Cuyahoga Community College Eastern Campus AQIP Metropolitan Campus Systems Portfolio

2008 Western Campus

Unified Technologies Center

Corporate College East

Corporate College West

Cuyahoga Community College JUNE 2008

TABLE OF CONTENTS

Institutional Overview Category 5 01. Distinctive Features 1 Leading and Communicating 02. Scope of Educational Offerings 3 Context for Analysis 65 03. Student Base, Needs, and Requirements 4 Processes 68 04. Collaborative Relationships 4 Results 71 05. Faculty and Staff Base 4 Improvement 72 06. Critical Distinctive Facilities, Equipment and Technology 5 Category 6 Supporting Institutional Operations 07. Competing Institutions/Organizations 7 Context for Analysis 73 08. Opportunities and Vulnerabilities 7 Processes 73

Results 76 Category 1 Helping Students Learn Improvement 78 Context for Analysis 11 Processes 14 Category 7 Measuring Effectiveness Results 22 Context for Analysis 81 Improvement 27 Processes 82 Results 85 Category 2 Accomplishing Other Distinctive Objectives Improvement 86 Context for Analysis 31 Category 8 Processes 33 Planning Continuous Improvement Results 36 Context for Analysis 87 Improvement 38 Processes 88 Results 90 Category 3 Understand Students’ Improvement 93 and Other Stakeholders’ Needs Context for Analysis 43 Category 9 Building Collaborative Relationships Processes 44 Context for Analysis 95 Results 47 Processes 97 Improvement 50 Results 100

Category 4 Improvement 103 Valuing People Context for Analysis 53 List of Figures A-1 Processes 55 List of Terms and Abbreviations A-3 Results 61 Improvement 63

AQIP SYSTEMS PORTFOLIO 1 Table of Contents

Cuyahoga Community College June 2008

INSTITUTIONAL OVERVIEW

Distinctive Features total $275 million. The College is accredited by the North Central Association of Colleges and Schools Ohio’s first community college, Cuyahoga to award the Associate of Arts, Associate of Sci- Community College opened in Cleveland O1 ence, Associate of Applied Science, Associate of in September 1963 after the Ohio legislature passed Applied Business, and Associate of Technical Study enabling legislation to create a statewide system degrees. The College also grants credit and non- of community colleges. Now serving more than credit short-term certificates, certificates of profi- 55,000 credit and non-credit students each year, ciency, and post-degree professional certificates. the College is a large, multi-campus, two-year public institution consisting of the Metropolitan Cam- The College was admitted into the Academic Qual- pus, an inner-city campus in Cleveland; the Eastern ity Improvement Program (AQIP) in April 2004. and Western campuses, located in eastern and western Cuyahoga County suburbs; two Corporate Cuyahoga Community College’s commitment to College® locations, also in eastern and western high quality, accessible, and affordable education– Cuyahoga County; and the Unified Technologies with an emphasis on student success and a commit- Center (UTC) for economic and workforce development to continuous improvement–is reflected in its ment, located on the Metropolitan campus [Figure mission, vision, values, and 2007-08 goals [Figure 0-1]. Since its opening, over 700,000 area residents 0-2]. The College is governed by a nine-member have attended Cuyahoga Community College. Board of Trustees [5C1]. Appointments to the Board are made by the governor (three Trustees) and by Based on state-wide academic enrollment figures, the Cuyahoga County Board of Commissioners (six Cuyahoga Community College is the fourth largest Trustees) for five-year terms, or the remainder of va- higher education institution in Ohio, including the cated terms. Dr. Jerry Sue Thornton, who has served four-year institutions. It is the 26th largest employer as the College’s President for 16 years, reports in Cuyahoga County (ranked by full-time equivalent directly to the Board. The College functions under a positions). The College’s fiscal year 2008 revenues single senior leadership structure [Figure 0-13] and

Figure 0-1 Cuyahoga County, Ohio, the City of Cleveland, and Cuyahoga Community College Campus Locations

M Metropolitan Campus U Unified Technology Center (UTC) E Eastern Campus W Western Campus 1 Corporate College® East 2 Corporate College® West M U

2 E 1

County (Includes Cleveland) n W Area: 258 square miles Population: 1,314,000

City of Cleveland n Area: 78 square miles Population: 461,000

AQIP 1 Institutional Overview Cuyahoga Community College June 2008

Figure 0-2 over 10-million people live within a 150-mile radius. Mission, Vision, Values, and Goals Northeast Ohio is also a regional center for the Mission performing and visual arts, and is home to some of To provide high quality, accessible and affordable educational the most famous and prestigious performing, art, opportunities and services–including university transfer, technical and lifelong learning programs–that promote individual and historical institutions in the world, including development and improve the overall quality of life in a the Cleveland Orchestra, the Cleveland Museum of multicultural community. Art, the National Inventor’s Hall of Fame, and the Vision Rock & Roll Hall of Fame and Museum. Cleveland’s Cuyahoga Community College will be recognized as an theater district is the second largest performing arts exemplary teaching and learning community that fosters service and student success. The College will be a valued resource and center in the country. leader in academic quality, cultural enrichment, and economic development characterized by continuous improvement, Distinctive regional demographic and economic innovation, and community responsiveness. factors that have an impact on the College’s overall Values mission and strategies include: (1) the need to To successfully fulfill the mission and vision, Cuyahoga provide postsecondary education for a wide range Community College is consciously committed to diversity, integrity, academic excellence, and achievement of individual of students, from students in need of develop- and institutional goals. We are dedicated to building trust, mental education, to honors students in both respect, and confidence among our colleagues, students, and suburban and urban environments; (2) an urban community. environment characterized by high poverty rates 2007-08 Goals To enhance our ability to recognize, measure and improve the [Figure 0-3] and low educational attainment (over College as a high performance institution of higher education, 18 percent of County residents [includes Cleveland] the College will: lack a high school diploma and less than half of • Develop and implement enrollment growth and retention the students in the Cleveland Metropolitan School strategies. • Enhance and institutionalize all student success measures District receive diplomas); (3) a shift from traditional College wide. “rust-belt” manufacturing jobs to careers in health • Initiate One College process and brand. care, financial services, information technology, and • Advance institutional efficiencies and effectiveness to provide high-quality student/customer service. other high-growth sectors; and (4) a steady loss of • Build strategic alliances to maximize student and community population [Figure 0-11], which has recently been development. reflected in flat enrollment levels.

Poverty and the lack of preparation for college are a shared system of leadership [5C1] that works in important factors. Even with low tuition and finan- service of the College mission. cial assistance, the availability of financial resources to support themselves while attending college, The College is a member of the League for Inno- along with a lack of educational goals and direc- vation in the Community College, a 19-member international organization committed to improving community colleges through innovation, experi- Figure 0-3 mentation, and institutional transformation. Cuyahoga County/City of Cleveland Residents Living in Poverty (Percent) Cuyahoga County is in Northeast Ohio, which has a population of 4.5 million, is headquarters to 26 Cuyahoga County Fortune 1000 firms, and is ranked in the top five Families Below Poverty Level 11.4% industrial markets in the U.S., with almost 10,000 Individuals Below Poverty Level 14.8% manufacturing companies and more than 2,500 City of Cleveland companies that actively participate in international Families Below Poverty Level 22.2% business. Northeast Ohio is a leader in new tech- Individuals Below Poverty Level 27.0% nology and is home to some of the finest medical United States institutions in the country, including the world- renowned Cleveland Clinic and University Hospitals Families Below Poverty Level 9.8% System. It is also the center of the nation’s largest Individuals Below Poverty Level 13.3% concentration of industrial and consumer markets; Source: U.S. Census Bureau, 2006 American Community Survey

AQIP 2 Institutional Overview Cuyahoga Community College June 2008 tion, often inhibit students’ pursuit of, and success 144 degree, certificate and university-transfer in, post-secondary education. programs. With university transfer emphasized in its mission statement, the College has developed The shift from low-skill jobs to jobs that require transfer agreements with more than 35 institutions advanced skills and higher educational attainment in 71 disciplines. The Ohio transfer module ensures requires the College to invest a significant amount that the College’s students who complete require- of resources to develop and deliver employer- ments in their disciplines of study automatically requested, career-focused training; many of these meet the requirements of the transfer module at programs are expensive to deliver. Ohio public colleges or universities [1P1]. The Col- lege is a member of The National Articulation and Cuyahoga County is home to a large number of Transfer Network, a national research and policy nationally recognized health care, medical educa- development resource that provides a repository of tion, medical research and medical technology state articulation policies and other key information institutions. The metropolitan area is served by 50 on transfer issues. hospitals; 23 are affiliated with medical schools, including Case Western Reserve University School Developmental education programs support the of Medicine. One of the College’s distinctive fea- academic and personal growth of under-prepared tures is its wide array of health careers programs students through instruction, advising, and counsel- that address the needs of this industry. Cuyahoga ing. In Fall 2007, almost one-fourth of all students Community College ranks 7th nationally among were enrolled in developmental education math two-year institutions in the number of Associate courses and more than 10 percent of all students degrees awarded in the health professions and were enrolled in developmental English courses related clinical sciences [Figure 2-10], and 47th na- [Figure 0-4]. tionally among two-year institutions for the number of nursing degrees awarded. The College has devoted extensive resources to distance learning development and implementa- Educational Offerings tion. Several types of distance learning options are offered [Figure 0-5], and nearly 12 percent of all Cuyahoga Community College offers course delivery in 2006-07 was via distance. [Figure nearly 1,900 credit courses in more than O2 0-6] [1C3].

Figure 0-4 Cuyahoga Community College Students Taking Developmental Education Courses

Math English Fall Percent of Total Percent of Percent of Total Percent of Term Number Enrolled Number Enrolled Math Enrollment Total Enrollment English Enrollment Total Enrollment 2005 6,499 69.8% 25.6% 2,985 36.2% 11.8% 2006 6,049 70.9% 24.4% 2,720 33.3% 11.0% 2007 6,168 66.9% 24.5% 2,643 32.1% 10.5%

Figure 0-5 Distance Learning Options Available to Students

Percentage of Type Description Seat Time Time Online Fully online 100% Completing a course or program without any face-to-face 0% seat time Campus sessions Online 80-99% Completing a course or program with limited seat time Limited seat time (e.g. lab sessions, clinical) Hybrid 30-79% Some face-to-face sessions replaced with online activities Split seat time with online Web-Enhanced 0-29% Face-to-face time is augmented with online activities 100% seat time

AQIP 3 Institutional Overview Cuyahoga Community College June 2008

Figure 0-6 Student Base, Needs, Growth in Distance Learning, 1975-2007 and Requirements 1975 (year) 2007 (year) Fall 2007 enrollment totaled 25,158 credit 1 Course 498 Courses O3 students (see category 2 for information 1 Section 888 Sections about non-credit students). Of these, 58 percent are 123 Students 11.7% of College FTE continuing students, 27 percent are new students, and 16 percent are returning students (having sat out at least one year). Sixty percent are freshmen In addition to credit courses, the College offers and 40 percent are sophomores. Eighty-one percent more than 500 non-credit workforce, professional of the College’s students are County residents; 59 development, and personal enrichment courses percent attend part-time; and about 40 percent each semester. The College’s Adult Learning Center are minorities. The average age of the College’s prepares individuals for college by providing com- students is 28.6 years, and 18 percent are 40 years puter-based literacy skills training, including General old or older. Each of the three campuses attracts a Educational Development (GED) preparation and unique student profile [Figure 0-7]. basic skills development. The College has offered To meet the needs of a diverse student population, GED classes for 25 years and has been an official the College pays close attention to the need for test center for five years. Adult Basic and Literacy flexible schedules and financial resources. Over half Education (ABLE) is in its 15th year at the College. of our students work. Fifty-three percent attend In 2006-07, the College provided GED preparation classes during the day only, 16 percent attend dur- and testing for 1,087 individuals and skills upgrading the evening only, and three percent attend only ing and an ESL program through ABLE for 383. on the weekends. The remaining students attend in The College’s Educational Opportunity Center (EOC) combination of schedule options. provides career, financial, and educational plan- More than 70 percent of the College’s students ning assistance to targeted populations who want receive some type of financial assistance [Figure 0-8 to enroll in degree or certificate programs. The and see 0-8 footnote]. EOC serves about 1,200 individuals each year at all literacy levels through its basic skills remediation Collaborations and life skills courses, a foundation for pre-GED programs. The College operates Key Career Place, Our collaborative relationships reinforce comprehensive career preparation centers located O4 our mission by facilitating university trans- on the College’s three campuses and at the Col- fer; helping K-12 students prepare for and transi- lege’s Unified Technologies Center. Students receive tion into college; ensuring appropriateness and re- assistance with resume writing, effective interview- sponsiveness of curriculum; providing linkages with ing techniques, job search training/resources, and healthcare institutions; attracting external funding; accesss to online job postings at no cost. and enhancing business attraction by providing a skilled workforce in our region. An overview of key The College was selected in 2005 to be a part relationships is provided in Figure 0-9; specific col- of Achieving the Dream, the national multi-year laborative relationships are shown in 9C1; internal initiative created to help more community college collaboration is described in Category 4. students succeed. It is built on the belief that broad institutional change–informed by student achieve- Faculty and Staff Base ment data–is crucial to achieve this result. The initia- The College has 2,903 employees; faculty tive is particularly concerned about student groups and staff counts are shown in Figure 0-10. that traditionally have faced significant barriers to O5 Other employee demographics are discussed in Cate- success. Achieving the Dream works on multiple gory 4. The College’s student to faculty ratio is 18:1. fronts, including efforts at community colleges and Faculty are represented by the American Association in research, public engagement, and public policy. of University Professors (AAUP). Additional bargain- It emphasizes the use of data to drive change. ing units in the College are the Service Employees

