1. Identifying Support Service Needs for Students ...... 71 6P2. Identifying Administrative Support Service Needs ...... 71 6P3. Safety and Security Support Processes ...... 72 6P4. Managing Student and Administrative Support Services ...... 74 AQIP Portfolio June 2014 iv

6P5. Documenting and Sharing of Support Processes ...... 75

Supporting Institutional Operations RESULTS (R) 6R1. Collecting and Analyzing Measures of Student and Administrative Support Services ...... 75 6R2. Results of Student Support Processes ...... 75 6R3. Results for Administrative Support Processes ...... 77 6R4. Using Information and Results to Improve Service ...... 77 6R5. Comparative Performance Results ...... 77

Supporting Institutional Operations IMPROVEMENT (I) 6I1. Improving Processes Related to Supporting Institutional Operations ...... 78 6I2. Setting Targets for Improvement ...... 78

AQIP Category Seven MEASURING EFFECTIVENESS Introduction ...... 79

Measuring Effectiveness PROCESSES (P) 7P1. Selecting, Managing and Using Information and Data to Support Programs and Services ...... 79 7P2. Selecting, Managing and Using Performance Data for Planning and Improvement ...... 80 7P3. Determining Data Collection, Storage, and Access Needs ...... 82 7P4. Analyzing and Sharing Information and Data Regarding Overall Performance ...... 82 7P5. Determining Needs and Priorities for Comparative Information and Data ...... 83 7P6. Aligning Information Analysis with Institutional Goals ...... 83 7P7. Ensuring Effectiveness of Information Systems and Processes ...... 83

Measuring Effectiveness RESULTS (R) 7R1. Measuring and Analyzing the Effectiveness of Information and Knowledge Management ...... 84 7R2. Measuring Effectiveness and Meeting the Institution‘s Needs ...... 84 7R3. Comparing Results with Other Higher Education Institutions ...... 85

Measuring Effectiveness IMPROVEMENT (I) 7I1. Improving Current Processes and Systems for Measuring Effectiveness ...... 86 7I2. Setting Targets for Improvement ...... 86

AQIP Category Eight PLANNING CONTINUOUS IMPROVEMENT Introduction ...... 87

Planning Continuous Improvement PROCESSES (P) 8P1. Key Planning Processes ...... 87 8P2. Selecting Short- and Long-Term Strategies ...... 87 8P3. Developing Key Action Plans to Support Organizational Strategies ...... 88 8P4. Coordinating and Aligning Planning Processes ...... 88 8P5. Defining Objectives, Selecting Measures, and Setting Performance Targets ...... 89 8P6. Linking Strategy Selection and Action Plans ...... 89 8P7. Assessing and Addressing Risk in the Planning Processes ...... 90 8P8. Ensuring Faculty, Staff and Administration are Nurtured ...... 90

Planning Continuous Improvement RESULTS (R) 8R1. Measuring and Analyzing Effectiveness of the System for Planning ...... 90 8R2. Performance Results for Accomplishing Organizational Strategies and Action Plans ...... 91 AQIP Portfolio June 2014 v

8R3. Projecting Performance Targets ...... 91 8R4. Comparing Results with other Higher Education Institutions ...... 91 8R5. Evidence of an Effective System for Planning Continuous Improvement ...... 91

Planning Continuous Improvement IMPROVEMENT (I) 8I1. Improving Processes Related to Planning Continuous Improvement ...... 92 8I2. Setting Targets for Improvement ...... 92

AQIP Category Nine BUILDING COLLABORATIVE RELATIONSHIPS ...... 93

Introduction ...... 93

Building Collaborative Relationships PROCESSES (P) 9P1. Building Relationships with Supplying Organizations ...... 93 9P2. Building Relationships with Transfer Organizations ...... 94 9P3. Building Relationships with Student Service Organizations ...... 96 9P4. Building Relationships with Organizational Suppliers ...... 97 9P5. Building and Prioritizing Relationships with External Stakeholders ...... 97 9P6. Meeting Partnership Needs ...... 98 9P7. Building Relationships Among Internal Stakeholders ...... 98

Building Collaborative Relationships RESULTS (R) 9R1. Collecting and Analyzing Measures of Building Collaborative Relationships ...... 99 9R2. Performance Results in Building Relationships ...... 99 9R3. Comparison of Performance Results with Other Organizations ...... 100

Building Collaborative Relationships IMPROVEMENT (I) 9I1. Improving Processes Related to Building Collaborative Relationships...... 101 9I2. Setting Targets for Improvement ...... 101

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Core Criteria Index

Criterion One. Mission The institution‘s mission is clear and articulated publicly; it guides the institution‘s operations.

Core Component Overview Category Page #

1.A The institution‘s mission is broadly understood within the institution and guides 5P1 59 its operations. 1. The mission statement is developed through a process suited to the nature and culture of the institution and is adopted by the governing board. 2. The institution‘s academic programs, student support services, and enrollment profile are consistent with its stated mission. 3. The institution‘s planning and budgeting priorities align with and support the mission.

1.B. The mission is articulated publicly. 5P3 62 1. The institution clearly articulates its mission through one or more public documents, such as statements of purpose, vision, values, goals, plans, or institutional priorities. 2. The mission documents or documents are current and explain the extent of the institution‘s emphasis on the various aspects of its mission… 3. The mission document or documents identify the nature, scope, and intended constituents of the higher education programs and services the institution provides.

1.C. The institution understands the relationship between its mission and the 1P4 9 diversity of society. 1P10 13 1. The institution addresses its role in a multicultural society. 2. The institution‘s processes and activities reflect attention to human diversity as appropriate within its mission and for the constituencies it serves.

1.D. The institution‘s mission demonstrates commitment to the public good 3P3 40 1. Actions and decisions reflect an understanding that in its educational 3P5 42 role the institution serves the public, not solely the institution, and thus entails a public obligation. 2. The institution‘s educational responsibilities take primacy over other purposes. 3. The institution engages with its identified external constituencies and communities of interest and responds to their needs as its mission and capacity allow.

Criterion Two. Integrity: Ethical and Responsible Conduct The institution acts with integrity: its conduct is ethical and responsible.

2.A. The institution operates with integrity in its financial, academic, personnel, and 4P7 52 auxiliary functions; it establishes and follows fair and ethical policies and processes for its governing board, administration, faculty, and staff.

2.B. The institution presents itself clearly and completely to its students and to the 1P6 11 public with regard to its programs, requirements, faculty, and staff, costs to students, control, and accreditation relationships.

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2.C. The governing board of the institution is sufficiently autonomous to make 5P2 60 decisions in the best interest of the institution and to assure its integrity. 1. The governing board‘s deliberations reflect priorities to preserve and enhance the institution. 2. The governing board reviews and considers the reasonable and relevant interests of the institution‘s internal and external constituencies during its decision-making deliberations. 3. The governing board preserves its independence from undue influence on the part of donors, elected officials, ownership interests, or other external parties…. 4. The governing board delegates day-to-day management of the institution to the administration and expects the faculty to oversee academic matters.

2.D The institution is committed to freedom of expression and the pursuit of truth in 1P11 14 teaching and learning.

2.E. The institution ensures that faculty, students, and staff acquire, discover, and IP11 14 apply knowledge responsibly. 4P7 52 1. The institution provides effective oversight and support services to ensure the integrity of research and scholarly practice conducted by its faculty, staff and students. 2. Students are offered guidance in the ethical use of information resources. 3. The institution has and enforces policies on academic honesty and integrity.

Criterion Three. Teaching and Learning: Quality, Resources, and Support The institution provides high quality education, wherever and however its offerings and delivered.

3.A. The institution‘s degree programs are appropriate to higher education. 1P12 15 1. Courses and programs are current and require levels of performance by students appropriate to the degree or certificate awarded. 2. The institution articulates and differentiates learning goals for its undergraduate, graduate, post-baccalaureate, post-graduate, and certificate programs. 3. The institution‘s program quality and learning goals are consistent across all modes of delivery and all locations.

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3.B. The institution demonstrates that the exercise of intellectual inquiry and the 1P1 5 acquisition, application, and integration of broad learning and skills are integral to its educational programs. 1. The general education program is appropriate to the mission, educational offerings, and degree levels of the institution. 2. The institution articulates the purposes, content, and intended learning outcomes of its undergraduate‘s general education requirements. 3. Every degree program offered by the institution engages students in collecting, analyzing, and communicating information… 4. The education offered by the institution recognizes the human and cultural diversity of the world in which students live and work. 5. The faculty and students contribute to scholarship, creative work, and the discovery of knowledge to the extent appropriate to their program and the institution‘s mission.

3.C The institution has the faculty and staff needed for effective, high-quality 4P2 49 programs, and student services. 1. The institution has sufficient numbers and continuity of faculty members to carry out both the classroom and the non-classroom roles of faculty… 2. All instructors are appropriately credentialed, including those in dual credit, contractual, and consortial programs. 3. Instructors are evaluated regularly in accordance with established institutional policies and procedures. 4. The institution has processes and resources for assuring that instructors are current in their disciplines and adept in their teaching roles; it supports their professional development. 5. Instructors are accessible for student inquiry. 6. Staff members providing student support services are appropriately qualified, trained, and supported in their professional development.

3.D The institution provides support for student learning and effective teaching. 1P7 11 1. The institution provides student support services suited to the needs of its student populations. 2. The institution provides for learning support and preparatory instruction to address the academic needs of its students. 3. The institution provides academic advising suited to its programs and the needs of its students. 4. The institution provides to students and instructors the infrastructure and resources necessary to support effective teaching and learning. 5. The institution provides to students guidance in the effective use of research and information resources.

3.E. The institution fulfills the claims it makes for an enriched educational 1P16 18 environment. 1. Co-curricular programs are suited to the institution‘s mission and contribute to the educational experience of its students. 2. The institution demonstrates any claims it makes about contributions to its students‘ education experience.

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Criterion Four. Teaching and Learning‖ Evaluation and Improvement The institution demonstrates responsibility for the quality of its educational programs, learning environments, and support services, and it evaluates their effectiveness for student learning through processes designed to promote continuous improvement.

4.A. The institution demonstrates responsibility for the quality of its educational 1P4 9 programs. 1. The institution maintains a practice of regular program reviews. 2. The institution evaluates all the credit that it transcripts, including what it awards for experiential learning or other forms of prior learning. 3. The institution has policies that assure the quality of the credit it accepts in transfer. 4. The institution maintains and exercises authority over the prerequisites for courses, rigor of courses, expectations for student learning, access to learning resources……… 5. The institution maintains specialized accreditation for its programs as appropriate to its educational purposes. 6. The institution evaluates the success of its graduates…

4.B. The institution demonstrates a commitment to educational achievement and 1P2 7 improvement through ongoing assessment of student learning. 1. The institution has clearly stated goals for student learning and effective processes for assessment of student learning and achievement of learning goals. 2. The institution assesses achievement of the learning outcomes that it claims for its curricular and co-curricular programs. 3. The institution uses the information gained from assessment to improve student learning. 4. The institution‘s processes and methodologies to assess student learning reflect good practice…

4.C. The institution demonstrates a commitment to educational improvement through 3P1 38 ongoing attention to retention, persistence, and completion rates in its degree and certificate programs. 1. The institution has defined goals for student retention, persistence, and completion… 2. The institution collects and analyzes information on student retention, persistence, and completion of its programs. 3. The institution uses information on student retention, persistence, and completion of programs to make improvements as warranted by the data. 4. The institution‘s process and methodologies for collecting and analyzing information (#3) reflect good practice.

Criterion Five. Resources, Planning, and Institutional Effectiveness The institution‘s resources, structures, and processes are sufficient to fulfill its mission, improve the quality of its educational offerings, and respond to future challenges and opportunities. The institution plans for the future.

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5.A. The institution‘s resource base supports its current educational programs and 8P6 89 its plan for maintaining and strengthening their quality in the future. 1. The institution has the fiscal and human resources and physical and technological infrastructure sufficient to support its operations wherever and however programs are delivered. 2. The institution‘s resource allocation process ensures that its educational purposes are not adversely affected by elective resource allocation to other areas… 3. The goals incorporated into mission statements or elaborations of mission statements are realistic in light of the institution‘s organization, resources, and opportunities. 4. The institution‘s staff in all areas are appropriately qualified and trained. 5. The institution has a well-developed process in place for budgeting and for monitoring expense.

5.B. The institution‘s governance and administrative structures promote effective 5P5 63 leadership and support collaborative processes that enable the institution to fulfill its mission. 1. The institution has and employs policies and procedures to engage its internal constituencies… 2. The governing board is knowledgeable about the institution… 3. The institution enables the involvement of its administration, faculty, staff and students in setting academic requirements …

5.C. The institution engages in systematic and integrated planning. 5P2 60 1. The institution allocates its resources in alignment with its mission and priorities. 2. The institution links its processes for assessment of student learning, evaluation of operations, planning, and budgeting. 3. The planning process encompasses the institution as a whole and considers the perspectives of internal and external constituent groups. 4. The institution plans on the basis of a sound understanding of its current capacity. 5. Institutional planning anticipates emerging factors, such as technology, demographic shifts, and globalization.

5.D. The institution works systematically to improve its performance. 7P2 80 1. The institution develops and documents evidence of performance in its 7P4 82 operation. 2. The institution learns from its operational experience and applies that learning to improve its institutional effectiveness…

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Figures Figure 0.1 Mission Statement & Institutional Purpose ...... 1 Figure 0.2 Cowley College Organizational Chart ...... 3 Figure 3.1 Student and Stakeholder Student and Stakeholders Requirements and Expectations ...... 41 Figure 4.1 Employee Recognition ...... 54 Figure 5.1 Cowley College Core Values ...... 60 Figure 5.2 Goal Measures used in Meeting the College‘s Mission...... 64 Figure 6.1 Administrative Support Services ...... 72 Figure 6.2 Fiscal and Facilities Support Processes ...... 73 Figure 6.3 Student Support Services Processes ...... 74 Figure 7.1 Employee Satisfaction—Campus Culture and Policies ...... 84 Figure 8.1 Mission Statement & Institutional Purpose...... 87 Figure 9.1 Student Demographic Analysis ...... 94 Figure 9.2 Key Collaborative Relationships ...... 95

Tables Table 0.1 Employees by Assigned Position ...... 1 Table 0.2 Glossary of Terms and Acronyms ...... 4 Table 1.1 Kansas Board of Regents Transfer Data for WSU ...... 20 Table 1.2 Kansas Board of Regents Transfer Data for KSU ...... 20 Table 1.3 Advisory Committee Surveys ...... 21 Table 1.4 Graduation Rate, IPED Percentage ...... 21 Table 1.5 Retention Data by Academic Year ...... 22 Table 1.6 Total Credit Hours, DFW Rate, and Overall GPA ...... 22 Table 1.7 Student Satisfaction with Institutional Effectiveness ...... 23 Table 1.8 Student Evaluation of Instruction ...... 23 Table 1.9 WorkKeys Assessment Scores ...... 23 Table 1.10 CAAP Assessment Score Percentages ...... 24 Table 1.11 ACES Volunteer Community Service Hours per FTE ...... 24 Table 1.12 Student Success in Successive Course Work ...... 25 Table 1.13 Vocational Completers ...... 26 Table 1.14 Kansas Board of Regents Success Index ...... 26 Table 1.15 Library Visit by Academic Year ...... 27 Table 1.16 Library Student/Class Visits by Activity Type ...... 27 Table 1.17 Tutoring Usage in Total Visits ...... 27 Table 1.18 Usage of Online Tutoring Services ...... 28 Table 2.1 Academic Performance of Student Athletes ...... 33 Table 2.2 Endowment Association Scholarship Support ...... 34 Table 2.3 Cultural Arts Expenditures by Academic Year ...... 34 Table 2.4 Golden Tigers Program ...... 35 Table 2.5 Community Satisfaction Stakeholder Survey Results ...... 35 Table 2.6 National Community College Benchmarking Project ...... 36 Table 3.1 Student Satisfaction with Instructional Effectiveness ...... 44 Table 3.2 Student Evaluation of Instructors ...... 44 Table 3.3 Satisfaction with Campus Support Services ...... 44 Table 3.4 Food Service Survey Overall Satisfaction Results ...... 45 AQIP Portfolio June 2014 xii

Table 3.5 Students Served by Disability Services ...... 45 Table 3.6 Student Life Counselor Services ...... 45 Table 3.7 Vendor Cycles ...... 46 Table 3.8 Custodial Cleanliness Survey ...... 47 Table 4.1 Academic Integrity ...... 56 Table 4.2 Valuing People Survey Results ...... 56 Table 4.3 Quality and Infrastructure Survey ...... 57 Table 5.1 Leadership and Communication Systems ...... 65 Table 5.2 External Stakeholder Satisfaction ...... 68 Table 5.3 Internet Communications Usage Statistics ...... 69 Table 6.1 Dormitory Satisfaction ...... 76 Table 6.2 Campus Crime Statistics ...... 76 Table 6.3 Cash Carryover ...... 77 Table 7.1 Accountability and Institutional Measures ...... 81 Table 9.1 Business and Industry Training ...... 99 Table 9.2 Golden Tigers Program ...... 99 Table 9.3 Recruiting Events ...... 100 Table 9.4 ACES Volunteer Community Service Hours per FTE ...... 100 Table 9.5 Satisfaction of Stakeholders ...... 100

Appendix Appendix A Cowley College Programs and Degrees ...... A-1 Appendix B AQIP Quality Culture and Infrastructure Survey ...... A-2 Appendix C Global Learning Outcomes...... A-3 Appendix D Program Review Process ...... A-4 Appendix E Course Placement Guidelines ...... A-5 Appendix F Fostering Learning, Achievement, and Graduation Success (FLAGS) ...... A-6 Appendix G Succession Plan for President ...... A-7 Appendix H KBOR Performance Agreement ...... A-8 Appendix I Links to Important Information ...... A-9

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The Institutional Overview

Cowley’s Mission, Values, and Strategic Vision Cowley County Community College and Area Vocational Technical School (Cowley) is a publicly supported, not-for-profit, two-year college located in south-central Kansas. The College encompasses a service area of approximately 2,955 square miles and serves a population of nearly 68,000 people. The College was founded in 1922, as Arkansas City Junior College. The College is accredited by the state of Kansas; The Higher Learning Commission, a Commission of the North Central Association (NCA) of Colleges and Schools; and is a member of the National Junior College Athletics Association Schools. Figure 0.1 Mission Statement & Institutional Purpose

Core Values Cowley is dedicated to the continual pursuit of excellence by embracing our Core Values: People, Leadership, Integrity, and Accountability. Vision Statement Cowley College will emphasize continuous quality improvement in all aspects through innovative, dynamic strategic plans for academics, student success, facilities, financial, communication, and technology. With courage and a sound vision to guide our future, Cowley College will continuously strive to meet the most important goal of the College, student success. The Student Success Strategic Plan includes: Engage exceptional students through extraordinary and innovative learning opportunities Assist struggling students through supplemental seminars and by condensing the sequence to gateway English and math courses. Invest in new programs and activities to enhance enrollment, encourage retention, and improve graduation rates. Monitor progress of sustainable programs through measurable results. Numbers and Types of Students, Faculty, and Staff The College employs faculty and staff sufficient for enrollment numbers as shown in Table 0.1. Table 0.1 Employees by Assigned Position IPEDS Human Resources Data - Fall 2012

Employee Category Number Employed Breakdown by Employee Type Full-time Faculty 49 36 Tenured 13 on Tenure Track 6 w/o Faculty Status Full-time Staff 141 6 Administrators 135 Staff Part-time Employees 202 162 Part-time Instructors 40 Staff Student Unduplicated Headcount Total Students 4970 Full-time 2542 Part-time 2973

AQIP Institutional Overview page 1

Level and Scope of Academic Offerings Cowley College is a community college and vocational/ technical school that supports four degrees choices, 14 vocational certificates, and more than 70 programs of study. Opportunities for student success may be met by degree acquisition, successful completion of coursework needed for transfer, or the completion of a career- technical education program that leads to a job-ready degree. Personal enrichment may also be a goal choice for non-degree seeking students. (Appendix A) Campuses, Additional Instructional Locations; Distance Delivery Programs The College currently operates with one campus in Arkansas City, KS, and has four additional locations. Three of the off-campus locations are in Mulvane, KS, in neighboring Sumner County and include the Mulvane Center, which offers general education courses, and the Mulvane Technology Centers North and South. The fourth location is the Winfield Allied Health Center located in Winfield, KS. Cowley also has two student service centers that offer enrollment services and online help services to students in the Wichita area. A substantial number of students are enrolled in online courses through the College. The online program is accredited by the HLC and includes full degree programs, as well as courses toward degrees as described in Category 1 ―Helping Students Learn.‖ Other Key Campus Programs and Resources. There are three main programs or services that are critical to the College: quality athletic programs, student support services, and community involvement (Category 2). Student support services are critical for student success, and quality athletic programs provide opportunities for student athletes and promote campus spirit. Community involvement is a key part of the mission to promote positive community/college relationships. Quality Improvement Overview The College achieves its mission through the use of college-wide work teams and action projects, as well as employee-driven initiatives. The College‘s history in quality management principles began in the early 1990‘s with the training all of employees in Total Quality Management, followed by a Level III award from the Kansas Award for Excellence Foundation, based on the Baldrige Criteria in 1999, and did a nontraditional self-study for the 1999 HLC accreditation report. The College started the Academic Quality Improvement Program (AQIP) journey in 2002 and has completed two portfolio cycles. During this time, the college has worked on the infrastructure to support quality initiatives based on the mission statement, institutional commitments, and core values. The AQIP Steering Committee and the Administrative Council determine the Action Projects for each cycle by analyzing data from various surveys and from data recorded in the Accountability and Institutional Measures (AIM) document. The development of this tool has been instrumental in allowing The College to report data in one document. Since the last Systems Appraisal in 2009, the College has taken on the task of revitalizing and re-educating employees regarding the quality improvement process. This was initiated as an action project by the AQIP steering team and planned during the 2011 strategy forum. The plan included administering a pre-survey on the quality climate of the institution, followed by mandatory training in quality principles. The AQIP Quality Culture and Infrastructure Survey was administered to all employees. After the surveys were analyzed, it was determined that there was not a noticeable improvement in the pre and post surveys in most categories, but several areas of strengths and opportunities were noted (Appendix B). As supported by the Culture and Infrastructure Survey, The College has been active in keeping employees informed of AQIP Action Projects, and most employees understand the role and structure of Action Projects. One of the most positive numbers in the survey indicates that 80% of employees think the management of our processes is a strength. The area with the most opportunity for improvement is regarding people and culture. In some areas, past training was not continued to new faculty and staff, so this has provided a new focus for the College and will be integrated with the Cowley University Action Project as a new component of professional development for all employees. Current Action Projects The AQIP Steering Committee meets monthly to guide the Action Project Teams. Each Action Project Team has a facilitator from the Steering Committee to help guide and direct the initiatives of the team. The facilitator reports any issues to the Steering Committee for discussion. The College has successfully implemented many processes from previous Action Projects, including strategic planning, human resources, employee recognition and training, cultural diversity, and career guidance for students, emergency academic preparedness plan, and online quality and consistency in instruction. Current action projects include Employee Recognition and Rewards, Cowley University—Professional Development for Employees, Global Learning Outcomes Assessment, and Cowley Career Center.

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Figure 0.2 Cowley College Organizational Chart

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Table 0.2 Glossary of Terms and Acronyms

ABE Adult Basic Education GPA Grade Point Average ACES Academic Civic Engagement through IDL Interactive Distance Learning (full- Service motion interactive video) ACT American College Testing IMPACT TRIO Student Support Services ADA Americans with Disabilities Act Program AIM Accountability and Institutional Measures IRB Cowley College Internal Review ALICE Alert, Lockdown, Inform, Counter, Board (IRB) Evacuate— an emergency response plan IPEDS Integrated Post-Secondary ANGEL A New Global Environment for Learning, Educational Database System the College‘s online learning KAQIP Kansas Academic Improvement management software Project AQIP Academic Quality Improvement Program KBOR Kansas Board of Regents BOR State Board of Regents KCOG Kansas Core Outcomes Group BOT Board of Trustees KRSN Kansas Regents Shared Number CAAP Collegiate Assessment of Academic LMS Learning Management System Proficiency MSDS Material Safety Data Sheet CAO Chief Academic Officer OSHA Occupational Safety & Health CAT Cowley Action Team Administration CLAWS Cowley College‘s name for Student NATYCAA National Alliance of Two Year Information System College Athletic Administrators COMPASS Comprehensive, Computer-Adaptive NCA North Central Association of Colleges Testing System and Schools CONNX Name of a data access and integration NCCBP National Community College software product Benchmarking Project Cowley Cowley County Community College and NISOD National Institute for Staff and Area Vocational-Technical School Organizational Development CIP Cowley Improvement Plan PACE Procedure and Administration CTE Career and Technical Education Enhancement Committee, a monthly department meeting of Administrators and Directors ERIS Intercom Emergency System. PD Professional Development FERPA Family Educational Rights and Privacy Act POISE People Oriented Information Systems for Education FYE First-Year Experience PTK Phi Theta Kappa honor society FLAGS Fostering Learning, Achievement, and Graduation Success (indicator of student RAVE RAVE ALERT is the college's success) emergency notification system FTE Full-Time Equivalent (15 credit hours = 1 SAM Skills Assessment Manager full-time equivalent) The College Cowley County Community College GED General Equivalency Diploma and Area Vocational-Technical School GHS Global Harmonizing System training USD Unified School District GLO Global Learning Outcomes team WSU Wichita State University

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AQIP Category One HELPING STUDENTS LEARN

Introduction to Category One Helping students learn is the primary focus of the institution. The College has implemented such items as common learning objectives and common course procedures in all academic areas and common final exams in some subject areas to help with quality and consistency. The College has also developed many different course schedule options to help meet the diverse needs of students. As a community college, Cowley focuses on general education courses needed for an Associate‘s Degree, Certificates, or for transfer preparation. The College offers programs of study to help the students stay on track with what is required at a four-year institution or what is required for admittance to a specialized program. Associate degree students are assessed using the Global Learning Outcomes Assessment Plan. Career and Technical Education programs have specific program level assessments based on certifications and workplace competencies. Subject-area program assessments are completed annually and include learning outcomes specific to program areas. Cross-functional teams are a critical piece of reviewing and revising college processes. There are several teams currently focusing on improving student learning. The Student Success Team has been discussing instructional practices that will help increase student success and retention. The Online Quality Team, originally started as an AQIP Action Project Team, has been meeting for over ten years. It has been instrumental in developing policies to enhance online course development and student retention in online courses. There are two recent Action Project Teams focusing on ―Helping Students Learn.‖ One team, called Academic Progress: Report, Remediation and Retention, focuses on ways to increase academic performance. This team piloted a student mentoring class, which had very promising results on student retention rates. The other team is The Global Learning Outcomes team (GLO). This team has been instrumental in the updating of leaner outcomes and methods of assessment and analysis. The College has defined processes related to ―Helping Students Learn‖ that are coordinated through bimonthly Academic Affairs meetings and monthly Instruction Team meetings. Opportunities exist in the area of student outcomes assessment. The process of program level outcomes is being developed, and the College is also changing the Learning Management System (LMS), which will be used in data collection.

Helping Students Learn PROCESSES (P)

1P1. Determining Common or Shared Objectives for Learning Core Criteria 3.B The institution demonstrates that the exercise of intellectual inquiry and the acquisition, application, and integration of broad learning and skills are integral to its educational programs. 1. The general education program is appropriate to the mission, educational offerings, and degree levels of the institution. 2. The institution articulates the purposes, content, and intended learning outcomes of its undergraduate general education requirements. The program of general education is grounded in a philosophy or framework developed by the institution or adopted from an established framework. It imparts broad knowledge and intellectual concepts to students and develops skills and attitudes that the institution believes every college-educated person should possess. 3. Every degree program offered by the institution engages students in collecting, analyzing, and communicating information; in mastering modes of inquiry or creative work; and in developing skills adaptable to changing environments.

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4. The education offered by the institution recognizes the human and cultural diversity of the world in which students live and work. 5. The faculty and students contribute to scholarship, creative work, and the discovery of knowledge to the extent appropriate to their programs and the institution’s mission.

Helping students learn is the primary focus of the institution. The College has several processes in place to ensure that learning outcomes are appropriate to the mission of the College and that the educational offerings are appropriate for the degree levels being offered. One of the key ways is through annual Core Outcomes meetings, facilitated by members of the instructional officers of the state higher educational institutions in Kansas. The Kansas Core Outcomes meetings include faculty from all state colleges and universities. During these meetings, core general education courses are discussed and competencies agreed on by the faculty members so that students will be exposed to the same course content, regardless of the school they attend, and keeps the focus on the appropriate level of content coverage for degree level (CC3B1). Cowley is a Community College, with the focus being on general education transfer courses. Specific programs of study under the Associate‘s degree offerings are determined by the transfer institution and vary based on the degree focus at the transfer school. The general education requirements are clearly listed on the program and degree guides in both published and online formats. Requirements include courses in English composition, college math, public speaking, and electives in the areas of social science, humanities, and natural science. Even though these courses have course specific learning objectives, the College also has broad learning outcomes that are the focus of all general education courses. In 2002, the College implemented an Outcomes Assessment Team to focus on the integration and assessment of these learning outcomes. The initial learning outcomes were developed using feedback from a study by the Pew Charitable Trust and published in ―Learning College for the 21st Century,‖ as well as other published sources and faculty input. More recently, the College developed an Action Project to review and revise these learning outcomes. The Global Learning Outcomes (GLO) team has made several revisions on the outcomes and was able to determine assessment tools and measures for each outcome (Appendix C). The team is now working on the data collection and analysis phase of the project (CC3B2). The revised process received input from faculty and was a key item in the fall 2013 in-service meetings. The GLO includes five key outcomes: Communication Skills, Computational Skills, Critical Thinking and Problem Solving Skills, Computer/Technology Skills, and Citizenship Skills. These are integrated into the general education core and are assessed for all degree seeking students using assessments that are appropriate for the degree and are similar to the Degree Qualifications Profile model developed through the Lumina Foundation (CC3B3) (Appendix C). Citizenship Skills are critical components the Institutional Purpose of the College (Figure 0.1) and the GLO. These skills are evident by the students demonstrating an awareness of cultural, social, and artistic diversity, along with civic responsibility through community involvement. The College strives to provide opportunities for the students to engage in meaningful volunteerism through service learning and has a part-time director of service learning to help facilitate this process. Several courses in the social science department have integrated service learning as a requirement. To help students gain a worldly perspective, the College offers a class called Travel for College Credit. This class has taken students to locations outside of the United States, as well as locations within. Educational offerings also include cultural anthropology, geography, and foreign language courses in the areas of Spanish and Mandarin Chinese (CC3B4). One of the College‘s Institutional Commitments is the focus on Academic and Personal Enrichment (Figure 0.1). The College provides ample opportunity for faculty and students to be involved in creative work and the discovery of knowledge, depending on program areas. The Fine Arts and Humanities areas have forums for creative expression including creative writing publications in the Mile Marker Review, Writers‘ Corner events, student and faculty art exhibits, and musical performances. Students have the opportunity to participate in science research through the Research Methods courses offered through the Natural Science Department. Faculty are encouraged to participate in scholarly research through extended service pay, sabbatical leave, conducting active research, and professional development. Funds are available for conferences and travel. Faculty are given the opportunity to share this research at College in-service, faculty meetings and departmental meetings (CC3B5).

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1P2. Determining and Setting Specific Program Learning Objectives Core Criteria 4.B. The institution demonstrates a commitment to educational achievement and improvement through ongoing assessment of student learning. 1. The institution has clearly stated goals for student learning and effective processes for assessment of student learning and achievement of learning goals. 2. The institution assesses achievement of the learning outcomes that it claims for its curricular and co-curricular programs. 3. The institution uses the information gained from assessment to improve student learning. 4. The institution’s processes and methodologies to assess student learning reflect good practice, including the substantial participation of faculty and other instructional staff members. Specific program learning objectives are determined by the faculty members teaching in those programs. Each program of study offered by the College has a full-time faculty member that reviews and revises that program. If the program is a technical program, the courses in the program have to be reviewed by an advisory council, consisting of business and industry employers, as well as other community members. Once it is approved by the advisory council, it has to be approved by Academic Affairs, Board of Trustees, and the Kansas Board of Regents (KBOR). Many of the technical areas have outside accrediting agencies that guide the program level outcomes and have clock hour/credit hour guidelines determined by these agencies. Any changes in technical courses or programs have to go through the advisory committee and then to the KBOR for approval. General education courses make up the Associate Degree programs and are listed as Programs of Study for enrollment purposes to help keep students in line with the transfer institutions‘ programs. Course specific outcomes are assessed at the instructor level and reviewed in the departmental Program Review process (Appendix D). Each course has a Common Course Procedure on file that includes the core material covered and assessed in that course. It is also the primary document used to assess transfer equivalency of courses through the Registrar‘s Office. All faculty and students have access to the course procedures through the Student Information System and academic web modules. Faculty members are responsible for the reviewing and revising of the Common Course Procedures annually as part of the spring faculty checkout process. Changes in the course procedures have to be approved through the academic department and then taken to the Academic Affairs Council for approval. The Academic Affairs Council oversees all curriculum changes and is the curriculum committee for the College. Many of the general education courses have specific learner outcomes that are determined through the Core Outcomes Group and are assessed at the instructor level (CC4B1). All general education courses tie to the GLO and are assessed through the assessment plan (Appendix C). The assessment of student learning occurs at the instructor level, program level, and institutional level. Instructors are responsible for assessing outcomes listed in the Common Course Procedures for the particular courses that are taught. The instructor uses the information to adjust the curriculum and methodologies as needed. Program level outcomes are determined by the instructors that teach in the program area. Specific program student learning outcomes and measurements are developed and assessed as part of the Program Review Process (Appendix D). The academic departments also oversee the improvement efforts by looking at course grades and retention data on an annual basis during the Program Review. Student learning outcomes are further assessed on the institutional level through the Global Learning Outcomes. These assessments are cross-curricular and target the five key learning outcomes with measurable objectives, means of assessment, responsible parties, data collected, and the use of the results or improvements made as a result of the data. (Appendix C) The information from the GLO assessments is analyzed by the GLO team, and the data is made available to all academic departments and is included in the departmental program review. The departmental summary outlines the strengths and weaknesses of the program and targets specific goals for improvement based on the data analysis (CC4B3). Career and Technical Education programs follow the same process as general education programs, with the exception of specific competency based assessments. Many of these competencies are determined by outside accrediting agencies and have clear levels of required proficiency. Each level of outcomes assessment has a consistent process that is communicated to instructors and staff. Besides full-time faculty, part-time faculty members are involved in providing feedback to the department chairperson. The Instruction Office provides key staff members to help in data collection and analysis, as well as AQIP Category 1 Helping Students Learn page 7

communication with all faculty. Any change in the process involves community advisory council support as well as departmental support and approval from Academic Affairs. The College has a substantial participation in the assessment process, and members of the GLO team regularly attend assessment focused meetings and seminars offered as best practices from off-campus organizations (CC4B4). The College assesses achievement of learning outcomes in curricular and co-curricular areas. As mentioned above, learning outcomes are assessed through the GLO plan and program outcomes. The College offers learning environments that are not in a traditional classroom setting. These co-curricular areas include the service learning program that is encouraged through classroom assignments and through ACES (Academic Civic Engagement through Service) scholarships. Community Skills are included in the GLO, and a Community Skills Assessment is administered to assess the effectiveness of this program (Appendix C). Co-curricular activities, such as clubs and organizations, have outcomes determined by the club sponsors and members. Using the Five Star Plan as a guide, Phi Theta Kappa advisors meet with the College‘s administration to determine how PTK can contribute to the achievement of the College‘s goals. For example, the ―Commit to Complete‖ campaign focuses on student retention. The ―Mentoring Program‖ focuses on the success of incoming freshman. The efficacy of a project is determined through reflection on methods and a written report. To determine the goals for the ―Honors in Action Project,‖ advisors, officers, and members brainstorm various themes provided by the national organization to determine the best theme for the College. Research is conducted regarding questions associated with the year‘s theme, and that research leads to the determination of a service- based activity. Results and reflections are noted on the research process and the success of the project; then students complete a written component, which is submitted regionally and nationally for scoring. Recognition comes in the form of awards and star status. Cowley College‘s Alpha Gamma Upsilon Chapter of Phi Theta Kappa received Five Star status for a sixth consecutive year. Cooperative Education opportunities allow for students to experience learning outside the classroom. This program gives college credit for educational experiences that occur in a job setting and teaches appropriate ―soft skills‖ for an entry-level employee in his/her chosen profession/vocation. The cooperative education program follows correct and proper methodologies to ensure compliance and standards of excellence (CC4B2).