AQIP 4 Institutional Overview Cuyahoga Community College June 2008

International Union 1199 (SEIU) and the American Construction is currently underway for the Col- Federation of State, County and Municipal Employ- lege’s new Center for Creative Arts building on the ees (AFSCME). Metropolitan Campus. A joint project of Cuyahoga Community College and the Rock & Roll Hall of Critical/Distinctive Facilities Fame, the four-story Center will feature 75,000 square feet of space that will house a state-of-the- College-wide operations include 2.2 art media studio, animation lab, dance and theatre million square feet of building space and O6 studios, video editing lab, recording arts studios, 377 acres of grounds. All campuses are part of offices for the Tri-C JazzFest, and a wireless café. a wireless network. Corporate College East and The new Center will also house the Rock & Roll West offer modern conference and meeting space Hall of Fame’s library and archives, the world’s most for businesses and organizations for groups of up comprehensive repository of written, oral, audio, to 350.

Figure 0-7 Cuyahoga Community College: Student Demographics, Fall 2007*

Campus Demographic Total All Campuses Metropolitan* Western* Eastern* Number Percent Number Percent** Number Percent** Number Percent** Total 25,158 100% 7,445 29.6% 11,848 47.1% 5,865 23.3% RANK Freshmen 15,030 60% 4,284 58% 7,048 59% 3,698 63% Sophomores 10,128 40% 3,161 42% 4,800 41% 2,167 37% FULL-TIME/PART-TIME STATUS Part-Time 14,884 59% 4,402 59% 7,101 60% 3,381 58% Full-Time 10,274 41% 3,043 41% 4,747 40% 2,484 42% PROGRAM University Parallel 8,531 34% 2,206 30% 4,518 38% 2,019 34% Technical 14,856 59% 5,039 68% 6,956 59% 3,341 57% Undecided 1,771 7% 200 3% 374 3% 505 9% GENDER Male 9,769 38% 2,938 39% 4,661 39% 1,870 32% Female 15,689 62% 4,507 61% 7,187 61% 3,995 68% ETHNICITY American Native 117 0% 45 1% 56 0% 16 0% Black 7,286 29% 3,646 49% 601 5% 3,039 52% Asian 693 3% 169 2% 350 3% 174 3% Hispanic 902 4% 298 4% 496 4% 108 2% White 14,904 59% 2,842 38% 9,832 83% 2,230 38% Unknown 1,256 5% 445 6% 513 4% 298 5% RETENTION New 6,667 27% 1,723 23% 3,282 28% 1,672 29% Continuing 14,554 58% 4,547 61% 6,844 58% 3,163 54% Returning 3,927 16% 1,175 16% 1,722 15% 1,030 18% AGE Average Age 28.6 years 29.5 years 27.3 years 29.9 years *First census period, 15th day. ** Percent of total. Note: Based on campus of greatest attendance.

AQIP 5 Institutional Overview Cuyahoga Community College June 2008 and video materials relevant to the history of rock Figure 0-8 and roll. The building will receive LEED (Leadership Cuyahoga Community College: Students in Energy and Environmental Design) certification Receiving College-Awarded Financial Aid and the design will achieve a 10 percent savings on and Year-to-Year Percentage Increase energy usage. Completion is scheduled for 2009. Year Over Year Aid Year Students Percent Change On each campus, the Technologies Learning Center (TLC) contains state-of-the-art electronic class- 2001-02 9,252 – rooms capable of videoconferencing and distance 2002-03 10,944 18.29% learning, advanced technology lecture classrooms, 2003-04 12,396 13.27% open computer laboratories (computer space for 2004-05 14,112 13.84% work outside of class) and individual computer 2005-06 15,413 9.22% classrooms that provide students with e-mail and 2006-07 14,801 -3.97% Internet access. 2007-08* 15,541 5.00% The College’s Centers for Nursing and Health 2008-09* 16,318 5.00% Careers feature the latest medical equipment and *Forecast technology. Students gain clinical experience in the Note: The number of students receiving financial aid in this Figure does not include students who receive “third-party” region’s nationally recognized health care systems. assistance, such as veterans’ benefits, Cuyahoga County All campuses feature clinical simulation centers. Assistance, and other. In 2003, the College opened an advanced learning facility on its Metropolitan campus featuring a simulated hospital unit, a critical care room, a building houses laboratories for diagnostic medical Human Patient Simulator and an Emergency Care sonography; electroneurodiagnostics; nuclear medi- Simulator. The simulators are computer driven man- cine; polysomnography; radiography; respiratory nequins that represent the entire physical character- care; and physician assistant training. istics of an adult patient. The College uses the latest technology for collecting In fall 2007, the College opened a Health Technol- and managing data. The College’s “Banner 2000” ogy Center on its Western Campus. The 25,000 Enterprise Resource Program (ERP), produced by sq. foot addition to the health careers and sciences Systems and Computer Technology Corporation, is

Figure 0-9 Cuyahoga Community College, Collaborations by Sector and Nature of Collaboration

Sector Nature of Collaboration Educational Institutions Four-Year: credit transfer agreements; K–12: preparation and transition to college Program Advisory Committees Provide guidance for learning objectives, curriculum and workforce skill expectations Businesses/Employers and Participation on Program Advisory Committees Health Care Institutions Regional and Local Economic Identify training/skill needs; represent employers in key sectors; help link students with employment Development Organizations opportunities Trade Unions Support apprenticeship programs Foundations/Funding Provide financial support for programs and special initiatives; provide funds for student financial Organizations assistance Refer area residents to College academic and technical training programs; provide tuition support for Local Government publicly funded students; promote college initiatives at the state and national level Bargaining Units [4P7] Work with the College to provide fair and safe working environment for staff and faculty (E.g., Veterans Affairs, faith-based organizations, etc.) identify educational needs of special groups; Organizations Representing assist in attracting students and preparing students for college; collaborate to develop training Special Population Groups programs Social Service Agencies Provide supportive services for students

AQIP 6 Institutional Overview Cuyahoga Community College June 2008

Figure 0-10 culinary arts, computer technology, electronics tech- Cuyahoga Community College Employees as of nology, business administration, drafting/design, November 1, 2007 basic criminal justice programs, medical administrative assisting, medical billing/coding/transcription Type Full-Time Part-Time Total and pharmacy technician programs. Faculty 385 1,058 1,443 Executive/ Administrative/ 160 -- 160 Opportunities and Managerial Vulnerabilities Other Professionals 396 -- 396 Opportunities include a well-branded (support/service) 8 institution with a long history of support Technical and O 79 -- 79 Paraprofessionals from County residents; since 1979, all County levies that support the College have been passed by vot- Clerical and 132 545 677 Secretarial ers. Eighty-six percent of graduates would recom- Service/ mend or strongly recommend Cuyahoga Commu- 88 60 148 Maintenance nity College to someone seeking the same kind of Total 1,240 1,663 2,903 program they studied. The College is known for its low tuition—currently at $80.54 per credit hour for County residents. Extensive transfer agreements an administrative software application developed provide pathways to four-year institutions through- specifically for higher education institutions. The out Ohio. system is highly integrated; all of the elements The College benefits from a long tradition of phil- required to track programmatic information share a anthropic giving in the Greater Cleveland area. The common database which is used by financial man- College also secures national, state, and local grants agers, program managers, human resources staff, to support special programs and student finan- and enrollment personnel. In addition, the College cial assistance. The total value of grants and gifts uses Blackboard as our tool for a rapidly growing received/awarded totaled $11.6 million in 2007. number of courses and for distance learning. Linkages with employers in all key business sectors and collaborative relationships with well-funded Competing Institutions/ regional economic development organizations posi- Organizations tion the College to serve as a catalyst for regional Cuyahoga Community College has been economic growth by providing skilled workers who O7 in operation for 45 years. The institution is attract new businesses to the region. well known and highly regarded throughout North- In addition to benefiting from strong support east Ohio. The two closest two-year colleges, Lorain from federal, state, and local elected officials, the County and Lakeland Community Colleges, in adja- College’s Legislative Advocacy Network garners cent counties, compete with Cuyahoga Community the resources of alumni to advocate for legislation College for students. In Cuyahoga County, there are favorable to the College. Public support and enthu- eight private universities and colleges and one four- siasm for the College is also enhanced through the year public university, Cleveland State University, annual Tri-C JazzFest. Since its inception in 1980, located in downtown Cleveland. Two other four- the Tri-C JazzFest has grown to be recognized year public universities, Kent State University and nationally and internationally as a premiere educa- the University of Akron, are located within 40 miles tional jazz festival. This ten-day annual Spring event of our College. The College also competes with provides extensive publicity for the institution. two nursing schools located in Cleveland. Other institutions in Cuyahoga and adjacent counties that Vulnerabilities include a decline in population from compete for students offer medical assisting, health Cuyahoga County and the City of Cleveland which care programs, business administration, information could result in declining enrollment [Figure 0-11]. technology, design, and criminal justice degrees and certificates. Proprietary and technical schools offer

AQIP 7 Institutional Overview Cuyahoga Community College June 2008

Equally important, access to higher education is be- Figure 0-12 coming increasingly challenging for area residents, Cuyahoga Community College Fiscal Year 2008 as tuition for all institutions of higher learning Revenue by Source ($275 Million) continues to rise. Even with financial aid and other State assistance, many area residents cannot afford to Access Interest and Challenge Other Income pursue college credentials. Fee for Service Enterprises $8.1M $4.8M 3% 2% The College’s funding mix from a large array of $15.6M 6% sources—County levies (29 percent); State funding County (15 percent); tuition/fees (17 percent); restricted 6% Levies grants (22 percent); and other revenue, which is Workforce $81.2M subject to fluctuations—presents challenges to Solutions 29% long-term planning and growth [Figure 0-12]. $16.5M 15% County taxpayers must continue to support the State institution. State economic and educational sup- Investment 22% port must be managed and forecasted, while costs in Instruction Restricted $42.5M Grants to students must be constrained as we continue to 17% $59.2M fulfill our mission. Student Fees $47.1M

Figure 0-11 Cuyahoga County/City of Cleveland Population, 1950–2006 and Projected to 2030

2,000,000 n Census n Estimated n Projected

1950 1960 1970 1980 1990 2000 2001 2002 2003 2004 2005 2006 2010 2020 2030 1,200,000

AQIP 8 Institutional Overview Cuyahoga Community College June 2008

Figure 0-13 Cuyahoga Community College BOARD OF TRUSTEES Organizational Chart FY 2008 COLLEGE PRESIDENT General Counsel, Dr. Jerry Sue Thornton Legal Services

Special Assistant to the President

Executive Executive Executive Executive Corporate Vice President, Vice President, Vice President, Vice President, College Academic & Workforce and Economic Administration Finance & Business President Student Affairs Development Division Services/Treasurer

Vice Vice Vice Campus Vice Vice President President President President President President Finance & Business Corporate College Resource Development Eastern Workforce Solutions Human Resources Services West & CCC Foundation

Vice Vice Vice Campus President President President President Technology Systems Facilities Planning, Governmental Affairs & Metropolitan and Resources Capital & Construction Community Outreach

Vice Campus President President Marketing & Western Communications

Vice President Access/College Prog.