1P3. Designing New Courses and Programs The design of new programs and courses is driven by the faculty members that teach the courses in the program. To help determine if a new program or course is needed, the College looks at the annual Strategic Planning Survey and advisory council surveys from the academic areas and from the Career and Technical Education department (CTE). Using this feedback, the Chief Academic Officer (CAO) and department chairpersons look to see if there are program or course needs that are not currently being met by existing programs. If a need is identified, the department chairperson will approach faculty members within the department to help in the development of the new course or new program. During the development of the new course, the faculty member will check with other colleges to see if they have the same or a similar course. If there is not a faculty member with the desired experience, the College will seek an instructor with the expertise needed. Since most of the general education courses are designed to transfer to a four-year institution, it is important that the courses be similar with those offered at that level. Course competencies are compared with similar courses at other institutions before the course is developed. Once the course is developed, it is approved by the academic department and then taken to the Academic Affairs Council for discussion. If it is approved by Academic Affairs, it is put on the master course list in the Instruction Office. The process is similar when a program is developed. If the program is a CTE program, it has to be approved by the appropriate advisory committee and by the state Board of Regents. If there are outside accrediting agencies that oversee the curriculum for that program, the program is developed with the recommending guidelines of that agency. If the proposed program is a plan of study involving the general education courses, then it is approved by the Academic Affairs Council and is listed in the programs of study in the course catalog. In developing new programs of study for general education, the College looks at what is offered for the first two years of coursework needed for the four-year program and tailors the College‘s program of study off of that template. For example, since Wichita State University is one of the closest transfer institutions for our students, the pre-nursing and pre-dental hygiene programs of study follow what students will need for transfer to that institution.

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1P4. Designing Responsive Academic Programs Core Criteria 1.C. The institution understands the relationship between its mission and the diversity of society. 1. The institution addresses its role in a multicultural society. 2. The institution’s processes and activities reflect attention to human diversity as appropriate within its mission and for the constituencies it serves. Core Criteria 4.A. The institution demonstrates responsibility for the quality of its educational programs. 1. The institution maintains a practice of regular program reviews. 2. The institution evaluates all the credit that it transcripts, including what it awards for experiential learning or other forms of prior learning. 3. The institution has policies that assure the quality of the credit it accepts in transfer. 4. The institution maintains and exercises authority over the prerequisites for courses, rigor of courses, expectations for student learning, access to learning resources, and faculty qualifications for all its programs, including dual credit programs. It assures that its dual credit courses or programs for high school students are equivalent in learning outcomes and levels of achievement to its higher education curriculum. 5. The institution maintains specialized accreditation for its programs as appropriate to its educational purposes. 6. The institution evaluates the success of its graduates. The institution assures that the degree or certificate programs it represents as preparation for advanced study or employment accomplish these purposes. For all programs, the institution looks to indicators it deems appropriate to its mission, such as employment rates, admission rates to advanced degree programs, and participation rates in fellowships, internships, and special programs (e.g., Peace Corps and AmeriCorps).

The College has academic programs that are responsive to the mission of the College and the communities in the service area. Even though the College is located in a rural community in south-central Kansas, the focus is on preparing students for global learning. To help in this effort, the college offers a multicultural scholars program that was initially developed through the University of Kansas. Through this program, multicultural students are brought on campus and provided with a mentoring system to help with student success. They are also involved in campus activities and have an assigned advisor to help with college transition (CC1C1). Because of the success of this program, it was further developed into an Action Project for high-risk students, leading to an increase in retention in the pilot group and greater implementation plans. To help promote human diversity, the College provides special celebrations through the cafeteria, such as Cinco de Mayo and other cultural events. Cultural offerings are also offered through the academic curriculum to expose students to different cultures, such as African American Literature, Geography, and foreign language courses in Spanish and Mandarin Chinese (CC1C2). On a local level, in addition to cultural differences, diversity of students includes income levels, age, and academic preparation. The College makes every effort to provide equal opportunity to all students, regardless of background. A key process in the review and assessment of programs and courses is provided through the annual program review. The program review is carried out by department faculty that are responsible for the various programs of study. The faculty member looks at the data associated with the program, such as number of sections offered, enrollment numbers in the sections, number of full-time to part-time faculty, completion and retention, student learning, as well as assessment data related to the program. A template is used so that a standardized format is submitted for all program reviews (Appendix D). The completed documents are then sent to the department chair for review and discussion with other department faculty. The department chair then completes a strength/weakness analysis and compiles a list of suggestions for departmental change. This departmental summary is then sent to the CAO, along with the program review documents for the department. The CAO then looks at all departmental summaries and does a similar strength/weakness summary for all academic areas and lists improvement initiatives that are shared with the Administrative Council and the Board of Trustees. These improvement efforts then become part of the strategic plan (CC4A1). The College assesses the transfer creditability of programs in several ways. The program review process looks at data associated with the success of Cowley transfer students after they transfer to a four-year institution. Cowley courses are designed to be comparable to courses at other institution, and faculty members regularly AQIP Category 1 Helping Students Learn page 9

attend core competency meetings with other state institutions to determine common core outcomes. All of the courses that have the common core competencies have a statement on the course procedures that state that fact. Courses that are transferred in for credit are evaluated based on these course procedures, and if they are comparable, transfer credit is given. If the transfer equivalency is not clear, then the registrar will ask for a copy of the course syllabus from the student or institution and evaluate the course, often with the help of faculty (CC4A3, CC4A2). The College also accepts credit for experiential learning according to guidelines for ―credit for experience.‖ Courses that have a Kansas Regents Shared Number (KRSN) are indicated by their associated KRSN number. The learning outcomes and competencies in these courses meet or exceed the learning outcomes and competencies specified by the Kansas Core Outcomes Groups project for these courses as approved by the Kansas Board of Regents. The College follows KBOR guidelines on the acceptance of credit for transfer (CC4A3). There are two major documents that help outline course expectations to students and to transfer institutions. The document that affects transferability of course-work as mentioned above is the course procedure document. All of the courses offered for college credit have a published course procedure. The course procedure lists all of the course outcomes and outlines the prerequisites required for the course. These prerequisites are determined by the associated department, and in some cases, by the transfer institution. The document also gives the students an outline of learning expectations for the course. The course procedures are reviewed by faculty on an annual basis and have to be approved by the Academic Affairs Council if any changes are made in the document. The other major document provided to students is the course syllabus. The College uses a common syllabus template which outlines instructor expectations and grading criteria, along with course prerequisites and major assignments (CC4A4). To maintain quality instructional programs, the College hires faculty with the qualifications needed to develop courses, teach classes and maintain programs of study. Faculty members are required to have one degree higher than the degree level that is being sought by the students. For general education transfer courses, the instructors are hired at the Master‘s degree level or have to complete the required degree within three years of employment. Instructors in career and technical areas are required to have experience relevant to the position and are encouraged to seek a degree. The College values the education and professional development of faculty and provides for tuition reimbursement for approved course work. Dual credit instructors have to meet the same qualifications as other faculty members and dual credit courses are required to utilize the same textbook and course procedures as the course that is offered on campus. This helps to ensure that the program is equivalent to the same course offered at other locations and in other formats at the College. Dual credit courses are also included in the annual program review process and student assessment data (CC4A4). In addition to providing consistency and quality to general education courses, there are several program areas that have to meet specialized accreditation through associated professional organizations and agencies. The Automotive Technology program is accredited by the National Automotive Technicians Education Foundation (NATEF), which outlines the time requirements and outcomes for the program. The paramedic program receives accreditation through the Commission on Accreditation of Allied Health Education Programs upon the recommendation of the Committee on Accreditation of Educational Programs for the Emergency Medical Services Professions (CoAEMSP). Cosmetology is accredited by the Kansas State Board of Cosmetology (CC4A5). Based on the mission of the College, learning excellence is our focus. It is critical that students leaving Cowley have the skills needed to either enter the workforce or transfer to a four-year institution or program to finish their education. The College looks at several indicators of success in this area. Transfer success of students once they leave the College is monitored and reported in the Accountability and Institutional Measures (AIM) document, along with degree completion data. Career and Technical Education courses monitor employment rates of their graduates and rely on feedback from the employees of Cowley graduates for additional data (CC4A6).

1P5. Determining Student Preparation College-level course work requires that students have reading, English, and problem solving skills needed to be successful. To help prepare students for college level work, Cowley has a mandatory assessment and placement policy to help assess college readiness. This policy was developed in conjunction with the English and math faculty, student services, and the Academic Affairs Council. Students that have to take remedial level courses are limited to how many credit hours they can enroll in, and which courses they can take is based on course prerequisites according to Cowley College Policy 462 Mandatory Assessment and Placement. The

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Academic Progress Policy outlines the requirements to be a student in good academic standing and summarizes how to develop an academic improvement plan to help students that are placed on academic probation. Specific courses may have special prerequisites that are determined by the associated department, or they may be determined by external accrediting agencies. Courses that are sequential in nature have prerequisite requirements of successful completion of the previous level. Regardless of the level of preparation an entering student may have, The College is committed to providing a quality education, in accordance with the mission, and strives to help students reach college-level competencies through the Global Learning Outcomes.

1P6. Communicating Learning Expectations for Courses, Programs and Degrees Core Criteria 2.B. The institution presents itself clearly and completely to its students and to the public with regard to its programs, requirements, faculty, and staff, costs to students, control, and accreditation relationships.

The College‘s website serves as the primary communication tool with students, both current and prospective. Each program of study has a grid format, listing all of the courses that are in the program of study and the suggested sequence of courses that should be taken. These program grids are listed on each academic department link, as well as a general link on the academic page. These programs are also available to prospective students in a printed option, listing faculty member contact information as well. Each course procedure is also available to students in a web based format, both on the department webpage and linked to the course schedule offerings for each semester. These program grids and course procedures are reviewed by the academic departments annually (CC2B). The development of an interactive, web-based degree check program has helped students see what courses they should take to complete their program of study and achieve the appropriate degree. For example, if a student is seeking an Associate of Arts Degree, they can select that degree from the menu, and then the degree checker will ―tell‖ them how many credit hours are needed in each category to receive that degree. It will even show the student which courses can be taken to fulfill the elective requirements. This program is used heavily by academic advisors but is also made available to the students through their Campus Connect account. Faculty and staff are listed on the College website, both on the department webpages and in the employee section. General directory information is listed for all employees. Credentials and experience are given for all full time faculty and part-time instructors on the departments‘ staff webpages and the faculty profiles page. The College presents information to the students and stakeholders through documents available in print and in web-based formats. The programs offered, as well as cost of attending, including tuition, fees, room and board, and textbooks, can be found on the College website and in admissions documents. Any additional fees are also disclosed to the students on the course schedule and in the course procedures and syllabi. The College is governed by a local Board of Trustees (BOT). The BOT have their own module on the Cowley web site that explains the governance process, and the minutes of the BOT meetings are also made available to the public through local media and on the BOT web module. The Higher Learning Commission Mark of Affiliation is clearly shown on the website, as well as in printed publications, and active links to the Commissions website are also displayed (CC2B). There are several key offices that are involved in communicating with students and helping students select the courses, program, and degree that are right for them. The College converted student services to a one-stop-shop model, providing advising, enrollment, bursar, and financial aid all in one office. This has led to better communication to the student and to employees that may be working with the students. The admissions office is focused on recruiting students and oversees the publications of student recruitment information. Before recruitment publications are developed regarding instruction programs, they are reviewed by the program instructors for accuracy.

1P7. Selecting Programs of Study to Match Student Needs Core Criteria 3.D. The institution provides support for student learning and effective teaching. 1. The institution provides student support services suited to the needs of its student populations.

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2. The institution provides for learning support and preparatory instruction to address the academic needs of its students. It has a process for directing entering students to courses and programs for which the students are adequately prepared. 3. The institution provides academic advising suited to its programs and the needs of its students. 4. The institution provides to students and instructors the infrastructure and resources necessary to support effective teaching and learning (technological infrastructure, scientific laboratories, libraries, performance spaces, clinical practice sites, museum collections, as appropriate to the institution’s offerings). 5. The institution provides to students guidance in the effective use of research and information resources.

The College recognizes that a key to student success is in the selection of a program of study that fits their needs and in the student support that is provided to help the student reach their academic goals. Student support is provided in several ways. Free tutoring services are available at the Ark City Campus and the Mulvane Center. Tutors are selected through a recommendation and interview process and undergo training on tutoring techniques. The College also makes tutoring available 24/7 through an online tutor service (CC3D1). Other support services include a Student Life Counselor that provides professional mental health services. Dorm students have access to dorm managers to help with campus life issues, and students have access to academic advisors to help align curriculum with future goals (CC3D1). All full-time students have an assigned academic advisor that is familiar with their program of study and can guide the students through a plan of study. Part-time students have access to advisors at three outreach sites and at the enrollment office on the campus. Online advising is also available. The academic advisor also receives notifications of the advisee‘s academic success through an electronic progress report system (CC3D3). The enrollment process is multifold. New students are required to communicate with a student services representative, in person or on-line, for assistance with paperwork, finances, degree planning, and enrollment. Current students can self-enroll using the online program planning guides and the enrollment system that monitors courses taken and matches them to the appropriate educational requirements needed for their plan of study (CC3D3). Students are directed to the appropriate program of study in several ways. Some students have a clear academic goal upon enrolling in college. These students are assigned an advisor to help monitor their progress. If a student enrolls in college and has no clear goal, then they are directed to an advisor that works with undecided students to help guide them in program choices. These advisors work together to form strategies that will help students define realistic and attainable goals. To help them chose a plan of study, learning styles inventories and other computer programs are available in the Library and are used to assess their interest in different career areas (CC3D2). Qualified students may also receive advising and career assistance through the Student Support Services Program (IMPACT). IMPACT is a TRIO grant supported service providing assistance to 160 students from academically disadvantaged backgrounds. Technical program advising is provided by the instructors in the program areas. The instructors in the Career and Technical Education (CTE) areas are most familiar with the career choices and the courses needed for the technical programs of study. Students that are ready to enroll in classes are first assessed to see if they are at the academic level needed for success. The College has mandatory assessment and placement guidelines that utilize the assessment program COMPASS (Comprehensive, Computer-Adaptive Testing System), which is administered to students that do not meet determined ACT (American College Testing) guidelines for placement (Appendix E). Once the students start a sequence of preparatory courses, they have to stay in the sequence until the desired course is obtained. The College monitors this progress through departmental program review and through data analyzed in the AIM document (CC3D2). The College recognizes the need to provide resources to instructors to help support effective teaching and learning. Each classroom is equipped with the appropriate technology needed for the classes that are offered. Computers and projectors are installed in each classroom with the desired software. Some classes have special computer software needs to allow access to online ―museums‖ and music collections. Whatever the needs may be, a request for software installation can be made to the computer technology staff, and it will be completed in a timely fashion. Students have access to computers at several locations on campus, including the Library, dorms,

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and lounge areas. Off-campus students have college computer access at four major outreach centers in Winfield, Mulvane, and Wichita. The dorms and all buildings have free internet access to students and instructors (CC3D4). The Renn Memorial Library provides student support through the book resources that are offered and the online database that it maintains. The Library also is the site for campus tutoring. The main computer lab for student use is located in the Library, is available to students for individual use, and can accommodate an entire class if needed. The Library offers online search engines that can be accessed by Cowley students, regardless of location, and provides resources on the effective use of computer research and online help for proper citation of resources. Some classes have specific competencies related to the management of information resources, such as English composition and computer applications courses. Students in the natural sciences can enroll in a Research Methods class that covers basic research methods and research publications. The speech course is the primary course that addresses the acquisition and management of information, and it is through this class that it is measured as one of the Global Learning Outcomes (CC3D5). Before a new program is offered, the College assesses the campus to see if the needs can be accommodated so that students and instructors have the facilities and equipment needed for successful program completion. Courses that have special needs are accommodated through department budget and facilities. Programs in the Career and Technical Education Department (CTE) have equipment needs and classroom lab needs to support their programs. Equipment needs are met through department budget and through additional Carl Perkins funding and capital outlay. Lab science classes also have needs that are met through budgets and facilities. Equipment and supplies can be ordered through department budget as well as capital outlay for large, nonperishable items. The College provides support for computer science programs by providing computer classrooms. Criminal Justice and Allied Health programs have special needs that are met through department funding, Carl Perkins funding and capital outlay. Needs are determined through program review as well as outside accrediting agencies and advisory councils.

1P8. Assisting Under-Prepared Students As mentioned in 1P7, the College has a mandatory assessment and placement policy that is used to help determine college readiness and to bring students up to college level work (Appendix E). When a student enrolls, they are required to take the assessment through a program called COMPASS (Comprehensive, Computer- Adaptive Testing System), unless their ACT (American College Testing) scores are high enough to waive them from the assessments. The College offers remedial coursework in English, reading skills, study skills, and math. If a student is enrolled in remedial courses, they are assigned an advisor that works with underprepared students. These students are started in the courses that are appropriate to their experience level. Course curriculum and methodology are reviewed and modified as needed to meet the changing needs of underprepared students. In addition to course pre-assessments, the College assists the underprepared student through monitoring of academic progress and by providing resources for academic assistance. Instructors communicate academic progress through a reporting system called FLAGS (Fostering Learning, Achievement, and Graduation Success) and through maintaining current grades and reporting them weekly in the Faculty Access site (Appendix F). These reports and grades are sent to academic advisors and other offices that are focused on student success.

1P9. Addressing Differences in Learning Styles The College recognizes differences in student‘s learning styles and offers learning styles inventories to students enrolled in new student orientation. Instructors have received training on how to address learning styles with different instructional techniques, and the College offers instructional formats that appeal to different learning styles, like online classes and hybrid delivery.

1P10. Addressing Special Needs of Student Subgroups Core Criteria 1.C. The institution understands the relationship between its mission and the diversity of society. 1. The institution addresses its role in a multicultural society. 2. The institution’s processes and activities reflect attention to human diversity as appropriate within its mission and for the constituencies it serves.

Cowley College is an open access institution, which allows for diversity in students at all levels. The school is ADA compliant and has a Disability Services Program. The coordinator of this program is available to help

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students transition from high school to college and to communicate to the instructor which accommodations are needed for the students in their program. The Disability Services Program provides equal access and educational opportunity to all qualified students with permanent or temporary disabilities in compliance with federal laws and guidelines (CC1C1). Accommodations provided through this program include: Transcribers, Textbooks in alternate formats, Modifications for text taking, Recording lectures, Extended time for testing, Mobility guides Assistive technology, and Interpreters for deaf or hard of hearing The College has a TRIO grant that helps with funding and programs for three special subsets of students: first generation students, students with financial needs and those with learning disabilities. This program services 160 students per year. The College recognizes the importance of lifelong learning and offers the Cowley College Golden Tigers program to community members who are 50 years of age or over (CC1C2). This program provides education opportunities that promote social, spiritual, artistic, and physical enrichment to its members. Short-term classes, hands-on workshops, exercise sessions, and enlightening day trips are offered through the Fall and Spring semesters each year.

1P11. Defining, Documenting and Communicating Teaching and Learning Effectiveness Core Criteria 2.D The institution is committed to freedom of expression and the pursuit of truth in teaching and learning. Core Criteria 2.E. The institution ensures that faculty, students, and staff acquire, discover, and apply knowledge responsibly. 1. The institution provides effective oversight and support services to ensure the integrity of research and scholarly practice conducted by its faculty, staff, and students. 2. Students are offered guidance in the ethical use of information resources. 3. The institution has and enforces policies on academic honesty and integrity.

Teaching and learning are critical components to the mission and vision of the College. A key institutional commitment is on Academic and Personal Enrichment: The College will provide accessible curricula in an environment that promotes individual growth and personal enrichment. This is supported through the institutions commitment to academic freedom in the classroom and is part of the negotiated master agreement with faculty. The Academic Freedom Policy, Policy 206, further outlines the role of the Professional Employee in the selection of appropriate learning materials and activities (CC2E1). According to the policy, it is the responsibility of the Professional Employee to make certain that issues are presented and discussed as objectively as possible without forcing students to adopt the Professional Employee's point of view as part of the student's personal philosophy. In doing so, the Professional Employee should be aware of the morals of the community. Good pedagogy requires working with this framework while challenging the students with ideas and concepts (CC2D). The College does not prescribe instructional activities for particular courses but instead expects instructors to use their knowledge and creativity to achieve course objectives with appropriate assignments. Effective teaching and learning depend, in part, on having well defined goals and outcomes for student learning. Every course has a set of common outcomes that are taught as a part of that course. These outcomes help to communicate course expectations to both instructors and students. The outcomes serve as a guide of course content and are key in determining transferability of comparable courses. Some courses further define expectations through curriculum guides that outline key assignments and assessments. Additionally, some courses use common assessments, grading criteria and rubrics (CC2D). Honesty in any college class is critical to student success. The College is committed to maintaining the highest ethical standards possible related to student academic performance in all learning formats. The College provides oversight of academic research through an Internal Review Board (IRB) made up of faculty and instructional administrators. It is the role of this board to review proposed research for both scholarly and ethical factors. The Academic Affairs Council also serves to provide support and oversight to academic research and scholarly practice (CC2E1). Students are offered guidance in the ethical use of information resources through formal class activities in the English composition and speech classes. All courses that have a writing assignment follow the College policy and

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standard practices on the use and proper citation of source material. English instructors use a plagiarism checker to ensure that students correctly give credit to their sources (CC2E2). Additional training for students, as well as faculty, on the use of literary sources is provided by the Director of Library Services. The Director also provides class sessions and training on how to access and use the ibrary resources. The College has an Academic Code of Conduct, Policy 402, which outlines the expectations for students and discusses the consequences for misuse of academic materials and other forms of academic dishonesty. This policy, developed in conjunction with a student focus group, provides guidance on what constitutes a violation and outlines the disciplinary action that is taken by the College. The policy includes Due Process for the student to appeal if they feel as though the disciplinary action is not appropriate (CC2E3). There are two major areas where academic dishonesty is reported with more frequency: English composition with plagiarism and improper citations and computer applications with improper file sharing. The instructors that teach in these areas have additional tools available to help them monitor student files and check for plagiarism.

1P12. Building an Effective and Efficient Course Delivery System Core Criteria 3.A. The institution’s degree programs are appropriate to higher education. 1. Courses and programs are current and require levels of performance by students appropriate to the degree or certificate awarded. 2. The institution articulates and differentiates learning goals for its undergraduate, graduate, post baccalaureate, post-graduate, and certificate programs. 3. The institution’s program quality and learning goals are consistent across all modes of delivery and all locations (on the main campus, at additional locations, by distance delivery, as dual credit, through contractual or consortial arrangements, or any other modality).

The method of course delivery is determined by the CAO in conjunction with the academic departments, instructional Associate Vice Presidents, and course instructors. The face-to-face modality is the primary delivery method offered at the four instructional sites: Arkansas City campus, Winfield Allied Health Center, Mulvane Center, and Mulvane Technical Centers. Alternative delivery methods include Interactive Distance Learning (IDL), Hybrid delivery blending online components with face-to-face meetings, and fully Online courses. The College is accredited through HLC for online course delivery and offers students the option of completing an associate‘s degree through distance learning. The College‘s first online classes were offered in fall 2000, and the program has grown substantially with a current enrollment of 2224 students (1072.27 FTE) for the Spring 2014 semester. With the focus on providing quality instructions, regardless of delivery mode, the College has made online delivery an action project in each of the last 10 years. Major accomplishments of these action projects has been the development of common course shells, required training for online instructors, orientation for online students, peer review of online courses, and the integration of ―classroom‖ observations for online instructors in the instructor evaluation process. The College hired an Associate VP of Mulvane and Online Operations and a Director of Online Education to help in the facilitation of the online courses. The College strives to ensure that the courses and programs being offered are current and that the students are held to the performance standards required by the degree or certificate awarded. The faculty members participate in annual core outcomes meetings with other state higher education institutions to discuss the core content that should be covered in various courses, regardless of delivery method. The College also relies on feedback from transfer institutions regarding former Cowley students and compares the students‘ success rates with other transfer students. In addition, the CTE programs look at external accrediting bodies, certification, and licensing rates of students and seek input from Advisory Committee members and employers of Cowley graduates on the quality of their graduates and former students (CC3A1). Cowley College offers the associate level of degree completion with four different associate degrees offered: Associate of Arts, Associate of Science, Associate of Applied Science, and Associate of General Studies (Appendix A). All associate degree seeking students complete basic general education curriculum in addition to courses related to a program of study. The outline for each degree is available to students through the College‘s website and their advisor. The Global Learning Outcomes are the common outcomes assessed for the associate degree student. Certificate programs and Associate of Applied Science degrees have clearly defined goals, determined through employers, advisory councils, and industry standards. Career and Technical Education

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programs have additional reporting processes and documentation showing the learning outcomes achieved by the students and may have external agencies outlining the student goals (CC3A2). Providing a quality learning experience for students, regardless of the method of delivery or class location, is a primary goal of the College. There are several processes in place to help facilitate this goal. The common course competencies outlined in the course procedures help to guide the instructors on the content that should be covered in the course. The textbook policy adopted by the College requires that the same textbook and instructional materials be used by all sections of the course unless there are circumstances that make it not feasible. The College strives to make classroom materials and lab facilities consistent for all locations and addresses discrepancies when they are noticed. For example, the physics classes were recently expanded to include sections at the Mulvane Center. It was noted that the computers needed for the data collection software used in the physics labs were not running properly, and the issue was promptly dealt with by the computer technology department. Faculty mentoring and collaboration also help in maintaining consistency. Each area or discipline has a full-time instructor listed for part-time instructors to contact with questions. These instructors are also present at the annual part-time faculty in-service where they can meet with the instructors in groups based on what they teach. These conversations include the discussion of common rubrics, textbooks and materials, grading criteria, and other classroom issues that may arise (CC3A3). The College coordinates with area Unified School Districts (USD) to provide some courses in a dual credit format. Dual credit offerings can be initiated by the USD or by the College in response to a curriculum need. This format is helpful to small, rural high schools that do not have the teachers to offer higher level courses to their students. These courses follow the same guidelines as on-campus courses and are often coordinated through the academic departments. A recent example would be when a local USD wanted to offer a dual credit enrollment course in a science area to help prepare students for health-related studies; the department chairperson and Director of Instructional Enrichment met with the high school instructor and counselor to determine the feasibility of offering the course (CC3A3).

1P13. Ensuring Up-to-Date and Effective Programs and Courses The College utilizes several processes that assist in curricular review and maintain the currency and effectiveness of programs. The Program Review Process as discussed in 1P2 is completed by each area annually (Appendix D). The information in the document is reviewed by the CAO, recommendations are considered and necessary or desired changes are made. The program review serves as an opportunity for each department‘s areas of study to provide statistics regarding the effectiveness of their programs and to identify areas of strength and weakness. The process involves analyzing data in various programs to help determine if the College is meeting the needs of students and stakeholders. Maintaining current curricula is the responsibility of the academic departments and instructors. The College is an active participant in the Kansas Core Outcomes Group (KCOG), allowing Kansas institutions of higher education to discuss courses and develop common course outcomes for general education courses. Instructors that attend the meetings share the information with fellow instructors and the department chairs and are then responsible for updating the common course procedures for the given courses. All courses that have been reviewed by the KCOG have a statement on the course procedure designating the course as one that is based on the core competencies of the group. The effectiveness of curriculum is determined in several ways. Career and Technical Education programs use feedback from employers of recent program completers, as well feedback from advisory groups to assess the training level of their graduates and their performance in the workplace. Each department has an Advisory Committee that meets once each academic year, twice for CTE programs. These committees include representatives from various stakeholder groups and serve to provide input and guidance when determining the direction for the program of study. An indicator of course effectiveness in general education coursework is its ability to prepare the student for subsequent courses or for success at a transfer institution. The College collects and analyzes data on the success rate of students in successive courses and on the student‘s success at transfer institutions, when provided by those institutions. If data suggests that Cowley students are underprepared, the discussion is held at the department level, as well as the administrative level, to discuss the issue and determine a plan of action.

1P14. Discontinuing Programs and Courses Program Review is completed on every program and degree on an annual basis, as described in 1P13. The program summary is submitted to the CAO, who then prepares a summation of all programs and makes

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recommendations to the BOT. These recommendations may result in course changes or in program discontinuation. When making decisions on programs, the College utilizes data from the annual Strategic Planning Survey that is completed by both internal and external stakeholders and from advisory council surveys. When updating or changing curriculum, information is obtained from external accrediting bodies and national, regional, and state trends are followed in an attempt to keep curricula current. Proposed changes in curriculum are submitted though the Academic Affairs Council, which serves as the curriculum committee for the College by completing the appropriate forms for curriculum and programs change. If the program is a CTE program, then additional documentation is needed from advisory groups and it requires KBOR approval. If the program is in the general education area, the changes are made and approved through Academic Affairs. If the data from the program review suggests declining enrollment or inadequate success of program completers, the program may be revised if it is critically needed and fills a societal need, or it may be discontinued. If it is determined by the CAO, BOT and President that a program should be discontinued, the process outlined in the Program Discontinuance Policy is followed. According to the policy, a program may be considered for discontinuance if it meets the following criteria: insufficient enrollment for an extended period of time, loss of instructional staff qualified to teach said program, loss of sufficient financial or material support to continue said program, or other extenuating circumstances meeting the President and BOT needs for college stability and governance. The President and BOT have final authority regarding discontinuance of any program. Once the decision has been made to discontinue a program, the following steps occur: all affected personnel are notified as soon as possible and treated according to their employment agreement, contract, or other binding document. No new students are added to the program and current students are informed of the teach-out plan for the program. The College will make every effort to teach-out discontinued programs but reserves the right to transfer teaching to outside sources. If this occurs, a comprehensive teach-out plan is developed by the instruction office and made available to the Board of Regents. Equipment, supplies, curriculum, teaching materials, and all other items pertaining to the program are disposed of in a manner according to their funding source. The instruction office is responsible for the implementation of this policy.

1P15. Determining Student and Faculty Support Needs The College strives to be responsive to students‘ needs and uses feedback from various student and stakeholder surveys to help assess faculty and student support needs. Student input is sought through local surveys such as the dorm survey and graduate student survey, as well as national surveys like the Noel-Levitz Survey of Student Engagement. Student academic support needs are met in several ways. The Renn Memorial Library is a central location on campus for tutoring, computer access, and career assessment. Tutoring services are provided to all students through campus tutoring centers at the Library and at the Mulvane Center and through online tutoring services. Faculty input is used to identify subjects that students often struggle with and to select qualified tutors in each identified area. A tutoring schedule is developed using input from faculty, coaches, and administrators. Student usage of the tutor centers and the online tutoring site is monitored throughout the semester to help determine the usefulness of the process. Additional tutoring services are available for qualifying students through the IMPACT program in the areas of math and English. Course placement and advising needs are determined through surveys and feedback from both students and faculty. Once needs are determined, they are addressed through Academic Affairs or through Student Services, depending on the needs identified. A recent improvement was made to the academic reporting system used by faculty in the reporting of grades, attendance, and areas of concern for student success. Feedback from faculty and advisors suggested that the previous reporting system did not provide enough information to be helpful in identifying students of concern early in the semester. The new process, Fostering Learning, Achievement, and Graduation Success (FLAGS) (Appendix F), indicate factors that are positively or negatively affecting the student's performance, such as positive attributes, warning signs, and areas of concern. At a minimum of once a week, instructors enter current grades and provide FLAGS‘ indicators. Through this computerized reporting process, advisors, faculty, and staff who are concerned with a specific students‘ progress are notified of problems or changes. FLAGS allow the College to be proactive rather than reactive and allow an effective method of teamwork between faculty and student services. The Disability Services Coordinator provides information and guidance to students and faculty regarding the assessment of needs and assistance to students in order to help them be successful in the classroom. Category 6 includes more information on campus life services and other student support services.

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The process for determining faculty support needs includes information from the annual employee survey, stakeholder survey, and through issues brought to the Academic Affairs Council. The Academic Affairs Council meets twice a month to discuss current issues and to devise solutions to problems that occur throughout the semester, as well as to discuss, develop, and revise policy and procedures relating to teaching and learning. Faculty support needs are discussed in more detail in Category 6. Faculty support needs related to technology are assessed through Academic Affairs and then relayed to the Instructional Technology Office. Any technology changes are approved by the VP of Information Technology prior to implementation. Professional development and training needs are developed and assessed through individual faculty members Cowley Improvement Plan, departmental program reviews, and through tracking of student progress and faculty evaluations of instruction. All employees are encouraged to seek innovation in the classroom, and funds are available through the Professional Development fund to provide financial support to faculty that attends workshops and off-campus training.

1P16. Aligning Curricular and Co-curricular Goals Core Criteria 3.E. The institution fulfills the claims it makes for an enriched educational environment. 1. Co-curricular programs are suited to the institution’s mission and contribute to the educational experience of its students. 2. The institution demonstrates any claims it makes about contributions to its students’ educational experience by virtue of aspects of its mission, such as research, community engagement, service learning, religious or spiritual purpose, and economic development.

The College aligns co-curricular development goals with teaching and learning through a process involving both Student Affairs and Academic Affairs. There are sixteen clubs on campus that students can participate in. Through the co-curricular activities of the College, the students should be able to demonstrate or experience an awareness of cultural, social, artistic diversity, and ethical principles such as honesty, integrity, and tolerance; knowledge necessary to achieve financial stability; civic responsibility through community involvement; and team participation to reach a common goal. Although the processes associated with the measurement of these outcomes are fairly new, two years of data are available (Appendix C) (CC3E2). These clubs are open to all students and are monitored by Student Affairs. The clubs have annual goals that are developed by the club sponsors and officers and then approved through the Student Affairs office. The goals have to be substantial in the areas of service or academics and need to be supportive of the mission and goals of Student Affairs. The clubs are focused on providing students with experiences in the areas of government, fine arts, business, volunteerism, and religion, fitting with the Global Learning Outcome of Citizenship Skills (Appendix C) (CC3E1). The College has aligned the goals and measures related to Citizenship Skills with the institutional commitments of the College. Student leadership skills can be enhanced through Student Senate, Skills USA, Phi Beta Lambda, and through leadership roles in various clubs. Volunteerism is a primary focus of the ACES (Academic and Civic Engagement through Service) club, and students can participate through scholarship, select classes, or just by signing up for volunteer project. Academic departments are supported through clubs in each academic area. There are two National honor societies that students can join if they qualify based on the academic criteria: Mu Alpha Theta for math honor students and Phi Theta Kappa (PTK) for all academic achievement. PTK students have projects and goals related to learning and service goals that are developed and completed annually (CC3E1). The honor societies are under the guidance Academic Affairs and have faculty members as sponsors. A major co-curricular area of the College is athletics. Cowley values the student athletes and strives to provide them with a quality learning environment. Student Athletes are under the guidance of the Athletic Director, who reports directly to the president. Graduation rates and Grade Point Averages are monitored and mandatory study halls and tutoring sessions support the focus on academics. In addition to clubs and athletics, students can participate in a variety of fine arts and cultural activities. These activities are under the guidance of Academic Affairs and provide students with an opportunity to showcase their talents in theatre, visual arts, vocal music, and instrumental music. Students attending these productions get to experience collegiate level productions. Some instructors make these productions part of their class curriculum through discussions and papers.