Vice President Healthcare Education

Vice President Student Success

Vice President Enrollment Mgt.

Vice President Academic Affairs

Vice President Plan/Inst’l Effect

AQIP 9 Institutional Overview 10 Cuyahoga Community College June 2008

Category 1 – Helping Students Learn

Context for Analysis evaluation [Figure 1-4 in Section 1P2]. We follow the standards for approval of associate degree pro- Cuyahoga Community College’s com- grams as outlined in the Ohio Administrative Code, mon learning outcomes that students 1C1 Rule 3333-1-04 and published in the Ohio Board are expected to demonstrate upon degree comple- of Regents (OBOR) two-year campus operating tion are the institution’s general education out- manual. We have internal standards for courses, comes, shown in Figure 1-1. Each general educa- ensuring that courses are well defined. Our stan- tion category is labeled as a “competency and dards require course outcomes and supporting skill.” The measurable criteria for each category are objectives; course outline and/or list of concept, also shown. skills and issues; a list of methods of evaluation We ensure that our student learning appropriate to assess course outcomes; and a list of 1C2 expectations, practices, and develop- resources that faculty can use to develop additional ment objectives align with our mission, vision, and materials and to prepare to teach the course. philosophy [Institutional Overview] through our Our students can choose from nearly curriculum development process. We have a rigor- 1,900 credit courses in 144 degree, ous process for reviewing curriculum for quality and 1C3 certificate and university transfer programs. Our “fit” with our mission, vision, and values. We have key instructional programs include the following written guidelines that map the process of curricu- degrees: Associate of Arts; Associate of Science; lum development—from idea generation through Associate of Applied Business; Associate of Applied

Figure 1-1 Cuyahoga Community College General Education Outcomes

Measurable Criteria Competency and Skill Students demonstrate the following abilities; knowledge; skills; behavior; values; and attitudes 1. Cultural Diversity, Interdependence and Global 1. Analyze and interpret social and cultural perspectives. Awareness 2. Demonstrate knowledge of major social and historical trends Students will demonstrate understanding, appreciation, and and their effect on current national and global issues. respect for the differences among peoples and the diverse 3. Demonstrate awareness and appreciation/respect for self and contributions of various groups to the multicultural community. others in a cultural context. 2. Computer and Information Literacy Skills 1. Demonstrate basic computer competence. Students must demonstrate competency in computer and 2. Demonstrate an understanding of the effects of computers information literacy. Courses dealing with the ways in which and other technologies on business, industry, government, and computer technology impacts student learning and assists society in general. students in accessing and retrieving information necessary for 3. Use the computer to accomplish discipline-appropriate tasks. effective decision-making will meet this requirement. 1. Evaluate the objectivity and reliability of information. 2. Identify and analyze problems, and then develop, evaluate and 3. Critical Thinking Skills prioritize possible solutions. Students must demonstrate competency using various methods 3. Develop and evaluate supporting arguments. of problem solving to assess the objectivity and reliability of 4. Recognize and infer cause and effect relationships. information, and then to prioritize, analyze and evaluate possible 5. Demonstrate decision-making skills. solutions. 6. Apply methodology and content from various disciplines. 7. Modify thinking based on new information and integrate new facts and ideas with personal experience 1. Demonstrate awareness of the components of health 4. Consumer Awareness and Health (emotional, physical, social, spiritual and intellectual) that Students will learn how physical, social, emotional, intellectual, influence lives. and spiritual factors influence their personal development. 2. Identify lifestyle risk factors and develop a plan of health Students will learn the necessary skills to deal with certain life enhancing behaviors. circumstances such as career exploration and job search, college 3. Recognize the responsibility of an educated consumer to seek survival strategies, consumer awareness, personal finances, safety, accurate information and to evaluate the validity and reliability health, wellness, and physical education. of its source, as the basis for making sound decisions.

AQIP CATEGORY 1 11 Helping Students Learn Cuyahoga Community College June 2008

Science; and Associate of Technical Study which are Figure 1-3 in the following areas: Applied Industrial Technol- Distance Learning Offered at ogy (i.e., trades such as Carpentry, Ironworking, Cuyahoga Community College etc.), Business, Math and Technology, Engineer- Cable College ing and Applied Technology, Health Careers and Live instruction delivered via cable television or the internet. Sciences, Liberal Arts, Nursing, and the Performing Hybrid Courses combine online learning with face-to-face classroom Arts. In addition, the College grants three types of instruction. certificates: Short Term; Certificate of Proficiency; Independent Learning and Post-Degree Professional [Figure 1-2]. Students use a variety of instructional components to work independently on campus or at home. Consistent with our mission to provide “accessible Interactive Video educational opportunities,” we offer an extensive Campus-based courses offered simultaneously on all three selection of courses on campus, at off-campus sites campuses and selected off-campus sites. throughout the area, and through distance learn- Telecourses ing. We offer “traditional” on-campus classroom Courses delivered with professionally produced course materials and study guides. instruction and, where appropriate, instruction Web-Based/Online through the following technology formats: Web- Courses delivered via the Internet. based/online instruction; hybrid courses; Cable College courses (we operate our own cable broad- casting station); interactive video; and Independent We use several software programs to support Learning courses [Figure 1-3]. course development, including Adobe Presenter and Captivate, and other technologies. Our wire- Many faculty members incorporate some level of less infrastructure affords greater student use of instructional technology into their classes. The laptops and other wireless-enabled devices within prevalence of instructional technologies under- the classroom. Many of our classrooms, labora- scores the value we place on providing ample tools tories, and simulation centers feature the latest for learning for both faculty and students. We have technology to support instruction. Our facilities Academic Excellence Centers (AEC) on all campuses currently feature 147 fully-equipped Advanced that provide training and support for faculty in the Technology Classrooms (ATCs), in which faculty use of technology. Faculty from all academic disci- can leverage audio/visual resources and computer plines can leverage our Blackboard course manage- resources (including Internet access and productiv- ment system to support formal instruction. ity software) to enhance learning. Consistent with the theme “engagement by design,” the College Figure 1-2 has three studio classrooms (one on each campus) Number of Degrees and Certificates Offered to afford faculty and students access to flexible learning spaces. The studio classrooms feature WI-FI connectivity, wireless laptops, smart board technol- n Post-Degree Professional Certificate ogy, video/data projection, a document camera, n Short Term Certificate 87 n Certificate of Proficiency and stereo audio. “Wall Talker” marker boards and n Associate Degree other marker board approaches are currently active within select sites.

We employ a number of practices to 1C4 ensure that our design and delivery of student learning prepare students to live in a diverse world and that our learning options accommodate a variety of student learning styles. Our 28 mission emphasizes the importance of improving the overall quality of life in a multicultural com- 19 munity, and our values statement emphasizes the 10 importance of diversity [Institutional Overview]. One of our current general education categories specifically focuses on diversity [1C1].

AQIP CATEGORY 1 12 Helping Students Learn Cuyahoga Community College June 2008

In April 2008, we held our 14th annual Diversity design programs, etc. These activities are directly Celebration, a week-long College-wide event that related to the content of the classes they are tak- includes national and local presenters, panel discus- ing. In addition, the co-op curriculum has students sions, performing arts presentations, and other reflecting on and learning about “soft skills, “ e.g., activities that emphasize the value of diversity in workplace etiquette, time management, verbal and our multicultural community. In addition, as part non-verbal communication, team work, leadership, of the AQIP initiative to enhance diversity aware- responsibility, culture, conflict resolution, etc. The ness, the Office of Affirmative Action and Diver- goal is to help students make sense of their experi- sity introduced a new interactive workshop called ence on many levels and to prepare them to enter R.E.S.P.E.C.T. Diversity which is offered monthly. the workforce. Over half of the College’s co-op stu- Taught by peers, including faculty and non-faculty, dents are asked by employers to stay on as perma- the workshop helps participants improve cross- nent placements within their internship companies/ cultural customer relationships and promotes per- organizations. In addition, the co-op experience sonal and professional growth through awareness, greatly increases our students’ sense of self-esteem knowledge, and skill building by drawing upon and self-concept as professional workers contrib- their experiences with culture, religion, age, gender, uting to the regional economy. Co-op education etc., to enhance their understanding of diversity. enrollments for fall, spring and summer (2007-08) totaled 50, 47, and 27, respectively. Access Programs, reporting to Academic and Stu- dent Affairs, provide support services for students The College’s culture of respect, civility, with disabilities in order to retain them in college 1C5 and inclusion helps create and main- and ensure accessibility and maximum participation. tain a climate that celebrates intellectual freedom, The Director of Access Programs handles com- inquiry, reflection, respect for intellectual property, plaints/issues regarding ADA compliance and, in co- and respect for differing and diverse opinions. We ordination with the Office of Inclusion and Diversity, have a formal Board policy that affirms and directs conducts an annual audit of all campuses for ADA our commitment to communication and respect compliance. The compliance report is forwarded to (Policy Number 3354:1-11-03; effective December the President’s office and Plant Operations; ADA- 15, 2005). related needs are then incorporated into the annual budget process. To align with this Board statement, we have several written policies, including: Employee Code of To augment accessibility and accommodate dif- Conduct; Prohibited Conduct Procedure; Copyright ferent learning styles and preferences, we offer Procedure; Conflict of Interest; Student Conduct; programs/courses in a variety of formats [Figure Student Judicial System; College-wide Participatory 1-3] and settings [1C3]. Courses range from Governance; Discrimination and Harassment Com- developmental education to honors, and tutoring plaints; and an Alcohol, Drugs, and Tobacco policy. and counseling services are available to students We also have a published Student Code of Conduct throughout their college experience [1P4; 1P5; 3P2; that describes disciplinary sanctions for academic 3R1; 6P1; 6R1]. The course schedule accommodates dishonesty. Our faculty bargaining unit, by contract, different needs, offering courses in the full 16-week has the right to engage in the search for truth and term, two 8-week terms, a delayed start 14-week its expositions within their academic discipline free term, and in a flexibly scheduled format. from institutional censorship.

We also ensure that our design and delivery of stu- Numerous clubs, with faculty advisors, provide op- dent learning prepare students to live in a diverse portunities to celebrate the diversity of our stu- world and that our learning options accommodate dents, their ideas, and their opinions (e.g., Lambda a variety of student learning styles through our co- Gay-Straight Alliance; Black Student Union; Asian- op education programs, which incorporate class- American Friendship Club; Japanese Culture Club; room learning in real-world settings. For example, Latin American Student Club; Focus on Christ Club; students in graphic design may be working on International Club; and the Environmental Action magazine layout, adjusting and creating graphics, Group). Our Black Caucus and Hispanic Council learning about customer service, using computer both are involved in mentoring students.

AQIP CATEGORY 1 13 Helping Students Learn Cuyahoga Community College June 2008

Civility is emphasized throughout our institution, Specific program outcomes are developed in a with training offered to employees, managers formal program outcome session with advisory and faculty. “Civil Treatment for Employees” is committee members, program managers/coordina- designed to teach non-management employees tors and program faculty. At times, program gradu- employment law through focusing on appropriate ates also participate. From the program outcome workplace behavior and how to handle complex session, a list of program outcome statements is workplace issues. “Civil Treatment for Managers” produced that includes supporting concepts, skills assists managers, supervisors and faculty in ensur- and issues, and a list of roles/jobs for which gradu- ing quality, excellence and diversity, and helps them ates are prepared. minimize the risk of litigation against the College and personal risk and litigation against themselves The College also has been involved with the State- [5R1]. As part of the mandatory workplace core wide TAG (Transfer Assurance Guide) and OAN curriculum, our American Association of University (Ohio Articulation Number) process since the pas- Professors (AAUP) faculty are required to complete sage of Ohio House Bill 95 in 2003. The State has five workshops including Civil Treatment, Sexual developed 170 course learning outcome measures Harassment Prevention, Code of Conduct, Legal that populate 38 majors. Each Ohio institution Issues, and Safety and Violence. These workshops reviews its course inventory and maps courses to are also part of the Adjunct Faculty Professional the outcomes. The courses are submitted for review Development Series. by a statewide faculty panel to determine content match and appropriate level of rigor. Working close- Recognizing the importance of intellectual property, ly with the Office of Curriculum Development and one result of the latest negotiations with the AAUP, Learning Outcomes Assessment and institutional was the formation of a Joint AAUP/Administrative faculty, the College has close to a 90 percent ac- Committee on Intellectual Property. ceptance rate for submitted courses. Our students benefit from this process, as there is a guarantee Processes that accepted courses will transfer and apply toward degree requirements at any public college or Our common student learning objec- university in Ohio. 1P1 tives are our general education outcomes [1C1], which currently are in transition. In We have a formal process for design- 2006-07, the College initiated a review process 1P2 ing new programs and courses. Our of general education learning requirements. We Office of Curriculum Development and Learning held a series of four conversations, which included Outcomes Assessment is responsible for oversee- faculty, administrators, and staff, centering on the ing curriculum development and ensuring that concept that rapid changes occurring in the 21st new programs/courses facilitate student learning century may confront our students with challenges that is responsive to market needs [Figure 1-4]. that are unlike those experienced by students who The process begins with a review of career and attended college in the past. Prior to each conversa- labor market information and trends from a variety tion, participants received a set of articles related to of sources, including the Department of Labor’s potential areas for inclusion in our general educa- Bureau of Labor Statistics; Ohio Job and Family tion curriculum. Comments made by participants Services’ Office of Workforce Development; Career at each session were used to generate discussions Infonet; America’s Job Bank; the National Center in subsequent sessions. Participants in this series for Education Statistics; the Occupational Outlook of conversations identified a wide array of issues Handbook; “InState” (allows state and county com- that have a direct impact on our curriculum [1R1]. parison searches); and company/career surveys. Fac- The proposed general education outcomes will be ulty and administrators generate proposals for new discussed in the coming year, coordinated by the curriculum based on this environmental scanning, Curriculum and Degree Requirements Committee employer needs, and accreditation body outcome (CADRE), the Alliance for Teaching and Learning requirements and feedback. Program advisory com- (ATL), and the committee of faculty and staff that mittees, consisting of business community members organized the general education conversations, to and academic colleagues, help validate the need for determine college-wide implementation procedures.

AQIP CATEGORY 1 14 Helping Students Learn Cuyahoga Community College June 2008 new curriculum. Following the developmental stage Figure 1-4 (defining and developing learning outcomes, official Curriculum Development and Review Process course outlines, and program sequence), the Of- fice of Curriculum and the Curriculum and Degree Environmental Factors Requirements Committee (CADRE), the governance committee responsible for reviewing and recom- Industry Requirements mending approval of new curriculum and changes to existing curriculum, conduct a thorough review to ensure compliance with the OBOR guidelines for degrees and certificates. Advisory Committees

Through our Technology Training Institute (TTI), Accrediting Bodies faculty members are required to attend a session on course design. This session introduces faculty to Develop/Update the Guiding Principles of Quality and Indicators of Program Quality, adaptations of the Quality MattersTM (QM) Outcomes rubric, and trains them on the application of this rubric to design/develop their courses. One of the Review/Share CURRICULUM Conduct key tenets of the Guiding Principles of Quality is Assessment DEVELOPMENT Program accessibility and the review criterion is “the course Results and REVIEW Mapping is consistent with the College’s standards of accessibility.” Develop/Update Assessment This year, 2008-09, in response to community Plan needs and the regional labor market, we began refining our processes for developing new programs track at the university level. One unique degree (degree and certificate) and established a process collaboration effort was prompted by a change in for program deletion. To assist in this effort, we state law requiring Physicians Assistant students to are identifying standard environmental scanning obtain a Masters degree prior to sitting for licensing resources that can be used college-wide. examinations. We developed a pathway allowing our Physician Assistant students to obtain a post- The College works closely with regional and degree professional certificate from the College national educational partners to ensure appropri- and masters-level coursework, and a degree from ate pathways that facilitate student learning and Cleveland State University. degree completion. New articulation and transfer agreements are developed with four-year colleges Standardized placement assessments are and universities as new programs emerge or stu- 1P3 used to provide incoming students with dent and market issues dictate changes. The Col- an accurate measure of their current skills in English lege has articulation agreements with more than 35 and math [1P11]. The assessments are administered institutions in Ohio and elsewhere, covering a wide through the use of the Computer-Adapted Place- range of programs and degrees. In some cases, ment Assessment and Support Services (COMPASS) transfer admission is guaranteed to anyone with a course placement and diagnostic assessment system degree from the College; in most cases, the agree- (from ACT, the American College Testing Program). ment states that credits will transfer to the four-year COMPASS is a computer-adaptive testing program institution if the student is admitted. designed to match students’ English and math skills to appropriate course levels, as mandated by both As our Honors Program grew, it became apparent degree and certificate program requirements. Skills that our students were anxious to continue the required at each Math and English course level are honors experience as they matriculated into bac- determined by the appropriate discipline faculty and calaureate programs. Three agreements currently are regularly reviewed by counselors, instructors, exist with both public and private universities allow- and/or advisory committees. Students transferring ing our students to transfer directly into an Honors

AQIP CATEGORY 1 15 Helping Students Learn Cuyahoga Community College June 2008 from other institutions must provide transcripts, program planners that describe degree/certificate which are evaluated for transfer credits and course requirements. Prospective students are referred via placement. ACT college admissions exam scores are letter to our website for information about course also evaluated for course placement. prerequisites and other preparation needed for coursework. Expectations also are communicated Academic course descriptions state prerequisite re- through the course syllabus and official course quirements, where appropriate. These prerequisites outlines. For many courses, especially health career are determined by faculty in the particular discipline programs, brochures provide additional information and reviewed by Associate Deans, CADRE, and regarding expectations. the Office of Curriculum and Learning Outcome Assessment. The College recently instituted a policy Students interested in pursuing online courses that requires prerequisite checking prior to course can take an online self-assessment to see if they registration. Accrediting organizations also define are well-suited and prepared for distance learn- mandatory prerequisite requirements. As part of ing [1P3]. The self-assessment also communicates the program mapping process (course content and computer literacy expectations. Staff members are course outcomes), we are re-examining course pre- also available to answer questions related to dis- requisites and program entry requirements which tance learning requirements. Students taking hybrid have driven a number of changes. courses receive a letter that describes the delivery mode and provides information about help desk Our distance learning orientation highlights the resources. skills necessary for distance learning students to succeed in an online learning environment. The We also offer a voluntary Introduction to College College is engaged in a pilot program that provides course (General Studies 1000). This course orients students an opportunity to complete a Readiness students to our programs, services, and policies. for Education at a Distance Indicator (READI) ques- Topics include student resources, college and tionnaire before registering for a distance learning student expectations, academic support services, course. READI, a Web-based tool, assesses the financial aid, degree programs, and student rights degree to which students possess attributes, skills and responsibilities. A more expansive three-credit and knowledge that contribute to success in online hour elective course, Strategies for Success (General learning, including self-motivation, time manage- Studies 1022) is also available for new and return- ment skills, self-discipline, reading comprehension, ing students. This course provides information and persistence, availability of time, typing speed and methods helpful for student success, including accuracy, and ability to use a laptop, printer, soft- planning, time management, communication skills, ware, and the Internet. relationships, memory, reading comprehension and retention, note taking and test taking techniques, Blackboard 4U is a course site designed to show stress management, and techniques for overcoming students how to use the various components of test anxiety and learning. Blackboard. All students and faculty are automatically enrolled in this course when teaching or taking Students use the Degree Audit Reporting system a distance learning course. In addition to a practice (DARS) to track their progress toward degree at- forum, students can also direct questions about tainment. DARS is a software tool that compares Blackboard 4U to Distance Learning, Counseling, academic program requirements against a student’s Financial Aid, and the Library. These questions are academic history. The resulting report indicates monitored by staff in each area to provide prompt those courses taken that apply towards gradua- student feedback. tion, courses yet to be taken, and courses that do not apply to the program major. The ability of both We communicate expectations regard- students and staff to obtain this information is part 1P4 ing student preparation and student of an effective academic advising program. learning outcomes to prospective and current students through the Course Catalog, Schedule Counseling faculty are currently meeting in discus- Books, the website, and during mandatory student sion groups around three distinct topics related to orientation. Our counseling department produces communicating expectations to first-time students– orientation, first year experience, and college readi-

AQIP CATEGORY 1 16 Helping Students Learn Cuyahoga Community College June 2008 ness. Final recommendations are anticipated over Figure 1-5 outlines key methods and services for the summer for implementation in 2008-09. assessing program interest and addressing discrep- ancies between preparation and what is required. One of the Achieving the Dream initiatives has piloted learning communities on all three campuses We determine and document effective that combine a developmental English course with 1P6 teaching and learning by using estab- a general studies course. Faculty members col- lished rubrics for full-time faculty related to teach- laborate to provide an integrated learning experi- ing effectiveness, through faculty professional de- ence that offers additional academic support to the velopment plans. Teaching effectiveness rubrics that students. We will analyze student performance in focus on content, performance, relationships with the learning communities at the end of the term to students, academic and professional standards, and determine how to implement this model across the professional development are shown in the Faculty College. Competency Grid [Figure 1-6].

Advisors, counselors and faculty across The Grid was developed by the Cuyahoga Commu- 1P5 the institution help students select pro- nity College/AAUP Joint Committee on Faculty Eval- grams that match their needs, interests and abilities. uation in May 2005. It was reviewed and approved

Figure 1-5 Helping Students Select Appropriate Programs

A. Service To Assess Program Interest Assistance Provided Orientation; one-on-one and group counseling; college success Counseling workshops; specialized workshops (study skills, etc.); assessment scores and transcripts review; discussion and guidance Career counseling and assessments; helps students understand learning styles and match academic studies with career interests. Key Career Place Interest inventories include: Career Ability Placement Survey; Career Orientation; Placement and Evaluation Survey; My Vocational Situation Assessment; Strong Interest Inventory; Myers-Briggs Specialized instructional materials and tutoring; helps students identify Health Careers Success Center most challenging areas and “fit” with health career programs General Studies 1000 Helps students identify programs that may be a good fit or too Introduction to College Course (1 credit) challenging B. Service To Assist with Progress Assistance Provided Advising by discipline faculty, counseling faculty and program managers; Academic Advising discuss prerequisites that are required or will aid students in academic progress; helps match student expectations with probability of success Plots course of study and expectations for progress; identifies Learning Plans for Students Receiving Financial Aid impediments to success and helps formulate plans for academic improvement Individual and group subject matter assistance; helps students “self- Tutoring assess” skill levels and probability of success Writing tutoring and resources; one-on-one assistance from writing Writing Centers consultants; improves skills and facilitates success in academic coursework Basic instruction in study and organizational techniques; helps College Success Courses students identify disconnects between their expectations and College requirements Academic Progress Reports Mid-term assessment of course performance; provided to students in Provided by faculty for all students the 8th week; identifies impediments to success; encourages students pursuing full-term (16 week) courses to seek counseling if necessary Early Discovery (Pilot for Developmental Education students Early assessment of performance; identifies impediments to success; on Western Campus) may require students to seek counseling One-on-one counseling/advising; helps students identify necessary Advising for Students with Disabilities accommodations that can assist with learning

AQIP CATEGORY 1 17 Helping Students Learn Cuyahoga Community College June 2008 by the administration and the AAUP membership, was charged in fall 2007 with developing a process and officially adopted in October 2005. It sets the for fully implementing the Grid by the 2009-2010 expectation that all tenure-track and tenured faculty academic year. The committee administered a suc- should achieve a “fully effective” evaluation in all cessful pre-pilot in spring 2008 that included eight competency areas. The grid was used to guide volunteer faculty and deans. Plans are currently un- discussions with faculty in the evaluation process derway for a broader pilot that will include faculty from 2005 through 2007. The same committee across disciplines and roles.