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1P17. Determining the Meeting of Learning Expectations by Students The College recognizes that most of the students who attend classes at the College are planning on either transferring to a four-year institution or entering the work force. With this in mind, every effort is made to develop competent and effective students and competent employees. Academic achievement of associate degree seeking students is assessed through the Global Learning Outcomes. These outcomes go beyond a particular course or program and look at the broad skills that are needed for success in future endeavors. The Computational, Communication, and Critical Thinking Skills are assessed using a nationally normed test called the CAAP (Collegial Assessment of Academic Proficiency). This provides the College with data that compares Cowley students to other colleges that have taken the same tests to help validate the Global Learning Outcomes. To assess student preparation for further study, the College uses comparative data provided by the Kansas Board of Regents (KBOR) on the transfer success of Cowley students in comparison with other Kansas community college transfer students. This report provides valuable data on the preparation and success of our students. These reports are reviewed annually by Academic Affairs, are a part of the AIM document, and are part of the annual program review data so that faculty and staff can develop response strategies as needed. Career and Technical Education degrees and certificates are assessed through employers of program graduates and completers. The survey results provide valuable feedback that the department utilizes as part of the program review and to enhance the quality of the programs.

1P18. Designing Student Assessment Processes The major process for assessing student learning is through the development and assessment of the Global Learning Outcomes (GLO) desired of Cowley graduates. These outcomes were develop by faculty through meetings and discussions and are similar to learning outcomes at other colleges. The assessment tools and processes for these outcomes were developed by an Action Project Team comprised of faculty and instructional administrators and include both course imbedded assessments as well as standardized assessments. The GLO assessment plan has five major categories: Communication Skills, Computation Skills, Critical Thinking and Problem Solving Skills, Computer/Technology Skills, and Citizenship Skills. Each category has specific outcomes and method of assessment developed for each outcome (Appendix C). A key part of the Communication, Computation, and Critical Thinking Skills is the use of the CAAP assessment. Every student that graduates with an associate‘s degree in arts, science or general studies is required to take the CAAP assessment in the areas of English, computational skills, critical thinking and reading. With support of the administration, it was decided by the faculty assessment team to require the CAAP assessment before students can receive their degree. Students that are in Career and Technical Education program and completing an associate of applied science degree are required to take the WorkKeys assessment in the areas of applied mathematics, locating information and reading for information. The results of the assessments are recorded on the student‘s permanent record, and students scoring at or above the national average are awarded a certificate of achievement that is signed by the College President. The information from the CAAP assessment is part of the annual program review in the areas of math and English. Analysis of the assessment data is used to improve course curriculum and instructional practices in the CTE department and other academic areas. In addition to the CAAP assessment, other department level assessments are used based on program level student learning outcomes. The Natural Science Department has developed common finals in several of the courses in mathematics based on the competencies of the courses. English and Speech instructors in the Humanities Department utilize common grading rubrics and common assignments. The Business, Computers, and Information Technology Department use the Skills Assessment Manager (SAM) online program that assesses students‘ skills with Microsoft software products. Results from these assessments are analyzed during program review, shared at department and advisory meetings, and used to improve curriculum.

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Helping Students Learn RESULTS (R)

1R1. Measuring and Analyzing Student Learning Performance The Mission of the College is to provide learning excellence and personal enrichment to our students. Key measures of student learning are focused on three areas: students transferring Cowley credits into a professional program or four-year program of study, students entering the workforce, and students seeking personal enrichment through additional coursework. A key measure of student learning for the transfer student is their transfer success. Data from the Kansas Board of Regents provides the College with information on how Cowley students perform compared to other community colleges and compared to students that have attended the four-year university from the start. Table 1.1 shows the data from Wichita State University (WSU), who receives the majority of our transfer students. Based on the five years of data, Cowley students returning for a second year at WSU have comparable GPA‘s as other Kansas Community College Transfer students. New students transferring to WSU had lower GPA‘s in 2010 and 2012, but no consistent negative trends are observed. The data suggest that Cowley students are prepared for the transfer school.

Table 1.1 Kansas Board of Regents Transfer Data Cowley College Transfer Students Attending Wichita State University

Semester Fall 2008 Fall 2009 Fall 2010 Fall 2011 Fall 2012

All Kansas All Kansas All Kansas All Kansas All Kansas Cowley College Community Cowley College Community Cowley College Community Cowley College Community Cowley College Community Category Students College Transfer Students College Transfer Students College Transfer Students College Transfer Students College Transfer Students Students Students Students Students

New 2.72 2.68 2.64 2.67 2.55 2.67 2.78 2.78 2.33 2.78

Returning 2.87 2.91 2.89 2.90 2.91 2.92 2.92 2.94 2.42 2.66

Data from a 2012 KBOR transfer feedback report shows comparative data on Cowley students and four community colleges located in the same area of the state (Table 1.2). The GPA of entering transfer students from Cowley is average; however, when looking at the GPA obtained by those students in the first semester, Cowley students ranked first. The students returning for a second term at the transfer institution show the second highest GPA of the five comparable schools. This data also supports the statement that Cowley students are prepared to be successful at the transfer institutions. Table 1.2 Fall 2012 Kansas Board of Regents Transfer Data for Kansas State University (KSU)

Cowley County Butler Coffeyville Hutchinson Pratt Institution Community Community Community Community Community College College College College College Average GPA of Entering 3.2 3.2 3.26 3.08 3.36 Transfer Students Average KSU GPA for New 2.96 2.66 2.49 2.49 2.4 Transfer Students Average KSU GPA for Returning 2.75 2.79 2.66 2.79 2.74 Transfer Students

The Advisory survey is a tool used to assess the preparation of Cowley students for the workforce. Advisory councils meet twice a year and are instrumental in giving guidance for CTE programs by providing updates on industry standards and curriculum improvement. Table 1.3 shows the results from advisory surveys for the past

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two years. The survey suggests that members of the council feel that the program is relevant and that the program curriculum is adequate to meet the program objectives. The ratings for 2012-2013 are a little lower, but this may be due to the smaller sample size.

Table 1.3 Advisory Committee Surveys

2011-2012 (n=90) 2012-2013 (n=30) All Departments Combined Neither Agree or Neither Agree or Strongly Strongly Strongly Strongly Disagree Disagree Agree Strongly Disagree Disagree Agree Strongly Disagree Agree Disagree Agree nor Agree Agree nor Agree Agree I have adequate contact with program 1% 3% 3% 36% 56% 92% 3% 0% 10% 28% 59% 86% representatives.

Program representatives request my 2% 1% 4% 44% 48% 92% 3% 0% 17% 24% 55% 79% input.

Advisory committee recommendations or 1% 1% 7% 51% 40% 91% 3% 0% 3% 48% 45% 93% suggestions are implemented.

The program curriculum is relevant in 1% 1% 1% 44% 53% 97% 4% 0% 0% 39% 57% 96% today's industry.

The program is meeting the needs of the 1% 3% 1% 44% 51% 95% 3% 0% 13% 33% 50% 83% community.

There is adequate market demand to 1% 0% 5% 44% 50% 94% 0% 3% 13% 50% 33% 83% support graduates of the program.

The program is marketed effectively. 1% 6% 18% 37% 38% 75% 3% 3% 17% 30% 47% 77%

The program facilities are adequate to 2% 4% 6% 49% 39% 88% 3% 3% 7% 30% 57% 87% meet course and program objectives.

The program technology is adequate to meet and course and program 1% 4% 7% 48% 40% 88% 3% 3% 0% 28% 66% 93% objectives. The program equipment is adequate to meet and course and program 1% 1% 7% 45% 45% 91% 3% 3% 0% 34% 59% 93% objectives. Average Average Overall Overall 90% 87% Approval Approval Rating Rating

Student Goal Obtainment Student goal obtainment is a critical focus of the College. Most students seek to obtain a Cowley degree and then transfer to a four-year institution. Graduation rates of first time, full-time students are tracked through IPEDS data as shown in Table 1.4. Excluding an unusually high rate in 2009, the data shows only minor fluctuations in graduation rates over the past five years. Using comparative data as a gauge, Cowley is slightly below the mean for all Kansas Community Colleges. Table 1.4 Graduation Rates Graduation Rate, IPEDS Percentage within 150% of Normal Time Graduation Rate, total cohort Institution Name 2008 2009 2010 2011 2012 Cowley County Community College 26 38 30 29 28 Mean for All Kansas Community Colleges 29 30 29 30 30

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Retention and Completion One measure of the success of students is retention and completion data. This data is collected and analyzed using Fall to Fall Cohorts and Fall to Spring Cohorts (Table 1.5). These numbers have fluctuated during the last five years and no overall gain in retention has occurred. These numbers mirror the DFW rates in Table 1.6, that shows a decrease in retention and an increase in the DFW rates for Fall 2012. As a result of this data, retention and student success teams have been meeting to discuss the data and propose action plans to improve the retention and completion numbers. Table 1.5 Retention Data by Academic Year

Fall to Spring Percentage Five Year Fall to Fall Percentage Five Year Average Average Semester Fall 2008 Fall 2009 Fall 2010 Fall 2011 Fall 2012 Fall 2008 Fall 2009 Fall 2010 Fall 2011 Fall 2012 Retainable Cohort 841 1053 1140 1089 1075 1040 808 1029 1111 1068 1046 1012 Group Student Count

Retained Count 645 847 870 881 831 815 463 583 611 617 597 574

Retention 76.60 80.40 76.30 80.80 77.50 78.32 57.30 56.60 54.90 57.70 57.00 56.70 Percentage Rate Full-Time Non- 68.20 69.90 64.80 67.80 66.60 67.46 48.10 47.70 44.50 48.10 48.20 47.32 Graduates Count Part-Time Non- 8.30 10.10 11.40 13.00 10.80 10.72 8.50 8.50 10.10 9.40 8.20 8.94 Graduates Count

Table 1.6 Total Credit Hours, DFW Rate, and Overall GPA

Five Year Semester Fall 2009 Fall 2010 Fall 2011 Fall 2012 Fall 2013 Average Total Credit Hours 39,832.05 44,986.95 44,644.05 45,532.50 42,156.00 43,430.31

DFW Percentage 22.48 25.13 25.69 29.42 25.05 25.55

Overall GPA 2.82 2.73 2.72 2.61 2.68 2.71

Course/Instructor Evaluations Student satisfaction with instruction, while not a direct measure of student learning, can provide valuable information regarding the value students place on instructional effectiveness and if the College is providing that service to the level of satisfaction of the students. The Noel-Levitz Student Satisfaction Inventory data on instructional satisfaction can be viewed in Table 1.7. The most recent survey in 2013 showed a performance gap of .44, well below the national performance gap. Another indirect measure of student learning can be found in the instructor evaluations completed each semester by the students. The satisfaction rating has been consistent for the past eight years as show in Table 1.8.

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Table 1.7 Noel-Levitz Student Satisfaction with Institutional Effectiveness

Institutional Effectiveness Spring 2011 Spring 2012 Spring 2013 Measure Importance 6.19 6.37 6.54

Satisfaction 5.68 / 1.10 5.75 / 0.99 6.10 / 0.88

Performance Gap 0.51 0.62 0.44

National Performance Gap for 0.80 0.75 0.74 All Community Colleges

Table 1.8 Student Evaluation of Instruction (4.0 scale)

Academic 2005 2006 2007 2008 2009 2010 2011 2012 Year -2006 -2007 -2008 -2009 -2010 -2011 -2012 -2013 All 3.55 3.49 3.54 3.55 3.52 3.50 3.55 3.53 Instructors

1R2. Performance Results for Common Learning and Co-curricular Objectives The Global Learning Outcomes (GLO) schedule (Appendix C) shows the measures and targets for the assessment used in assessment of the common student learning outcomes. The information in Table 1.10 shows the results of the GLO assessments for the 2012-2013 Academic Year. This was the first year of completing the assessments schedule, and the assessment data is being used in the annual departmental program review. The CAAP assessment has been used for several years to assess students in the area of Writing, Mathematics, and Reading, with Critical Thinking being added in the Spring of 2013 (Table 1.10). WorkKeys data is also used in the GLO assessments for the Associates of Applied Science degrees and is show in Table 1.9.

Table 1.9 WorkKeys Assessment Scores

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Table 1.10 CAAP Assessment Score Percentages

Spring Spring Spring Spring Spring Spring Spring Category Measure 2007 2008 2009 2010 2011 2012 2013

Cowley College 62.2 62.1 62.9 61.9 61.9 62.1 61.8 Mean Writing

National Mean 62.2 62.1 62.0 62.0 61.8 61.6 61.5

Cowley College 57.2 57.0 57.2 57.4 57.2 56.8 56.6 Mean Mathematics

National Mean 56.1 56.2 56.2 56.1 56.1 56.2 56.1

Cowley College 60.2 60.8 61.9 61.0 60.5 61.0 Mean Reading

National Mean 60.5 60.5 60.4 60.4 60.3 60.7

Cowley College 60.9 Mean Critical Thinking

National Mean 60.6

Internships and Cooperative Education Co-curricular measures include student participation in clubs, plays, activities, programs. This data is kept by the club and activities sponsors and is analyzed by the Student Affairs office. Volunteerism, while co-curricular, has been imbedded in several of the social science courses and has scholarship students involved. The College tracks the volunteer hours logged through the ACES program, as shown in Table 1.11.

Table 1.11 ACES Volunteer Community Service Hours per FTE Academic Five Year 2008-2009 2009-2010 2010-2011 2011-12 2012-13 Year Average Number of Community 16,000 15,939 13,813 17,315 18,004 16,214 Service Hours

FTE 5,281.01 6,066.13 6,568.60 6,406.81 6,329.23 6,130.36

Community Service Hours 3.03 2.63 2.10 2.70 2.84 2.66 Per FTE

1R3. Student Performance Results for Specific Program Learning Objectives The tracking of student‘s success in successive course work has been one way that the College has assessed Program objectives. Table 1.12 shows the completion rates with students transitioning from prerequisite courses to successive courses. While the completion rate with a grade of C or better is acceptable, the number of students not enrolling in the next class is a concern that the College is currently exploring. While these numbers are not high, they are above the peer average in the NCCBP 2013 Report.

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Table 1.12 Student Success in Successive Course Work Developmental English: EBE 2208 Students Completing Composition I with a C or Better Fall Fall Fall Fall Fall Five Year EBE 2208 Semester 2008 2009 2010 2011 2012 Average Spring Semester ENG 2211 Grade= A, B, or C 35.91% 34.27% 34.00% 28.00% 24.71% 31.38% Did Not Enroll in ENG 2211 during Subsequent Semester 43.30% 50.00% 47.00% 57.00% 64.12% 52.68% College Reading: EBE 2201 Students Completing Subsequent Semester with 2.0 or Higher GPA Fall Fall Fall Fall Fall Five Year EBE 2201 Semester 2008 2009 2010 2011 2012 Average Subsequent Semester 29.09% 35.38% 45% 33.33% 23.44% 33.25% GPA=2.0 or Higher Did Not Enroll in Subsequent 47.27% 38.46% 30.00% 20.00% 37.50% 34.65% Semester Dev. Math: EBM 4405 Students Completing MTH 4410 with C or Better in Subsequent Semester Fall Fall Fall Fall Fall Five Year EBM 4405 Semester 2008 2009 2010 2011 2012 Average Spring Semester MTH 4410 27.46% 33.65% 30.09% 33.24% 23.08% 29.50% Grade= A, B, or C Did Not Enroll in MTH 4410 during 58.45% 52.60% 53.58% 55.59% 64.10% 56.86% Subsequent Semester Math Success: MTH 4410 Students Completing MTH 4420 with a C or Better in the Subsequent Semester Fall Fall Fall Fall Fall Five Year MTH 4410 Semester 2008 2009 2010 2011 2012 Average Spring Semester MTH 4420 28.24% 29.79% 30.68% 25.39% 26.38% 28.10% Grade= A, B, or C Did Not Enroll in MTH 4420 during 56.02% 55.32% 59.47% 55.86% 61.42% 57.62% Subsequent Semester

1R4. Student Acquisition of Knowledge and Skills Multiple measures are used to monitor and ensure that students have acquired the knowledge and skills required by the institution and stakeholders. The annual Program Review includes a survey of Advisory Committee members. These survey comments are related to student performance results for specific programs. In the Career and Technical Education Department, this survey is completed by employees of corporate sponsors of the program (Table 1.3). Table 1.1 and Table 1.2 Kansas Board of Regents Transfer Data reflect Cowley‘s student performances in transfer course, which is used as an indicator of student preparation for transfer programs. Vocational completion data is collected and analyzed annually and is used as an indicator of employee preparation. The last two academic years of data are shown in Table 1.13. This data is often difficult to compare and analyze because students completing a program without a certificate does not necessarily indicate that they are not completers for the program. Not all companies require certification for students as they enter the workforce and many program employers have their own form of testing and do not really need students to have certifications as they exit the program. Welding is a good example of a program that will often have students in the workforce that do not require certification.

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Table 1.13 Vocational Completers

Certification of Vocational Program Completers

2011-2012 Academic Year Welding- Program Cosmetology Welding Automotive NDT MICT Machine Tool Total Mulvane Number of Students Completing a 12 12 10 9 15 15 9 82 Vocational Program Number of Students 12 10 1 9 14 15 0 61 Obtaining Certification

Percentage Certified 100% 83% 10% 100% 93% 100% 0% 74%

2010-2011 Academic Year Welding- Program Cosmetology Welding Automotive NDT MICT Machine Tool Total Mulvane Number of Students Completing a 10 9 8 20 21 22 5 95 Vocational Program Number of Students 6 3 0 1 19 20 5 54 Obtaining Certification Percentage Certified 60% 33% 0% 5% 90% 91% 100% 57%

Information from the KBOR Student Success Index is shown in Table 1.14. This information compiles completion data from students that had enrolled at Cowley and then successfully completed a degree or certificate either at the home institution or elsewhere, or were retained at the home institution or elsewhere. Comparison with other community colleges indicates Cowley students have been above the benchmark for the 2009 and 2010 years.

Table 1.14 Student Success Index

1R5. Performance Results for Learning Support Processes Cowley collects data through usage statistics and satisfaction surveys on student support services such as the Library and tutoring. Library usage statistics are tracked per student and further broken down by type of use (Table 1.15 and Table 1.16).

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Table 1.15 Library Visits by Academic Year

Five Year Academic Year 2008-2009 2009-2010 2010-2011 2011-2012 2012-2013 Average Number of Student 28,629 39,188 45,708 38,408 41,354 38,657 Visits FTE 5,280.54 6,066.13 6,568.60 6,406.81 6,329.23 6,130 Annual Student 5.82 6.46 6.96 5.99 6.53 6.35 Visits per FTE

Table 1.16 Library Student/Class Visits by Activity Type

Activity Types 2008-2009 2009-2010 2010-2011 2011-2012 2012-2013

Computer/Internet 20,483 26,800 34,186 32,954 32,740 Usage Kansas Room 611 328 315 675 434 Reference 2,645 3,903 5,245 4,566 5,029 Questions Class Visits 212 148 127 139 127

Tutoring services are provided to all students through campus tutoring centers at the Library and at the Mulvane Center and through online tutoring services. Although the usage of face-to-face tutoring services has declined (Table 1.17), the online tutoring services have increased (Table 1.18).

Table 1.17 Tutoring Usage in Total Visits by Academic Year

Five Year Academic Year 2008-2009 2009-2010 2010-2011 2011-2012 2012-2013 Average Total Tutoring 871 1,279 714 1,667 1,041 1,114 Visits FTE 5,281.01 6,066.13 6,568.60 6,406.81 6,329.23 6,130 Annual Tutoring 0.16 0.21 0.11 0.26 0.16 0.18 Visits per FTE

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Table 1.18 Online Tutoring Service Usage

1R6. Comparative Results for Student Learning Performance The College uses data benchmarks and indicators of success from other higher education institutions when available. Key sources of comparative information come from the organizations like the Kansas Board of Regents and IPEDS data. The Noel-Levitz Survey and the CAAPs assessments also have normed values for comparison of Cowley scores with peer groups. These values are used in the AIM document as a benchmark for some of the Key Indicators as shown in the example in Table 1.3. The KBOR student success index (Table 1.14) uses community college comparative data for completion and retention numbers.

Helping Students Learn IMPROVEMENT (I)

1I1. Improving Processes Related to Student Learning Several recent improvements have been made in the ―Helping Students Learn‖ category. One recent improvement has been through the work of the Global Learning Outcomes Action Project team. This team has reviewed and revised the learning outcomes that previously existed and, using feedback from faculty, has developed a new assessment plan for these outcomes. The team is currently working on making the process more systematic in the reporting of the assessment data. The assessment tools have been identified and data is AQIP Category 1 Helping Students Learn page 28

being collected and analyzed. The current goal is to report this data in the AIM (Accountability and Institutional Measures) document so that it is transparent to all stakeholders and is readily accessible. Another recent improvement is the use of program level assessment data in the Program Review process for each academic program. A new process of gathering the data and then analyzing it in the program review document is being developed and will be used in the 2014-2015 program review. This process uses a standard template for all programs and guides the faculty member doing the program review through a series of narratives regarding the programs strengths and opportunities. One goal of the College is to provide equitable programs and resources to all students regardless of the location of their instructional site. Based on data from the graduate survey and Noel-Levitz survey, it was determined that there was a need in providing tutor services to all students. The College decided to use an online tutor service to provide these services to online students and to students that are not able to attend on-campus tutoring. Through trend data analysis, it was determined that the graduation rate has declined during the past two years. Student feedback indicated that the fee associated with the Degree Application may be a factor. The College eliminated the Degree Application fee for the 2013-2014 school year to see if the rate of degree applications increase. The online learning environment continues to be an important component of Cowley College. As part of an Action Project during the 2012-2013 year, Master Course Shells for online courses that are in high demand and peer review on online course content, were determined to be the focus, but current staffing was not enough to provide the needed guidance. The College has restructured the oversight of the online offerings to a newly created position, the AVP of Mulvane and Online Operations. This new position has been instrumental in directing the procedures associated with the Online College such as hiring, training and evaluating online instructors. The College adopted the Maryland Quality Matters rubric to help ensure quality and consistent presentation of all online courses. Retention and student success has been the focus of the College in the past academic year. While the Retention Data is not at a low, it is also not at a high. It was determined to make Student Success an ―all-college‖ goal for the Cowley Improvement Plan (CIP) personal job targets. Each employee developed a CIP goal related to student success with the goal of improving retention rates. There was also a recent Action Project Team, Student Success: Report, Retention, and Remediation, that focused on looking at current practices associated with student success. As a result of this team, the College piloted a student mentoring program during the 2013-2014 academic year for students identified as ―at risk‖ based on pre-assessment indicators. This Mentoring Program is being added to the First Year Experience course. Perhaps the biggest data-driven initiative is the push for reform in the developmental education courses. As shown in Tables 1.12, the success rate in the developmental math and English courses has been declining in the past two years, along with an increase in the DFW rate. This lead the College to form focus groups of math and English instructors to look at trend data and to research new methodologies associated with developmental and remedial instruction. Although the teams are working on the project this year and have piloted changes in the Spring of 2014, the full implementation of proposed changes will not occur until the 2014-2015 academic year. Based on the pilot in remedial English, 88% of the students enrolled (8) passed the remedial course and 75% passed the Composition 1 course. Data will be collected during the fall semester on both math and English courses to measure the effectiveness of the new changes to the curriculum and course structure.

1I2. Setting Targets for Improvement The College has a long history with a culture of teamwork and, as a result, teams are a key part of the quality infrastructure of the College. The process for selecting processes to improve in the instructional area involves the academic departments and the Academic Affairs Council. Instructors will identify issues through the Annual Program Review and other data analysis and report them to the appropriate Department Chairperson, who then compiles a department summary with specific program level goals. These are then submitted to the Vice President of Academic Affairs who compiles an instructional summary and goals for Academic Affairs and submits the goals from Academic Affairs to be included in the Strategic Planning Process of the College. The College is fortunate to have a consistent data collection process. This allows for trend data in the area of retention, persistence, and success, and the success of students in successive courses. These data points are updated in the AIM document, which is published for all employees to view. During the development of new Action Projects, The College looks at several indicators. The Noel-Levitz Student Satisfaction Survey is administered annually, as is the Graduate Survey. These provide important AQIP Category 1 Helping Students Learn page 29

indicators from the students. The College also seeks suggestions from broad stakeholder groups in an annual Strategic Planning Survey and Program Review Surveys. Another source of improvement initiatives is from feedback on the annual Action Project Updates and feedback on the Systems Portfolio, provided by the reviewers from the Higher learning Commission. All of these sources were reviewed in determining the recent Action Projects.

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AQIP Category Two ACCOMPLISHING OTHER DISTINCTIVE OBJECTIVES

Introduction to Category Two Cowley College is a community college in a rural community and fills a critical role in the community beyond instructional programs. Based on feedback from stakeholders, three major areas are identified as key to the mission of the College: Athletics; non-credit offerings for Business and Industry Training (Category 9) and personal enrichment; and community relations through service learning, meeting facilities, endowment support, and attendance at events. Cowley has well-developed process and measures for these areas and has identified improvement initiatives. One recent example was Business and Industry training being a focus for the KBOR Performance Agreements during the 2008-2011 planning cycle. Each of the processes related to these distinctive objectives are managed and regularly evaluated. Data is collected and compared with peers wherever possible. Improvement strategies and goals are not always apparent since these are non-instructional processes and are often not communicated as effectively as instructional goals and measures. Many of these processes have boards or other advisory groups, overseen by a College director or administrator. The key measures in this category are reported in the AIM document and made available to all College employees.

Accomplishing Other Distinctive Objectives PROCESS (P)

2P1. Designing and Operating Key Non-Instructional Processes All College processes are based on the College Mission and Institutional Commitments, as stated in Figure 0.1. As such, key non-instructional processes must be related to the College mission. The processes for determining which non-instructional programs receive resources at the College are determined by the Administrative Council and the Board of Trustees as directed by Strategic Planning Survey results and other data collection methods described below. Some of the key non-instructional programs developed through this process include athletics, service learning, public meetings, endowment arts events, Business and Industry Training (Category 9), and non-credit course offerings provided through the Golden Tigers program.

2P2. Determining Other Distinctive Objectives The College recognizes the importance of non-instructional programs in meeting the mission of a community college in a rural area. The primary means for determining the institution‘s non-instructional objectives is the Strategic Planning Survey and National Benchmarking Survey results combined with internal student athlete academic performance, ticket sale, and program participation reports. In addition, non-instructional programs have community-based advisory boards that help direct the programs and ensure that stakeholder needs are being met. The data from the sources listed above and advisory board recommendations are communicated to the Administrative Council via the executive officer overseeing a particular non-instructional objective. Non- instructional objectives are then determined as part of the overall Strategic Planning Process and are tracked accordingly.

2P3. Communicating Expectations Regarding Other Distinctive Objectives Expectations regarding non-instructional objectives are communicated from the administrative council directly to the College employee(s) responsible for the non-instructional program. The College employee then communicates with the advisory council to ensure that College and stakeholder objectives in the program are being met. For example, to ensure that stakeholder objectives are being met in the athletics program, expectations, informed by the Strategic Planning Survey and Advisory Committee recommendations, are communicated from the administrative council to the Athletic Director, who then communicates the information to

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coaches. Coaches keep track of data pertaining to the objectives and report that information back to the Athletic Director, who reports the information to administrative council, which reports to the Board of Trustees. A similar process occurs with Endowment Arts Events. The Vice-President for Institutional Advancement informs the Administrative Council of the recommendations of the Arts Advisory Board. This information, along with strategic planning results and ticket sales, are used to inform objectives, which are then communicated back to the employees in this area as well as the Arts Advisory Board. As described in Category 8, part of the Strategic Planning Process includes the President sharing goals and objectives with College employees. Another method of communication is through work-group and PACE meetings. Each vice-president holds meetings with his/her directors and supervisors, who then hold meetings with their work-groups. During these meetings, goals and objectives are communicated to all employees. The people directly involved in these other distinctive objectives are aware of their importance through these group meetings as well as through focus meetings involving College administration.

2P4. Reviewing and Assessing Other Distinctive Objectives The appropriateness and value of the objectives are determined through advisory committee and employee feedback, Strategic Planning Survey results, and participation data. Advisory committee members, Cowley staff designated to non-instructional programs, and administrative officers review the appropriateness and value of the objectives. For example, the Vice-President for Institutional Advancement, along with his staff and the Arts Advisory Board, reviews the cultural arts objectives and reports this information to Administrative Council and the President. In Athletics, the Athletic Director shares objectives with the coaches who then are responsible for determining whether or not their specific programs are meeting the objectives. This information is reported to the Athletic Director who reports to the Administrative Council and the President.

2P5. Determining Faculty and Staff Needs Administrative Council reviews faculty and staff needs for non-instructional programs during the Strategic Planning Process. Faculty and staff needs are determined based stakeholder feedback regarding the necessity of the program as well as use data, benchmarking data and Advisory Committee feedback.

2P6. Incorporating Information on Faculty and Staff Needs The feedback system is designed to ensure that information from faculty and staff regarding non-instructional programs is shared with the appropriate executive officer, Administrative Council, the President, and the Board of Trustees as appropriate. For example, for the athletic department, faculty and staff enter information regarding student performance into the FLAG system (Appendix F); the information is reviewed by the designated coach and shared with the Athletic Director as necessary. In addition, faculty and staff participate in the Strategic Planning Survey, and information is brought forward from the Tiger Booster Association. For community cultural and arts events, the Arts Advisory Committee seeks faculty feedback to determine the usefulness of Arts programs. This information is shared with the Vice-President for Institutional Advancement. The Golden Tigers program seeks feedback from program participants and instructors, which is then shared with the Advisory Board and used to determine what classes, will be offered.

Accomplishing Other Distinctive Objectives RESULTS (R)

2R1. Collecting and Analyzing Measures The athletic department uses an Academic Performance of Student Athletes report, (Table 2.1), and reports from the National Association of Collegiate Directors of Athletics (NACDA). These links go to the NACDA website where Cowley results are compared with other junior colleges in the nation. NATYCAA Announces 2012-13 NATYCAA Cup Winners: scholarship Division Top-10 NJCAA 2012-2013 Academic Student-Athlete Awards.

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Table 2.1 Academic Performance of Student Athletes

Five Year Average GPA Fall 2009 Fall 2010 Fall 2011 Fall 2012 Fall 2013 Average Baseball - Men 2.99 3.08 3.02 3.11 3.06 3.05 Basketball - Men 2.80 2.58 2.87 2.80 2.89 2.79 Basketball - Women 3.00 3.15 3.05 3.36 3.26 3.16 Cheerleading 2.56 2.56 1.94 2.52 2.86 2.49 Cross Country - Men & Women 3.01 3.33 3.21 3.13 3.17 3.17 Dance Line 3.14 3.13 2.92 3.35 3.34 3.18 Soccer - Men 2.46 2.53 2.80 2.51 2.67 2.59 Soccer - Women 2.77 3.51 3.06 3.32 3.35 3.20 Softball - Women 3.24 3.37 3.36 3.34 3.35 3.33 Tennis - Men 3.17 2.99 2.91 3.10 2.80 2.99 Tennis - Women 3.51 3.33 3.26 3.45 2.91 3.29 Track - Men & Women 3.06 2.78 2.56 2.49 2.70 2.72 Volleyball - Women 3.33 3.30 3.34 3.39 3.32 3.34 All Athletes 2.96 2.98 2.92 2.98 3.00 2.97 All Students 3.04 2.84 2.93 2.78 2.68 2.85 Average Percentage of Five Year Fall 2009 Fall 2010 Fall 2011 Fall 2012 Fall 2013 Attempted Cr. Hr. Completed Average Baseball - Men 0.95 0.91 0.91 0.90 0.88 0.91 Basketball - Men 0.92 0.87 1.00 0.97 0.88 0.93 Basketball - Women 0.95 0.98 0.97 0.74 0.98 0.92 Cheerleading 0.60 0.96 0.76 0.77 Cross Country - Men & Women 3.13 0.95 2.04 Dance Line 0.92 0.91 0.89 0.89 0.90 0.90 Soccer - Men 0.77 0.84 0.83 0.75 0.89 0.82 Soccer - Women 0.90 0.94 0.91 0.93 0.96 0.93 Softball - Women 0.90 0.92 0.98 0.99 0.93 0.95 Tennis - Men 0.91 0.93 0.88 0.89 0.78 0.88 Tennis - Women 0.95 0.96 0.97 1.00 0.93 0.96 Track - Men & Women 0.93 0.86 0.82 0.82 0.85 0.85 Volleyball - Women 0.98 0.99 1.00 1.00 0.97 0.99 Total for All Athletes 0.90 0.90 0.89 0.89 0.89 0.89 Total for All Students 0.89 0.88 0.89 0.72 0.79 0.83

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The endowment office tracks scholarship support (Table 2.2) and donations received by the foundation. Community events are tracked by number of programs and services offered by the College and by the facilities usage reports that show community use of facilities. Cultural Arts dollars spent and community satisfaction surveys are also regular measures that are collected. These are analyzed by the appropriate vice president and directors that oversee these distinctive objectives.

2R2. Performance Results in Accomplishing other Distinctive Objectives A number of institutional reports, accessible through the Academic and Institutional Measures (AIM) document, demonstrate performance results for the programs and processes in Category 2. The student athletes‘ report shows how student athletes perform academically in comparison to the general student population (Table 2.1). According to the report, there is a high level of consistency in both GPA and completion percentage in athletics that is typically above that of the general student population. It also shows a general decline in course completion percentages in the general student population while student athletes maintain a high level of course completion. The tracking of endowment scholarship support shows a decline during the 2010-2011 academic year in numbers of scholarships awarded (Table 2.2). This coincides with a change in the application process using an online format. The site was then marketed more effectively and the number of awarded scholarships has started to increase. In terms of cultural and arts objectives, the report of Total Academic Arts dollars spent shows that the target was met two of the last three reporting periods (Table 2.3). Table 2.2 Endowment Association Scholarship Support

FiveYear Academic Year 2008-2009 2009-2010 2010-2011 2011-2012 2012-2013 Average Number of Scholarships 14 8 7 8 8 9 Established Number of Endowment 311 266 182 201 227 237 Scholarships Awarded Total Endowment Scholarship Dollars Awarded to Students $101,873.00 $96,313.00 $113,578.00 $120,014.00 $126,434.00 $111,642.40 Annually Total Tiger Booster Club Scholarship Dollars Awarded $96,252.00 $78,555.00 $65,106.00 $66,791.00 $77,104.00 $76,761.60 to Students Annually

Table 2.3 Cultural Arts Expenditures by Academic Year

Five Year Academic Year 2008-2009 2009-2010 2010-2011 2011-2012 2012-2013 Average Cultural Arts Dollars 32,680 37,357 34,122 30,472 32,500 33,426 Spent FTE 5,281.01 6,066.13 6,568.60 6,406.81 6,329.23 6,130 Cultural Arts Dollars 6.19 6.16 5.19 4.76 5.13 5.49 Spent per FTE

For non-credit course offerings, the Golden Tigers enrollment report shows that numbers are meeting their targets and have offered more courses in the 2012-2013 year than in previous years (Table 2.4).