Figure 1-6 Faculty Competency Grid

Competency Definition Levels of Performance Fully Effective Outstanding Excellence in Action Effectiveness Content Area - Demonstrates mastery - Meets the recognized credentials - Attends conferences - Adjusts course and knowledge of in the discipline when appropriate content based on subject area - Maintains current certification in the academic changes in discipline - Stays current with and/or licensure, if appropriate discipline (local, - Presents and writes advances and changes - Has a defined process to stay state, national, in the academic within the field current in field international) discipline - Organizes instruction - Meets the defined objectives of - Seeks additional - Completes a terminal in ways that promote the official course outline educational and/ degree student learning or developmental - Completes additional opportunities in the ongoing credentialing field in the field, if appropriate Faculty Communication – Creates and maintains a Encourages student Creates and utilizes Performance demonstrates an comfortable environment for engagement by specific processes appropriate level of student engagement creating opportunities that motivate student engagement to stimulate for two-way engagement student learning communication Presentation – uses one Presents material in an organized Uses instructional Recognizes and adapts or more delivery processes fashion aids that engage and presentation to the that engage and motivate motivate student learning environment student learning learning Organization – structures - Designs an effective syllabus that Structures and Structures and and leads the learning meets the academic discipline incorporates learning adapts the learning environment requirements as defined through methodologies that methodologies to the the official course outline reflect support for needs of the student - Designs and reviews a course course objectives and/ while meeting course syllabus so as to clearly define or educational goals objectives and/or student expectations educational goals - Encourages students to establish specific academic, personal and/ or career objectives to achieve educational goals Effective Encourages a mutually Exhibits appropriate behavior Encourages a respectful Creates and utilizes Professional respectful environment in to support diversity, privacy, environment with specific processes that Relations and out of the classroom confidentiality and safety others foster and maintain a with Students respectful environment Academic and Sets and maintains Provides timely and constructive Participates in the Participates in college- Professional academic and professional feedback for student performance development of the wide, regional, state, Standards standards for student through appropriate assessment discipline through national and/or performance and success college- wide academic international efforts to counterparts expand and develop the discipline Professional Engages in ongoing Create a professional development Seeks developmental Engages in Development professional development plan that addresses skill insight through developmental in the discipline and development in the discipline and feedback with others opportunities through profession profession in collaboration with to implement plan the discipline, College the immediate supervisor objectives and/or community

AQIP CATEGORY 1 18 Helping Students Learn Cuyahoga Community College June 2008

All full-time and adjunct faculty participate in an able students to plan their schedules. In addition evaluation process that includes input from their to providing students with longer planning time, a supervisor, peers, and student evaluations. more effective schedule also helps the administration balance student:faculty ratios. Specific times The College has several initiatives that help adjunct and locations are published in a schedule book each faculty provide exemplary instruction. These include term and are continually kept current online. an adjunct faculty mentoring program that provides peer mentoring for a full semester by a full-time This year, the College planned a year-long schedule faculty member. Mentoring focuses on teaching and is now preparing to release a two-year course and student learning methods, effective teaching schedule to allow for long-term student academic strategies and resources, and evaluation of student planning. The College also offers a variety of learning. Professional development is also encour- course delivery (distance, hybrid, etc.) and schedule aged for adjunct faculty; they are provided stipends formats (16-week, 14-week, 8-week, etc.) [1C3 to participate in four development sessions per and 1C4]. In 2007, the College implemented “Ad year. They are provided a series of workshops each Astra,” a software application that optimizes the semester that includes college policy, pedagogy, use of college-wide facilities and supports a uni- classroom management, and discipline. They also form practice of scheduling all college courses and have opportunities to work with their full-time events. counterparts. We monitor the currency and effective- The relationship between the faculty union and the 1P8 ness of our curriculum through the cur- executive academic administration has developed riculum mapping process, our Graduating Student over the years into one of continuous communica- Survey results [1R2], and our Program Advisory tion and collaboration. Labor management meet- Committees. Course and program revisions use our ings occur four times a year with the Executive standard curriculum review and approval process Vice President of Academic and Student Affairs [1P2]. Program and course deletions follow separate and the Executive Vice President for Administra- processes. tion. We also communicate effective teaching and learning expectations across the College through Program deletions are initiated by an Associate faculty development and evaluation plans, faculty Dean in the division where the program resides; orientation and mentoring programs, and formally courses unique to the program are also identi- recognize exemplary performance at college-wide fied for deletion. After discussions with academic gatherings of faculty and administrators throughout leaders, verifying that potentially deleted courses the academic year. are not used by any other programs, the Executive Vice President of Academic and Student Affairs The College’s Planning and Institutional Effective- approves program deletions and informs the Board ness analysts continually review student success of Trustees of the action. The formal process for metrics and retention rates as evidence of student deleting credit courses is described in the Academic learning. These are discussed in the Results section and Student Affairs’ Operating Manual. In brief, the and in Category 7. Curriculum Office prepares a list of courses each fall that have not been offered, or have been offered Building an effective and efficient course but not taught due to low enrollment for six con- 1P7 delivery system begins with ongoing re- secutive terms. The Academic Deans, program man- view and analysis of regional demographic informa- agers, and faculty counterparts review the factors tion, historical course enrollments, existing student impacting their respective courses and determine data, and student-faculty ratios. This intelligence whether to keep or delete the course. Criteria for is provided by the Office of Planning and Institu- course deletion include: (1) not offered or cancelled tional Effectiveness to the Deans (academic and due to low enrollment; or (2) judged to be obso- student) and program managers to use in building lete by the faculty and administration. The Office course schedules for each term. These activities are of Curriculum and Learning Outcomes Assessment conducted at least two terms in advance to en- annually summarizes the number of courses that

AQIP CATEGORY 1 19 Helping Students Learn Cuyahoga Community College June 2008 were deleted, the number of new courses created, the layout and function of these technology-rich and number of courses that have been revised by environments on demand. Participants can posi- type. This report is shared with CADRE, and a copy tion the classroom’s wheeled tables and chairs into is maintained on the Curriculum Portal, available to configurations that support small group discussions, the college community. round table exchanges, interactive presentations, and conventional lectures. Our Vice President for Student Success 1P9 plays an important role in determining As stipulated in the AAUP contract, the College student and faculty needs relative to learning sup- provides a minimum of 200 equated semester units port. This position, established in 2007-08, facili- (ESUs) per fiscal year to the faculty for initiatives tates ongoing discussions with faculty and students determined to further enhance the instructional/ to identify the services and support needed by instructional-related processes of the College, students to enter classes, progress through their defined as activities related to: 1) program or course coursework, and attain their educational goals. development; 2) faculty professional development; 3) program accreditation/re-accreditation; 4) special With nearly 80 percent of incoming students plac- projects having a direct relationship to instructional ing into developmental math or developmental or instructionally-related programs; and 5) other English, special attention is given to the faculty who activities determined to be of such scope and struc- are leaders in developmental instruction on each ture as to require the assignment of ESUs for those campus. Another focus is on the need for faculty persons directly involved in the effort. and academic leaders to work collaboratively with the Office of Student Success to identify ways Co-curricular development goals are to improve the tutoring and testing support that 1P10 aligned with curricular learning out- students receive on each campus. The establish- comes in a number of ways. We have more than 40 ment of Writing Centers (which provide one-on-one clubs and organizations, many of which are disci- consultation, information, and encouragement for pline related; all have faculty sponsors. Through the students in all disciplines) on all three campuses faculty sponsors, academic objectives are infused resulted from faculty input related to student chal- into club activities, programs, and presentations. lenges for writing papers. For example, the “Cobalt Challenge,” developed by our Automotive Technology program and Auto During the curriculum development and approval Tech student club, used a customized car project process, librarians review the resource section on the to excite students about learning and to integrate official course outline and determine if the referenc- learning objectives. Through a variety of activities, es are current and available. They use this in their students from several programs across the College planning to add resources to their holdings. Student worked together on the “Challenge” to enhance needs also are identified by counselors, who relay their classroom experiences; visual communications this information to faculty, Associate Deans and the students video taped events, photography students Office of Student Success. We also review Commu- photographed the customizing process on the nity College Survey of Student Engagement (CCSSE) car, and others developed a web site section about survey data related to learning support [1R4]. We the project. continue to explore the use of supplemental instruction and communication between instructional In addition to the above innovative co-curricular specialists and tutors to provide consistent problem learning activity, the Performing Arts’ Education solving and instructional methods. Director works directly with faculty to help design assignments in their classes that coincide with or- In response to student needs, in 2005 the College chestra and theater events that students can attend launched a multi-phase project to ensure that each at no cost. Other co-curricular activities include: campus has at least one studio classroom and an (1) a strong honors program that hosts brown-bag extensive array of learning-supported technology lunches; (2) workshops for students on business eti- in classrooms [1C3]. The versatility of the studio quette; (3) resume writing and interviewing work- classrooms allows users to effortlessly transform shops for students preparing to seek jobs; and (4)

AQIP CATEGORY 1 20 Helping Students Learn Cuyahoga Community College June 2008 student leadership programs including the Student The ATL is currently reviewing past documentation Ambassador Program. The Student Ambassador related to assessing student learning at the College, Program is comprised of 30 students who repre- benchmarking with four-year institutions and other sent the College at various campus and community community colleges to learn about their assessment events and assist new students with college pro- processes, and conducting interviews and focus cesses. They demonstrate effective leadership skills, groups with program managers, faculty coordina- strong communication skills, and provide outstand- tors, and faculty about current assessment activi- ing customer service. ties. Program managers in seven areas–Accounting, Dental Hygiene, Occupational Therapy Assistant, In order to determine a process for Emergency Medical Technology, Optical, Plant Sci- 1P11 assessing student learning, it is impor- ence, and Environmental Health and Safety–were tant to obtain information on students at several interviewed to learn about and document their points in time: when they are first admitted to the program assessment strategies using a standard college, as they progress through their programs, template. The templates were posted on the Cur- and when they complete their education and exit riculum Portal so that program managers across the the institution. The College has well-established College could learn about assessment activities in systems for assessing student readiness for learning these programs. Three faculty focus groups were when they begin their education, and we are in the conducted in spring 2008 to learn more about how process of developing a system for assessing their they now assess learning at the course level. The learning as they progress through our programs. results of these focus groups will be used over the summer to determine how to support faculty in Regarding the initial assessment of students as their assessment activities and to plan next steps in they begin their education, the College has a set designing a College-wide assessment process. The of policies for determining student assessment and process will be piloted in fall 2008. placement in English and math. The written policy mandates, with few exceptions, that all incoming We conduct faculty development initiatives focus- students’ English and math skills are to be assessed ing on best practices for learning assessment and, early in their academic careers. The assessment during our annual colloquium, faculty share their matches each student’s current skill set with the assessment best practices. As part of the Orienta- appropriate course level, thereby maximizing his or tion to Teaching, Learning and Leadership program her potential for long-term academic success. Skill required of all new tenure-track faculty, we offer a deficiencies in either subject area are addressed session on Assessment and Evaluation. This session through a wide range of developmental courses, helps new faculty distinguish the two concepts and which are offered at all three campus locations. engages them in discussions on how to routinely use a variety of assessment techniques in their In 2003, the College established the Alliance for classes. Based on feedback from these sessions, the Teaching and Learning (ATL) with representatives Office of Teaching, Learning and Academic Profes- from Assessment and Testing, Curriculum Develop- sional Development intends to develop a follow-up ment and Learning Outcomes Assessment, Planning session on evaluation and testing to assist faculty in and Institutional Effectiveness, Distance Learning, developing evaluation tools. and various academic disciplines. This committee has been responsible for the planning and actions We use our annual graduate follow- on one of our first AQIP Action Projects created 1P12 up survey to obtain information in late 2004, “Fully Implement Student Outcomes about how well our programs prepare students for Assessment and Academic Program Review.” The work and further study. This survey asks students goal of the project was to develop curriculum out- for information on the quality of the programs they comes for all credit programs and map the program studied, their current employment status, and their courses to the outcomes. Nearly all (96 percent) current educational plans. We also review licensure of the programs have completed the curriculum pass rates for healthcare programs and track stu- outcomes process; 62 percent have been mapped dent transfer to four-year institutions. [1R2 – 1R4]. [Figure 1-7].