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Table 2.4 Golden Tigers Program

2008- 2009- 2010- 2011- 2012- Academic Year 2009 2010 2011 2012 2013 Total Headcount Enrollment 1,123 1,098 1,026 1,228 1,035 (duplicated) in All Courses Total Number of Courses 63 64 53 65 70 Offered

The Strategic Planning Survey questions on community satisfaction indicate that college entities are meeting the goals for community satisfaction (Table 2.5). There was a decline in community satisfaction during the 2013 survey. This may be due to a change in leadership at the College with the hiring of a new president. That president has since resigned. These numbers will be readdressed after the 2014 survey.

Table 2.5 Community Satisfaction Stakeholder Survey Results

Five Survey 2009 2010 2011 2012 2013 Year Group Average Business and Industry 71.79% 70.83% 66.67% 68.75% 78.95% 71.40% Leaders Percentage of Strategic Planning Survey Respondents indicating Community 73.68% 71.88% 76.19% 71.43% 35.71% 65.78% they are Satisfied or Highly Members Satisfied with the Services Provided by the College Combined 72.41% 71.43% 76.92% 69.57% 55.56% 69.18% Percentage

Strategic Planning Survey results show that the majority of stakeholders are neutral on whether or not more or fewer programs need to be offered in non-instructional areas. Results of the Strategic Planning Surveys are posted on the College‘s web site at Survey Results.

2R3. Comparing Performance Results with other Institutions Comparative performance results for non-credit student penetration rate, cultural activities, public meetings, and athletics are obtained from the National Alliance of Two Year College Athletic Administrators (NATYCAA) report and Community College Benchmarking Project data (Table 2.6). Benchmarking data demonstrate how the College is performing in comparison to its peers in the areas of non- credit student penetration rate, cultural activities, public meetings, and sporting events. These results show that in terms of non-credit penetration rate, the College is slightly lower than the peer average (3.20% compared to 10.07%). Regarding Cultural Activities, it is slightly higher than the peer average (12.93% compared to 10.07%). For Public Meetings, Cowley‘s average is much higher than the peer average (19.31% compared to 7.11%) and for Sporting Events much lower than the peer average (4.87% compared to 10.27%). The College athletic department is also highly recognized regionally and nationally for its academic and athletic success. This is shown through yearly academic awards and consistency in the top ten nationally in the NATYCAA standings which measures athletic performance among junior and community colleges: 2012-13 NATYCAA Cup Winners, Student Athletes of Distinction. AQIP Category 2 Accomplishing Other Distinctive Objectives page 35

Table 2.6 National Community College Benchmarking Project Peer Comparison Data – 2011 to 2013 Reporting Periods Form 14A: Market Penetration: Students (AY Data) Cowley Reported Value Peer Average Value Item 2011 2012 2013 2011 2012 2013 Credit Student Penetration Rate 11.17% 10.53% 9.78% 5.67% 4.06% 5.35% Non-Credit Student Penetration Rate 2.13% 2.54% 3.20% 3.05% 2.89% 10.07%

Market Penetration: Market Penetration: Credit Student Penetration Rate Non-Credit Student Penetration Rate 20% 20%

15% 15%

11.17% 10.53% 9.78% 10% 10%

5% 5%

2.13% 2.54% 3.20% 0% 0% 2011 2012 2013 2011 2012 2013 Cowley Reported Value Peer Average Value Cowley Reported Value Peer Average Value

Form 14B: Market Penetration: Community (AY Data) Cowley Reported Value Peer Average Value Item 2011 2012 2013 2011 2012 2013 Cultural Activities 3.33% 12.72% 12.93% 7.79% 8.56% 10.07% Public Meetings 0.66% 18.59% 19.31% 3.33% 5.32% 7.11% Sporting Events 5.79% 1.63% 4.87% 11.23% 5.74% 10.27%

Community Market Penetration: Community Market Penetration: Community Market Penetration: Cultural Events Public Meetings Sporting Events 20% 20% 20%

15% 15% 15%

10% 10% 10% 18.59% 19.31%

12.72% 12.93% 5% 5% 5% 5.79% 4.87% 3.33% 0.66% 1.63% 0% 0% 0% 2011 2012 2013 2011 2012 2013 2011 2012 2013 Cowley Reported Value Peer Average Value Cowley Reported Value Cowley Reported Value

2R4. Strengthening and Enhancing the Institution The performance results of the College‘s processes for Category 2 strengthen the overall institution by providing increased opportunity for stakeholder engagement in the College. In this role, the College serves as the hub for many county-wide cultural, athletic, and public events which enhances relationships with the communities we serve in several ways. Student athletes at Cowley constitute a large portion of the student population on campus and are highly visible. Having this group show they can be successful athletically and be at or above par academically sets a high standard of success among that student population. In addition, athletics provides activity for community members and other members of the student population. After degree completion, athletics continue to benefit stakeholders by contributing an educated workforce that has learned valuable life skills such as teamwork, time management, leadership, and work ethic as a result of athletic participation. To demonstrate community investment in the athletic programs, during the 2012-2013 academic year, Tiger Booster club memberships numbered 274, including individual and business memberships at various levels.

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In terms of public meetings, the College serving as a place for community meetings and events gives community members a sense of ownership and value received for their tax dollars. The College, serving as an arts hub for the community in an economically depressed county, provides opportunity for the community to be involved with the arts. The non-credit courses offered by Cowley help to provide opportunities for community members to engage in campus activities, have new experiences, and learn new skills to benefit and enrich their lives.

Accomplishing Other Distinctive Objectives IMPROVEMENT (I)

2I2. Improving Current Processes and Systems Based on data and stakeholder feedback, improvements are made in Category 2 on a regular basis. For example, each year the athletic department coaching staff evaluates its academic and athletic results from the previous term and strives to make improvements that include adjustments to practice schedules, study halls, attendance policies and many others that are best suited for the academic success of student athletes. New athletic programs are added or removed based on data received from the programs and the College stakeholders. In addition, facilities are physically reviewed and repairs accomplished as needed. Changes in facility usage and upgrades are determined by the Administrative Council based on budget availability as well as data on student, instructional, and public needs. In the arts and cultural enrichment area, types of shows are determined by ticket sales, faculty/staff feedback, and the ability to integrate a classroom component into performances. Non-credit courses in the Golden Tigers program are determined based on attendance, survey feedback, requests, and recommendations from the Advisory Committee. New workshops, classes, and trips are added based on stakeholder feedback.

2I2. Setting Targets for Improvement The College‘s infrastructure includes information gathering at the program level, institutional and benchmarking data at the executive officer level, and data-based planning by Administrative Council, the President, and the Board of Trustees. The culture of continuous improvement, open door practice with administration, and data-based decision support the process of setting targets for improved performance results in Category 2.

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AQIP Category Three UNDERSTANDING STUDENTS’ AND OTHER STAKEHOLDERS’ NEEDS

Introduction Stakeholder feedback is important to the College; therefore, it is collected and analyzed on a regular basis. Surveys are the main source of obtaining stakeholder feedback, including community surveys, advisory surveys, work group surveys and student surveys. Student feedback is typically easier to identify than the broad needs of other stakeholders. The stakeholder groups and requirements are outlined in Figure 3.1. Most of the processes in Category Three are systematic, having proactive processes with clear goals. The collection and use of data in the improvement process are areas that need improvement. Cowley has recently started a review of the surveys that are used by the different student services offices on campus. The goal of this initiative is to streamline the number of surveys that are administered and to have students complete only one survey that would serve the needs of the offices. This will also help better disseminate the results of the survey to the appropriate offices. Maintaining relationships with students and stakeholders (3P2 and 3P4) are areas of alignment, where process goals, results and improvement initiatives are well managed. Cowley is currently working on developing clear goals related to persistence and completion, beyond the IPEDS definition (3P1). This will help guide new initiatives in identifying the changing needs of student groups.

Understanding Students’ and Other Stakeholders’ Needs PROCESSES (P)

3P1. Identifying, Analyzing, and Meeting the Changing Needs of Student Groups Core Criteria 4.C. The institution demonstrates a commitment to educational improvement through ongoing attention to retention, persistence, and completion rates in its degree and certificate programs. 1. The institution has defined goals for student retention, persistence, and completion that are ambitious but attainable and appropriate to its mission, student populations, and educational offerings. 2. The institution collects and analyzes information on student retention, persistence, and completion of its programs. 3. The institution uses information on student retention, persistence, and completion of programs to make improvements as warranted by the data. 4. The institution’s processes and methodologies for collecting and analyzing information on student retention, persistence, and completion of programs reflect good practice.

Student stakeholders have different needs based on the degree or certificate they are seeking and if the students are non-degree seeking or seeking personal improvement or job specific skills. For degree seeking students, needs are determined by the transfer institution through specific coursework geared for transferability. Certificate seeking students have requirements determined by the employers or outside accreditation requirements. Students that are seeking personal enrichment have varied needs based on personal reasons for enrolling. Regardless of the student‘s degree path, students are administered placement tests to determine proper course sequence for the individual student or are placed in courses based on ACT scores. . These assessments are used to determine course readiness and help to identify students that may need remediation. Students that have special needs have access to a several campus resources like the IMPACT program, disability services, and other academic and social resources. Dual credit student needs as to academic readiness and which courses can be taken are determined by local Unified School District‘s, the Kansas Board of Regents, and the College.

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Student‘s needs are determined by a variety of feedback mechanisms. Prospective student data is collected through applications, information from coaches and advisors, counselor visits, campus tours, and through assessment tests. Current student data is collected through course evaluations, Noel-Levitz SSI, Student Orientation surveys, Bookstore Surveys, and academic reports by the instructors. Once student needs are determined and a student is enrolled in a plan of study for a degree or certificate, or is enrolled in a course for personal improvement, the College has a process for tracking student performance. The College has defined goals for student retention, persistence, and completion, and these goals are set annually, based on trend data and three-year averages and based on benchmark data of peer institutions (CC4C1). Data on these measures are reported in Goal Measure 3, Persistence and Success, in the Accountability and Institutional Measures (AIM) document. Program completion data is further analyzed as part of the annual program review process as discussed in Category 1. This data is analyzed at the department level, through Academic Affairs, and is communicated across the institution (CC4C2). Student retention and success data is used at various levels. Departments use retention data for program and course modifications. The Administrative Council looks at the data and determines the appropriate party to address issues. For example, recent data in remedial math and English persistence and success rates indicated a drop in student success. This was then directed to the department level to develop a plan of action to address the issue (CC4C3). Another example of how enrollment data is used occurred during the 2014 spring semester. Enrollment reports showed a decline in enrollment of students that had submitted applications so a calling list was developed and employees recruited to make phone calls to students to remind them to enroll. The College has discussed appropriate definitions and measures for retention and success. Based on past measures, the College has traditionally used retention values of Fall to Fall and Fall to Spring first time-full time cohorts and tracks five years of trend data. Persistence and Success measures include tracking completers with a C or better grade. These measures and collecting methods are outlined by IPEDS and by the NCCBP, so all reporting institutions are collecting data with the same parameters and comparative data can be obtained (CC4C4). The data from persistence and success, as well as other student feedback data, are used to make improvements to specific areas of the College that work closely with student populations. Renn Memorial Library serves as the primary academic support service area to main campus students and has been directly impacted by retention data. The Library coordinates a variety of academic services, including research assistance, instructor resources, peer tutoring, and career and transfer services. Off campus sites have a designated location for student computer labs and peer tutoring. Non-instructional areas are also impacted by student feedback. Campus life is one area where student‘s needs are always changing, and it is a valuable part of the College experience. The College has a Director of Student Life who works closely with student organizations and offices to enhance student life. The Student Senate serves to provide feedback to the Director of Student Life to help meet the needs of students. Other key non-instructional areas related to campus life are campus security, food service, student life counselor, health services, service learning, and community involvement. Each of these areas has methods of identifying student needs.

3P2. Building and maintaining a relationship with students The College uses various ways of building relationships with students and prospective students. Recruitment and contact with prospective students are through campus visits, high school visits, college fairs, Principal / Counselor day, Senior Day, Junior Day and recruitment by coaches and faculty. Once a student has enrolled, they attend new-student orientation to introduce them to pertinent people and offices that they will need to know. They are also introduced to their academic advisor. The advisor aids the students in all aspects of student services: advising, enrollment, financial aid, billing, transfer counseling, etc. Advisors notify advisees via phone, e-mail, and in person regarding many things, including academic progress reports, enrollment information and dates, graduation and transfer information, etc. The current student services model is set up for the student to see one advisor for everything they need for the entire length of time they attend the College. Dorm students also have an orientation that covers needed information for dorm living. The students are introduced to the dorm managers through required dorm meetings. Academic success and strong student retention are major goals of the College. Student Academic Reports based upon grades and attendance are regularly submitted by the instructor to the student and to the student‘s advisor, activity sponsor, coach and other responsible parties. Advisors, sponsors, and coaches follow up on the academic reports with their advisees. Students visit with their advisors to enroll, drop, or add courses; discuss transferability, career options, and other issues. Instructors provide students with a listing of office hours along

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with the class syllabus. Instructors‘ office hours and contact information are posted outside instructors‘ doors and are included in the syllabus. As mentioned previously, the College offers free, on-campus, peer-tutoring services five days a week that are open to all Cowley students, along with 24/7 online tutoring. A recent class called Mentoring for Success was started as part of an AQIP Action Project. Through this class, students are assigned faculty mentors to encourage relationship building. The IMPACT program is a federally-funded TRIO program that is designed to assist eligible students in successfully reaching their goal of graduation from Cowley College and transferring to a four-year institution. IMPACT students develop a personal success plan in conjunction with IMPACT advisors. Mental and Physical health are important in building and maintaining relationships with students. The Disability Services Program coordinator works closely with students who have documented disabilities and want intervention. Accommodations are made for students based on the documented disability or need. The College is fortunate to have a full-time Student Life Counselor available to talk to students in a confidential, one-on-one environment. The College also hosts a Health Center and employees a full-time registered nurse who is able to provide a variety of services, most free of charge. The Director of Student Life oversees various clubs and activities that are available for students to join or participate in and usually involved staff / faculty sponsors. Student activities include Back to School Bash, Homecoming Week activities, Spirit Days, Spring Fling, Movie Night, Bowling Night, Turkey Bowling, as well as intramural sports. Relationships are further enhanced through on-campus work study. There are more than 150 students participating in the work study program, which allows students to work in various offices and departments. In addition to earning money, students get to practice work skills and develop close relationships with College employees. Some Cowley students never set foot on campus. Developing relationships with students who only take online classes is one of the College‘s newest challenges. Instructors stay in contact with their online students through personal e-mails, group discussions, phone calls (if necessary), etc. Most online instructors make group discussions and individual posts mandatory for online course offerings. Every student at Cowley is given an email account, locally referred to as ―c-mail.‖ Students are encouraged to check their c-mail regularly to receive pertinent academic and social Cowley news. A recent action project targeted the task of ensuring that typical student services are available and marketed to online students just as they are to students who physically attend classes on campus. The College webmaster takes an active role in this task as well.

3P3. Analyzing and Acting on Stakeholder Needs Core Criteria 1.D. The institution’s mission demonstrates commitment to the public good. 1. Actions and decisions reflect an understanding that in its educational role the institution serves the public, not solely the institution, and thus entails a public obligation. 2. The institution’s educational responsibilities take primacy over other purposes, such as generating financial return for investors, contributing to a related or parent organization, or supporting external interests. 3. The institution engages with its identified external constituencies and communities of interest and responds to their needs as its mission and capacity allow.

The College has identified several key stakeholder groups in addition to students, as outlined in Figure 3.1. Each group has requirements and expectations unique to the needs of that group. There are several main non-student key stakeholder groups, and the needs of these groups are determined in varied ways. Parent feedback is collected at the time of campus visits. Pertaining to feeder schools, prospective student needs are determined through direct communication with high school counselors. The needs of taxpayers and those of governing boards are determined by College administrators and board members who attend state and national meetings to keep current with legislation, funding, and reform. Employer and business needs are determined through Advisory Councils and community needs are determined through formal and informal feedback. Feedback from transfer institutions is usually via transfer reports. Transfer issues are addressed in the annual program reviews. Transfer feedback is also sought through academic advisors at the institutions.

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Figure 3.1 Student and Stakeholders Requirements and Expectations

As stated in the Institutional commitments of the College, Community Involvement and Fiscal Soundness are part of the focus of the institution. The College maintains compliance with federal, state, and local laws that affect educational institutions. The Board of Trustees represents local taxpayers and help focus actions on the good of the public. Fiscal soundness and good use of taxpayers‘ dollars are other ways that the College serves the public (CC1D1). The majority of funds are allocated to instruction and instructional support, demonstrating that the role of education takes primacy over other purposes. Learning excellence is the central theme of the mission of the College, with 41% of the budget going toward instruction (CC1D2). Even though instruction is the primary function of the College, it is recognized that other external constituencies have needs beyond the classroom. The College has defined the role of ―Community Development‖ as fostering development of the community through public

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service programs and partnerships with business and industry. Goal number ten listed in the AIM‘s document is ―Community Service and Partnerships‖ and ―Satisfaction of Stakeholders.‖ An annual Strategic Planning Survey is administered to all stakeholders and is used, along with Advisory Council Surveys, to determine additional community needs (CC1D3). Community involvement is facilitated through business training, cultural arts events, athletic events, and community involvement of student groups. When the College is approached about new ventures, the Mission and Vision serves as a guide regarding its role in the community.

3P4. Building and Maintaining Relationships with Key Stakeholders Communication is a key to building and maintaining relationships. Much of the communication is in the form of publications; Cowley‘s website is updated regularly with information, current happening, news releases, contact information, and future events. Other published documents include The Cowley Press, The Tiger Alumni News, the Arkansas City Traveler, Advisory Committee newsletters, and the Annual Presidents‘ Report. Community relationships are further maintained through special programs such as Cowley Athletics. The College maintains an active and supportive Tiger Booster Club to help provide community and financial support. The College also addresses the needs of community members that are 50 years or older by providing personal enrichment activities for a nominal fee through the Golden Tigers program. College facilities are made available to community members through arts and cultural events and through use by civic clubs and private groups. Community members that are age 65 and older can be ―Gold Card‖ members and attend Cowley College events at no charge. In addition, community members can utilize the College Wellness Center for a minimal charge.

3P5. Determining New Student and Stakeholder Groups Core Criteria 1.D. The institution’s mission demonstrates commitment to the public good. 4. Actions and decisions reflect an understanding that in its educational role the institution serves the public, not solely the institution, and thus entails a public obligation. 5. The institution’s educational responsibilities take primacy over other purposes, such as generating financial return for investors, contributing to a related or parent organization, or supporting external interests. 6. The institution engages with its identified external constituencies and communities of interest and responds to their needs as its mission and capacity allow.

All services and offering of the College must meet the school‘s overall mission, although community issues often dictate a path to follow. New programs and services are usually initiated at the department level and then addressed by Administrative Council; sometimes the need is identified through feedback directly to the administrative level. For example, when a new meat packing plant began operations in Arkansas City, an influx on non-English speaking residents occurred. This need was conveyed to the English department, resulting in a new course proposal. The College now offers English as a Second Language courses as a result of community need. Another example of being responsive to community needs is in the development and offering of the Equine Management degree program. With the addition of an Equestrian Center being built in Mulvane, the opportunity for new program growth occurred (CC1D1). Students‘ needs and wants often influence offerings. During the past five years, there has been an increase in the number of developmental students enrolled at the College. The College has devoted fiscal and human resources in the form of faculty and professional development to develop alternative methods of delivery, competency-based learning, and computer-aided instruction to increase student success and promote student retention (CC1D2). Enrollment trends also influence offerings and services. The College has had an outreach center in a neighboring town, Mulvane, for many years. Based on an increase in student population in this location and in the Wichita area, the College recently expanded the Mulvane Center with an additional building. The College also opened two enrollment centers in the Wichita area and expanded the Bookstore services to these new areas. Regardless of how the needs are determined, for a new program or course to be offered, the Board of Trustees, the President, and the administration must agree that the offering is both needed and would be cost efficient. Economic trends, predictions, and impacts are examined. Another area of consideration is the availability and existence of the program at other nearby collegiate institutions. The College‘s Strategic Plan and Academic Plan allows for input at every level. Each department is responsible for prioritizing its needs. These shared needs

AQIP Category 3 Understanding Students' and Other Stakeholders' Needs page 42

and visions are then reported to the next appropriate level, which then presents the needs to the Administrative Council. After the council‘s approval, the next step is Board of Trustees approval. The program proposal is then presented to the Kansas Technical Education Authority and the Kansas Board of Regents for approval (CC1D3).

3P6. Collecting, Analyzing and Communicating Complaint Information All stakeholders have access to an online complaint and feedback system called ―Tell it to the President.‖ The link for this feedback system is located on the home page of the College‘s web site. Categories in the feedback system include Compliment, Complaint, Suggestion, Report an Unsafe or Inefficient Condition, or Request for Information. The feedback is re-routed to the appropriate vice-president who follows up with a response. The responses are then tracked for in-house analysis of feedback and action taken. The annual Strategic Planning Survey is available to all students and stakeholders to complete. The results are analyzed and shared at a college-wide in-service and made available online for public viewing. The data is used in strategic planning. Critical student data is collected through several survey instruments. The Noel-Levitz SSI, classroom evaluations, Bookstore Survey, Food Service and Dorm Survey, are just a few of the formal tools that are used to collect student complaints. Informal complaints are registered through the advisors or other employees and are then channeled to the appropriate service area. The College Coordinating Council and PACE meetings are where most of the inter-departmental sharing occurs regarding actions taken. Students also have an open-door policy with the Director of Student Life and the Vice-President of Student Affairs, along with other administrative positions. The College has a set policy for student grievances that appears in its entirety in the student handbook and College catalog. Policy 404, Student Grievances, states ―Any student receiving disciplinary action or required to pay any fine or penalty as a result of a violation other than appeal of course grades or withdrawal from class may appeal that action according to the procedure listed below.‖ The steps of the appeal are then followed by student and administration. There are also appeal processes for Financial Aid, Business Office, late withdrawal, scholarship denial, dorm suspension, and academic probation. When an appeal occurs, the affected parties are notified in writing of the decision that was made.

Understanding Students’ and Other Stakeholders’ Needs RESULTS (R)

3R1. Measuring and Analyzing Student and Stakeholder Satisfaction Stakeholder feedback is critical in the decision making processes of Cowley College. Satisfaction with classroom instruction is assessed through standard classroom evaluations. Customer service surveys are used including Admissions, Employer Needs, Advisory Councils, Workforce Development, Career/Technical Students, Dorm, Tutor, Food Service, Graduate, Orientation, Parent Survey at Orientation, Bookstore Survey, etc. In addition to the Cowley surveys, the College participates in national surveys and assessments. The College utilizes the Noel-Levitz Student Satisfaction Inventory and uses the data obtained in many decision-making processes (Figure 7.3).

3R2. Performance Results for Student Satisfaction The Noel-Levitz SSI is administered each spring. The results are analyzed by student affairs and are used to make changes in processes if needed. This survey tool allows for the creation of questions that may be specific to Cowley College, in addition to the standard questions that can be used for comparative data analysis. Table 3.1 shows the Noel-Levitz SSI results for the last three years regarding satisfaction with instructional effectiveness. The College consistently scored below the national performance gap in this category. A low gap score indicates that students‘ expectations are being met and is a positive indicator of satisfaction. Student evaluation of instruction is also used as a measure of satisfaction with instruction. Table 3.2 shows the trend data associated with this measure. The evaluation of instructors has been at or above 3.5 on a 4.0 scale over the past five years.

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Table 3.1 Student Satisfaction with Instructional Effectiveness

Table 3.2 Student Evaluation of Instructors (4.0 scale)

Academic Year 2008-2009 2009-2010 2010-2011 2011-2012 2012-2013

All Instructors 3.55 3.52 3.50 3.55 3.53

Table 3.3 shows student satisfaction with Student Centeredness, Campus Climate, Academic Advising Effectiveness, Campus Services, Admissions and Financial Aid Effectiveness, and Registration Effectiveness. Cowley‘s performance gap is consistently below the national performance gap in the four areas and has improved in the areas of Student Centeredness and Campus Climate in the last two years. Table 3.3 Noel-Levitz Student Satisfaction with Campus Support Services

Academic Spring 2010 Spring 2011 Spring 2012

Year

Scale tance

Gap Gap Gap

Importance Importance Impor

Satisfaction Satisfaction Satisfaction

PerformanceGap PerformanceGap PerformanceGap

National Performance National Performance National Performance Student 5.75 / 5.66 / 5.89 / 6.31 0.56 0.90 6.16 0.50 0.91 6.34 0.45 0.82 Centeredness 0.99 1.12 1.01 Campus 5.82 / 5.72 / 5.94 / 6.36 0.54 0.80 6.19 0.47 0.80 6.37 0.43 0.71 Climate 0.91 1.07 0.94 Academic 5.55 / 5.65 / 5.59 / Advising 6.28 0.73 1.03 6.15 0.50 1.04 6.31 0.58 0.96 1.15 1.19 1.26 Effectiveness Campus 5.80 / 5.77 / 5.81 / 6.10 0.30 0.65 6.14 0.37 0.65 6.14 0.33 0.59 Services 0.86 1.03 1.00 Admissions and Financial 5.51 / 5.57 / 5.57 / 6.08 0.57 0.99 6.10 0.53 0.98 6.15 0.58 0.91 Aid 1.09 1.13 1.21 Effectiveness Registration 5.82 / 5.77 / 5.90 / 6.36 0.49 0.91 6.17 0.40 0.89 6.42 0.52 0.84 Effectiveness 0.91 1.06 1.00

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Support service measures are published in the AIM document under Goal Measure 7, Satisfaction with Support Services. Table 3.4 shows the overall satisfaction results for the Food Service Survey. This information comes from the Director of Food Service and is used in the planning process for the coming year. Table 3.4 Food Service Survey: Overall Satisfaction Results

Semester Fall 2009 Fall 2010 Fall 2011 Fall 2012 Fall 2013

Excellent 29% 15% 41% 34% 38%

Very Good 38% 41% 31% 37% 43%

Good 26% 36% 19% 22% 14% Excellent, Very Good, and 92% 92% 91% 93% 95% Good Reponses Combined

3R3. Performance Results for Building Student Relationships Cowley uses numerous measures of building student relationships that are tracked and analyzed. Library Usage (Table 1.16) and Tutor Usages (1.18) help in building relationships through academic success. The number of students served through disability services and counseling are also tracked. These services are made available to the students to help with academic and personal assistance. The number of students served by Disability Services has continued to rise and was higher in the last academic year (Table 3.5). This increase in visits might be due to the new FLAG academic reporting system which allows instructors to indicate ―students of concern‖ so that the student can be contacted by advisors, coaches or other College employees. Table 3.5 Students Served by Disability Services

Number of Student Clients Served by Disability Services by Academic Year Three Year Academic Year 2009-2010 2011-2012 2012-2013 Average Number Served 122 118 132 124 FTE 6,568.60 6,504.94 6,392.76 6,488.77 Student Clients Served per FTE 0.0186 0.0181 0.0206 0.0191

The total number of students served by counseling services has remained steady when looking at the student clients served per FTE (Table 3.6). Table 3.6 Student Life Counselor Services

Number of Student Clients Served by the Student Life Counselor by Academic Year Three Year Academic Year 2009-2010 2010-2011 2011-2012 2012-2013 Average Number Served 135 140 142 127 136 FTE 6,067.73 6,568.60 6,504.94 6,329.23 6,467.59 Student Clients Served per FTE 0.0222 0.0213 0.0218 0.0201 0.0211

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3R4. Performance Results for Stakeholder Satisfaction In addition to student surveys, the College collects feedback from internal and external stakeholders. Most feedback is in the form of satisfaction surveys, but other methods of measuring performance are tracked. Table 3.7 show the timeliness of paying vendors as measured by average days of requests, purchase orders, and paid invoices. Thirty days is business standard, but Cowley‘s benchmark is 25 days for paid invoices. Effectiveness of support services are shown in the AIM document, Goal Measure 5, and further outlined in Category Six. Table 3.7 Vendor Cycles Measured in Days

3 3

2013-2014

Oct. Oct.

May

July Jan.

Feb.

Dec.

Nov. Date

2013 Aug. 2013 2013 2013 201 201 2014 2014 2014 2014 2014 2014

April April

June

Sept.

March Avg. to Age of Purchase 2.62 3.32 3.91 3.67 3.94 3.67 5.34 4.11 4.88 3.94 Requests Age of Purchase 17.87 17.83 18.18 20.04 17.15 19.43 23.12 18.34 20.02 19.11 Orders Age of Paid 22.66 24.31 21.66 21.67 22.41 22.13 30.06 35.72 23.33 24.88

Invoices

2012-2013 ay

Oct. Oct. M

July Jan.

Feb.

Dec.

Nov. Date

2012 Aug. 2012 2012 2012 2012 2012 2013 2013 2013 2013 2013 2013

April April

June

Sept.

March Avg. to Age of Purchase 5.19 3.70 3.42 4.40 3.94 2.60 3.80 3.70 4.18 3.60 3.89 9.82 4.35 Requests Age of Purchase 11.48 19.62 24.16 25.72 29.07 24.18 29.73 22.77 20.67 20.42 30.00 24.63 23.54 Orders Age of Paid 24.80 18.41 13.13 10.46 26.78 9.09 28.00 27.13 28.49 22.73 31.12 22.44 21.88

Invoices

2011-2012

Oct. Oct.

May

July Jan.

Feb.

Dec.

Nov. Date

2011 Aug. 2011 2011 2011 2011 2011 2012 2012 2012 2012 2012 2012

April April

June

Sept.

March Avg. to Age of Purchase 7.73 4.21 4.60 4.44 3.67 3.12 4.20 3.81 3.98 3.59 3.83 4.67 4.32 Requests Age of Purchase 13.63 16.41 19.98 16.70 22.80 21.25 24.75 19.42 25.78 27.17 34.59 37.64 23.34 Orders Age of Paid 17.91 21.50 17.52 17.79 21.45 23.65 29.34 24.51 25.27 24.01 29.13 13.28 22.11

Invoices

2010-2011

Oct. Oct. May

July Jan.

Feb.

Dec.

Nov. Date

2010 Aug. 2010 2010 2010 2010 2010 2011 2011 2011 2011 2011 2011

April April

June

Sept.

March Avg. to Age of Purchase 4.37 3.31 4.52 4.39 4.06 2.82 4.87 4.73 9.31 4.09 4.81 4.95 4.69 Requests Age of Purchase 15.03 17.63 24.71 20.42 23.84 20.71 22.80 19.76 63.50 26.22 22.12 33.98 25.89 Orders Age of Paid 15.27 24.75 20.36 16.93 19.11 19.10 22.54 17.96 23.67 17.41 16.08 18.48 19.31 Invoices

Cowley takes pride in having facilities that are well maintained and tracks custodial cleanliness monthly. Table 3.8 shows the results of the Custodial Cleanliness Survey. The results suggest that the rating has increased since the 2013 academic year.

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Table 3.8 Process Measures for Goal Measure 5: Effectiveness of Support Services Custodial Cleanliness Survey

2014 January February March April May June July August September October November December

Monthly Score 0=unacceptable, 1=acceptable, 1.21 1.17 1.14 1.26 2=outstanding

2013 January February March April May June July August September October November December

Monthly Score 0=unacceptable, 1=acceptable, 0.99 0.98 1.00 1.00 1.00 1.00 1.00 1.09 1.04 1.19 1.22 1.17 2=outstanding

2012 January February March April May June July August September October November December

Monthly Score 0=unacceptable, 1=acceptable, 0.99 1.08 1.05 1.01 1.00 1.00 1.03 0.93 1.00 1.02 1.03 0.98 2=outstanding

3R5. Results for Building Relationships with Key Stakeholders Key stakeholders are active participants in advisory councils and advisory committees and surveyed annually, with the results of those surveys shown in Table 1.3. Community satisfaction results are also tracked through the Strategic Planning Survey as shown in Table 2.5.

3R6. Comparative Results for Understanding Stakeholder Needs Comparative results are used when available and are shown in Tables 3.1 and 3.3 with the Noel-Levitz results. The Community College Benchmark Data also include comparative data. Many of the in-house surveys that are used are not normed, but internal benchmarks are set for all Key Measures shown through the AIM document.

Understanding Students’ and Other Stakeholders’ Needs IMPROVEMENTS (I)

3I1. Improving Processes Related to Stakeholder Needs Collecting feedback from other stakeholders is more challenging than collecting feedback from students. To help reach more off-campus stakeholders, the College recently converted the annual Strategic Planning Survey to an online format. The new survey tool allows college administrators to sort the feedback by stakeholder groups to gain a better understanding of the comments that are made. Specific use of data and improvement made include revisions in the advising process. Student feedback suggested that advisors were not always knowledgeable about programs of study and transferability of courses. The College responded by providing a web-based transfer tool that advisors and students can use to provide up- to-date transfer information. Advisor updates are also posted in the LMS advisors ―course,‖ to allow advisors access to enrollment guides and other tools. Student feedback suggests that the College is not meeting student needs in the area of career guidance. As a result, a new action project is being initiated to determine a plan of action for meeting these needs. Feedback also suggested that the new-student orientation was not meeting the needs of students and faculty in providing what the student‘s should know in order to be successful in their first semester. As a result, the College is developing a First-Year Experience (FYE) course that will be more complete in preparing students for college life. Another recent improvement involves designing classroom space to accommodate a more interactive teaching and learning style. Based on faculty input, an existing lecture classroom was remodeled to include round tables to promote group discussions and problem-based learning. Based on this pilot, other classrooms will be converted in the near future.

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3I2. Setting Targets for Improvement The College strives to use data-based decision making in all processes. Setting targets for improvement is integrated into the annual planning process. Surveys, both local and national, are analyzed, and best practices are reviewed. Areas of improvement are targeted and a plan of action is developed. Based on the type of improvement targeted, a team or appropriate party is assigned the task of developing the plan of action. Continuous improvement is encouraged on an individual level as well as within departments. Every employee of the College completes an annual Cowley Improvement Plan (CIP) or job target. These job targets are often used in work group planning and are related to the overall institutional goal. Various mandatory training sessions are offered throughout the year on topics that are related to job skills. Professional development opportunities are selected for campus wide involvement to address wide-spread training needs. Individual professional development opportunities are encouraged and supported through budgetary processes.

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AQIP Category Four VALUING PEOPLE

Introduction Cowley College has many dedicated faculty, staff, and students that call the College home. The College has shown, through recognition, professional development opportunities, and job benefits, the level of commitment to valuing people. The College has a full-time Director of Human Resources to help coordinate job benefits and has two current action projects that fit into Category 4. The Cowley University Action Project team is exploring professional development opportunities for employees that can be accessed as needed through distance delivery methods. This will address the opportunities that exist in the areas of new employee training and in providing training to all employees. The Employee Recognition and Rewards team is looking at ways to recognize employees for exceptional work performance. The Director of Human Resources is reviewing the processes relating to job descriptions and performance evaluations. This will help align performance evaluations with job descriptions. Initial steps have been made in reviewing all current positions and the duties of the employees in these positions. Most of the processes associated with ―Valuing People‖ are systematic, with improvements being made to processes that are not working effectively. Some categories (4P2 and 4P7) are more mature, with alignment and integration.

Valuing People PROCESSES (P)

4P1. Identifying Credentials, Skills and Values Required of Employees Cowley College strives to hire highly qualified people when filling open positions. Cowley looks at best practices in higher education or industry standards for the specific positions and applies those to the position at the College. Job descriptions are created for each position indicating the required and preferred credentials, skills, and values for each position.

4P2. Ensuring New Employees Meet Requirements Core Criteria 3.C. The institution has the faculty and staff needed for effective, high-quality programs, and student services. 1. The institution has sufficient numbers and continuity of faculty members to carry out both the classroom and the non-classroom roles of faculty, including e.g., oversight of the curriculum and expectations for student performance; establishment of academic credentials for instructional staff; involvement in assessment of student learning. 2. All instructors are appropriately credentialed, including those in dual credit, contractual, and consortial programs. 3. Instructors are evaluated regularly in accordance with established institutional policies and procedures. 4. The institution has processes and resources for assuring that instructors are current in their disciplines and adept in their teaching roles; it supports their professional development. 5. Instructors are accessible for student inquiry. 6. Staff members providing student support services, such as tutoring, financial aid advising, academic advising, and co-curricular activities, are appropriately qualified, trained, and supported in their professional development.

The hiring practices at the College are in line with other similar institutions of higher education. The first step in hiring qualified employees is creating a job description that accurately identifies the key job functions, credentials, AQIP Category 4 Valuing People page 49

and skills required for the position. This is followed by selecting a diverse screening committee to review applicants and interview. A screening committee is selected that represents a cross section of the institution (Academics, Student Affairs, Business Office, Athletics, staff, directors, and administrators). The screening committee privately and individually reviews all applications to rate whether the candidate should be interviewed based on the comparison to the job description. This allows each committee member to voice their honest opinions on the candidate‘s fit for the College. This is followed by creating a tailored list of behavioral questions related specifically to the requirements of the position and skill set the College is seeking from the candidate. The results of the screening committee‘s recommendations are compiled, and the top candidates are asked to participate in the next step. For lower level positions, the candidates move on to the interview stage. For higher level positions, the candidates move to a phone interview. After the results of the phone interview are compiled, top candidates move to the interview stage. All committee members evaluate the candidates on each question that is answered, and this input is used by the committee chair and the president in choosing the top candidate for the position. This process allows for a confidential evaluation system for each candidate. The number of faculty hired is dependent on meeting the mission and future strategic initiatives of the College. Enrollment in courses and the number of declared majors in key areas are reviewed to help assess faculty needs. Future enrollment and future faculty needs are evaluated, and the additions of full-time and part-time faculty are made as needed. As part of the annual academic program review, departments review the current roles of faculty within each academic unit and make suggestions to the CAO. Faculty members are responsible for the oversight of curricula with the development of course competencies and in the general assessment of courses and programs. Faculty are active in the development and implementation of the student global learning outcomes and in the assessment and analysis of data associated with these outcomes. Faculty carry out the annual program review and are responsible for modifying programs and courses as needed to maintain program outcomes (CC3C1). The College strives to have highly credentialed faculty members. Based on the negotiated master agreement, in keeping with the institutional mission, the master‘s degree shall be considered the preferred minimum educational requirement for teaching general education courses, and the bachelor‘s degree shall be considered the preferred minimum educational requirement for teaching occupational courses. All vocational education personnel are expected to meet the certification requirements of the State of Kansas, and the College reserves the right to adopt specific requirements for each professional position. The President of the College has the authority to waive certain requirements in order to assure proper implementation or continuation of a program (CC3C2). For Dual Credit teaching, instructors are required to provide transcripts to the College. The number of hours in the teaching discipline are calculated and verified by instructional staff and are used to help determine qualifications for teaching. The department chairs are involved in the review of the credentials and approving the instructor for hiring. The CAO then approves the hire and verifies the credentials on hiring paperwork (CC3C2). The College follows the faculty credential guidelines suggested by the Higher Learning Commission and the Kansas Board of Regents that concern academic, technical and high school (dual credit) faculty. All faculty credentials are maintained by the Academic Affairs office. To help maintain quality instruction, teaching staff are evaluated at intervals established by college policy and are documented in written form and reviewed with faculty. This procedure also occurs with part-time faculty regardless of the instructional modality. The College has recently started using the Maryland Quality Matters rubric to help in the review of online courses; the same classroom observation form is used for in-class observations of all faculty (CC3C3). Results of the observations are reviewed with the faculty, and they are given an opportunity to respond to the comments made by the observer. These observations can then be used to help areas of improvement for job performance. Students also get an opportunity to evaluate faculty members at the conclusion of most courses. This can be used by faculty members to improve instruction. The Instruction Office keeps records of faculty evaluations and assists in scheduling classroom observations and informing department chairs on which faculty members are up for formal evaluation each year. Non-tenured faculty are evaluated every fall and spring semester for the first three years. Once tenured, they are evaluated one semester of the academic year for three years. Then they are evaluated one semester every three years. Non-tenured faculty who are scheduled for formal evaluation must do student evaluations on every class taught. Tenured faculty who are scheduled for formal evaluation must do student evaluations on each course taught (if more than one section of an individual course is being taught, only one section must be evaluated). Tenured faculty not scheduled for formal evaluation must complete at least two student evaluations during the academic year (CC3C3).

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In the past, part-time instructors were evaluated once every three years. Beginning in the fall 2012, part-time instructors are now evaluated the same as full-time instructors. Part-time faculty that were already teaching for the College were grandfathered in and are observed once every three years. An evaluation record and schedule is kept to determine when instructors were last evaluated and when they need to be evaluated again. The College has processes and resources for assuring that instructors remain current in their discipline. Faculty members are asked to complete 16 hours of professional development each year, and the College has a professional development fund to help provide financial support for workshops, conferences, memberships in professional organizations and professional publications. Where appropriate, Perkins funds are used for professional development and for conference participation. Faculty are encouraged to seek additional education and can receive financial reimbursement for course work, and the hours can be used for movement on the pay scale. Instructors, like all employees at the College, fill out a Cowley Improvement Plan. This plan helps identify professional development needs of the faculty member. The College is also active in bringing presenters on campus to meet with faculty on key areas that are of interest to instructors and subscribes to online webinars and resources like STARLINK that are available to all instructors (CC3C4). Providing professional development to all employees is a focus of the Cowley University Action Project Team. The results of this project may provide some alternative ways of offering professional development in future semesters. Instructors are accessible to students and are responsive to student needs. Instructors are required by the negotiated agreement to post office hours on campus and list them in the course syllabus to indicate the times that they are available to meet with students. Each instructor has a Cowley email address that is listed on the course syllabus and in the employee directory (CC3C5). Student support services include areas of advising, tutoring, financial aid, and oversight of co-curricular activities. Any faculty member or full-time college employee can apply to be an academic advisor. Advisors have to apply, be accepted, and trained before they are assigned advisees. Advisors keep up-to-date on program changes, transfer information, and general process updates through an online course called Advisor Alerts that all advisors have access to each semester. Advisors attend meetings each semester to review changes in the enrollment process and get updates throughout the year in the Advisor Alerts. Advisors have the opportunity to attend transfer informational sessions, SIS training, and other training as announced throughout the year. Student Services Enrolment Specialists have duties beyond academic advising. These employees are trained on financial aid, bursar procedures, transcript procedures, process improvement, and customer services. They are encouraged to attend Kansas Association Collegiate Registrars and Admissions Officers (KACRAO), which includes a state conference where process improvement for enrollment management is discussed (CC3C6).

4P3. Recruiting, Hiring, and Retaining Employees The College considers several things when recruiting and hiring employees. The level of the position will determine in what avenue the position is marketed. Advertisements are placed in local newspapers, regional newspapers, national job boards, and national industry- specific organizations based on the scope of the position. Available positions are also posted internally and on the College website. Because the College offers one of the best work environments in the area, referrals become a great source of recruits. The hiring process for positions is outlined above in 4P2. Retaining employees is facilitated through providing a comparable salary and benefit package to other area employment opportunities. The College tries to engage employees through active participation on quality teams, committees, and activities. Setting expectations of the job through a clear job description and providing ongoing feedback to employees on their job performance help in retention of qualified employees.

4P4. Orienting Employees to the College’s History, Mission, and Values Because Cowley College is a small, culture-rich, institution, the history, mission and values are engrained in everyday activities for the staff. Current employees are exposed to the components of the mission and values through staff meetings, activities and committees that all employees are encouraged to participate in. The history, mission, and values are linked on the Cowley website and posted in each building on campus. All new employees go through an initial orientation with Human Resources (HR), which includes an overview of the institution, mission, and values. In addition, the College has a current AQIP project (Cowley University) that is re-evaluating the orientation system to identify any additional areas for improvement. As a result, a position checklist will be implemented to help identify the specific departmental needs for each open position. Human Resources will also be developing an electronic ‗welcome‘ e-mail/video that will be sent to all new hires providing

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them additional information on the College. This will allow the orientation of new employees to start as soon as they accept the position.

4P5. Planning for Personnel Changes Because of the strong culture and positive work environment that has been developed at Cowley College, turnover is low compared to similar agencies/colleges. The College‘s administration develops needs analysis studies used to handle personnel changes and projections. Needs analysis for administrative, staff, and/or faculty positions are based on new hire needs, retirement projections for positions to be re-hired, and recommendations from faculty program reviews. A succession plan is in place for the position of the president but not for other administrative positions. The College does practice cross-training of employees so services can be rendered in the event of an open employee position.

4P6. Designing Work Processes One of the major programs that has been implemented at Cowley College to help improve the employee engagement level of involvement in designing work processes and activities is the Cowley College Impact Project. Every year, employees are expected to develop their own goals for the year. The goals must be related to the department goals and ultimately tie into the Institutional goals. The purpose of the Impact Project is for employees to identify areas that they can improve that impacts service to our students. Because employees develop their own goals, they become better engaged in the process and the outcomes. Process improvement teams are a part of the Cowley culture and employees are empowered to make suggestions and improve processes as needed. Employees are provided with the tools needed to be productive, as measured by the employee satisfaction survey (Table 4.2).

4P7. Ensuring Ethical Practices by Employees Core Criteria 2.A. The institution operates with integrity in its financial, academic, personnel, and auxiliary functions; it establishes and follows fair and ethical policies and processes for its governing board, administration, faculty, and staff. Core Criteria 2.E. The institution ensures that faculty, students, and staff acquire, discover, and apply knowledge responsibly. 1. The institution provides effective oversight and support services to ensure the integrity of research and scholarly practice conducted by its faculty, staff, and students. 2. Students are offered guidance in the ethical use of information resources. 3. The institution has and enforces policies on academic honesty and integrity

The College has developed and approved a number of policies to provide guidance and expectations for the employees. All employees are required to follow the Board approved policies (CC2A). The following policies assist in the maintenance of ethical practices: •111.00 Faculty and Staff Code of Conduct •135.00 Soliciting of Vendors and Agents •127.00 Drug Free Workplace •136.00 Accepting of Gifts by Employees •128.00 Harassment and Discrimination •137.00 Conflict of Interest •130.00 Crisis Management/ Workplace Violence •141.00 Use of College Property •132.00 Purchasing Policies and Procedures •143.00 Technology Usage by Employees •133.00 Substantiation of Receipts for Cash •148.00 Sensitive Information and Red Advance or Reimbursement Flag Rules •134.00 Reporting of Fraud The College has implemented several components to ensure that faculty, students, and staff acquire, discover, and apply knowledge responsibly. The College core values promote a sense of fairness, citizenship, tolerance, and integrity, which are critical to the mission. Faculty expectations are further outlined in the negotiated master agreement between faculty and the Board in the Professional Code of Ethic for the Professional Employee. In AQIP Category 4 Valuing People page 52

addition, as part of a research plan developed within the College, an Institutional Review Board and procedures have been developed to provide oversight on the ethical use of research (CC2E1). Students are guided on the ethical use of information resource as outlined in Policy 402 Academic Code of Conduct. This policy is shared with students during student orientation, is linked in the LMS in all course shells, and is listed on all course syllabi. This policy is enforced through the Instructional Office. Student expectations on the use of information are further defined through training provided by the Librarian. The Library website has resources regarding the correct way to make references and citations for literary sources. English Composition classes reinforce the Academic Code of Conduct Policy and have software to check research papers for plagiarism (CC2E2). The College has an academic honesty policy as previously mentioned. Faculty report incidents to the CAO and complete a FLAGS entry so advisor, sponsor, coach, etc. are notified. The policy is progressively more punitive and each incident is communicated to the offending student by the CAO and documented fully in the administrator notes‘ section in the SIS. Files with incident documentation are kept at the Academic Affairs‘ office. Results of the number of incidents are tracked and can be found in Table 4.1 (CC2E3). Recent improvements include adding more education on Academic Integrity to internationals and new students.

4P8. Determining and Designing Employee Training In the process of determining training needs, the College first looks at the minimum expectations required by federal, state, and local agencies. Next, the CIP personal development goals and the department goals as determined through the Departmental Program Review are used to help determine training needs. The College then plans trainings according to the goals that are aligned with the overall organization goals and mission. In addition, a current AQIP project team is looking at the needs of faculty development and staff training. This team has surveyed employees to determine training needs and is developing training activities that will be available through online methods. Supervisors will be able to select and assign appropriate training for the employees in their workgroup based on short and long-range plans of the College. In addition, employees will be able to select training as needed on select topics.

4P9. Training Employees to Effectively Contribute to the Organization Training and Development: The College provides in-house training for employees when appropriate. The training and development can be broad, College-wide, and specific to the overall goals of the College (ex. emergency response plan, harassment, FERPA, CPR/First Aid) or can be specific to a department‘s needs (ex. Blood borne Pathogens, Heat Safety, Faculty training). The College also allows employees to attend multiple seminars, workshops, and conferences to enhance their knowledge within their specific field. The Learning Management System, LMS, is a useful tool in providing training and communication to employee work groups; for example, each academic department has a designated ―course‖ in the LMS that can be used for departmental communication and for posting documents and training needed throughout the semester. Reinforcement of Training: The College provides a budget for professional development for all employees. Employees are able to continue their education by attending programs that enhance their employment and receive tuition reimbursement. In addition, the College budgets for additional conferences and trainings in the employees‘ areas of work. Faculty are encouraged to attend discipline specific training to stay current in their profession, as well as training on teaching applications, Learning Management System, and other training as needed.

4P10. Design and Usage of Personnel Evaluation System The employee evaluation system is currently undergoing revisions. The new system will better align the objectives of the College with evaluation systems. As a part of the process, instead of the full evaluation coming from the supervisor, an employee‘s evaluation will come from a broad range of stakeholders (ex. Supervisor, co- workers, subordinates, College-at-large). This broader spectrum of input will provide a fuller and more accurate picture of how the employee impacts the College and the students we serve.

4P11. Designing and Aligning Employee Recognition, Reward, Compensation, and Benefits Compensation and Benefits Systems: The College has aligned a complete compensation package to be a leader of the local area and to be in line with peer institutions. During faculty salary negotiations, data is obtained on the salary of other colleges in the state. This provides the ability to recruit top talent to the College. Benefits AQIP Category 4 Valuing People page 53

are also negotiated with the faculty association. To help in the selection of benefits, the Insurance Team meets annually to discuss options regarding insurance carriers and to choose the best option for employees. Recognition and Rewards: There are many established processes for organizational rewards and recognition. Informal recognition can occur through ―Tell It to the President,‖ special recognition rewards, and celebrations. Formalized reward and recognition programs are noted in Figure 4.1. Figure 4.1 Employee Recognition

4P12. Determining and Analyzing Key Issues Related to Employee Motivation There are several formalized ways that the College uses to determine key issues related to motivation of employees. Yearly staff evaluations: through this process, supervisors discuss issues important to the employees and the department. Tell it to the President: all employees are able to anonymously submit issues and recommendations electronically. These comments go directly to the President. Publication of minutes from meetings involving the president, administrators and directors. Departmental meeting minutes are also shared through the Intranet. Administrative Listening Tours: all Administrators hold voluntary individual meetings with the employees in their department. This is an opportunity for the employee to say whatever they wish without any negative recourse. This provides a time to talk about their professional goals and discuss what they would like to see from the College. Annual Noel-Levitz employee satisfaction survey: all employees provide feedback on what they consider important and what their satisfaction rating is with the College‘s performance in each area. We look for significant differences between what is considered important and the College‘s performance in those areas.

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These formal tools and informal communication are examined through the HR office and the Administrative Council and are used to identify motivational issues. Action plans are then formed to address the identified issues.

4P13. Providing and Evaluating Employee Satisfaction, Health and Safety, and Well-Being The well-being of the employees would include the employee satisfaction, health, and safety of all employees. To evaluate satisfaction, a yearly survey is given to all employees to help identify issues that are important to the employees. The Noel-Levitz Employee Survey has been used for three years, providing valuable trend data and comparative data, comparing the current evaluations to previous years to determine any trends of upward mobility or downward mobility. The health and safety of employees is important to the College. Cowley has created and implemented an employee lead Wellness Committee. This committee tracks the participation in health and wellness initiatives and provides incentives for participation through drawings for wellness prizes and release time. In addition, employees are encouraged to have an annual biometrics screening. The results, as a whole, are examined to determine the ―health‖ of employees and area of focus for additional wellness efforts. In addition, the College has an insurance committee that reviews the overall health care issues and identifies areas that need attention. Cowley College has a Site Safety Committee that examines all areas of safety for the College employees. When safety issues occur, the committee determines ways to improve the safety standards. Recent efforts have included Material Safety Data Sheet (MSDS) training, Global Harmonizing System training (GHS), and updated safety signage. The College recently requested and underwent an Occupational Safety & Health Administration (OSHA) Site Assist visit to help assess and ensure that safety needs are being addressed.

Valuing People RESULTS (R)

4R1. Collecting and Analyzing Measures Related to Valuing People The College administers an annual employee satisfaction survey through Noel-Levitz. The results of this survey are used in determining new action projects or other planning initiatives. The ethical use of information resources is tracked through Academic Integrity Violations. Grievance, Harassment, Retirement and Departure rates are also measures related to valuing people as reported in the NCCBP report.

4R2. Performance Results for Valuing People Cowley has a low turnover rate when compared to other peer institutions. Data for the 2013 academic year indicates a 5.95% departure rate for Cowley, compared to a peer average value of 10.49%. Cowley reported no Grievance or Harassment incidences over that last three years, which is also below the NCCBP peer average values. Training employees and students on the ethical use of academic sources and on proper academic conduct is measured through the number of academic integrity violations reported per FTE. The number of violations has been increasing since the start of reporting in 2008 (Table 4.1). It is not clear if this is due to faculty being more likely to report violations, or if students are committing more violations.

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Table 4.1 Academic Integrity

Five Year Academic Year 2008-2009 2009-2010 2010-2011 2011-2012 2012-2013 Average Academic 26 63 66 61 99 63 Integrity Incidents

Total FTE 5,281.21 6,064.67 6,564.73 6,406.81 6,392.76 6,142.04

Incidents per FTE 0.0051 0.0104 0.0101 0.0095 0.0155 0.0101

The College uses the Noel-Levitz Employee Survey to help in analyze employee needs (Table 4.2). There are questions on the Noel-Levitz Survey that Cowley asks for specific feedback in the area of Valuing People. The rating is on a 5 point scale (1=Not satisfied at all and 5=Very satisfied). Below are the 2012 results:

Table 4.2 Valuing People 2012 Noel-Levitz Survey Results This institution does a good job of meeting the needs of its faculty 3.72 This institution does a good job of meeting the needs of staff 3.49 This institution does a good job of meeting the needs of administrators 3.88 My supervisor pays attention to what I have to say 3.97 I am paid fairly for the work I do 3.51 The employee benefits available to me are valuable 4.26 I have adequate opportunities for advancement 3.23 I have adequate opportunities for training to improve my skills 3.65 I have adequate opportunities for professional development 3.75 The type of work I do on most days is personally rewarding 4.26 The work I do is appreciated by my supervisor 4.14 The work I do is valuable to the institution 4.25 I am proud to work at this institution 4.40 Rate your overall satisfaction with your employment here so far 4.19

4R3. Productivity and Effectiveness of Employees in Goal Achievement The evidence that best indicates the productivity and effectiveness of the employees in helping achieve the College goals is by looking at the actual success of the students served. Student Success measures can be found in Category 1 ―Helping Students Learn.‖ The College also looks at the completion of CIP goals from work groups and employees and helps to guide employees in setting and measuring personal goals related to job performance. Another body of evidence that indicates College effectiveness and productivity is the results from the Quality and Infrastructure Survey that was administered to all employees in 2011. This survey used the Likert scale: 1. We have not yet begun; 2. We are making some progress; 3. We are about half way to full integration; 4. We have fully integrated the principles of continuous improvement. It was apparent that some additional training was needed in section 2, everyday work lives (Table 4.3), based on the results of the survey. Sections one and three of the survey on organizational structure and operations showed a higher level of satisfaction. The full survey can be seen in Appendix B. AQIP Category 4 Valuing People page 56

Table 4.3 Quality and Infrastructure Survey

2. How far have we come to infuse the principles of continuous quality improvement into the everyday work lives of campus members as they relate to:

Item 1 2 3 4

Are we providing training to campus members 2.45% 23.93% 41.10% 32.52% about continuous quality improvement? Are we providing motivation and encouragement 1.23% 23.93% 47.85% 26.99% to participate in quality improvement initiatives? Are we keeping the campus informed about 1.85% 20.37% 50.62% 27.16% action projects (AQIP or otherwise)? Are we sharing successes and accomplishments 1.23% 19.02% 44.79% 34.97% of action projects with campus members? Are we communicating our quality development 0.61% 25.77% 48.47% 25.15% goals to campus members effectively?

4R4. Comparing Results with Other Organizations Overall employee satisfaction survey results for 2012 are compared with other 2-year colleges through the Noel-Levitz survey. The results indicated that satisfaction at Cowley College is higher than other similar schools. On a 5 point system (1=Not satisfied at all and 5=Very satisfied), Cowley College averaged 4.19 while other similar schools averaged 3.86. The continued use of this survey should provide more comparative and trend data. The NCCBP also provides comparative results with peer institutions in the areas of Retirements, Departures, Grievances and Harassments. The KAQIP state group is exploring the development of a common Quality and Infrastructure Survey that can be administered and used for comparative data and used to assess the institutional climate.

Valuing People IMPROVEMENT (I)

4I1. Improving Processes Related to Valuing People Recent improvements made to this category include a review of safety issues in all College buildings. This was not indicated through the employee survey, rather through administrative input to the Site Safety Team. As a result of this focus, all employees are receiving compliance training on MSDS storage and retrieval and on the GHS (Global Harmonizing System) for chemical labeling. Safety signage is also being updated across campus. Further safety issues will be reviewed as the result of the OSHA Training Assist Visit held in November 2013. A new AQIP Action Project was developed to address the results of the Quality and Infrastructure Survey. This survey was not intended to assess valuing people, although one question specifically asked about motivation and rewards for quality initiatives. After viewing the results of the survey, the AQIP Steering Committee realized that more focus needed to be placed on recognizing and rewarding employees for their quality efforts. As a piece of this initiative, the HR office is working on aligning recognition and rewards to performance evaluations. The HR office is also working on revising the hiring process to align it with high performance institutions. One of the most successful initiatives on campus is the Wellness team. This team was formed as an off-shoot of the Insurance Team and the need to address the rising cost of health care. The College has seen a decrease in health insurance premiums during the past two years. While it is difficult to say that the wellness activities have directly impacted premiums, these wellness activities have provided an opportunity for employees to take some ownership in health issues.

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4I2. Setting Targets for Improvement The College‘s AQIP culture (and prior to that, a Total Quality Management culture from participating in Kansas Award for Excellence) encourages employee involvement in process improvement. Through that, employees can nominate projects to be either process improvement projects or AQIP projects. As with all other areas, ―Valuing People‖ has been the subject of many projects. Currently, two AQIP projects fall in this category. Both were suggestions from employees. Current results and priorities for improvement are communicated to students, faculty, staff, administrators, and appropriate stakeholders via the following methods: Faculty department program reviews Reports on individual and department job targets PACE meetings with interdepartmental discussion Marketing, advertising, publications and press releases from the Public Relations office Advisory Council communications Employee involvement in economic development task force, chamber of commerce groups, and participation in many other civic and community activities Board of Trustees meetings College Coordinating Council Website (both internet and Intranet) Strategic Planning Survey Every employee of the College is responsible for developing his/her own CIP (Cowley Improvement Plan) each year, with their supervisor‘s input. The goal of these plans is to implement work place goals to improve student success. Departmental goals are determined through the annual program review process, which are then used in the strategic planning of the College.

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AQIP Category Five LEADING AND COMMUNICATING

Introduction ―Leading and Communicating‖ is a category that has processes that are currently evolving. The College is experiencing Leadership transition due to the retirement of a long-term president. An Interim president was appointed for a year, and then a new president hired in the summer of 2013. The new president has since resigned and an interim again appointed. These changes have led to revisions in the leadership structure that may or may not be temporary. One goal of the revised system is to provide better process planning and to facilitate strategic initiatives through a newly developed College Coordinating Council. This council will help to direct and guide AQIP action projects and accreditation, along with other planning initiatives and improved communications between work groups. The leadership restructure also includes redefining the roles of key administrative positions and the role of the Board of Trustees in the daily operations of the College. Processes in this category address the mission and values of the institution and are aligned with goals and measures. The College is currently seeking improvements in the area of strategic planning (5P2) and is always looking for ways to improve communication with both internal and external stakeholders (5P7). The College uses data in a systematic way (5P6) and is working toward alignment and integration.

Leading and Communicating PROCESSES (P)

5P1. Defining and Reviewing the Organizational Mission and Values Core Criteria 1.A. The institution’s mission is broadly understood within the institution and guides its operations. 1. The mission statement is developed through a process suited to the nature and culture of the institution and is adopted by the governing board. 2. The institution’s academic programs, student support services, and enrollment profile are consistent with its stated mission. 3. The institution is planning and budgeting priorities align with and support the mission.

The Mission and Institutional Purpose of the College, as stated in Figure 0.1, are the guiding force for institutional action projects, individual job targets, departmental goals, and used in planning by both the Administrative Council and the Board of Trustees. The Mission is reviewed as part of the Strategic Planning Process by the Administrative Council and the Board and is also reviewed during the crafting of the AQIP Systems Portfolio (CC1A1). The last update to the Mission occurred during the fall of 2005 at an all-college in- service activity. At that time, the College administrative team led an in-service in which all employees met to discuss the mission and values for the College. The results of that meeting included the evolution of four core values and their related purpose statements for the institution, Figure 5.1. While these values had always been an integral part of the College culture, this workshop allowed all employees to have a voice in determining which values were the most important to the College. These core values are revisited annually and communicated to new employees as part of the new employee training. The College strives to focus improvement efforts on the Mission and Vision statements. During the reviewing and revising of procedures related to academic programs, support services and enrollment processes, the Mission is kept as the focus (CC1A2). When new programs are proposed, one of the primary criteria for implementation is on how the program will support the mission of the College. The Strategic Planning Process also has the mission as key component in determining the direction of the College. As part of the Strategic Planning Process, annual goals are prioritized by the administrative council and the Board of Trustees based on the support of the Mission, along with budgetary needs (CC1A3).

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Figure 5.1 Cowley College Core Values

5P2. Setting and Aligning Directions Core Criteria 2.C. The governing board of the institution is sufficiently autonomous to make decisions in the best interest of the institution and to assure its integrity. 1. The governing board’s deliberations reflect priorities to preserve and enhance the institution. 2. The governing board reviews and considers the reasonable and relevant interests of the institution’s internal and external constituencies during its decision-making deliberations. 3. The governing board preserves its independence from undue influence on the part of donors, elected officials, ownership interests, or other external parties when such influence would not be in the best interest of the institution. 4. The governing board delegates day-to-day management of the institution to the administration and expects the faculty to oversee academic matters. Core Criteria 5.C. The institution engages in systematic and integrated planning. 1. The institution allocates its resources in alignment with its mission and priorities. 2. The institution links its processes for assessment of student learning, evaluation of operations, planning, and budgeting. 3. The planning process encompasses the institution as a whole and considers the perspectives of internal and external constituent groups 4. The institution plans on the basis of a sound understanding of its current capacity. Institutional plans anticipate the possible impact of fluctuations in the institution’s sources of revenue, such as enrollment, the economy, and state support. 5. Institutional planning anticipates emerging factors, such as technology, demographic shifts, and globalization.

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State statutes outline many of the expectations and requirements for academic leaders and Board of Trustee members, and college policy expands on the role of the governing board. According to Policy 103, Board of Control, the Board of Trustees of Cowley County Community College is by law the corporate body with authority for organizing, controlling, policy making, and the levying of taxes to support the institution. The primary responsibilities of the Board of Trustees are to appoint the President of the College, provide guidelines for the operation of the institution, and evaluate the effectiveness of the institution in fulfilling its mission. Trustees have the authorities granted by law only when acting as a Board legally in session. Several survey methods and instruments are used by the Board and administrators to help determine the direction of the College so that it aligns with its mission and purpose. Input from both internal and external stakeholders is collected through surveys, forums, process improvement suggestions, various committee reports, and team meetings. The Administrative Council reviews all of the feedback and sets the course of action for the College. The direction for the College is then communicated by the administrative team members back to their respective areas (CC2C1). Since one of the Board functions is to provide guidelines for the operation of the institution, the Trustees are involved in retreats, where the strategic initiatives of the College are prioritized for implementation, based on the Mission and Vision of the College. During the course of monthly board meetings, Trustees are given access to the meeting information in advance. The information provided includes administrative reports from each service area and other important information for the meeting. The Board is also given reports on data analysis of stakeholder surveys when the surveys are administered, like the Strategic Planning Survey, employee survey and advisory council surveys (CC2C2). Board meetings are open to the public and can be attended by any interested party. A potential conflict of interest arises whenever a person is identified as having a direct or indirect financial interest with the College. College Policy 137, Conflict of Interest, defines potential conflicts and gives direction on how to proceed (CC2C3). ―A person has a financial interest if the person has, directly or indirectly, through business, investment or family (a) an ownership or investment interest in any entity with which the College has a transaction or arrangement, or (b) a compensation arrangement with the College or with any entity or individual with which the College has a transaction or arrangement, or (c) an actual or potential ownership or investment interest in, or compensation arrangement with, any entity or individual with which the College is negotiating a transaction or arrangement. Compensation includes direct or indirect remuneration as well as gifts or favors that are more than incidental.‖ Day-to-day management of the institution is the responsibility of the administration, led by the President. According to College Policy 104, Executive Officer, the President is the executive officer of the Board of Trustees charged with the responsibility for the development, implementation, and evaluation of the total operation of the College according to statutes of the State of Kansas and the policies established by the Board of Trustees. Policy108, Service Area Councils, states that the Academic Affairs Council is to provide statements of purposes of the education program, rights and responsibilities of the instructional staff, standards and criteria for classroom activities, guidelines for curricula development, academic rules and regulations, and supportive services available to the faculty (CC2C4). The College will maximize current resources, maintain fiscally responsible and effective operations, and explore other opportunities to best meet all stakeholder needs. All decisions shall be based on the question: How does this affect student learning and enrichment, community and fiscal responsibility, as stated in the Strategic Planning Process (CC5C1)? Linkage of institutional processes for assessment of student learning, evaluation of operations, planning and budgeting, occurs through two major processes, strategic planning and the academic program review. The program review process assesses data on the effectiveness of instructional programs, which is then given to the CAO. The CAO summarizes the strengths and opportunities of the instructional programs, which feeds into the academic plan and is shared with the Administrative Council and the Board of Trustees. This information is then used, along with evaluation of other operations and budgeting, in the next strategic planning cycle (CC5C2). The annual Strategic Planning Process integrates and uses information from both internal and external stakeholders in setting of strategic goals. As part of this process, the following data sources are used to establish the institutional strategic plan: CAAP Work Keys; Noel-Levitz Employee Survey; Stakeholder Survey; Advisory Committee/Council Reports; ―Tell it to the President Reporting‖; Academic Department Program Reviews; Graduation and Completion Rates; DFW Rates; Retention Rates; Anecdotal Discussions with all Stakeholders; Graduate Survey; Employer Survey; Labor Market Reports; National Community College Benchmarking Project (NCCBP); Institutional (AIM) Quantitative Trend Data; and Cowley Improvement Project Measurements (CC5C3). AQIP Category 5 Leading and Communicating page 61

Cowley College has been proactive in these difficult economic times by maintaining a Cash Carryover fund that is able to sustain the institution if revenue sources should decrease. The amount of State financial support for higher education is in question during each planning cycle. Additional revenue sources are pursued through local partnerships, non-credit classes for community members, and Business & Industry training (CC5C4). Cowley College is a community college, serving the community as a primary focus. One goal has been maintaining an on-campus enrollment of at least 1000 FTE. These students are predominantly traditional college students, in the 18-24 year category, that are attending college for the first time. The College also serves a student population of non-traditional students that may live outside the service area or work full-time jobs in addition to enrolling in college classes. Economic issues have led to more growth in students outside of the College‘s service area. This demographic shift has put more focus on alternative methods of instructional delivery, such as online courses and hybrid courses. The College has recently opened two enrollment sites in a metropolitan area outside of the College service area that provide support services to students, along with computer resources (CC5C5). The College is also looking at the Global demand for key technical areas, such as the Paramedic program, Mechatronics, and the Non Destructive Testing program, to determine how to provide the program to other geographical areas. Additionally, the development of new programs such as flour milling technician and agriculture are being investigated based on needs communicated from constituents.

5P3. Considering Needs and Expectations of Students and Key Stakeholder Groups Core Criteria 1.B. The mission is articulated publicly. 1. The institution clearly articulates its mission through one or more public documents, such as statements of purpose, vision, values, goals, plans, or institutional priorities. 2. The mission document or documents are current and explain the extent of the institution’s emphasis on the various aspects of its mission, such as instruction, scholarship, research, application of research, creative works, clinical service, public service, economic development, and religious or cultural purpose. 3. The mission document or documents identify the nature, scope, and intended constituents of the higher education programs and services the institution provides.

The Administrative Council provides guidance and oversight to the operations of the College. The council consists of senior executives and the president and oversees the support and communication of the mission. The mission (Figure 0.1) is clearly published on the college website, along with the core values (Figure 5.1), and is published in key documents such as the President‘s Annual Report, College Catalog, Business and Industry Training Brochure, and the Alumni Report (CC1B1). The published mission of the College is accompanied by a Statement of Institutional Purpose and Commitments. These comments explain the extension of the mission to the areas of Academic and Personal Enrichment, Support Services, Community Development, Fiscal Soundness, and Ethics as outlined in Figure 0.1 (CC1B2). The commitments further define the scope of service areas that will be provided by the College in these key areas. Cowley is an open access institution providing opportunities for individual growth, academic growth, developing life skills, and personal enrichment (CC1B3). The mission and commitments address the role of the College in public service and partnerships with business and industry.

5P4. Guidance in Seeking Future Opportunities while Focusing on Students and Learning Cowley College encourages employees to participate in professional development (PD), either on campus through webinars or focus groups or by attending workshops and seminars located off-site. These PD opportunities help to provide new ideas on future opportunities and new ideas for the classroom as well as other institutional areas. Future changes in the Strategic Planning Process will place more emphasis on the College mission in the determination of PD. When completing forms for off-site PD conferences, the employee has to describe the anticipated learning and application from the proposed training before it can be approved by the appropriate administrator. Many of the administrators and key leaders subscribe to publications and list-server groups that help in the discussion of new ideas and trends in higher education and in instructional practice. These are then communicated and discussed at department meetings and team meetings.

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Co-curricular opportunities are explored and selected based on the institutional mission and the support of student learning. Academic clubs and activities are encouraged, while proposed programs and courses without an instructional focus are not part of the College‘s offerings. Future opportunities are often brought forward from community groups and other stakeholders. Participating in community and service organizations, like the Rotary, Lions Club, Cowley First (economic development), and the VFW are just a few examples of clubs that Cowley employees are a part of. Employees also serve on area boards and committees, along with serving as volunteers in community events. Serving the community through projects such as these not only enhances the family atmosphere of the College community and supports the Core Values; it also provides an avenue for seeking future opportunities.