AQIP CATEGORY 1 21 Helping Students Learn Cuyahoga Community College June 2008

Measures of student performance courses to the outcomes. The college also defined a 1P13 collected and analyzed regularly are new standard to describe course outcomes and 25 discussed in the Results section. They include: percent of all courses now meet the new standard. n Graduation rates Results from the four college-wide conversations on general education this past year [1P1] suggested n Graduate survey results that a general education, centered around the following themes, would be especially important n Progression from developmental courses to to our students in the years ahead. Six themes higher level English and math courses emerged from these conversations: n Pass rates for licensure and credentialing Students will learn to com- (primarily for health care students) 1. Communication. municate, both orally and in writing, in clear and n Term-to-term and year-to-year retention rates concise terms, using standard English. To communicate effectively, students will organize language, n Academic progress images and other symbols to produce meaning at a level which is appropriate to their audience. In n Completion and success rates for distance conversation, students will learn not only to speak learning students effectively, but also to listen. n Transfer information (through National Student 2. Critical Thinking. Students will learn to inte- Clearinghouse) grate, analyze and synthesize ideas from multiple Results disciplines in order to make evidence-based decisions and to find rational solutions to problems they Our AQIP Action Project, “Fully Imple- encounter in their work, family and civic lives. In 1R1 ment Student Outcomes Assessment order to reach a sound conclusion based on the evi- and Academic Program Review,” [1P11] will dence, they will manipulate symbols from a variety produce common student learning objectives and of systems–verbal, mathematical, and logical. specific program learning objectives. Nearly all program outcomes have been defined [Figure 1-7], and 3. Information Literacy. Students will learn to sup- more than half of the programs have mapped their port the decisions they make with appropriate infor-

Figure 1-7 Percent of Completed Program Outcomes/Maps by Division (Spring 2008)

n Percent Program Outcomes Complete n Percent Program Map Complete 100 100 100 100 100 100 100 100 96 100%

72 67 62

53 50%

0% Applied Business, Math Engineering & Health Careers Liberal Arts Nursing Performing Arts Grand Total Indus. Tech. & Tech Applied Tech & Sciences

AQIP CATEGORY 1 22 Helping Students Learn Cuyahoga Community College June 2008 mation. They will learn how to access information Student pass rates for health care licensure exami- from multiple sources, to evaluate its quality, and to nations demonstrate that students have acquired determine whether the information they have col- the knowledge required by the respective organiza- lected is appropriate for their purpose. Of particular tions [Figure 1-8]. importance, they will learn to evaluate ideas and information, so as to distinguish fact from opinion. Graduate survey results also provide consistent evidence that our students are obtaining skills needed 4. Global Awareness. Students will learn that by employers. Results from our most recent gradu- changes occurring in the economic, social, cultural, ates indicate that of the 91 percent of graduates environmental, and political systems of regions from our career programs who are employed, 83 outside the United States are having an impact on percent are in jobs that relate to their field of study their day-to-day lives. They will learn to consider the [Figure 1-9]. These results are shared and reviewed implications that these changes have for their fami- annually by program faculty, local business mem- lies, their communities, their employers, and their bers, and others serving on Program Advisory Com- careers. In addition, they will obtain the technical mittees as input to curricular update and program and interpersonal skills required to function in a outcome discussions. global workplace which is being rapidly altered by a wide range of technologies. The graduate survey also asks students about continuing their education [Figure 1-10]. 5. Cultural Sensitivity. Students will develop a greater sensitivity to the unique views and values In addition, graduates are asked if they would rec- of people from different cultures—both within the ommend the College to others looking for a similar United States and outside it. By developing a richer program as they completed. Results provide evi- understanding of the similarities and differences dence that students believe they are acquiring the between groups, students will address at least some knowledge and skills base they need [Figure 1-11]. of the stereotypes and misconceptions that have The continual re-accreditation of our extensive plagued our society for many years. array of separately accredited programs also is an 6. Civic Responsibility. Students will develop an endorsement that our students have acquired the ethic of civic responsibility. In particular, they will knowledge and skills required by the respective learn to balance the personal consequences of the accrediting organizations [Figure 1-12]. actions (and “inactions”) that are open to them There are capstone courses in every program. High against their likely effects on the larger community, pass rates in these courses, which require students where “larger community” could range from a to produce projects that demonstrate synthesized single neighbor to the entire county. learning, are evidence that the College is providing These themes will be shared with the College in students with the knowledge they need [Figure 1-13]. fall 2008 for further discussion on an implementa- The State of Ohio higher education reporting tion process. The discussion will be coordinated by system releases data each year on the number CADRE, ATL, and the committee of faculty and staff of students at each public institution who have that organized the general education conversations transferred from another public institution in the in 2007-08. state. Cuyahoga Community College provides the Evidence that our students have most transfer students to all Ohio public four-year 1R2 acquired the knowledge and skills schools in Northeast Ohio and to many such institu- required by Cuyahoga Community College, other tions throughout the state. institutions, and employers for awarding degrees/ We have continually refined and imple- credentials includes: pass rates for licensure ex- mented new and innovative processes aminations; graduate survey results related to job 1R3 to help students learn. We administer the Noel- attainment in field of study; university transfer and Levitz and CCSSE surveys every other year to gain post-transfer success; program accreditation; and student feedback, have developed an outcomes- grades/pass rates in capstone courses. based program improvement process whereby

AQIP CATEGORY 1 23 Helping Students Learn Cuyahoga Community College June 2008 program outcomes are developed with input from Figure 1-9 Advisory Committees and accrediting organizations, Job Placement Rates of Graduates have made significant investments in technology Graduating Percent Percent Employed in to support student learning, and participate in Class Employed Study-Related Job Achieving the Dream. 2003 90% 83% Results from the most recent Noel-Levitz Student 2004 87% 84% 2005 86% 83% Satisfaction Inventory (conducted in fall 2005; 2006 91% 83% report received in 2006) provide evidence that students are satisfied with instructional processes Figure 1-10 that help them learn. [Figure 1-14]. The smallest Percent of Graduates Who Were Continuing gaps between satisfaction and importance were Their Education for experiencing intellectual growth (0.67); faculty availability (0.67); variety of courses offered (0.69); Graduating Class Percent Continuing Their Education and individual caring (0.71). 2003 49% 2004 42% During the past four years, the Office of Curriculum 2005 41% Development and Learning Outcomes Assessment 2006 38% has focused on reducing curriculum development Figure 1-11 and approval cycle time and on improving commu- Graduates Who Would Recommend the College nications and support for stakeholders. The College has invested in several academic support tools, Graduating Class Percent Responding Recommend including a Curriculum Portal and CurricUNET, to or Strongly Recommend enhance the program improvement process. The 2003 87% Curriculum Portal provides just-in-time information 2004 86% for all processes related to curriculum development. 2005 87% 2006 85%

Figure 1-8 Health Care Program Licensure Examination Pass Rates

Program Class of 2003-2005 Class of 2004-06 Class of 2005-07 Registered Nurse 98% 95% 93% Practical Nursing 92% 90% 91.7% Dental Hygiene 100% 100% 100% Diagnostic Medical Sonography No exam No exam No exam Dietetic Technology 100% 100% 67% Electroneurodiagnostic Technician (END) No exam 100% 100% Emergency Medical Technology (EMT) 64% 68% 60% Environmental Health and Safety n/a n/a n/a Health Information Management (HIM) 100% 100% 100% Massotherapy 77% 77% 77% Medical Assisting No exam No exam No exam Medical Laboratory Technology 100% 100% 86% Nuclear Medicine 100% 90% 80% Occupational Therapist Assistant 100% 100% 100% Optical Technology 52% 71% 92% Pharmacy Technology No exam No exam No exam Physical Therapist Assistant 94% 100% 100% Radiography 95% 95% 97% Respiratory Care 100% 100% 93% Surgical Technology 83% 100% 84% Veterinary Technology 75% 92% 89% Phlebotomy 80% 67% 88% Polysomnography 78% 88% 88%

AQIP CATEGORY 1 24 Helping Students Learn Cuyahoga Community College June 2008

It includes a handbook on how to develop/revise Figure 1-13 official course outlines, a video on outcomes, and Capstone Course Pass Rates links to career information. This portal is continually Total Percent Success Academic Year used by faculty and administrators. Enrolled (Earning A, B, C) CurricUNET is an automated Web-based tracking 2004 772 93% and approval system that centralizes and controls 2005 804 94% 2006 981 93% the flow of curriculum processes, all documents, 2007 1,144 93% and related feedback. The system allows internal 2008 619 95% stakeholders involved in curriculum development (faculty, Associate Deans, CADRE, Librarians, Coun- selors, Articulation and Transfer) to follow develop- electronic and the system provides total transpar- ing curricula and provide assistance when needed. ency. Pending proposals can be viewed by any full- CurricUNET implementation has eliminated revision time faculty member at any time during the process, control issues. All curriculum proposals are now and system generated e-mails keep the proposal

Figure 1-12 Cuyahoga Community College Current Accreditations and Accrediting Organizations

Accredited Program Accrediting Organization Automotive Service Educational Program National Institute for Automotive Excellence Automotive Technology National Institute for Automotive Excellence Court Reporting & Captioning National Court Reporters Association Deaf Interpretive Services Ohio Department of Education Dental Hygiene American Dental Association Commission Diagnostic Medical Sonography Joint Review Committee on Education in Diagnostic Medical Sonography Dietary Managers Program (short term) Dietary Managers Association Dietetic Technology Commission on Accreditation of Dietetics Early Childhood Education Ohio Department of Education Electroneurodiagnostic Technology Commission on Accreditation of Allied Health Education Programs EMT Ambulance, Intermediate, Paramedic Ohio Division of EMS Electrical/Electronic Engineering Tech Accreditation Board for Engineering and Technology (ABET) Electrical/Electronic Engineering Tech – Bio-Medical Accreditation Board for Engineering and Technology (ABET) Health Information Management American Health Information Management Association Hospitality Management Commission on Accreditation for Hospitality Hospitality Management: Culinary Arts American Culinary Federation Accreditation Massotherapy Ohio State Medical Board Medical Assisting American Association of Medical Assistants Medical Lab Technology National Accreditation Agency for Clinical Laboratory Sciences Nuclear Medicine Technology Joint Review Committee on Educational Programs in Nuclear Medicine Nursing - ADN National League for Nursing Accrediting Commission Nursing – LPN, ADN, PN Ohio Board of Nursing Occupational Therapy Assisting Technology Accreditation Council for Occupational Therapy Education Paralegal Studies American Bar Association Pharmacy Technology American Society of Health-System Pharmacists Phlebotomy National Accreditation Agency for Clinical Laboratory Sciences Physical Therapist Assisting Commission on Accreditation in Physical Therapy Education Physician Assistant Accreditation Review Commission on Education for the Physician Assistant Plant Science and Landscape Technology Professional Landcare Network Polysomnography Commission on Accreditation of Allied Health Education Programs Radiography Joint Review Committee on Education in Radiologic Technology Respiratory Care Committee on Accreditation for Respiratory Care Sterile Processing Certification Board for Sterile Processing and Distribution Surgical Technology Commission on Accreditation of Allied Health Education Programs Veterinary Technology American Veterinary Medical Association

AQIP CATEGORY 1 25 Helping Students Learn Cuyahoga Community College June 2008 initiator updated regarding the approval process Regarding 1R1 through 1R3, the stage. Use of CurricUNET is high as evidenced by 1R4 College has comparative data from a the average requests per day [Figure 1-15]. variety of sources. Data through the Ohio Board of Regents Higher Education Information system This system has allowed the Curriculum Office to (OBOR HEI) are available through 2006. Other streamline the approval processes, shorten the time sources, including the National Center for Educa- required to get a curriculum proposal approved and tion Statistics, are more current. Comparative survey ready, and continually provide responsive academic results are provided by Noel-Levitz and CCSSE each programming to our students. Curriculum proposals year that we participate. are now more aligned with outcomes when they are submitted [Figure 1-16]. In 2000-01, with the Persistence rates of our students compared to paper based system, about a quarter (24.5 percent) students in other Ohio two-year public institutions of all proposals submitted took more than a year to for the 2003 cohort are shown in Figure 1-19. Our be reviewed and approved. Since the implementa- part-time students compare favorably, but full-time tion of CurricUNET, less than four percent of pro- students at the College are less likely to continue posals have taken that long. Those that required at here or at other community colleges in Ohio. Fur- least a year to approve consisted of major revisions ther analysis of the OBOR HEI data could indicate if to existing programs or new programs, which often our full-time students continue at Ohio’s four-year require additional time to properly develop curricu- institutions instead. lum [Figure 1-17]. The College enrolls more students in developmental Results related to technology investments are listed education courses than other community colleges in Figure 1-18, which shows nearly $3 million in in Ohio [Figure 1-20]. Our decision to apply for par- investments made by the College over the past ticipation in the Achieving the Dream initiative was three years through technology mini-grants to fac- informed by this fact. ulty, equipment in the AEC’s, the ATC’s, and other instructional technology equipment. Persistence rates at Cuyahoga Community College (and by College campus) compared with other com- Early ATD results show success in our interventions munity colleges in Ohio are shown in Figure 1-21. [8R4]. Our Noel Levitz results, when matched against the comparative national group (community, junior and

Figure 1-14 2006 Noel-Levitz Student Satisfaction Inventory: Instructional Effectiveness