5P5. Using Teams and Committees in Decision Making Core Criteria 5.B. The institution’s governance and administrative structures promote effective leadership and support collaborative processes that enable the institution to fulfill its mission. 1. The institution has and employs policies and procedures to engage its internal constituencies—including its governing board, administration, faculty, staff, and students—in the institution’s governance. 2. The governing board is knowledgeable about the institution; it provides oversight for the institution’s financial and academic policies and practices and meets its legal and fiduciary responsibilities. 3. The institution enables the involvement of its administration, faculty, staff, and students in setting academic requirements, policy, and processes through effective structures for contribution and collaborative effort. The concept of cross-functional teams involves many employees and students in decision making at the College. The teams provide input and recommendations on key issues and have been a part of the Cowley culture for more than two decades. Recommendations from teams provide fact-based, cross-functional input for the Administrative Council. Most key processes of the College have an oversight team that analyzes data and makes suggestions to the appropriate administrator. All employees of the College are involved in setting the direction of planning. Employees are asked to submit an annual Cowley Improvement Plan (CIP). The CIP is a job target form that asks the employee to identify and develop an individual specific improvement goal for the coming year that relates to a broad goal established by the institution. These goals are then integrated into department goals, if applicable. Goals that rely on additional funds are approved by the appropriate administrator. At the end of the year, the progress on the goals are recorded and discussed with the employee‘s supervisor. Another form of shared governance is through AQIP action project teams. Action Project teams will focus on processes and make suggestions for improvement. These improvements are then approved by the AQIP Steering Committee and taken to the Administrative Council by the appropriate administrator (CC5B1). The Administrative Council has the ability to make decisions; however, the president has the final say in decisions regarding the College. The Board of Trustees is informed of institutional policies and practices through monthly reports during the BOT meetings. These reports cover key areas of Instruction, Business Services, Student Services, and Information Technology. In addition, employees are invited to showcase their area during the monthly meetings as a way of keeping the Board informed of recent events. The Board provides oversight for approval of policies relating to college operations as described in Policy 103, Board of Control (CC5B2). It is the responsibility of the President to organize the staff and services of the College to provide for responsible administration, effective instruction, curricular and extra-curricular programs sensitive to the needs of the student body, and proper communication among the various entities of the College and the community it serves according to Policy 102, Organization. This is accomplished through structured teams and committees, consisting of internal and external stakeholders (CC5B3).

5P6. Using Information and Results in Making Decision The Administrative Council uses a variety of information and data sources to provide ongoing monitoring and assessment of institutional progress in sustaining success in meeting the Mission of the College, as well as the goals and objectives outlined in the strategic plan. Figure 5.2 illustrates the Goal Measures used in meeting our Mission. Category 7 gives more information on the AIM document and its use by the Administrative Council. The

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data and performance results are reviewed at work group meetings and council meetings and used to develop initiatives if the results are below the set benchmarks. Figure 5.2 Goal Measures used in Meeting the College’s Mission

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5P7. Communicating Between and Among Institutional Levels Communication occurs in variety methods between and among levels of the institution and stakeholder groups. These forms of communication are used to create a flow of valuable input and to help in building relationships. Table 5.1 outlines many of the communication tools and methods used throughout the institution. Table 5.1 Cowley College Leadership and Communication Systems Cowley College's Leadership and Communication Systems Constituency Leadership Communications Intent Administrative Council Bi-Weekly Senior Ensure communications and synchronization across College Coordinating Council Monthly Leadership functional areas of responsibility Listening Tour Annually Student Government Serves as the student governing body and presents Monthly Association initiatives to the Student Affairs Committee Students Noel-Levitz Survey of Annually Provides the College with student satisfaction feedback Student Satisfaction Cowley Press Bi-Weekly Informs the College community about College events Provides the faculty an organized structure for working with Academic Affairs Council Bi-Monthly administration in the development of policies and procedures and resolves issues of concern Faculty Department Meetings Monthly Addresses issues within each academic department College Education Provides faculty a voice in issues relating to the Master Monthly Association Agreement Focus Teams Monthly Commission committees to address specific concerns Review and synchronization of operational issues; conduct Student Affairs Monthly planning for upcoming activities Reviews processes that affect the fiscal management of the Business Services Monthly College Drug and Alcohol Task Force Bi-Monthly Reviews processes associated with drug and alcohol policy Reviews processes that related to student activities and Support Staff Student Life Committee Monthly housing Reviews processes that deal with instructional issues and Instructional Team Monthly strategies Athletic Department Monthly Discusses issues related to student athletes Reviews processes that affect technology both in the Technical Support Staff Monthly classroom and the office Ongoing with active participation on Establishes a liaison with the Board of trustees, the Kansas Ongoing administrative Administrative Council, Board of Regents, the Kansas Legislature, other post- interaction and centralized President publishing of President's secondary institutions, institutional support committees and control of system policies Annual Report, Tell it to teams to ensure communication flow, and that the interests and procedures the President, Strategic of Cowley are addressed. Planning Survey Meeting Maintains a presence with the Board of Trustees which Board of Monthly meetings and an Attendance creates trust between the College Board and community Trustees annual retreat Periodic Reporting and enhances communication Provides input to each program's curriculum, budgets, and Advisory At least two annual focus; committees aid programs in keeping current with the Department Chairs Committees meetings and newsletters needs and expectations of employers, the community, and other institutions Monitoring and continuous State awareness activities to keep Legislature and Continuous Enacts legislation members apprised of KAACT College activities Other Students of the Month, Stakeholders: Senior Day, Parents, College Planning Alumni, Endowment Office Conference Donors, Public Relations Office Annual Endowment Media, Student Life Office Meeting/Dinner, Community and financial support General Public, Community Members Outstanding Tiger Alumni, Tiger Booster Admissions Office Tiger Alumni News, Club, President's Annual Prospective Report, Students Tiger Hall of Fame

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The College relies on key forms of communications, both print and electronic. Minutes from institutional meetings are shared on the College‘s Intranet so that they can be accessed by employees. Electronic communication is used extensively during day-to-day operations and is an efficient way for all employees to communicate. The News Peak side-bar on the College‘s website provides a current list of events for the week. All press releases produced by the PR Office are available on the webpage and are linked directly from the homepage or archived in the news folder link. Many forms of communication are used to relay important information so that the information is repeated through emails, announcements, bulletins, and meetings, to help ensure that employees are informed. These forms of communication have worked well, though improvement is still needed. One of the key groups that helps facilitate effective campus-wide communication is the Marketing Committee. It is a group of about a dozen College employees representing faculty, staff, and administration. The committee meets monthly to discuss specific marketing efforts, as well as ways to improve communication internally and externally. The College has recently hired a Marketing Director to guide the marketing initiatives.

5P8. Communicating a Shared Mission, Vision and Values Communication is important for developing a shared mission, vision, and values. At the beginning of each semester, all Cowley employees meet and the President provides information about the College, introduces new personnel, and generally gives an overall picture of the coming semester and strategic goals. This is followed by each administrator sharing major initiatives in each of their areas. This time is also used to report progress on the AQIP Action Plans and specific college-wide professional development. Employees are directly involved in developing a shared mission by having individual Cowley Improvement Plans (CIP) that relate to the College‘s mission and to their job goals. These are shared with the workgroup supervisors and may be integrated into the strategic plan of the College, depending on the scope of the CIP. The Strategic Planning Process develops initiatives based on the Mission and Vision and Core Values, and these are reviewed by the College leaders at annual retreats. As changes occur in the future, all employees shall have a voice so that the ensuring mission is shared by all.

5P9. Encouraging and Developing Leadership Abilities Leadership abilities are encouraged and strengthened in several ways. Serving on teams, such as AQIP Action Project Teams or ad hoc working teams, is a way to develop leadership skills. Each team operates with a staff or faculty chairperson, chosen by that team. Faculty and staff serve on teams and focus groups throughout the institution in leadership roles, often having administrators as team members. Many of the employees that hold director positions were promoted from within the College based on their leadership skills. The College supports employees in the participation of external leadership organizations such as young professionals groups, service in professional organizations, Leadership Cowley County, and other community supported organizations. Support is also provided for workshops and seminars that focus on leadership and teamwork. Employees have the opportunity to improve their skills through workshops and conferences and through professional development provided by the College. Faculty and staff interested in attending conferences or professional development seminars are encouraged to do so by the administration. The College also has a Tuition Reimbursement Policy that provides additional incentive for faculty and staff to further their formal education. In addition, faculty members can apply for professional development funds, as allowed by the negotiated agreement.

5P10. Planning Leadership Succession The President is the only staff member directly hired and supervised by the Board of Trustees of Cowley County Community College. The Succession Plan is intended to be a framework of minimizing disruption of operations and ensuring continuity of services in the event of planned or unplanned departure of the President. The plan addresses both types of departure: 1) unplanned and/or untimely due to termination, resignation without notice, illness or death; and 2) planned transition of leadership due to relocation, retirement, or similar event. It provides a possible framework for the process—it is up to the Board of Trustees to make all decisions regarding implementation of this plan.

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There are essentially six (6) steps to consider in selecting and hiring a President. These steps, detailed in Appendix G, are the same whether the transition is planned or unplanned. Suggestions to minimize disruption and ensure that essential functions are continued are outlined separately. Although the president‘s position is the only one with a succession plan, the College does have processes in place to help minimize disruption during times of succession. Many key positions involve cross-training of employees wherever possible so that others can step in and fulfill job duties if needed.

Leading and Communicating RESULTS (R)

5R1. Measuring and Analyzing ―Leading and Communicating‖ Information is collected through both formal and informal means. The Noel-Levitz Employee Satisfaction Survey provides useful data regarding communication. Cowley Improvement Plan completion of goals provides a forum for two way communication between employee and supervisor. Administrative evaluations serve as a measure of ―Leading and Communicating‖. Members of the administration are evaluated by the President. The President is evaluated through a review conducted by the Board of Trustees during an executive session of the Board. These evaluations provide valuable feedback to top administrators. Communication with external stakeholders is assessed through the Advisory Council Survey and the Strategic Planning Survey. Table 5.2 shows the last three years of the survey results and the input sought on areas where change is needed or not needed. This input is used in the Strategic Planning Process. Communication is also tracked through website hits and marketing dollars spent.

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Table 5.2 External Stakeholder Satisfaction

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5R2. Results for ―Leading and Communicating‖ Processes and Systems Improving systems based on the results of key measures associated with communications is a focus of the College. The Community Satisfaction Survey (Table 2.5) shows recent results compared with the last four years of data. While Business and Industry Leaders showed an increase in satisfaction during the past year, the general community did not show similar results. This could be due to a change in top administration and controversy over decisions that were made. The primary web site for Cowley College is www.cowley.edu. The objectives of this site are to recruit new students, disseminate information to all stakeholders, assist with fund raising, and record the history of the College. Monthly and yearly reports are analyzed to determine the effectiveness of the site by examining the top 100 pages viewed, the click paths, the number of unique visitors, and the usage statistics (Table 5.3).

Table 5.3 Internet Communication Usage Statistics Usage Statistics for Academic Year 2012-2013 for www.cowley.edu Date Range: 08/01/2012 – 07/31/2013 Total Sessions 1,460,886.00 Total Pageviews 5,556,138.00 Average Sessions Per Day 4,360.85 Average Pageviews Per Day 16,585.49 Average Pageviews Per Session 3.80 Average Length of Sessions 00:06:58 Usage Statistics for Academic Year 2011-2012 for www.cowley.edu Date Range: 08/01/2011 – 07/31/2012 Total Sessions 1,488,002.00 Total Pageviews 5,480,497.00 Average Sessions Per Day 4,428.58 Average Pageviews Per Day 16,311.00 Average Pageviews Per Session 3.68 Average Length of Sessions 00:06:37 Usage Statistics for Academic Year 2010-2011 for www.cowley.edu Date Range: 08/01/2010 – 07/31/2011 Total Sessions 1,541,891.00 Total Pageviews 6,155,141.00 Average Sessions Per Day 4,602.66 Average Pageviews Per Day 18,373.56 Average Pageviews Per Session 3.99 Average Length of Sessions 00:06:32

5R3. Comparative Results for the Performance of Process for ―Leading and Communicating‖ Due to the nature of the institutional measures for Leading and Communicating, comparative data is limited so the College relies on trend data to determine success in these areas. The Noel-Levitz Employee Satisfaction Survey uses comparative data, as does some of the measures used in the Community College Benchmark Project.

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Leading and Communicating IMPROVEMENT (I)

5I1. Improving Processes for Leading and Communicating Based on feedback from student and employees, the College has recently implemented a communication system called RAVE. This system provides a variety of communication methods to be used by student services and administrator when sending notifications to students. Improvement efforts were also needed in regard to the chain of command to be used in the event of an emergency or when top administrators are not available due to illness or disasters. This updated list includes phone numbers of key people and outlines the process to be followed in case of an emergency. Communication changes were also suggested through the employee survey. To address this concern, administrators have started to hold ―listening tours‖ where they will travel to department meetings to hold discussion on issues that involve employees. A College Coordinating Council was initiated in the spring of 2014 to provide more feedback to the President and help to guide the direction of the College. The most recent improvement initiative involves the restructuring of the Strategic Planning Process. It became apparent that the current document was not sufficient for the level of planning needed for the institution. This restructuring is ongoing and will not be completed until after the publication of the systems portfolio.

5I2. Setting Targets for Improvement The College completed the Quality and Infrastructure Survey as part of the last Strategy Forum (Appendix B). Through this survey, it was found that employees are satisfied with the quality culture. The survey did indicate that not enough employee recognition was given, so an Action Project team has been developed around this initiative. Improvement efforts are identified through work groups, teams that are then taken to the Administrative Council by the appropriate administrator. Initiatives are then approved by the Administrative Council, or they are determined to be of sufficient nature to become an AQIP Action Project through the AQIP Steering Committee. Through the newly formed College Coordinating Council, it was determined that communication between administrators, departments, and work groups was not sufficient and employees were experiencing frustration with the level of communication from top leaders. This was addressed promptly through brown-bag lunch sessions and through the monthly PACE meetings.

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AQIP Category Six SUPPORTING INSTITUTIONAL OPERATIONS

Introduction Supporting institutional operations is the main goal of many divisions of the College including technology support, student services, facilities support, and administrative support. The College could not function without the integration of these areas. Student and stakeholder satisfaction is strongly tied to these areas of the institution. There are no current action projects in this category, although past action projects have focused on these areas. One of the past projects focused on the collection of data to help measure goals associated with Category Six and led to the development of the AIM document. The College has well-defined processes in this category, as shown in figures 6.1, 6.2, and 6.3. Areas of alignment include identifying student support service needs (6P1) and safety and security support (6P3). Administrative support needs are not as clearly defined, although systematic. The target for improvement in this area would be in the documenting and sharing of support processes (6P5). Cross-departmental sharing, through PACE meetings and other internal communication tools, will be a focus for Cowley.

Supporting Institutional Operations PROCESSES (P)

6P1. Identifying Support Service Needs for Students The College uses a variety of tools to identify student support service needs. Student surveys and other stakeholder surveys provide the institution with key insight to the needs of the students. The most widely utilized instrument is the Noel-Levitz Student Satisfaction Inventory (SSI). This survey is administered annually to the student body, and the data is utilized by a variety of departments on campus to make process improvements or program enhancements. The Inventory is also used by administration and in the Strategic Planning Process. Within the instrument, the College has tailored the question base to be specific to the student service areas, and this has allowed a much more detailed analysis of student services. In addition, all student service areas conduct in-house surveys and utilize the data in making process improvements each year. The annual stakeholder survey also seeks input from students, as well as other stakeholders. Any needs that continue to appear in the various surveys are addressed at the department level and brought to the Administrative Council if funding is needed. The Council then reviews the information provided and decides on a plan for improvement at the institutional level. An exciting improvement in College process analysis was the creation of the Accountability and Institutional Measures (AIM) document. The AIM document was developed by the AQIP Steering Committee in February of 2009. This instrument is an interactive database that compiles all relevant evaluation data used by the College for ongoing and annual analysis and planning. The instrument has data for the current year, as well as trend data from at least two years or two measure cycles, that is updated monthly and is available to every employee at Cowley College. The Steering Committee believes it serves as a useful tool in identifying the needs of the College and in developing strategic plans for the future. The AIM document shows the measures associated with food service, dorms, tutoring, and other student support services. The College also relies on federal regulations and laws in the day-to-day management of the fiscal support process.

6P2. Identifying Administrative Support Service Needs The Noel-Levitz Employee Satisfaction Inventory was implemented by the College in the 2008-2009 year. This instrument is similar to the student version but is administered to all employees. The information gathered from this is a valuable resource in identifying administrative support service needs for the College. Another key tool in collecting administrative support service needs was the creation of the PACE (Procedure and Administration Enhancement Committee) meetings. These meetings are hosted by the administrative staff and all director level employees are invited to attend. The meetings are informal and designed to give the employees a direct communication line to administrators regarding College processes and student services. Other methods of identifying administrative support service needs include the Tell It to the President forum, departmental advisory meetings, and the alumni and endowment functions. The Tell it to the President forum is an online access forum where employees and other stakeholders can submit comments, concerns, or compliments directly to the president. Departmental advisory meetings provide the community an opportunity to meet with employees and

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address ideas or issues. The Alumni and Endowment Association offers several functions throughout the year that encourage local stakeholders to get involved with process improvement ideas for the College. At the department level, program review information is collected and reviewed to determine department support needs. Figure 6.1 outlines key support processes and the needs related to these processes. Figure 6.1 Administrative Support Services

Administrative Support Services Key Process Process Needs Process Process Measures Use of Results Management Institutional -Radio, newspaper and -Publication Student and Marketing Board Information and television advertising deadlines stakeholder reviews results and Marketing -Publication of determined by the satisfaction plans for new strategies schedules, program CAO, Registrar, fliers, etc. Marketing Board -Press releases -Web page design and communication Grants and -Endowment newsletter -Undated Alumni -Annual funds Analyzed by the Director Endowment -Fund raising contact lists raised of Alumni Relations and -Scholarships -Plan events -Number of the President -Determine scholarships given scholarship requirements Information See Category 7, Measuring Effectiveness Systems Technology -Provide support for -Work request ticket - Feedback from Feedback analyzed by Services student computer system employees and Vice-President of labs -Assignment of students Information Technology; -Provide support for request -PACE Meetings recent improvements -Email follow-up on include consolidation of employee work work completed ordering to one person stations (computer, -Technology rotation and implementation of telecommunications plan the Wonderdesk work and audiovisual) request system -Classroom technology -Ordering computers/software

6P3. Safety and Security Support Processes The College strives to maintain a safe and secure environment through the collective efforts of several entities. The campus security staff is on duty 24/7 and works with local law enforcement agencies. Members of the security staff receive basic firefighting and fire code training. All employees have recently received training in ALICE (Alert, Lockdown, Inform, Counter, Evacuate) active shooter strategies. One of the first quality teams on campus, the Site Safety team, meets monthly to discuss current policies regarding campus safety and safety rules and regulations. Keeping current with safety rules and regulations is a priority for the College, leading to an OSHA Safety Assist training in fall of 2013. Through this visit, safety concerns were noted and are being addressed through the Site Safety team under the guidance of the Executive VP of Business Services. Training was also provided on Material Safety Data Sheets (MSDS) and the Global Harmonizing System (GHS) for chemical labels. For campus security, emergency phone numbers are posted online and throughout campus with contact information for both campus and city security personnel. Evacuation plans are also posted throughout the campus, with fire and tornado drills conducted each semester for dorm students. The Housing Handbook addresses security issues that are reviewed with all dorm students. Due to recent nationwide campus disturbances, the College has initiated an emergency text system and a building-to-building Emergency Response Intercom system (ERIS). The ERIS system is tested on a monthly basis, with an annual AQIP Category 6 Supporting Institutional Operations page 72

campus-wide test. In addition, an Emergency Preparedness plan has been developed and communicated. Figure 6.2 outlines the process measures associated with safety and emergency response and other institutional support processes Figure 6.2 Fiscal and Facilities Support Processes

Fiscal and Facilities Support Processes (Business Operations) Key Process Process Needs Process Management Process Measures Use of Results Budget -Yearly Priorities -Departmental program -Cash carryover Collected by CFO, Development -Available funding review -Annual audit analyzed by Board of -Prioritization of Needs -Employee survey -Percentage Trustees and -Tuition and fees -Community survey increase in tuition Administrative Council in -Projected FTE and fees determining yearly budget Accounting -Tracking expenditures -Legal issues -Monthly reports Collected by CFO, -Record keeping -Federal guidelines -Income statement analyzed by Board of -Management of budge -Comparable data Trustees, Administrative -Annual audit Council, and Board of Regents Payroll, -Set pay period for -Timesheets -Payroll on schedule Verification by direct Workstudy, Full- employees -Contracts and letters of -Annual audit supervisor, then to payroll Time and Part- -Special payroll employment office, CFO Time -Direct deposit -Instructional support Employees -Cafeteria 125 plan programs -Federal regulations Fee collection -Courses coded -Student coding -Low accounts Business Office collects through the -Financial aid posted processing deadlines receivable information, reviewed by Business Office -Payment method -Financial aid deadlines -Unpaid fees the CFO and discussed in determined -Rate of information -Business Office the appropriate -Billing dates set processing survey workgroup; proposed -Student satisfaction changes are taken to the Administrative Council Purchasing -Vendor approval -Purchase Order (PO) -Vendor survey Reviewed by the Business -Funds available request submitted -Timely pay to Office on a semester basis -PO order amount -PO approval vendors and results posted on (bids) -PO tracking -Approval time chart -Major repairs measures -Remodeling projects -Closure dates of PO and invoices Facilities -Preventative -Prioritizing requests -Number of jobs Facilities and maintenance Maintenance maintenance -Budget completed supervisors, reviewed -Daily work orders -Management software -100% complete on within the department and critical work orders shared with the CFO -Customer satisfaction Facilities -Facility request form -Facility request -Internal and Information reviewed by Management: -Time of use? received external complaints facilities coordinator, then Buildings, -Who is requesting -Prioritization of request -Number of times to the CFO (not routinely Grounds, -Size of group -Request confirmation facilities are collected and reviewed) Transportation -Which facility is being unavailable requested -Miles driven -Alternative facilities available Safety and -Prepare federal -Site safety team -Comparative data Dorm managers and Emergency reports -Publication of policies on federal reports Director of Student Life Response -Posting of emergency in housing handbooks -College housing review data and share it phone numbers -Evacuation drills reports with the Board of Trustees -Posting of evaluation -Time on evacuation and Director of Safety plan drills -Publication of security information

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6P4. Managing Student and Administrative Support Services The key student and administrative services are managed on a day-to-day basis by processes outlined in the Process Management column found in Figures 6.1 and 6.3. The support services have well defined processes, including time frames, which allow for efficient management. One key process relating to this area is the work request ticket for maintenance and technology repairs. This process has been instrumental in serving both student and employee needs and is currently being revised to provide more timely action on submitted requests. The establishment of a 24/7 Help Desk for online learning support was another recent initiative designed to streamline and improve technology services to students and staff. The College‘s Intranet, available to all employees, serves as the tool for submissions requests and outlines the specific process for requests. Figure 6.3 Student Support Services Processes

Student Support Services Processes Process Key Process Process Needs Process Measures Use of Results Management Enrollment and -Admissions application -Student -Goal attainment Collected by CAO, Advising -Pre-assessment satisfaction -Graduate Survey –- analyzed by various -Enrollment -Advisor survey Student satisfaction teams and committees -Advisor assignment -Transfer -Successive enrollment institution Recruitment -High school contacts -Feedback from -Enrollment trends by Program areas review -Faculty letter to counselors high school and program review data, students -Set high school programs areas FTE monitored by the -Senior Day visit schedule -Program review Board of Trustees, -College Planning -Phone calls -Admissions monthly monthly reports Conference -Computer update reviewed by admissions Program specific database of -Number of students staff, Vice-President of recruiting activities students receiving awards Student Affairs and the President Scholarship and Federal grants and -Student -Number of ad Reports viewed by the Financial Aid loans application / suspensions Student Success Team, -Endowment section -Number of student Scholarship Committee scholarships -Award appeals and Administrative -Academic/activity notification -Student satisfaction Council scholarships -Semester review / renewal of award Course - Administration of -Enrollment in -Student success in Program review data Placement placement exam appropriate developmental courses discussed by (Compass, work keys) courses –Annual -Success in Instructional -Establish placement review of cut successive course department, review of scores scores -Number of students data by Student incorrectly placed Success Team Housing -Dorm Application -Roommate -Full dorms -Payment plan questionnaire -Student and housing -Assignment of room, Coach and surveys roommate student requests -Participation numbers Collected by Student -Number of Life Office, shared with rooms available Dorm Managers; Activities -Student Senate -Student input Student satisfaction reviewed by Director of meetings -Budget Student Life and Vice- -Club participation concerns President of Student -Campus special events -Attendance Affairs; reviewed by records various teams and Food Service -Contracted service -Monthly student -Cafeteria survey committees, and the -Tiger Deli meetings -Daily usage President and Board of -Campus special events -Deli Director -Profit Trustees responsible for menus and supplies AQIP Category 6 Supporting Institutional Operations page 74

Athletics -Promote programs -Practice/event -Team/individual -Provide opportunities scheduling success for student athletes to -Eligibility reports -Annual Audit compete -Academic needs -Budget balance Bookstore -Maintain store supplies -Textbook -Customer service Reviewed by the -Order books from request forms survey Director of Bookstore faculty requests -Project -Annual audit Operations and the enrollment -Books provided on Vice-President of time Business Services Library Services -Student access to -Feedback from -Student satisfaction Reviewed by Director of reference materials faculty and -Productivity rating Library Services and -Orientation on Library students CAO use Health Services -Assessment and -Referrals from -Satisfaction survey Submitted to Director of treatment of physical students/employ -Referral numbers Student Life and shared and mental health ees with the Board of -Health promotion -Referral to Trustees in monthly -Maintain records outside agencies report -Federal and state guidelines Tutoring Provide tutors and -Establish need -Usage records Information shared with tutorials for most and assign tutor -Academic records of Student Success Team subjects -Monitor usage users and CAO and academic progress

6P5. Documenting and Sharing of Support Processes Depending on the process, the College utilizes several forms of documentation. The Intranet site is used for sharing of minutes from support area meetings. Monthly PACE meetings allow information sharing from different support areas. The minutes of these meetings are then shared with employees through workgroups. The administration at Cowley encourages workgroup initiatives. Through shared documentation of AQIP Action Projects and strategic plan initiatives, employees are informed of current process targets and are encouraged to participate on Action Project teams. The AQIP Systems Portfolio is also a form of documentation of support processes. It is reviewed by employees during all-college in-service activities and updated based on employee feedback. All employees are encouraged to use data on existing processes when developing personal CIP (Cowley Improvement Plan) goals for the year and to identify appropriate measures to determine the success of their plan.

Supporting Institutional Operations RESULTS (R)

6R1. Collecting and Analyzing Measures of Student and Administrative Support Services The AIM document serves as one of the main tools for data analysis at the College. Every employee has access to view the document and utilize the information to make improvements and changes. The AIM document is an interactive document that is updated as information is collected throughout the year and is available to all employees at a protected location. Many of the process measures in Figures 6.1, 6.2 and 6.3 are recorded in this document. To help with the analyses of student academic data, the Global Learning Outcomes team was established to evaluate academic needs and refine academic processes. Academic Department Program Review, completed on an annual basis, is also a process that requires data collection and analysis.

6R2. Results of Student Support Processes Based on the results of the 2013 NOEL Levitz Student Satisfaction Survey (Table 1.7) and the 2013 Graduate Survey, students indicated improved satisfaction in all service areas at the College. Table 3.4, Satisfaction with Campus Support Services, also indicates satisfaction by the students. AQIP Category 6 Supporting Institutional Operations page 75

Dormitory Satisfaction (Table 6.1) is tracked annually and the information used by the Dorm Manager and the Student Affairs office to improve services related to dorm living.

Table 6.1 Dormitory Satisfaction Dormitory Satisfaction Survey 2010-2011 2011-2012 2012-2013 Percentage of Percentage of Percentage of Three Year Academic Year Strongly Agree or Strongly Agree or Strongly Agree or Average Agree Responses Agree Responses Agree Responses

I felt safe & secure in the dormitories. 0.82 0.96 0.95 0.91 The dorm personnel were available 0.67 0.82 0.79 0.76 when needed. Mail was delivered timely and 0.60 0.81 0.75 0.72 accurately. I was pleased with the variety of 0.48 0.82 0.75 0.68 things to do on campus. I enjoyed the selection of food in the 0.21 0.26 0.24 0.24 cafeteria. Overall Satisfaction 0.59 0.73 0.73 0.68

The Clery Act Information in Table 6.2 demonstrates that Cowley College has a zero tolerance for drug and alcohol usage. The College supports and endorses the Federal Drug-Free Workplace Act of 1988 and the Drug- Free Schools and Communities Act amendments of 1989. This report only includes those incidents that had at least one offense. Table 6.2 Clery Act Information—Campus Crime Statistics Number of Offenses Category Type 2010 2011 2012 Criminal Offenses- Sex offenses – Forcible 0 1 1 on campus Burglary 2 5 2 Motor vehicle theft 1 0 0 Criminal Offenses - Sex offenses – Forcible 0 1 0 Residence Halls Burglary 0 2 1 Criminal Offenses - Robbery 1 0 0 Public Property Arrests - Drug law violations 3 7 5 on campus Liquor law violations 16 16 6 Arrests - Drug law violations 3 3 3 Residence Halls Liquor law violations 16 14 5 Disciplinary Actions Drug law violations 2 2 1 -On Campus, & Liquor law violations 27 13 24 Residence Halls Disciplinary Actions Liquor law violations 0 1 0 -non-campus Arrests – Public Drug law violations 0 1 2 Property Liquor law violations 0 1 0

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6R3. Results for Administrative Support Processes The College also values stakeholder satisfaction in the areas of administrative support. Most administrative support processes focus on the financial status of the institution. Three process measures tracked in the Business Services area are the age of paid invoices, age of purchase orders, and age of purchase requests as shown in Table 3.7. Table 6.3 shows the percentage of cash carryover for the last four years. Current cash carryover represents 31.50 percent of the current budget.

Table 6.3 Cash Carryover

6R4. Using Information and Results to Improve Service The key support areas use information and results to improve their services. This is illustrated in Figures 6.1 to 6.3 under the column labeled Process Measures. Processes at the College have committees or a Presidential appointee who oversee each key process. The tables demonstrate how each area utilizes the information collected in making process changes. In addition, many of the College‘s service areas submit reports to be reviewed at the Board of Trustees meeting each month. Counseling, health services, housing, and student activities are some of the student services reviewed at each Board meeting. Depending on the service area, other time frames for analysis are more appropriate. For example, the Bookstore works on a semester cycle, so a bi- annual review works best in that area. Recent changes based on employee feedback include a change in the textbook request system for faculty. To improve the accuracy of textbook selections for courses, instructors now have access to an electronic system that allows them to select textbooks and resources for each course that is taught. In response to feedback from instructors and students, the online help desk offerings were expanded in coverage to include more instructor support.

6R5. Comparative Performance Results AIM document Goal Measure 14 includes results regarding campus security. The Noel-Levitz performance gap for safety and security, as well as the campus crime incidents reports, both provide comparative data. Other Noel-Levitz questions regarding student support services are also collected and analyzed on a yearly basis. In addition, national values are used for comparative financial aid reports. Where no comparative data is used, the College uses three-year trend data.

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Supporting Institutional Operations IMPROVEMENT (I)

6I1. Improving Processes Related to Supporting Institutional Operations The College routinely collects and analyzes all goal measures contained in the AIM document. Once the data is collected, it is analyzed by the responsible party, committee, director, or administrator, as shown in Figures 6.1 to 6.3, process improvement discussions are initiated as needed. To help improve the communication of support process goals and measures, these will become part of the monthly PACE meetings and also reviewed at the College Coordinating Council monthly meetings A current target for improvement is the process of collecting feedback from student stakeholders. Due to the large numbers of surveys administered by the College, a new team has been formed to look at consolidation of current surveys into one survey that would assess most support processes, such as the Bookstore and Business Office.

6I2. Setting Targets for Improvement Improvement targets are developed by the appropriate committee and individuals and, if needed, presented to the Administrative Council and the Board of Trustees for approval. Workgroups are also encouraged to submit projects to address targeted areas for improvement for inclusion in the annual strategic plan. . Several current initiatives exist in this area. The revised textbook request system from the Bookstore was implemented in the Fall of 2013 to improve and streamline the instructor selection of textbooks and supplemental materials. The Buildings and Grounds Department is currently revising the work-order request system and processes related to work-order requests to improve the timeliness of work-order completions for both students and employees.

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AQIP Category Seven MEASURING EFFECTIVENESS

Introduction The collection, management, and analysis of data are essential to any institution seeking to improve processes. Cowley College uses one main computer system for data tracking, a series of accountability measures, and departmental and individual strategic plans to assist in the identification of data that is important to the College. This category is written based on current processes, although these processes may be changing based on the adoption of a new Learning Management System in the fall of 2014 and a proposed new Student Information System during the 2014 academic year. Based on current practice, areas of alignment include 7P1 and 7P4, with the development of the AIM document and other web query tools. If a new SIS is adopted, then processes for selecting, managing and using information will need to be revised accordingly. The development of a new College Coordinating Council is designed to help in the analyses and sharing of information and data. Priorities for improvement include training more employees on how to collect and analyze data, and better dissemination of data to work groups so that improvement targets can be set and goals measured. Training employees on the use of the SIS will also be needed, if a new system is implemented.

Measuring Effectiveness PROCESSES (P)

7P1. Selecting, Managing and Using Information and Data to Support Programs and Services Data is selected and collected to meet internal and external reporting needs, both required and voluntary, with the majority of the institution‘s data being collected in the student information system, Jenzabar PX. The College has had the same student information system since 1991; this system can be modified to collect additional data points and meet changing needs. The system includes the following applications: Student registration and academic history Admissions and recruitment of students Financial Aid Student Billing (Accounts Receivable) Fiscal (General Ledger and Accounts Payable) Payroll and personnel Recent data collection items have been added for analysis of marketing data and management of data provided by the National Student Clearinghouse. Data is selected using input from various groups and is used to understand the student population and to determine student and employee needs and satisfaction. Members of the Administrative Council, AQIP Steering Committee, Academic Affairs, and other groups on campus regularly review available data and its implications for the institution and institutional processes. Groups also review and analyze additional data and determine methods for obtaining new information resources. Management of data is primarily through the student information systems, and its web query feature, which allows trained personnel to securely query information in the student information system via the internet. The College will be transitioning to a new LMS and a proposed new SIS in 2014. Determining what data to collect varies by department measures, for example, each department in Business Services develops one key measure; tracks progress on the measure, then evaluates, and modifies services as needed. This process continues with other departments in a similar way. In addition to the student information system, other data sources are available including: Integrated Postsecondary Education Data System (IPEDS) Surveys

Strategic Planning Survey Results

Noel Levitz Survey Results

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Financial Audit Report

Graduate Survey Results

Kansas Board of Regents (KBOR) Data Collection System and Performance Agreements

Student Persistence and Success Rates (multiple dimensions available for review)

Standard Supplies Use by Department

Web Server Statistics

Employees also have the ability to access data through Campus Connect resources including Purchase Order Receiving, FTE Summaries by multiple dimensions, employee payroll and deduction information. All full-time employees have access to the information relevant to their jobs. Part-time employees have access to data as needed based on the job duties assigned. The College provides VPN capabilities for all employees so that information can be accessed from an off-campus computer. Other data management systems include: Faculty Access site Nebraska Book System—online bookstore Library Systems—Follett online book search, Films on Demand, and General Databases Raiser‘s Edge software for Endowment CONNX for Microsoft Office interfacing with student information system ANGEL learning management system The College relies heavily on internal and external stakeholder surveys, such as graduate, strategic planning, departmental, dorms, food service, and wellness team. These surveys provide good trend data on students and employees. Comparative data is obtained through the National Community College Benchmarking Project (NCCBP) results and peer comparison reports. Some employees have access to the Kansas Board of Regents Institutional Research site and reports. These reports are shared with internal and external stakeholders. National Student Clearinghouse data has recently been added as a data source. The distribution of data and performance information is through program specific documents and through the Accountability and Institutional Measures (AIM) document, which is available to all stakeholders and represents all functions of the institution

7P2. Selecting, Managing and Using Performance Data for Planning and Improvement Core Criteria 5D. The institution works systematically to improve its performance. 1. The institution develops and documents evidence of performance in its operations. 2. The institution learns from its operational experience and applies that learning to improve its institutional effectiveness, capabilities, and sustainability, overall and in its component parts.