Gap at Import- Satis- Performance Noel-Levitz Survey Item Compar- ance faction Gap at CCC ators The quality of instruction I receive in most of my classes is excellent 6.41 5.50 0.91 0.86 There is a good variety of courses provided on this campus 6.28 5.59 0.69 0.79 Nearly all of the faculty are knowledgeable in their fields 6.27 5.47 0.80 0.68 I am able to experience intellectual growth here 6.26 5.59 0.67 0.64 Program requirements are clear and reasonable 6.21 5.37 0.84 0.77 Faculty are fair and unbiased in their treatment of individual students 6.18 5.22 0.96 0.92 Faculty are usually available after class and during office hours 6.18 5.51 0.67 0.64 Faculty provide timely feedback about student progress in a course 6.13 5.23 0.90 0.88 Students are notified early in the term if they are doing poorly in a class 6.11 4.93 1.18 1.29 Faculty are understanding of students’ unique life circumstances 6.08 5.04 1.04 0.95 Faculty take into consideration student differences when they teach a course 6.00 5.00 1.00 0.88 Nearly all classes deal with practical experiences and applications 5.98 5.21 0.77 0.68 Faculty are interested in my academic problems 5.97 4.95 1.05 0.88 Faculty care about me as an individual 5.85 5.14 0.71 0.61

AQIP CATEGORY 1 26 Helping Students Learn Cuyahoga Community College June 2008 technical colleges), reveal significantly lower gaps developing a process for College-wide assessment on two of the items associated with instructional [IP11]. processes and larger gaps on about half of them [Figure 1-14]. As one of the largest community One important way we improve our processes for colleges in the country, serving a highly segmented helping students learn is through our Achieving the student body [3C1] and effectively reaching all Dream (ATD) participation [Overview]. First imple- students under changing conditions continues to be mented at the College in fall 2006, this program is a challenge. specifically designed to meet the needs of students who are at risk of dropping out of college. To date, Improvement more than 700 students have participated in our ATD pilots, enrolling in learning communities and We improve our current processes and participating in a first-year experience. 1I1 systems for helping students learn and develop through new initiatives and interventions, our A major component of this program is an on-going program/curriculum outcome and mapping process, evaluation. In order to find out whether our pilot and further discussions college-wide on appropriate programs are having the desired effects on student activities to respond to student learning needs. success, student performance data are collected and analyzed each term. Each semester, grades of The Office of Curriculum Development and Learn- all students who participate in the initiatives are ing Outcomes Assessment, along with the ATL, is

Figure 1-15 Figure 1-16 Average Requests for CurricUNET Per Curriculum Proposal Completeness Day by Month Year Item 2005-2006 2006-2007 20 Proposals approved that 116 209 included course outcomes Total submitted 162 225 14 Percent that included 13 72% 93% course outcomes

9 Figure 1-17 7 6 Curriculum Proposal Review Time

Percent of Proposals Total Academic Taking More Than One Number of Year Year to Complete Proposals 2000-2001 24.5% 428 0 2004-2005 1.4% 344 Jan. Feb. Mar. Apr. May 2005-2006 3.8% 210 2008 2008 2008 2008 2008 2006-2007 1.7% 357

Figure 1-18 Technology Investment by Type of Investment, Fiscal Years 2006-08

Fiscal Year Investment Three-Year Total 2006 2007 2008 Faculty Technology Mini-Grants $25,000 $25,000 $30,000 $80,000 Academic Excellence Centers (AEC) Equipment $54,079 $27,550 $1,450 $83,079 Advanced Technology Classrooms (ATC) $100,000 $430,900 $430,000 $960,000 Instructional Technology Equipment $1,112,000 $336,700 $424,000 $1,872,700 Total $1,291,079 $820,079 $885,450 $2,996,679

AQIP CATEGORY 1 27 Helping Students Learn Cuyahoga Community College June 2008

Figure 1-19 2003 Cohort of Ohio Community College Students

Full-time Students Part-time Students

Status in 2006 Cuyahoga All Ohio Cuyahoga All Ohio Community Community Community Community College Colleges College Colleges Earned degree by third year 3% 7% 3% 3% Persisting at same institution in 2006 37% 38% 33% 33% Persisting at different institution in 2006 9% 9% 7% 6% Total 3-year success 49% 54% 42% 41% tracked. Term-to-term persistence data have been Figure 1-20 collected, as well as cumulative grade point aver- Developmental Education FTE at ages and hours earned. Ultimately, graduation data Cuyahoga Community College and will be collected. Student data are compared to a Other Ohio Community Colleges [Developmental FTE compared to matched group of students who did not enroll in Total FTE in Fiscal Year 2005] the ATD courses to determine the success of the initiatives [8R4]. We will continue to gather student Developmental performance data through 2008-09 and make rec- Education FTE ommendations on appropriate institutional policies Campus as a Percent of Undergraduate regarding interventions. FTE Cuyahoga Community College, Based on faculty feedback, the Curriculum Office 19.8% Eastern Campus will continue to make customized improvements Cuyahoga Community College, 18.9% to the CurricUNET system. Faculty initiators are sur- Metro Campus veyed every year regarding their experience in using Cuyahoga Community College, 14.4% the system; results are used to implement changes Western Campus in the system and improve training and documenta- Lorain County Community College 10.9% tion. In 2006, the system was modified to extract Rio Grande Community College 10.9% all curriculum information from CurricUNET that is Sinclair Community College 9.9% Jefferson Community College 9.2% printed in the College Catalog. This has reduced the Lakeland Community College 5.1% resources and time needed to produce sections of Note: Includes students enrolled in Developmental Education the College Catalog, thereby maximizing our invest- any term in FY 2005 ment in this software. These new features are now part of the standardized system sold by the vendor to other colleges. College-wide goals and, for 2008-09, have set specific metrics for each goal [Figure 8-5]. In addition, we anticipate receiving data from OBOR HEI in the future about how our students perform We also establish goals and priorities related to when they transfer to other Ohio institutions (this is Achieving the Dream. Conversations with Aca- new from HEI). demic and Student Affairs Deans across the College informed enrollment target setting for each of the We set targets for improving student initiatives in 2008-09. 1I2 learning and development through our strategic planning process. The strategies articu- We communicate our results and improvement lated in our 2005-2010 strategic plan focus on: priorities to students, faculty, staff, administra- ensuring student success; supporting the student tors and appropriate stakeholders through Deans academic experience; integrating best practices Council meetings; Achieving the Dream; Town throughout our institution; developing strategic Hall Meetings; the My Tri-C Space Web portal; and alliances and partnerships; strengthening our “One departmental newsletters. [See 5C1 (Figure 5-2) for College” culture; and improving the community’s a more detailed discussion of our communication awareness of our College. Each year we set new vehicles.]

AQIP CATEGORY 1 28 Helping Students Learn Cuyahoga Community College June 2008

Figure 1-21 First-time Full-time Student Persistence

Number Number of First- % % Ohio of First time Full-time Persisting Persisting Number of First-time Full-time Community Year Degree-seeking at Same at Any Degree-seeking Undergraduates Colleges Year Students Undergraduates Institution Institution as a % of First-year Students 2000 1,480 246 48% 52% 17% Cuyahoga 2001 1,321 235 47% 52% 18% Community 2002 1,473 293 47% 53% 20% College, Eastern 2003 1,488 296 50% 52% 20% 2004 1,560 336 45% 50% 22% 2000 1,819 563 39% 42% 31% Cuyahoga 2001 1,722 462 42% 45% 27% Community 2002 1,857 469 39% 41% 25% College, Metro 2003 2,139 568 44% 46% 27% 2004 2,268 549 35% 38% 24% 2000 3,295 750 59% 64% 23% Cuyahoga 2001 3,063 721 59% 65% 24% Community 2002 3,134 793 63% 67% 25% College, Western 2003 2,882 777 58% 64% 27% 2004 2,997 866 58% 62% 29% 2000 6,594 1,559 50% 54% 24% Cuyahoga 2001 6,106 1,418 51% 56% 23% Community 2002 6,464 1,555 53% 57% 24% College, Total 2003 6,509 1,641 52% 56% 25% 2004 6,825 1,751 48% 52% 26% 2000 394 190 62% 66% 48% 2001 413 200 57% 62% 48% Jefferson Community 2002 378 146 62% 66% 39% College 2003 424 185 58% 62% 44% 2004 405 198 49% 55% 49% 2000 1,474 548 59% 70% 37% 2001 1,553 724 61% 70% 47% Lakeland Community 2002 1,592 704 57% 67% 44% College 2003 1,628 798 58% 66% 49% 2004 1,543 765 57% 64% 50% 2000 1,270 476 59% 65% 37% Lorain 2001 1,390 531 59% 64% 38% County 2002 1,658 630 61% 65% 38% Community College 2003 1,808 621 57% 63% 34% 2004 1,353 505 59% 66% 37%

continued

AQIP CATEGORY 1 29 Helping Students Learn Cuyahoga Community College June 2008

Figure 1-21 (continued) First-time Full-time Student Persistence

AQIP CATEGORY 1 30 Helping Students Learn Cuyahoga Community College June 2008

Category 2 – Accomplishing Other Distinctive Objectives

Context for Analysis (police and fire academies and Emergency Medical Services continuing education); (4) provides employ- Cuyahoga Community College’s distinc- er-sponsored training for apprentices (electricians, tive components support our vision to 2C1 carpenters, floor layers, iron workers, operating be a valued resource in regional economic develop- engineers, cement masons, millwrights and brick ment [Overview]. In the context of “One College” layers) through the Construction Apprenticeship [Figure 0-2], we commit substantial resources, Training Center; (5) provides continuing education energy and attention in three areas: (1) our Work- programs for healthcare professionals; and (6) helps force and Economic Development Division (WEDD); students prepare for college and advanced learn- (2) Corporate College; and (3) an extensive array ing opportunities and credit programs through GED of credit, non-credit, and continuing education preparation/testing and ABLE. healthcare programs. Strategically aligned with our mission [Overview and 2C2], WEDD and Corporate Corporate College was established in 2003 in College provide career preparation, technical train- response to the regional business community’s need ing, skills upgrading and lifelong learning programs for an advanced training delivery system that can that respond to the needs of regional employers. provide customized and general training on short notice that responds to specific skill requirements. In addition to WEDD and Corporate College, the Corporate College meets the needs of businesses College’s health career programs are vital to the through: (1) “contract training” (specialized non- region’s economy. Hospitals and related healthcare credit training developed for individual companies facilities are among the largest employers in every or groups of companies that want to train their county in Northeast Ohio, employing more than incumbent workers); (2) non-credit advanced train- 70,000 workers. Cuyahoga Community College ing “open enrollment” programs (e.g., advanced offers Associate degrees in 22 healthcare specialties Information Technology courses); and (3) facility and certificates/certifications in 23 healthcare areas. rentals (corporate training space, meeting rooms The College’s three distinctive components are and conference facility rental for companies and described below. entrepreneurs).