With guidance and feedback from all employees, the College‘s nine institutional Key Measures were transformed into the Accountability and Institutional Measures (AIM) document over the course of the 2008-2009 academic year. The AIM project, directly tied to the institution‘s mission and commitments, provides the College community with updated performance data on a monthly basis. Institutional measurements are updated at various times during the academic year with several updates occurring on a monthly basis. The Director of Institutional Research is responsible for the maintenance of the AIM document and distributes an updated version via email and publication on the College‘s website on the third Monday of each month. This date was selected to correspond with the monthly meeting of the Board of Trustees. Data from the document is reviewed by members of the administration and AQIP Steering Committee on a monthly basis, feedback sought from College employees at regular intervals, and measurements revised as needed (CC5D1). At present, the AIM document is comprised of 71 individual measurements divided into sixteen goal categories and six sections corresponding to the College‘s commitments and the Cowley Improvement Goal of Student Success (Table 7.1). These measures are used by the administrative council and other groups on campus, and they provide a dashboard of institutional effectiveness (CC5D2). Figure 5.2 lists goal measurements currently included in the project.

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Table 7.1 Accountability and Institutional Measures

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As part of planning and improvement, all instructional areas complete an annual program review process (Appendix D). These reviews ensure programs continue to function at a high level and meet the needs of the institution. During this process, the Director of Institutional Research provides a dataset for each program at the beginning of the fall semester. Faculty members work together to analyze data and comprise recommendations to the Vice President of Academic Affairs. The information is then analyzed and used to help in the revisions of the Academic Plan.

7P3. Determining Data Collection, Storage, and Access Needs Department needs relating to information and data collection, storage, and accessibility are determined in a variety of ways. Each spring, the Vice President of Information Technology develops a technology upgrade plan based on input from all the College departments and oversees technology infrastructure. The goal is to have all computer equipment put on a rotating four-year replacement plan while placing the newest equipment in the most advantageous locations. This includes not only desktop computers but also centralized data collection and storage servers. The College collects a $3 per credit hour technology fee from students to partially fund these upgrades. This is combined with other budgeted College funds and various state and federal grant monies to assure that the technology remains current. Data needs are determined through a variety of ways. The annual program review of academic departments requires specific data for academic needs. As the departments develop key measures of student success in the program areas, data needs will determine availability and source. A process is then developed to gather the data on a regular basis. Faculty and staff are also encouraged to request data as needed for assessment and change (e.g. remedial education success and needs). The Director of Institutional Research works with small groups and individuals to identify data needs and provide members with data tools such as web query and student information system interfaces to enhance efficiency and improve accuracy. Accessibility to data is provided through a variety of methods. The Vice President of Information Technology and the Computer Services Department are charged with balancing the easy accessibility of the data with the requisite security of the information. This is managed through ―access control lists,‖ passwords, and PIN numbers. The Director of Institutional Research assists all members of the College community in obtaining data needed for decision making, working with departments to streamline and automate data processes, and to assist with other related needs.

7P4. Analyzing and Sharing Information and Data Regarding Overall Performance Core Criteria 5D. The institution works systematically to improve its performance. 1. The institution develops and documents evidence of performance in its operations. 2. The institution learns from its operational experience and applies that learning to improve its institutional effectiveness, capabilities, and sustainability, overall and in its component parts.

Performance data is shared and analyzed by a variety of groups on campus to meet changing needs; for example, the Business Services‘ team analyzes the aging and paying of invoices under the guide of the EVP of Business Services. Data related to the Technology Upgrade Plan is reviewed by the VP of Information Technology. Enrollment reports are analyzed by the VP of Student Affairs. Academic reports are analyzed by the VP of Academic Affairs. Each administrator is responsible for analyzing the data related to their service area (CC5D2). This data is then used to develop strategic initiatives for the following year or to make modifications in existing processes. Data is shared at meetings or disseminated via email. The AIM document is reviewed and analyzed by each responsible VP, and the AIM document summary page combines all indicators to provide an overall dashboard. Administrative Council reviews performance data and reports data to the Board of Trustees. Key institutional measures such as, FTE measurements, persistence and success rates of students, student satisfaction survey results, employee satisfaction survey results, and AIM results continue to be updated and available to all employees via the College‘s Internet and Intranet (CC5D1). Information submitted to state and federal agencies, as well as comparative data, are available to anyone on those agencies‘ web sites. More individualized data that needs to be limited to certain departments or employees is protected by either passwords or PIN numbers. Instructors can see the individual assessment scores of only students enrolled in

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their classes. Others, such as the Vice President of Academic Affairs or the Director of Institutional Research, can see all the individual scores in order to analyze the overall effectiveness of the assessment.

7P5. Determining Needs and Priorities for Comparative Information and Data The College determines the needs and priorities for comparative data based on what the data is needed for and the availability of the data sets. A recent example occurred when the College was looking at the success of the developmental education courses. A request for data was made by the CAO to the Director of Institutional Research with the desired parameters. Data was collected with peer institutions through IPEDS and shared with the teams that were working on change initiatives to improve current success rates. The criteria for selecting comparative data is usually nationally published and available sources, specifically sources that divide the data from higher education into smaller peer groups, like 2-year, nonprofit institutions. Cowley has participated in the National Community College Benchmarking Project (NCCBP) since 2010. This project allows for the selection of a benchmarking peer group of participating schools by selecting schools most like Cowley using the following IPEDS data categories: total enrollment, institution size category, and geographic region. The College is an active participant in the Kansas AQIP (KAQIP) group and through this group, shared data measures have been determined to help provide comparative data on some institutional measures. A recent change was also made to move from a college developed employee survey to the Noel-Levitz College Employee Satisfaction Survey. This change has provided Human Resources with needed comparative data. Cowley reviews the NCCBP peer comparison results annually and produced a NCCBP three-year peer comparison trend report in September 2013. Cowley is still working to improve in the area of selecting and using comparative data and in finding comparative sources outside of the higher education community.

7P6. Aligning Information Analysis with Institutional Goals To help align work group goals with institutional goals, the College developed a process as part of a recent action project, The Cowley Improvement Project (CIP). As part of this project, the College determines a campus – wide goal, based on data from the past year, and then this goal becomes the focus for the individual job improvement targets and for work group goals. Work groups are further aligned through goals determined by data that is collected and reviewed by the appropriate vice-presidents of the service area. The sharing of data analysis follows the process discussed in 7P1. Results of internal and external stakeholder surveys are reviewed and communicated in all college meetings, small group and team meetings, and individually. The AIM document aligns with the College mission and covers instructional and non-instructional programs. Sharing between service areas occurs through formal and informal means. One useful tool is PACE meetings, used to communicate progress towards departmental goals across the institution.

7P7. Ensuring Effectiveness of Information Systems and Processes The Vice President of Information Technology and key personnel in the Computer Services Department manage access to information and insure the security of information systems through the use of ―access control lists,‖ passwords, and PIN numbers. The technology upgrade plan insures that information system components are replaced regularly and equipment is kept up to date. Student information is stored in Jenzabar PX student information system, which has online data security, backup routines, and off-site data storage. The Computer Services Department uses a work request system and monitors the timeliness of work requests completion.

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Measuring Effectiveness RESULTS (R)

7R1. Measuring and Analyzing the Effectiveness of Information and Knowledge Management Measures associated with the performance and effectiveness related to information systems are included in the AIM document, Goal Measure 5: Effectiveness of Support Services. Measure 5.2 tracks technology work order completion rates. The computer services‘ online work order ticketing system is used to monitor the number of tickets generated in a variety of areas and the response times for those tickets since having working devices and technology tools are essential for work place functions. Other measures are specific to the technology tool being used. ANGEL learning management allows tracking usage in a variety of categories, for example, ANGEL student log-ins are analyzed by day and time to determine the time of lowest use so the system maintenance window for the learning management system could be set during the time of lowest student usage. CLAWS Web Query usage is tracked by number of times users run reports. Website page views are tracked and reviewed regularly.

7R2. Measuring Effectiveness and Meeting the Institution’s Needs The most compelling evidence for the effectiveness of a management system is how it helps the institution accomplish its mission and goals. The process of data collection distributed through the AIM document is used to improve both instructional and non-instructional areas and is used to find issues and to change or reinforce current practices. Payment of invoices, Table 3.7, and custodial cleanliness, Table 3.8, are just two examples. Other measures in AIM do a better job in directly reporting student assessment results (CAAP, etc) and are viewed by the CAO. Trend data can be exhibited for past years due to the consistency of data collection and the use of the same SIS system. Another important measure of an effective management system is its ease of use and flexibility to changing needs. Cowley has the ability to retrieve trend data quickly using CONNX, CLAWS Web Query tools, and direct query of our SIS, to respond to emerging needs. Satisfaction with the current process is measured through the Employee Satisfaction Survey, (Figure 7.1). This measure suggests that employees have what they need to do their jobs. Another measure used is the Quality Climate and Infrastructure Survey as shown in Table 4.4.

Figure 7.1 Employee Satisfaction—Campus Culture and Policies

Fall 2012

Standard Valid Standard Valid Mean Mean Gap Deviation Responses Deviation Responses Campus Culture and Policies Importance (1="Not important at Satisfaction (1="Not satisfied at all", 5="Very important") all", 5="Very satisfied") This institution promotes excellent employee-student 4.65 0.51 68 4.07 0.65 68 0.57 relationships This institution treats students as its top priority 4.76 0.46 68 4.00 0.83 68 0.76 This institution does a good job of meeting the needs of 4.71 0.49 68 4.00 0.86 68 0.71 students The mission, purpose, and values of this institution are 4.28 0.69 68 3.51 0.82 68 0.76 well understood by most employees Most employees are generally supportive of the 4.29 0.65 68 3.62 0.91 68 0.68 mission, purpose, and values of this institution The goals and objectives of this institution are 4.44 0.58 68 3.70 0.87 67 0.74 consistent with its mission and values This institution involves its employees in planning for 4.41 0.66 66 3.18 1.18 68 1.23 the future This institution plans carefully 4.43 0.68 68 3.46 0.98 68 0.97 The leadership of this institution has a clear sense of 4.68 0.50 68 3.35 1.14 68 1.32 purpose AQIP Category 7 Measuring Effectiveness page 84

This institution does a good job of meeting the needs of 4.43 0.61 68 3.72 0.81 68 0.71 its faculty This institution does a good job of meeting the needs of 4.38 0.57 68 3.49 0.91 68 0.90 staff This institution does a good job of meeting the needs of 4.26 0.59 66 3.88 0.69 66 0.38 administrators This institution makes sufficient budgetary resources 4.53 0.63 68 3.72 0.97 67 0.81 available to achieve important objectives This institution makes sufficient staff resources 4.44 0.61 68 3.54 0.97 68 0.90 available to achieve important objectives There are effective lines of communication between 4.51 0.61 68 2.87 1.06 68 1.65 departments Administrators share information regularly with faculty 4.47 0.63 68 2.87 1.02 68 1.60 and staff There is good communication between the faculty and 4.53 0.64 66 3.28 1.06 67 1.25 the administration at this institution There is good communication between staff and the 4.47 0.63 68 3.19 1.15 68 1.28 administration at this institution Faculty take pride in their work 4.67 0.50 67 3.88 0.83 67 0.79 Staff take pride in their work 4.64 0.57 67 3.93 0.82 67 0.72 Administrators take pride in their work 4.65 0.51 68 3.79 0.91 68 0.85 There is a spirit of teamwork and cooperation at this 4.57 0.70 68 3.16 1.10 68 1.41 institution The reputation of this institution continues to improve 4.79 0.44 68 3.66 1.15 68 1.13 This institution is well-respected in the community 4.79 0.41 68 3.96 0.90 68 0.84 Efforts to improve quality are paying off at this 4.63 0.49 68 3.63 0.94 68 1.00 institution Employee suggestions are used to improve our 4.44 0.66 68 3.21 1.07 68 1.24 institution This institution consistently follows clear processes for 4.46 0.78 68 3.19 1.09 67 1.26 selecting new employees This institution consistently follows clear processes for 4.43 0.74 67 3.47 0.93 66 0.96 orienting and training new employees This institution consistently follows clear processes for 4.30 0.78 67 3.64 0.98 67 0.66 recognizing employee achievements This institution has written procedures that clearly define who is responsible for each operation and 4.36 0.69 66 3.38 1.03 66 0.98 service

7R3. Comparing Results with Other Higher Education Institutions The College has been challenged to find comparative data for the performance results of measuring effectiveness. One source of comparative data is with the satisfaction of the process as measured through the Noel-Levitz Employee Satisfaction Survey. The College recently used the Quality Climate and Infrastructure Survey that was administered as part of the strategy forum attended in 2011. Through this survey, it was determined that employees are satisfied with the processes used in measuring effectiveness. Through the KAQIP group, the plan is to develop a common survey that will be taken by the participating KAQIP schools to provide comparative data on this measure. Another measure used by the technology department is the ability to provide data in the reports used in data analysis, like the NCCBP results, Noel-Levitz results, IPEDS data, and KBOR Comparison Reports.

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Measuring Effectiveness IMPROVEMENT (I)

7I1. Improving Current Processes and Systems for Measuring Effectiveness Recent improvements in this category have focused on the access of information and providing tools for sorting information in the database. CLAWS Web Query was implemented to provide web based self-reporting tools for employees. Another recent initiative is working with the Educational Advisory Board‘s Community College Forum to identify and implement best practices in several areas of the institution. The College relies on a consistent process of data collection but also one that is flexible to meet the report needs of work groups and administration. The College is currently exploring the adoption of a new Student Information System that will allow for better integration with enrollment management, student LMS and for tracking of student success data.

7I2. Setting Targets for Improvement Using data from the Employee Survey, Quality Culture, and Infrastructure Survey, technology support tickets, as well as feedback from work groups, the VP of Information Technology sets targets for improvements. These goals are shared with the administrative council, academic council, coordinating council, and student services groups are then added to the strategic plan based on priorities for most impact for student success. The AIM document is revised periodically to reflect institutional changes and to include changing state requirements. Current targets for this area include changes in the Learning Management System and training of all faculty members in the use of the new system. The other major target is the review and recommendation of a new SIS, and the training that will occur if the new SIS is adopted.

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AQIP Category Eight PLANNING CONTINUOUS IMPROVEMENT

Introduction ―Planning Continuous Improvement‖ has become a critical focus during the past year. The College recognized that this was an opportunity for improvement. Cowley has shifted the institutional focus to the Strategic Planning Process but since this portfolio is due before the new process will be implemented, many of the processes mentioned in Category 8 will be modified in the 2014 academic year. The College has been systematic in most processes related to planning continuous improvement. Opportunities for improving the planning process have included a long-range facilities studies, conducted in the spring of 2014, and the drafting of an academic strategic plan by the VP of Academic Affairs. These two pieces will be integrated with the Strategic Planning Process to help in the selection of short- and long-term strategies (8P2). This should also help in the coordination and alignment of the planning process (8P4) and in linking instructional strategies and action plans to the strategic plan (8P6).

Planning Continuous Improvement PROCESSES (P)

8P1. Key Planning Processes The College currently uses the Mission Statement and Statement of Institutional Purpose, Figure 8.1, to guide strategic planning. The amount of resources available is considered while building the strategic plan. The planning process involves key areas of the institution, with each key area providing a part of the plan for the strategic plan; for example, the CAO develops an academic plan for the instructional office based on departmental program review and stakeholder feedback. The Business Office sets plans based on the Business Office survey and stakeholder feedback. A facilities plan guides the use of facilities and proposes future facilities needs. Figure 8.1

8P2. Selecting Short- and Long-Term Strategies The President of the College currently determines the short and long term goals of the College. These are developed through discussions with employees, board members, community stakeholders and Administrative Council. The administration analyzes data trends, changes in higher education, stakeholder input, economic forecasts, and regional changes to determine and prioritize strategies for vision of the College.

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2012-2013 Goals Emphasize and seek quality improvement in all aspects of institution Improve student success Improve quality of instruction Expand and evaluate online instructors Raise more private money Invest in new program and/or activity to enhance enrollment Maintain main campus enrollment at 1000 FTE or more Improve graduation (completion) rate Improve student retention Explore opportunities for improving student learning Provide more classes in Mulvane Create more housing opportunities for students who wish to live in Arkansas City Continually improve customer service to better meet all needs Improve the transition between Cowley and other secondary, post-secondary, and ABE/GED institutions Improve the success of students in the core areas of financial literacy, research, and ethics In addition to these short term goals, the College has goals associated with the Kansas Board of Regents (KBOR). The KBOR Performance Agreement Goals and Measures (Appendix H) are determined using stakeholder feedback and relate to the Foresight 20/20 goals of the KBOR. Another set of goals are developed in relation to the AQIP action projects. These goals are determined using various data sets and stakeholder feedback.

8P3. Developing Key Action Plans to Support Organizational Strategies Administrative Council does the majority of the strategic planning with input from the employees of the College. Many members of the Administrative Council serve on the AQIP steering committee and College Coordinating Council, and some most action plans are established based on strategic planning. Summary of the current Strategic Planning Process: Plan development will occur in late spring/early summer by administration Departmental or unit meetings should be held to gather information on suggested strategies with information sent forward to the supervising administrator throughout the year Each employee shall complete a Cowley Impact Plan that relates to the one strategic initiative established by the administration All data reports will be compiled into a document prior to decision-making by administration The administration will establish the strategic plan in the later part of spring semester and early summer semester each year An administrative retreat may be used for strategy sessions Board retreat, or meeting, shall be utilized for strategic planning presentation and approval Strategic plan will be communicated to all employees during the fall all-college meeting

8P4. Coordinating and Aligning Planning Processes The College offers a web-based Strategic Planning Survey in the fall to all stakeholders to gather data on the perceived future needs at the College. The survey is completed by students, faculty, staff, administration, community members, and business and industry leaders. The data collected by this survey help the College determine major needs for improvement. To develop plans at the departmental level, the process relies heavily on College employees establishing cross-functional teams within their areas of responsibility. Cross-functional membership enables each team to view a broader picture and to develop more appropriate plans.

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The planning process is overseen by the Administrative Council and the College Coordinating Council. The goal of the Strategic Planning Process has one purpose, organizational success. The process is reliant on data driven decision making and input from all employees and stakeholders on every level.

8P5. Defining Objectives, Selecting Measures, and Setting Performance Targets The departmental plans are compiled into one planning document at the Administrative Council. The council then submits the plan to the Board of Trustees for approval during the summer, and the key points of the document are shared with employees in the fall inservice. In addition to departmental goals, the College Administration collects information from every college employee through the use of the Cowley Impact Project (CIP). The CIP is a data driven broad goal for the College, which includes one major objective for the College. The objective in the CIP is generally tied directly to a KBOR performance agreement. The CIP goals are tracked at the department level.

Strategic Planning Timeline: Start of Fall Semester: Each employee completes a Cowley Impact Project form based on college strategic goal and discusses with supervisor Fall – Spring: Work to impact strategic goal, following activity documented in Cowley Impact Project

April 15th: Data gathering occurs for strategic planning; compiled into one document; data reports due

Late Spring Semester: Each employee meets with supervisor to discuss his or her Cowley Impact Project

Late Spring and Early Administrative council completes new strategic plan for the Summer: following academic year

Start of Fall Semester: The new strategic plan is communicated to all employees

8P6. Linking Strategy Selection and Action Plans Core Criteria 5.A. The institution’s resource base supports its current educational programs and its plan for maintaining and strengthening their quality in the future. 1. The institution has the fiscal and human resources and physical and technological infrastructure sufficient to support its operations wherever and however programs are delivered 2. The institution’s resource allocation process ensures that its educational purposes are not adversely affected by elective resource allocations to other areas or disbursement of revenue to a superordinate entity. 3. The goals incorporated into mission statements or elaborations of mission statements are realistic in light of the institution’s organization, resources, and opportunities. 4. The institution’s staff in all areas are appropriately qualified and trained. 5. The institution has a well-developed process in place for budgeting and for monitoring expense.

The College supports physical and technological infrastructure and teaching modalities with solid funding. From a human resources perspective, the College has the resources and funding available to instruct in face-to- face, interactive delivery, and online methods at all campus locations using both full-time and part-time personnel. Support personnel include online instructional support staff, as well as desktop computer support specialists (CC5A1). Faculty and instructional personnel submit proposals for new faculty requests to the Administrative Council, and new hires occur based on these needs. Technology infrastructure is updated on a regular basis to handle the growing demands of alternative delivery methods. AQIP Category 9 Building Collaborative Relationships page 89

The College is working toward a formal model to the budget process. Current strategy sends action plans to the Executive Vice President of Business Services. Priority plans are funded first, ensuring that funding is available. Projects and plans are presented to the Executive Vice President of Business Services by different departments after that and, if resources are available, they are funded. If resources and funds are not available and cannot be acquired, the project or plan will not be approved. The mission statement guides budgetary decision making. The philosophy is education and teaching receives priority funding, receiving 41% of budgetary funds. Money is allocated elsewhere after funding academics. The College maintains a cash carry-over value that is sufficient to fund the academic programs if other resources become limited (CC5A2). The College is always looking for ways to increase funding and productivity. Classroom space is limited at times, and the management of course scheduling alleviates possible issues without encumbering funding to build additional classrooms. The College uses zero-based budgeting, and the budget process begins with departments requesting funding. The requests are reviewed by the Executive Vice President of Business Services and sent back to the department chairs for revisions as needed (CC5A5). Academic departments are at the heart of being responsible for advancing student learning and are the primary funding source. Department chairs are responsible for tracking department spending and for requesting additional funds if needed. Budgeted funds and expenditures can be accessed at any time through the CLAWS system, and department heads receive a monthly statement from the Executive Vice President of Business Services showing the percentage of funds spend and the balance of remaining funds (CC5A3). All hiring is done through human resources; the director of human resources and supervisors ensure employees are appropriately qualified and trained to perform their duties at peak efficiency. A recent AQIP action project is working on developing a process to help provide needed training to all employees. This will allow work group supervisors to select training modules appropriate to their service area (CC5A4).

8P7. Assessing and Addressing Risk in the Planning Processes Administrative Council and the President determine short and long term goals based off of data driven decisions. This includes learning outcomes and student success and satisfaction in comparison with peer institutions. If a plan is not cost efficient, or is not in line with the mission and goals of the institution, it will not be included in the strategic plan. The planning process itself is based on cost effectiveness and perceived benefit to the College.

8P8. Ensuring Faculty, Staff and Administration are Nurtured Employees of the College attend a college-wide in-service at the beginning of the spring and fall semesters. This in-service includes training and overviews of the new action projects, plans, and the goals of the College. Department chairs, supervisors, and administrators offer open lines of communication for employees that have additional questions or concerns. The College has developed an action project team responsible for professional development of employees, which will include education of strategic planning and organizational strategies. The College is also utilizing the Cowley Impact Project to give employees a voice in strategic planning, which helps enhance the nurturing and development of employees. When new strategies have a direct effect on a work group, training is provided for all employees involved. One example of this is when a switch was made to use an online MSDS system. All employees were given training on how and where to locate the web-based system.

Planning Continuous Improvement RESULTS (R)

8R1. Measuring and Analyzing Effectiveness of the System for Planning The College uses data driven decision making to determine the effectiveness of the strategic plan. When new goals are developed, goal measures are also identified to assess goal obtainment. The College-wide Global Learning Outcomes Teams reviews annually many of the key indicators to determine effectiveness of academics and student performance.

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A variety of other surveys and collection methods are used to determine effectiveness, the list includes: CAAP Work Keys Noel-Levitz Employee Survey Stakeholder Survey Advisory Committee/Council Reports ‗Tell it to the President‘ Reporting Academic Department Program Reviews Graduation and Completion Rates DFW Rates Retention Rates Anecdotal Discussions with all Stakeholders Graduate Survey Employer Survey Labor Market Reports Accountability and Institutional (AIM) Quantitative Trend Data Cowley Improvement Project Measurements National Community College Benchmarking Project (NCCBP) Data KBOR Performance Measures

8R2. Performance Results for Accomplishing Organizational Strategies and Action Plans The College uses KBOR performance agreements (Appendix H) and learning outcome data (Appendix C) in part to determine the success of action plans. The AIM document also tracks performance results in relation to trend data over three periods. The College can view accomplishments or areas for improvement through the use of that document. Individual CIP goals are tracked through the departments.

8R3. Projecting Performance Targets KBOR performance agreements are on a 1-3 year cycle; those performance agreements are the targets or goals for the College, as shown in Appendix H. In addition to performance agreements, AQIP action projects are also on a 1-3 year cycle and develop goals in relation to the strategic plan.

8R4. Comparing Results with other Higher Education Institutions Using data from national organizations is one way the College compares to other organizations. The Collegiate Assessment of Academic Proficiency (CAAP), WorkKeys Assessment, IPEDS graduation rates, and National Community College Benchmarking Project (NCCBP) provide comparison data to other peer institutions nationally, statewide and across the region. These measures are shown in the AIM document and serve as benchmarks for comparison and as performance targets in goal obtainment.

8R5. Evidence of an Effective System for Planning Continuous Improvement Specific goals are set primarily through the use of committees working on action projects. Those committees have identifiable and measureable goals as a whole. The Global Learning Outcomes Team establishes academic achievement goals for all students of the College. Those goals are presented to Academic Affairs on an annual basis. CAAP and WorkKeys assessments are included in the Global Learning Outcomes presentation, among a multitude of other goals. Each goal is measured, data collected, and evaluated. After evaluation, determination is made for a course of action, which the suggested action is presented to Academic Affairs. Each service area of the College has identifiable goals and measures associated with their functions (Figures 6.1 to 6.3). All goals and measures are assessed by their effectiveness and reported through the Administrative Council.

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Planning Continuous Improvement IMPROVEMENT (I)

8I1. Improving Processes Related to Planning Continuous Improvement While it is noted that the College accomplishes many goals, the lack of a comprehensive strategic plan was identified as an issue. The President and Administrative Council are in the process of adopting a new strategic planning model. The new model involves a capital plan, which should improve with resources in the short and long term. The plan is meant to be resource loaded and move the College forward to a desired state of institutional performance. The College will continue to focus on the mission and review performance indicators based on the mission. The goal is to develop a Mission Statement that more accurately describes the focus of the College with measureable goals.

8I2. Setting Targets for Improvement Improvements are chosen based on data. If performance indicators demonstrate a need for improvement, Administrative Council, the AQIP steering committee, and the President will focus on improving those processes. The culture of Cowley College allows for continuous improvement via the AQIP process and data-driven decision making. All employees were given a Quality Culture and Infrastructure Survey in 2011. As a result of this survey, the College provided training in quality management and teamwork, and a new Action Project team is currently exploring ways of using employee CIP goals in institutional planning. Employees will continue to be informed at in-service meetings so they understand the College is committed to continuous improvement through strategic planning and the AQIP process.

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AQIP Category Nine BUILDING COLLABORATIVE RELATIONSHIPS

Introduction Cowley College is a rural community college with a heavy dependence on local partnerships. The mission of the community college is to provide services to the community; however, the mission and service area have grown with the development of outreach facilities in several other locations and the development of instructional delivery through distance learning modes such as IDL/ITV, telecourses, hybrid, and online courses. Due to the commitment and expansion of the College to provide educational services to all in the service area, collaborative relationships have also expanded. The current economic atmosphere has also caused the College to place a greater emphasis on building collaborative relationships to better meet stakeholder expectations and needs as overseen by the VP of Academic Affairs. Key Collaborative Relationships, Figure 9.2, reveals the relationship of collaborative partnering that supports the mission of the College ―to provide learning excellence and personal enrichment in an open access environment,‖ either directly or indirectly. Input from these relationships, obtained through both formal and informal methods, helps improve the quality of services provided for the students and community. Shared information communicates future needs and trends, allowing the College to act informatively and in a timely manner. Without this information, it would not be possible to develop a long-term vision to support the mission. The College strives to build positive relationships with supplying organizations, transfer organizations and student services organizations (9P1, 9P2 and 9P3). These areas have appropriate goals and measures and defined process management. Improvement targets in the area of seeking new partnerships (9P6) are ongoing and modified based on changes at the community and state level.

Building Collaborative Relationships PROCESSES (P)

9P1. Building Relationships with Supplying Organizations Feeder Institutions Building relationships with feeder institutions is critical to the success of Cowley College. Relationships are prioritized based on the number of students attending Cowley from the outlying institutions, starting with the two major unified school districts (USDs) in Cowley County: Arkansas City High School and Winfield High School. The top ten feeder counties and schools for the Academic Year 2012-2013 are listed in descending order in Figure 9.1. Residents in Cowley County districts support the College through tax support and attendance at Cowley events. To build relationships with these institutions and other area schools, the College holds a principal/counselor day, where attendees are treated to lunch, entertainment, and a chance to hear about new programs being offered. The admissions office holds transfer visits to area students and offer personalized tours to students visiting campus. Potential students can use the Cowley website to complete enrollment documents and to inquire about college programs. The College has clear guidelines for incoming students, both first-time students and transfer students. Dual Credit Enrollment In addition to classes on the Arkansas City campus, Allied Health Center, and Mulvane Center, Cowley offers courses at thirteen Kansas high schools in Cowley, Sumner, and Chautauqua Counties. Several high school sites are linked to the main campus via the Interactive Television (ITV) system. The dual credit enrollment needs are identified through participation in bi-monthly meetings with the South Central Kansas Distance Learning Network (SCKDLN) and in collaboration with area USDs. The College works with the USDs to determine dual credit enrollment policies and course offerings and works with teachers at the high schools to help in setting high school math and English curricula. In Fall 2013, the College had 375 high school students enrolled in classes for a total of 133.46 FTE. Of the 2,002 total credit hours generated, 1366 were academic hours and 636 were vocational hours.

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Figure 9.1 Feeder Schools and Counties

Recruiting Events for High School Students Each academic department invites area schools to attend specific recruitment events throughout the year. Some of the events include Math and Science Day, Cowley Arts Day, Creative Claws (humanities‘ showcase), Medical Careers Day and Career & Technical Education Day. These events are intended to bring area students on campus to either showcase Cowley programs or to give the students a chance to showcase their talents in academic areas though scholarship competitions. The College also hosts Senior Day and Junior Day to bring area students to the campus. In addition to area USDs, Cowley has seen an increase in other student populations. Due to an increase in both active and inactive military personnel, the military has become a more prominent feeder institution. Cowley is a military friendly school, providing transfer credits for military service and providing online and on ground courses for these students. Another recent increase in students is from home school associations. Cowley provides an information day for home school students and their parents to come on campus for a day of fun and to experience what the College has to offer.

9P2. Building Relationships with Transfer Organizations Articulation Agreements In addition to the general articulation set forth by the Kansas Board of Regents between community colleges and the Kansas Regent Universities, Cowley College has articulation agreements with the following universities for transfer of certain associate degree programs into specific baccalaureate degrees and programs. Kansas Regent Institutions Oklahoma Technical Schools Fort Hays University Caddo Kiowa Technical Center Kansas State University Other Institutions Pittsburg State University American Public University (APU) Wichita State University Ashford University Bellevue University Kansas Private or Technical Institutions DeSales University Baker University Missouri Southern State University. Friends University National American University (NAU) Kansas Wesleyan University Northwestern Oklahoma State University Kansas Newman University University of Phoenix Southwestern College Another recent trend is seen by students transferring from a four-year institution into the community college for specific courses related to a program of study. Cowley has implemented reverse articulation agreements with several area colleges to allow for more seamless transfer of credits between institutions. Figure 9.2 outlines the key collaborative relationships that exist between the college and various partner groups. AQIP Category 9 Building Collaborative Relationships page 94

Figure 9.2 Key Collaborative Relationships Key Collaborative Relationships Partner Nature of Relationship Institutions State colleges, universities and community Transfer articulation, information sharing, faculty colleges sharing, consortia, partner programs Distance learning partnerships, recruitment, Unified school districts - changes within technical education, dual credit Superintendents/principles, area high schools and enrollment, articulation agreements, TRIO middle schools programs, partners in grants, high school mathematics and English curricula Community College Board of Trustees Elected officials, policy approval Cowley First (economic development), Workforce Training opportunities, placement, economic Alliance of South Central Kansas, Chambers of development, skills assessment Commerce Alumni, Athletic Department boosters (Tiger Financial support, participation at College events, Booster Club), Endowment Association members, committee membership, strategic planning community members Area associations and civic organizations, e.g. Joint community projects, service learning Chambers of Commerce, Rotary, art councils, etc. initiatives City and county government and social agencies Support, public safety, health services

Business and Industry Guidance in curriculum development, support, Advisory committees providing student instruction, information sharing, training, student employment Customized training, credit/non-credit training, Key business and industry partnerships, e.g. providing equipment and/or facilities, student Rubbermaid, Calmar, RPPG, Ponca City Kawaski placement, curriculum and equipment review, and numerous financial and healthcare institutions internships, advisory committee representation Governmental and Regulatory Agencies Kansas Board of Regents Governance, program approval Licensing Boards - State Board of Cosmetology, State Board of Emergency Medical Services, State Accreditation, certification of programs Board of Nursing, Kansas Department of Health and Environment State and federal agencies Budgeting, governance, grants and funding Higher Learning Commission Accreditation, AQIP

Education Relationships Relationships with entities that receive Cowley students vary according to the nature of the entity. The two major receivers of Cowley students are transfer institutions and workforce employers. The majority of the students attending Cowley are intending to transfer to other institutions. Because of this, it is important that courses taken at Cowley transfer to a student‘s chosen university, college, or program. This is facilitated through annual core curriculum meetings between faculty of the state higher learning institutions that help define the competencies for the course. Relationship building occurs through the formation of articulation agreements and program guides. It

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is important that students moving from Cowley to another educational institution have the courses that they need for transfer into the intended program of study. Relationships are also developed and maintained through advisor meetings with transfer institutions, such as the annual Wichita State University advisors luncheon. These meeting are both informative to Cowley employees and help build relationships between entities. The College also provides a location for admissions staff of transfer institutions to come onto campus and promote their college to the students. To help determine the needs of the four-year institutions, annual state meetings of deans and directors are attended by Cowley representatives. These meetings provide valuable discussion and feedback from transfer institutions. More recent relationships have been established to help provide students with courses or programs needed for career options. When the nursing shortage became an area focus, Cowley partnered with another community college to bring a nursing program to the area. With this partnership, Cowley provided the prerequisite courses needed for transfer into the nursing program and provided a location for the nursing program to be held. Cowley is also providing students partnership opportunities in Medical Laboratory Technician with Barton Community College and local hospital employers, Health Services Management & Community Development (HSMCD) Associate of Arts Degree with Wichita State University and a Paramedic program with Butler Community College, Flint Hills Technical College and Neosho Community College, just to name a few. Employer Relationships Building relationships with employers is also important to the mission of the College. Relationships with local business are nurtured through several processes. Advisory Committees provide important communication and relationship building between the College and representatives from educational institutions, employers, past students and other community members. Feedback from these groups is collected and is part of the annual program review process of the departments. The Advisory Council Surveys, along with Employer Surveys, help provide information to the College regarding the success of our students and if their needs are being met. The College maintains membership in Cowley First, Kansas Workforce Alliance, and area Chambers of Commerce for assessment and understanding of employment/employer trends and needs. The College provides students for internship opportunities and job shadowing, and supplies employers with verification of degrees and coursework through the National Student Clearinghouse with FERPA guidelines. A recent employer engagement initiative through the state (KBOR/KDOE) may lead to the development of new processes and opportunities for the College. One focus of the mission of the College is on business and industry training. This is under the guidance of the CAO and involves faculty in the BCIT and CTE departments and is facilitated through direct communication between the business and the College. Career and Technical Education partnerships are essential for CTE programs and have oversight by the State through the Technical Education Authority. The College also provides internship opportunities that serve both student and employer. The Kansas Small Business Development Center is a partnership between WSU and Cowley College to build relationships with businesses and to work with existing businesses to assess and help provide training opportunities

9P3. Building Relationships with Student Service Organizations The College surveys students to ascertain their needs and prioritizes these based on the reported priority. To gain data, the College uses formal and informal methods that include the Noel-Levitz SSI, ―Tell It to the President‖ web communication, interactions with the Student Government Association, student ambassadors, and academic and student social clubs; as well as student communications with employees. Data gleaned from these groups helps focus the efforts of the College to better meet student needs. Relationships with internal and external groups who provide services to students is maintained by departments or work units that work most closely with that service area. Communication occurs on a regular basis and change is made when needed. One key external provider is Great Western Dining. They provide food service to the students in the cafeteria. Satisfaction surveys, as well as student suggestions, help to build this relationship. A more recent external service provider is an online tutoring service. The AVP for Mulvane and Online Operations maintains communication and relationships with this entity. The Renn Memorial Library is a campus facility that offers several services through external organizations, such as library consortia, data search engines, and the Kansas Library. Internal organizations providing services to students include various academic and social clubs and activities. The oversight for these groups is through the Office of Student Life. Needs are determined through student and

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employee surveys and the Strategic Planning Survey. The College has an active chapter of Phi Theta Kappa and the ACES club that provide services to students through service opportunities. A major provider of academic support is through the IMPACT Program, a grant supported program offering educational assistance to students that meet the program qualifications.

9P4. Building Relationships with Organizational Suppliers Relationships with supplying organizations are fostered by the employees who work frequently with those organizations through conversations or email. The Executive Vice President of Business Services maintains close relationships with contractors, builders and other vendors that supply services to Cowley College. The College has published policy on bidding and purchasing supplies and has a purchasing agent to research cost and to make recommendations regarding which vendors to utilize. The purchasing agent maintains close working relationships with all vendors. From a Business Services‘ perspective, the major vendors used are all long-standing partnerships. The partnerships are based on price, delivery, and service. Delivery and service are often subjective reviews of performance, but prices are periodically checked against competition for verification. To foster vendor relationships, the College strives for prompt payment. Vendor Cycle payment is measured on a monthly basis and is included in the AIM Document. New business is often solicited via bid request. Each bid includes a basis for how the bid will be evaluated. Bids are evaluated and scored based on the prescribed method, and then the ―best‖ bid is approved by the designated board member. Academic departments utilize suppliers for instructional materials and needed for specific programs. These needs are prioritized through the CAO and purchased through department funds, capital outlay funds or Carl Perkins funds, as appropriate. These purchases are also under the guidance of the EVP of Business Services.

9P5. Building and Prioritizing Relationships with External Stakeholders The College utilizes both formal and informal methods to maintain and build these relationships with external stakeholders. The College, as part of the strategic planning action project, developed and utilized a community survey to gain information and help meet stakeholders‘ needs. This survey is administered on an annual basis and is used by the Administrative Council and the BOT to help prioritize planning needs. It is imperative that all stakeholders feel that they can provide input and have a say in the direction of the College. The survey results have been very informative and are publicized along with the resulting institutional changes. The College believes that seeking and receiving input requires a response in order to maintain vital relationships. Although not all suggestions can be implemented, Cowley attempts to comply with requested changes or provide valid reasons why it cannot do so. College employees, at all levels, serve on many advisory committees and boards that help to establish, maintain, and build relationships. Additionally, most employees attend a wide variety of external local, regional, and State meetings to foster relationships. Academic collaborative partners meet annually to discuss issues, progress and make constructive changes as needed. Advisory Council Surveys and the Tell it to the President web based feedback form both provide forums of community communication with academic leaders. External agencies and other partners are included in communications that are vital to those relationships, and their feedback is requested through informal methods as well as formal methods. Professional meetings held with groups, like the Kansas AQIP group, Kansas Council of Chief Academic Officers, Deans and Directors meetings, professional list serves, conferences, and webinars, all provide valuable feedback regarding the quality of our programs and services. The Alumni and Endowment office maintains relations with stakeholders through annual mailings and events. The annual fund raisers help provide scholarships to students. Alumni news is shared through the website and through the Alumni magazine. The College strives to be visible in the community through functions designed to build relationships with area schools. Participating in local parades, county and state fair booths, supporting the local food pantry and various volunteerisms of services are a few examples of community building activities. Instructors at the College serve on advisory boards of area school districts, serve as judges for competitions in the community, and make recruitment visits to local schools.

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Sharing Facilities Cowley College has a beautiful campus, and the College is proud to share our facilities with local, regional, and state organizations. During the academic year 2012-2013, approximately 40 organizations held over 100 events at the College‘s Wright Community Room, Brown Theatre, and the McAtee President‘s Dining Room. The College provides these facilities at no cost, in most cases. Being involved in community activities helps to build relationships within the community. The College is active in events like Arkalalah Harvest Festival and Old Settler‘s Day. The ACES Community service program provides volunteer for local functions. In addition, many Cowley employees are active in civic groups and organizations. The Golden Tiger‘s activities are under the guidance of a board of community members to gain feedback on the needs of the senior population. The College encourages outside agencies to use college facilities and has a clear process for the request of facilities.

9P6. Meeting Partnership Needs One of the most effective ways of communicating with partners is through traditional two-way methods. Advisory Councils are a great way for external stakeholders to give input to instructional and CTE programs. Advisory Council members are chosen based on their relationship with college faculty and the role they play in hiring Cowley graduates. These advisory boards have been instrumental in bringing about changes in curricula and equipment and in promoting relationships. Cowley often uses surveys to provide data to ensure stakeholders‘ needs are being met. Surveys are administered to advisory board members, employers of graduates in technical programs, students, administration, and members of the community in regard to the following: quality of instruction, perception of the College, and various interoffice topics. Qualitative data is obtained through informal anecdotal methods such as telephone conversations, and visits. This data, while qualitative in nature, provides a great avenue for stakeholders to express their true opinions without placing their concerns on a formal written survey or evaluation. The College seeks feedback from special events, such as principals/ counselors day, and through meeting with local USD‘s. Feedback is also obtained from Golden Tiger Board members and participants. Attendance at special events is collected and used as a measure of meeting the needs of certain partnerships. Attendance numbers for performing arts events, Golden Tiger‘s activities, and events like Senior and Junior Day, and department recruiting events are also tracked.

9P7. Building Relationships Among Internal Stakeholders Good communication is a key aspect of improving relationships within the College, and communication is fostered in several ways. Departments hold monthly meetings to communicate information to department members. Many teams are cross-discipline and cross-functional, like the Student Affairs Council, AQIP Teams, Academic Affairs Council, and faculty focus teams. Use of cross-functional teams requires working relationships between departments and open doors to further communication. Employees are encouraged to attend the College Board of Trustees meetings, and the minutes of the meetings are distributed by email to all college employees. To help facilitate better communication, the administrators participate in a ―listening tour‖ to travel through the various departments and visit with focus groups. Key communication tools include college email, ANGEL (LMS) email, Department LMS shells for sharing department information, the News Peek webpage, college website, and the College Intranet. Communication often includes part time employees, as well as full time employees. Cowley‘s website continues to grow and develop, providing students, employees, and other interested parties with valuable information about the College and its functions. The internal Intranet website, which is exclusive to Cowley employees, provides resources helpful in day-to-day functions. The Faculty Access Site hosted on the Intranet also provides resources and information to all instructors, both full-time and part-time. Anyone who visits the website can find the ―Tell It to the President‖ tab that allows him or her to send any concern, comment, or accolade directly to the President. This form of feedback is very beneficial, and an appropriate member of the College follows up with each person who initiates a submission. Valuing employees is a focus of the College. All employees are encouraged to participate in professional development opportunities, with the College providing financial support for off-site conferences and workshops. A recent AQIP initiative is focusing on providing more PD opportunities at times that allow employees to attend. Topics for training are determined through employee surveys and other communications. All employees are asked to fill out an annual Cowley Improvement Plan (CIP) with their personal goal to improve student success.

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These plans are a way for employees to communicate their goal to their supervisor and for the College to help provide the employee for the tools they need for goal success. Another way the College builds relationships is through recognition programs. Special recognition is given monthly to employees who have birthdays that month by way of the published monthly calendar. Special events are held to honor years of service and retirements. Other methods of recognition and rewards are being evaluated by a new AQIP team.

Building Collaborative Relationships RESULTS (R)

9R1. Collecting and Analyzing Measures of Building Collaborative Relationships Measures of collaborative relationships that are used on a regular basis include advisory surveys and survey of stakeholders (Table 1.3) and the Strategic Planning Survey (Table 2.5). The results of these surveys are analyzed and reviewed by the appropriate College official. The College also collects data on students attending recruitment events and on the use of facilities by community groups. Numbers are also tracked for attendance at college sponsored events and enrollment and participation in Golden Tigers activities. Dual credit enrollment numbers are tracked, and feedback is sought from the local USDs through personal conversations. Other key measures include tracking the number of Business and Industry course sections offered and the number of students enrolled in these training courses. In conjunction with the KBOR, the College developed an institutional goal to expand partnerships. This goal was measured by monitoring new partnerships established, with a target of five new partnerships per year and an increase in courses offered in conjunction with new partnerships. This performance agreement was tracked over a three-year period and successful results were achieved.

9R2. Performance Results in Building Relationships Results for key measures of performance in this area are collected and displayed in the AIM document. Two key areas are Business and Industry training and the Golden Tigers participation numbers. Based on data analysis, the College is not seeing a growth in Business and Industry training (Table 9.1) although the number of students enrolled in courses increased. This is discussed in section 9I1. Table 9.1 Business and Industry Training

Academic Year 2009- 2010- 2011- 2012- 4 Year 2010 2011 2012 2013 Average Number of Business and Industry course sections offered 6 14 8 8 9 to service area companies Number of students enrolled in B&I course sections 67 128 70 90 88 offered to service area companies

Golden Tiger enrollment numbers are reviewed by the Golden Tigers Board and have been consistent with no areas of concern, as shown in Table 9.2). Table 9.2 Golden Tigers Program

Academic Year 2009- 2010- 2011- 2012- 4 Year 2010 2011 2012 2013 Average Total enrollment in all course 1,098 1,026 1,228 1,035 1,097

Total number of courses offered 64 53 65 70 63

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Cowley College hosts campus events targeted at recruiting future students (Table 9.3). These events are sponsored by different departments and the Admissions Office. The College is investigating a process that does not require a manual analysis of the effectiveness of these recruiting events by tracking how many students that enrolled had attended a recruiting event. Table 9.3 Recruiting Events Recruiting Events Number Student Attendees Recruiting Event 2010-2011 2011-2012 2012-2013 Medical Careers Day 66 75 58 Math and Science Day 100 100 100 Cowley Arts Day 160 174 79 Junior Day 131 136 92

Performance of Cowley transfer students at Wichita State University and Kansas State University is detailed in Table 1.1 and Table 1.2. Performance data of Cowley transfer students at all State/Municipal Universities in Kansas is published on the KBOR web site at the KBOR Data, Research & Planning Center. Community service is one measure of building relationships in the community. The number of community service hours performed by Academic Civic Engagement through Service (ACES) in 2012-2013 increased approximately 25% from the previous year (Table 9.4). Table 9.4 ACES Volunteer Community Service Hours per FTE

Academic Year 2009- 2010- 2011- 2012- 4 Year 2010 2011 2012 2013 Average Number of Community Service Hours 15,939 13,813 17,315 18,004 16,267.75 FTE 6,066.13 6,568.60 6,406.81 6,329.23 6,342.70 Community Services Hours per FTE 2.63 2.10 2.70 2.84 2.57

Internal stakeholders are also surveyed through the Employee Satisfaction Survey that is administered on an annual basis (Table 9.5). The results of this survey can be found in the AIM document. Table 9.5 Overall Employee Satisfaction Average Overall Satisfaction Percentage 2010-2011 2011-2012 2012-2013 86 85 84

9R3. Comparison of Performance Results with Other Organizations Comparative data is not available for all of the performance measures in this category, but it is utilized whenever possible. Career and Technical Education (CTE) measures and Business and Industry training data have some common measures. Literature review (Chronicles of Higher Ed, Community College Monthly) allows the College to review performance as compared to best practices and new or continuing programs at other institutions, so inference can be made on our institutional performance.

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Building Collaborative Relationships IMPROVEMENT (I)

9I1. Improving Processes Related to Building Collaborative Relationships Cowley College strives to be responsive to the needs of both internal and external partners. New programs and training opportunities are just one area of recent change. Based on feedback from a local USD, the College developed a program called AHMPP (Advancing Health and Medical Professions Program) to provide dual credit enrollment opportunities in the area of science and healthcare. Other programs for local high schools are being developed to meet the needs for more advanced studies for high school students. Feedback from local Business and Industry and CTE surveys has led to the development of new training modules and new partnerships. A grassroots initiative was started in 2012 in response to the rising cost of health insurance. An off-shoot of the insurance team, a Wellness Team, was formed from employee volunteers. This group has implemented programs and challenges across the organization to increase health awareness and employee fitness. The showpiece of this effort is the ―Biggest Loser‖ challenge where volunteer teams compete in weight loss and other fitness challenges. This process created a ―oneness‖ across the campus through friendly rivalry, increased the awareness of exercise and diet, and resulted in a combined weight loss of over 600 pounds total in one semester. This team continues to offer opportunities for employees to improve individual and collective wellness. The benefits, from a collaborative perspective, ―feel‖ as big as the health perspective. The College is responsive to local Business & Industry needs. In discussing past performance and needs with a Rubbermaid executive, it became apparent that the College could help provide the needed training for that company. This led to more collaboration on training for Rubbermaid employees regarding the lay-out and marketing of specific programs. Other recent improvements in this category focus on communication strategies. A Faculty Athletic Communications Team was formed to provide an academic point of view to the coaches and athletic director. An updated Strategic Planning Process is being developed for implementation in 2014. This will improve the planning process and will integrate collaborative relationships in the planning process.

9I2. Setting Targets for Improvement The culture at Cowley allows employees to provide input into all aspects of the College vision. These are tied to the Strategic Planning Process where employees are encouraged to change the face of the institution when changes are needed and supported by data. The College frequently reminds all employees that their input is valuable and that they can shape the future of the College and improve their work processes. While it is recognized that Cowley has made progress in this area, the College will continue to evaluate opportunities for collaborative relationships, monitor existing relationships, and make changes as needed. The College is open to input from faculty and staff for ideas for programs and collaborative relationships. A culture of assessment, analysis, and change for improvement is institutionally accepted practiced at the College and remains a consistent focus at faculty, staff, and administrative meetings. Communications with businesses and community members provide the College with an understanding of their needs and reflect our level of involvement in the community. Cowley seeks input and guidance as a result of open and effective communication practices and interaction.

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Appendix A

Cowley College Programs and Degrees

Associate of Arts Associate of Applied Science ACCOUNTING ACCOUNTING CLERK AGRIBUSINESS AUTOMOTIVE TECHNOLOGY ANTHROPOLOGY ADMINISTRATIVE OFFICE MANAGEMENT ART LEGAL OFFICE ASSISTANT BUSINESS ADMINISTRATION EARLY CHILDHOOD EDUCATION COMPUTER INFORMATION SCIENCE COSMETOLOGY CREATIVE WRITING CRIMINAL JUSTICE CRIMINAL JUSTICE DIETETICS DATABASE ADMINISTRATION ENTREPRENEURSHIP & BUSINESS LEADERSHIP EDUCATION - ELEMENTARY & EARLY CHILDHOOD GRAPHIC DESIGN EDUCATION/ELEMENTARY – PET/WSU MACHINE & TOOL TECHNOLOGY EDUCATION/SECONDARY MANUFACTURING TECH—MECHATRONICS EDUCATION/SECONDARY - PET/WSU MEDICAL CODING EDUCATION - ELEMENTARY & EARLY MEDICAL TRANSCRIPTION CHILDHOOD—FH EDUCATION - ELEMENTARY & NONDESTRUCTIVE TESTING TECHNOLOGY EARLY CHILDHOOD—SW ENGLISH PARAMEDIC—EMS GOLF COURSE MANAGEMENT WELDING TECHNOLOGY GRAPHIC DESIGN Associate of Science Degree HEALTH & PHYSICAL EDUCATION HEALTH SERVICES MGMT & COMMUNITY AGRICULTURE (Pre) DEVELOPMENT BIOLOGY HISTORY CHEMISTRY HOTEL & RESTAURANT MANAGEMENT CHIROPRACTIC (PRE) INFORMATION SECURITY COMPUTER SCIENCE LAW (PRE) DENTISTRY (PRE) LIBERAL ARTS DENTAL HYGIENE MASS COMMUNICATIONS ENGINEERING (PRE)—MANUFACTURING, WSU MANAGEMENT INFORMATION SYSTEMS ENGINEERING (PRE) MUSIC ENGINEERING TECHNOLOGY—PSU/OSU PARAPROFESSIONAL EDUCATOR ENVIRONMENTAL HEALTH POLITICAL SCIENCE FORENSIC SCIENCES PSYCHOLOGY MATHEMATICS RECREATIONAL LEADERSHIP NURSING (PRE) RELIGION PHARMACY (PRE) SOCIAL WORK PHYSICAL THERAPY (PRE) SOCIOLOGY PHYSICS SPORTS MANAGEMENT/SPORTS ADMINISTRATION PRE-ATHLETIC TRAINING THEATRE MEDICINE (PRE) MORTUARY SCIENCE (PRE) Associate of General Studies Degree VETERINARY MEDICINE (PRE) INSTRUCTIONAL TECHNOLOGY & DESIGN Vocational Certificate LEADERSHIP (Business Emphasis) LEADERSHIP (EMS Emphasis) AUTOMOTIVE TECHNOLOGY LEADERSHIP (GENERAL) LEGAL OFFICE ASSISTANT WEB DESIGN LEGAL OFFICE SUPPORT WEB DESIGN OFFICE CAREERS COSMETOLOGY Other CRIMINAL JUSTICE ADMINISTRATOR IN TRAINING PROGRAM MACHINE & TOOL TECHNOLOGY CERTIFIED NURSING ASSISTANT MANUFACTURING TECHNOLOGY - Mechatronics CHILD CARE MEDICAL OFFICE SUPPORT MEDICAL CODING (Certificate B) MEDICAL TRANSCRIPTION NUMERICAL CONTROL PROGRAMMING WELDING TECHNOLOGY

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Appendix B AQIP Quality Culture and Infrastructure Survey AQIP Quality Culture and Infrastructure Survey Questions: 1. How far have we come to infuse the principles of continuous quality improvement into the organizational structure of the campus as it relates to: A. Are campus leaders visibly involved with continuous quality improvement initiatives on campus? B. Are campus members knowledgeable about the function of the AQIP Steering Committee? C. Does the campus visibly support quality initiatives (not just AQIP action projects)? D. Does campus leadership regularly solicit ideas for process improvement projects? 2. How far have we come to infuse the principles of continuous quality improvement into the everyday work lives of campus members as they relate to: A. Are we providing training to campus members about continuous quality improvement? B. Are we providing motivation and encouragement to participate in quality improvement initiatives? C. Are we keeping the campus informed about action projects (AQIP or otherwise)? D. Are we sharing successes and accomplishments of action projects with campus members? E. Are we communicating our quality development goals to campus members effectively? 3. How far have we come to infuse the principles of continuous quality improvement into the operations of the campus as it relates to: A. Are we willing to make improvements on our own initiative? B. Are we using data to inform our decision making processes? C. Are we continuously improving the daily operations of the college? D. Are we effective at building momentum if improvement efforts slow? E. Are we using measures/results to tell us how effective we are in our quality improvement efforts? F Are we learning from failures to avoid making future mistakes? Responses: Sliding Scale: 1–We have not yet begun. 2–We are making some progress. 3–We are about half way to full integration. 4–We have fully integrated the principles of continuous quality improvement into this aspect of our campus culture. Note: Numbers below for each question represent percentage. 1. How far have we come to infuse the principles of continuous quality improvement into the organizational structure of the campus as it relates to: Semester Fall 2011 Fall 2012 Fall to Fall Change Sliding Scale: 1 2 3 4 1 2 3 4 1 2 3 4 1.A 1.23 17.18 44.17 37.42 0.59 15.98 55.03 28.40 0.64 1.20 10.86 -9.02 1.B 1.84 26.38 46.63 25.15 1.18 28.24 51.18 19.41 0.66 1.85 4.55 -5.74 1.C 1.84 17.79 50.31 30.06 0.58 23.98 46.20 29.24 1.26 6.19 -4.11 -0.82 1.D 1.84 19.02 44.79 34.36 1.22 21.34 40.85 36.59 0.62 2.32 -3.93 2.23 2. How far have we come to infuse the principles of continuous quality improvement into the everyday work lives of campus members as they relate to: Semester Fall 2011 Fall 2012 Fall to Fall Change Sliding Scale: 1 2 3 4 1 2 3 4 1 2 3 4 2.A 2.45 23.93 41.10 32.52 0.59 27.65 42.94 28.82 1.87 3.72 1.84 -3.69 2.B 1.23 23.93 47.85 26.99 3.53 31.18 42.35 22.94 2.30 7.25 -5.50 -4.05 2.C 1.85 20.37 50.62 27.16 1.17 20.47 40.94 37.43 0.68 0.10 -9.68 10.27 2.D 1.23 19.02 44.79 34.97 0.58 23.39 39.77 36.26 0.64 4.37 -5.02 1.29 2.E 0.61 25.77 48.47 25.15 0.60 30.54 44.91 23.95 0.01 4.77 -3.56 -1.20 3. How far have we come to infuse the principles of continuous quality improvement into the operations of the campus as it relates to: Semester Fall 2011 Fall 2012 Fall to Fall Change Sliding Scale: 1 2 3 4 1 2 3 4 1 2 3 4 3.A 2.45 13.50 44.17 39.88 0.00 15.29 49.41 35.29 2.45 1.80 5.24 -4.58 3.B 1.23 19.63 44.17 34.97 1.17 20.47 52.63 25.73 0.06 0.84 8.46 -9.24 3.C 0.63 18.13 40.63 40.63 0.00 12.87 47.95 39.18 0.63 5.26 7.33 -1.44 3.D 1.23 23.31 47.24 28.22 1.18 31.18 51.76 15.88 0.05 7.86 4.53 12.34 3.E 1.23 12.96 45.68 40.12 1.18 22.35 50.59 25.88 0.06 9.39 4.91 14.24 3.F 1.23 20.25 48.47 30.06 1.18 19.00 51.00 29.00 0.05 1.25 2.53 -1.06

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Appendix C Global Learning Outcomes Assessment Skills Outcome Assessment Tool Results 2012-2013 Communication Skills Students will demonstrate the ability to Scores on CAAP writing exam were within the write in an accurate, correct, and CAAP standard deviation of the national average. understandable manner. Students will demonstrate the ability to Students scored a 5 scaled score on the Reading for comprehend written information and WorkKeys and CAAP Information WorkKeys assessment above the goal of analyze, summarize, and apply what a 4. has been read to a specific task. Students scored in target area (good/excellent range Students will demonstrate the ability to Rubric in Public of 5 or higher average on scaled 8 point rubric) in speak in an accurate, correct, and Speaking classes voice/delivery usage in public speaking course. Scale understandable manner. score: 5 Students will demonstrate the ability to Survey in Interpersonal 98.5% of students scored in good/excellent range on maintain positive relations with others Skills Classes Interpersonal Skills Survey. and resolve conflicts. Computational Skills Students will demonstrate the ability to Scores on CAAP mathematics exam were within the apply mathematical concepts and CAAP and standard deviation, and above the national average. reasoning by analyzing and using WorkKeys Students scored a 5 scaled score on the applied numerical data. mathematics WorkKeys assessment: goal > 4. Critical Thinking/Problem Solving Skills Scores on CAAP critical thinking exam were within Students will demonstrate the ability to CAAP the standard deviation and above of the national recognize and define problems. average. Students will demonstrate the ability to Technical Program Certification of students completing technical devise and implement solutions. Degree completion programs was at 90%, well above the 70% goal. Computer/Technology Skills Students will demonstrate computer Failed to meet the 20% increase goal from pre to Skills Assessment literacy skills to achieve academic and post test on the Skills Assessment Manager Manager career goals. (19.31%). Students failed to score in target area Students will demonstrate the ability to Public Speaking (good/excellent range of 5 or higher average on retrieve and manage information course scaled 8 point rubric) in the preparation of sources in through the use of the internet. public speaking course. Scaled score: between 3-4 Citizenship Skills Students will demonstrate or Noel-Levitz institutional Noel-Levitz institutional question #3 gap between experience an awareness of cultural, question #3 satisfaction and importance was 0.16 (goal:> 0.7) social, and artistic diversity. Students will demonstrate or Noel-Levitz institutional Noel-Levitz institutional question #7 gap between experience ethical principles such as question #7 and satisfaction and importance was 0.2 (goal: less than honesty, integrity, and tolerance. academic integrity 0.7). Academic integrity violations were .0155 per violations FTE, failing to meet the goal (.001 incidents per FTE) Students will demonstrate or Failed to reach goal of 70% of students successfully Personal Finance and experience knowledge necessary to completing Personal Finance (69.08%) and Financial Financial Literacy achieve financial stability. Literacy (46.67%). Students will demonstrate or Community Skills Average score on Community Skills Assessment experience civic responsibility through Assessment survey survey was 82.77% (Goal: Over 70%) community involvement. Students will demonstrate or Community Skills Average score on Community Skills Assessment experience work together in a group to Assessment survey survey was 82.77% (Goal: Over 70%) reach a common goal.

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Appendix D Program Review Process

The program review process at Cowley County Community College requires faculty to critically review their programs in several areas to determine the quality of each program. When faculty have completed their yearly reviews, they are sent to the department chairs who review and write a departmental synopsis and forward it to the CAO for analysis. The findings will cause immediate change as needed and guide the strategic academic plan.

Key Components Introduction Operational Aspects Introduction Section Facilities Review Career Cluster Information Budget Analysis Transferability and Articulation Equipment and Technology Analysis

Student Learning and Success Logistics Average Course GPA by Faculty Status Headcount (Duplicated) by Faculty Status Average Course GPA by Campus Site FTE by Faculty Status (FT versus PT) Grade Distribution Percentage Number of Declared Majors in Program ABC rate by Instructional Mode Number of Graduates Program Specific Programmatic Student Percentage of Sections by Faculty Status Learning Data and Explanation (data can FTE by Campus Site be gleaned, as appropriate, from CAAP, FTE Percentage by Campus Site pre/post-test, common final, certifications, Headcount (Duplicated) by Campus Site employer evaluations, SAMS, etc. and Number of Courses Offered and faculty written statement describing how Cancelled by Site program learning is assessed and ensured) Number of Courses Closed by Site CTE Program Indicators of Success Average Course Capacity Percentages by o Program Completion Rate Site o Certification/Licensure Rate Percentage of Sections by Location by o Positive Placement Rate Faculty Status o Input to Program (Enrollment) FTE by Student Gender

FTE by Student Ethnicity FTE by Student Objective FTE by Student Degree Assessment of Program Unique Accomplishments Analysis of Student Learning based on Community Need/CTE Advisory Committee Data or Academic Advisory Council Input and/or Job Outlook for Program Future Plan to Increase Student Engagement Future Plan to Increase Student Success Goals for Program Improvement

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Appendix E Course Placement Guidelines

WRITING/ENGLISH ACT Cowley College Course Placement COMPASS Score ASSET Score Subject Score ABE*** 0-20 23-29 EBE2208 English Composition 21-69 30-40 ----- Supplemental Seminar 70-100 ENG2211 Composition I or 60+ Writing & 41-53 20+ 80+ Reading

Reading ACT 33 Cowley College Course Placement COMPASS Score ASSET Score Subject Score ABE*** 0-25 23-28 EBE2208 English Composition 26-70 29-40 ----- Supplemental Seminar Reading Skills Well Developed 71-100 41-53 18+

MATH ACT Cowley College Course Placement COMPASS Score ASSET Score Subject Score ABE 0-22 Numerical Skills 0-16 Pre-Algebra ------0-22 Elementary Algebra 23-55 Numerical Skills MTH4411 Intermediate Algebra w/ 17-100 Pre-Algebra 23-44 Elementary Algebra ------Review 0-45 Algebra 23-30 Intermediate Alg 45-55 Elementary Algebra MTH4421 College Algebra w/Review 46-65 Algebra 31-42 Intermediate Alg 18-20

23-30 College Algebra MTH4420 College Algebra 66-100 Algebra 43-55 Intermediate Alg 21+ 0-45 Coll. Algebra 31-47 College Algebra MTH4425 Trigonometry* 46-100 Coll. Algebra 48-55 College Algebra 23+ MTH4423 Elementary Statistics 0-45 Trigonometry MTH4432 Calc for Business/Econ MTH4433 Pre-Calculus

MTH4435 Calculus** 46-100 Trigonometry 48-55 College Algebra 25+

* To enroll in Trigonometry, the student must have completed Algebra II in high school. ** To enroll in Calculus I, the student must have completed high school or college level Trigonometry or an advanced class containing Trig within the last two years. *** ESL (English as a Second Language) students who test at this level should be enrolled in English for Academic Purposes Revised 4/3/14

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Appendix F FLAGS The FLAGS system (Fostering Learning, Achievement, and Graduation Success) is an indicator of student success. When instructors record grades, at least once a week, they provide FLAG indicators for positive attributes, warning signs, and areas of concern.

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Appendix G Succession Plan for President Planned Transition Decide what experience, skills and personal attributes are The job description is crucial to selection, monitoring and needed evaluation Use a worksheet to gather information from individual board List job responsibilities members Outline required and desirable qualities and skills Use the worksheet to gather information from all or selected The job description may not require staff members experience/skills/personal attributes that are not relevant to Seek input from other constituent groups as desired the job Reach consensus or agreement on the experience and Set Salary/benefit range and contract forms attributes that are most important The Board sets the salary for the President Craft the job description to reflect Board vision for the position Pension, insurance & other benefits must be considered

Initial agreement or contract could include: 1) salary and benefits, 2) method of determining raises, 3) contract buy-period, 4) performance standards and evaluation, 5) pay-back of relocation allowance, if any, 6) training provisions and expectations, 7) any other board expectation or restrictions during the initial contract period. Adopt and follow a process of interviewing/hiring Paid travel for finalists if desirable Notify selected constituents of vacancy/anticipated vacancy. List of standard interview questions for all interviews Decide on composition of a search committee Final interviews—Board or Board & selected staff Board and Staff representatives Confidentiality must be strictly maintained throughout the Appointed by Board Chair or selected by the Board process Decide on duties of search committee Selection of top (2 or 3?) candidates Content/dissemination of advertising Exclusively the decision of the Board of Trustees Reviewing resumes Consensus if possible Initial interviews of qualified candidates Offer position/set start date Selecting finalists for interviews by full Board Adopt and follow a process for training/transition Reference checks on finalist prior to interviews Interim training period with current President if desired Role of administrative staff Formal training period Placing advertising, scheduling interviews Timeframes Executive director/staff involvement as directed by Board Monitor and evaluate performance Interview arrangements – search committee and Board Board role/oversight Places/time/format Role of staff Other considerations as outlined by Board Unplanned Transition While the search and interview process is the same for planned or unplanned transition, an unplanned transition requires immediate action in order to minimize disruption and make certain essential services are continued. Assess/control damage Notify constituents Board/Key staff work together to assess damage Appoint Interim President Assure computer records, files and legal documents remain Provide for continuation of services and operations intact and accessible Begin search process for new President (follow format for If necessary change locks Planned Succession) Decide who speaks for the College and what message will be given

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Appendix H KBOR Performance Agreement Cowley Community College Performance Report 2013

3 year Cowley Community College 2012 2013 History

Achieve participation in the state‘s higher education system that better reflects the state‘s demography and more fully engages adult learners. Target Actual Target Actual 1. Increase the number of students who successfully 2008: 2963 5000 4450 5500 5358 earn college credit through an online environment. 2009: 3415 2010: 4123 2. Increase the number of recent high school graduates 2008: 199 250 300 275 310 within the service area who successfully earn college 2009: 234 credit. 2010: 237 3. Increase the number of GED students / graduates 2008: 545 575 556 600 497 who successfully earn college credit. 2009: 486 2010: 546

Achieve measurable improvement in persistence (retention) and completion (graduation) rates for higher education across the state. Target Actual Target Actual 1. Increase the number of ABE/GED students who 2006-2008: 42 45 (2% 38 49 (3% 53 graduate from certificate or associate degree programs. 2007-2009: 44 increase) increase) 2008-2010: 37 2. Increase the fall-to-fall retention rate for first time, full- 2006-2008 Avg 54.5 Avg Avg Avg Avg. time students at Cowley College. 2007-2009 Avg 54.0 54.5 % 56.5 % 55.0 % 57.3 % 2008-2010 Avg 53.0 3. Increase the number of students earning college 2006-2008: Avg 627 Avg Avg Avg Avg certificates and/or associate degrees. 2007-2009: Avg 594 581 586 595 614 2008-2010: Avg 567

Ensure that students earning credentials and degrees across the higher education system possess the foundational skills essential for success in work and in life. Target Actual Target Actual 1. Increase the number of students who successfully 2008: 116 150 232 200 292 complete a course on financial literacy. 2009: 100 2010: 105 2. Increase the number of students who successfully N/A (new 10 12 25 29 complete a research experience program. program) 3. Increase the percentage of students who enroll in an 2008: 62.2 % 60 % 57.3 % 62 % 52.8 % Intermediate Algebra course and pass with an A, B, or 2009: 57.7 % C. 2010: 58.8 %

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Appendix I Important Links to Information

Accountability and Institutional Measures (AIM) http://www.cowley.edu/aqip/AIM_May_2014.pdf

Cowley AQIP Website http://www.cowley.edu/aqip/index.html

College Catalog http://www.cowley.edu/academics/catalog/catalog.html

Degrees and Programs http://www.cowley.edu/departments/index.html

Mission and Values http://www.cowley.edu/about/mission.html

Graduation Requirements http://www.cowley.edu/academics/catalog/gradrequirements.html

Kansas Board of Regents Website http://www.kansasregents.org/

KBOR Performance Agreements http://www.cowley.edu/aqip/perfagreement.html

Policy and Procedures http://www.cowley.edu/policy/index.html

Tell it to the President Communication forum https://claws.cowley.edu/cc3_scripts/cc_server.exe

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