Offering course completion certificates, industry- Corporate College offers three types of short-term recognized skill certifications, and college credit, contract training: (1) standardized training (“off the WEDD was established in 1986 with the opening of shelf” products developed by Corporate College, the Unified Technologies Center, which is located other College components, or provided by outside adjacent to the Metropolitan campus. WEDD: (1) vendors); (2) company “personalized” programs provides “fast-track” (varying from 5-15 weeks) (partially customized multiple training sessions job-specific training (e.g., State Tested Nurse As- responding to specific company requirements); sistant; Basic Manufacturing Skills; Precision Ma- and (3) fully customized programs (large contracts chining; Patient Access Specialist) for traditionally requiring multiple competencies which usually underserved, economically-disadvantaged indi- necessitate customized curriculum development). viduals (most “fast-track” students are supported Corporate College sales staff serve as a portal to through Workforce Investment Act and other public the full spectrum of training available throughout funding sources); (2) offers entry- and mid-level Cuyahoga Community College and use a “One skill acquisition open-enrollment training programs College-One Solution” approach to meeting clients’ such as Patient Access Specialist; Medical Coding; training needs–matching the right unit within the Computer Aided Design; Industrial Maintenance; entire institution (WEDD, Corporate College, and Cisco programs; and Precision Machining Technol- academic credit programs) with specific employer ogy (some apprenticeship programs, operating in needs. conjunction with Precision Machining Technology, Advanced training programs are rapidly developed link certificate- and credit-based training); (3) oper- (sometimes within a few weeks) in conjunction with ates specialized career-specific training programs

AQIP CATEGORY 2 31 Accomplishing Other Distinctive Objectives Cuyahoga Community College June 2008 business leaders, company managers, and company provide clinical training opportunities for nursing human resource professionals. Primary program and health career students. areas focus on IT training; online training; professional development; leadership; entrepreneurship; In 2006, Cuyahoga Community College launched Lean/Six Sigma; and ISO/Quality. In addition to the Healthcare Careers Initiative (HCI), a partnership company-specific training, a large number of open- of the College, the Cleveland Clinic, the Cleveland enrollment, non-credit programs are offered for Metropolitan School District, and the Employment any individuals who want to upgrade their skills or Connection (Cleveland/Cuyahoga County career prepare for new/different careers. preparation system). HCI is an innovative response to current and emerging healthcare labor short- Hospitals and related healthcare facilities are among ages. The demonstration project was established the largest employers in every county in Northeast with a $1.8 million grant from the U.S. Department Ohio [Figure 2-1]. Cuyahoga Community College of Labor, with substantial matching funds from the awards the seventh largest number of Health program partners. Professions and Related Clinical Sciences Associate degrees in the nation (of two-year institutions) and Through HCI, the College is providing education tenth largest among two- and four-year institutions and training, resulting in Associate degrees for the combined. The College offers Associate degrees Cleveland Clinic’s incumbent workers currently in 22 healthcare specialties and certificates in 23 in jobs such as clerical workers, medical coders, areas. In addition to traditional classroom instruc- radiology assistants, etc. Following degree attain- tion, the College delivers on-site training at area ment, graduates move into Registered Nurse and healthcare institutions. Currently the College has Radiologic Technologist positions at the Cleveland contracts with over 100 area healthcare facilities to Clinic. The regional “One-Stop” System (Employ- ment Connection) is helping to “backfill” the Clinic’s vacated positions with new workers, most Figure 2-1 of whom are economically disadvantaged. The Healthcare Employers in Northeast Ohio, College has developed a unique 40-hour “Career Ranked by Number of Employees Advancement Skills” curriculum to enhance this Ranking backfill effort. In order to build a “pipeline” of new Within healthcare workers, HCI includes a project with the County Employer Cleveland Metropolitan School District that provides Cuyahoga County career awareness and career exposure opportunities #1 Cleveland Clinic #2 University Hospitals (UH) Health System for 9th through 12th grade public school students. #10 MetroHealth System Students in 7th–12th grades are exposed to profes- #23 UHHS/CSAHS-Cuyahoga, Inc. sional opportunities through a summer program #25 Parma Community General Hospital operated by the College. Medina County #6 Medina General Hospital The College ensures that these three #9 WHR Health System C2 distinctive components align with Lorain County 2 #3 Community Health Partners our mission, vision, and philosophy through their #4 EMH Regional Medical Center integration with our five-year (2005-2010) strategic #31 Cleveland Clinic plan [Figure 2-2]. The College has a separate health Lake County careers plan that was updated in early 2008 to cor- #1 Lake Hospital System respond to our overall strategic plan. Health career #19 University Hospitals (UH) Health System #28 Cleveland Clinic program Associate Deans and Program Managers Ashtabula County meet monthly to assess progress against the plan. #2 Ashtabula County Medical Center WEDD and Corporate College also develop plans #10 UH Geneva Memorial Hospital that are consistent with the College’s strategic plan. #13 UH Conneaut Medical Center Geauga County The College’s distinctive compo- #3 UH Geauga Medical Center 2C3 nents complement our processes and Note: Health facility/provider rankings are based on the number systems for helping students learn. WEDD often of employees in each institution within their respective counties. Source: Crain’s Cleveland Business Book of Lists 2007.

AQIP CATEGORY 2 32 Accomplishing Other Distinctive Objectives Cuyahoga Community College June 2008 enrolls individuals who are not “traditional” college a Student Success Center for Nursing and Allied students; many are economically disadvantaged, Health on the Metropolitan (downtown) campus have poor educational attainment, and marginal that features computer stations, group study areas, attachment to the labor force. By providing GED and anatomy models. A tutor is available at the preparation and testing and ABLE programs, WEDD Center, as well as on all campuses, and at off-cam- simultaneously prepares students for job oppor- pus locations (Cleveland Clinic and Parma Hospital). tunities and college entrance. WEDD’s Pathways Nursing and other healthcare students benefit from and Access to College Entry (PACE) program, for the availability of sophisticated human patient example, provides basic skills and career interest simulators and virtual reality computer-based intra- assessments; learning disability assessments and venous therapy training. counseling; orientation to the college environment; career plan development; post-secondary credential The College offers a seminar for “science success,” preparation through an ABLE program; “soft-skill” and an orientation for new students and their workforce preparation instruction; career explora- families featuring a psychologist who discusses tion; wellness instruction and screening; enrollment the academic and personal challenges students in non-credit, job-specific “fast-track” training will experience as they move through healthcare programs; and job placement services. programs.

Prior to training delivery, Corporate College provides Processes specific learning objectives for companies that want Our other distinctive components are to train their incumbent workers. Program manag- determined through the College’s ers monitor program completion rates. 2P1 strategic planning process and by the President and The College’s health careers programs support senior leadership (Executive Vice Presidents and student learning in several ways. The College has Vice Presidents) based on community needs, input

Figure 2-2 Distinctive Objectives Alignment with Cuyahoga Community College’s Strategic Plan, Goals, and Objectives

Distinctive Strategic Plan Goal Goal Objective Examples for Fulfilling Objective Objective Goal I. Enhance student ability Improve student performance and job “Fast-track” training quickly prepares to succeed in accomplishing their placement rates students for in-demand jobs educational and career goals by providing them with a high quality educational experience in a Ensure that new students are GED preparation and testing and supportive teaching and learning prepared for college-level coursework ABLE programs increase basic skills environment Increase enrollment and graduation Many programs serve underserved, rates among diverse populations economically disadvantaged groups Workforce While most WEDD programs provide & Economic Goal II. Develop strategic alliances certificates, credit is provided with Development and partnerships to support Tri-C’s Increase enrollment in credit and apprenticeship programs. WEDD Division programming, funding, enrollment, non-credit programs skills upgrading (GED and ABLE) (WEDD) and technology initiatives, enabling prepares students to pursue degree the institution to better serve its programs diverse community Programs developed and monitored Expand delivery of training services through Employer Advisory through employer partnerships Committees (and labor union partners for apprenticeship programs) Goal V. Improve the community’s Increase public understanding of Tri-C Public reliance on WEDD for job- perception of the College and providing a wide spectrum of higher specific “fast-track” training and enhance market penetration in education, workforce training, and career development services Cuyahoga County career development programming

continued

AQIP CATEGORY 2 33 Accomplishing Other Distinctive Objectives Cuyahoga Community College June 2008

Figure 2-2 (continued) Distinctive Objectives Alignment with Cuyahoga Community College’s Strategic Plan, Goals, and Objectives

Distinctive Strategic Plan Goal Goal Objective Examples for Fulfilling Objective Objective Goal I. Enhance student ability to succeed in accomplishing their educational and career goals Employer-specific training for Enhance employer satisfaction with by providing them with a high incumbent workers and “open Tri-C educated students quality educational experience in a enrollment” skills upgrading supportive teaching and learning environment Increase enrollment in credit and Focus on non-credit programs noncredit programs Business community relies on Enhance the College’s role as a source Goal II. Develop strategic alliances Corporate College for training of expertise to the community and partnerships to support Tri-C’s identification and delivery programming, funding, enrollment, and technology initiatives, enabling Actively seek and expand Continual collaboration with business the institution to better serve its collaborations that maximize regional and industry to identify and deliver Corporate diverse community resources skills College Serve as a centralized source of Sales representatives serve as a portal training and development offerings to to all College training the business community Increase public understanding of Tri-C Business community’s reliance on providing a wide spectrum of higher Corporate College for skills upgrading education, workforce training, and Goal V. Improve the community’s for career advancement perception of the College and career development programming enhance market penetration in Increase enrollment, both credit and Rapid response to workforce Cuyahoga County non-credit, from the higher education development markets and business- and workforce development markets identified niche training areas along with specific niche areas Goal VII. Improve operations Increase customer satisfaction Primary interface with regional to support the “One College” through better understanding of business and industry for training concept and create efficiencies customers needs within operations and processes Goal I. Enhance student ability to succeed in accomplishing their educational and career goals Extensive support systems to help Enhance student ability to meet by providing them with a high health career students obtain degrees educational and career goals quality educational experience in a and jobs supportive teaching and learning environment Students continue on to four-year Increase percentage of individuals institutions. K-12 career awareness participating in higher education in and career exposure through HCI Health Career Northeast Ohio build a “pipeline” of new students Programs [2C1] Goal II. Develop strategic alliances Close collaboration with major and partnerships to support Tri-C’s healthcare employers to identify skills programming, funding, enrollment, and training; some training provided and technology initiatives, enabling Enhance the College’s role as a source on-site at healthcare institutions; the institution to better serve its of expertise to the community and responsive to requirements diverse community of accrediting organizations for healthcare programs Serve as a centralized source of Healthcare Employer Advisory training and development offerings to Committees identify in-demand the business community occupations and training needs

AQIP CATEGORY 2 34 Accomplishing Other Distinctive Objectives Cuyahoga Community College June 2008 from employer advisory committees, and analyses The College has several methods for of regional job opportunities and commensurate 2P3 determining faculty and staff needs for skill requirements. our other distinctive components. Most WEDD and Corporate College instructors are industry experts All three distinctive components of the College serving as adjunct faculty. Program enrollment levels operate as part of “One College; a charge champi- vary considerably throughout the year. WEDD and oned by executive leadership and promoted largely Corporate College Program Managers maintain lists through an AQIP Action Project developed in 2004. of qualified instructors and recruit potential instruc- “One College” is designed to keep stakeholders— tors for high-enrollment areas. In some cases where primarily students—at the core of process design. instructor shortages are identified, WEDD and It works under three basic assumptions: (1) excep- Corporate College may provide train-the-trainer tions create additional processing time (admissions, instruction to prepare potential or new instructors. financial aid, records retention, etc.); (2) while Instructor/student ratios and new program initia- interactions may occur at or with one location, the tives are reviewed by Executive Directors during the stakeholder is always dealing with a larger, uni- annual budget development process. Fiscal adjust- fied institution; and (3) working together removes ments for instructor/staff costs are made as part of unnecessary barriers and allows greater access for this process. stakeholders. For most health career programs, the number of Expectations for our distinctive com- classroom and clinical instructors and staff is man- 2P2 ponents are communicated by senior dated by accrediting organizations based on stu- leadership (Executive Vice Presidents, Deans, Vice dent/faculty ratios. Area healthcare institutions also Presidents, and Executive Directors), as well as pro- determine student/faculty ratios for clinical instruc- gram managers and external stakeholders, through tion. Faculty and staff needs are routinely reviewed a variety of methods. At the highest level, the by each division and taken into consideration dur- Board of Trustees and the President ensure that our ing the annual budget development process. strategic plan drives expected outcomes for our distinctive components. The President communicates The College’s three distinctive com- expectations by chairing Executive Vice Presidents 2P4 ponents are reviewed in several ways. meetings which are held twice each month, and WEDD and Corporate College Program Managers by chairing weekly meetings attended by the three use student surveys to determine satisfaction with Campus Presidents, General Counsel, Executive course expectations, content, materials, value, and Vice Presidents, and the Assistant to the President. skills acquired, along with instructor preparation/ Revenue goals are developed annually through organization, subject matter knowledge, commu- meetings with WEDD’s Executive Vice President, the nication, presentation skills and helpfulness. Survey President of Corporate College, and the Executive results are scanned into a centralized database for Vice President for Finance and Business Services. review by authorized Program Managers and senior The Board of Trustees approves annual budgets. staff. Instructor assignment and content delivery may be modified based on survey results. The College’s Vice President for Healthcare Educa- tion Initiatives is the primary liaison with regional Fiscal data (profit/loss) are reviewed monthly by healthcare industry leaders. She works collabora- WEDD’s Executive Vice President and the President tively with our Healthcare Leadership Team, con- and Executive Directors of Corporate College. Staff sisting of the Dean and Assistant Dean of nursing, and resource allocations are adjusted during the Associate Deans for health careers, and the Director year as needed by WEDD’s Executive Vice President of our Center for Health Industry Solutions who and the President and Executive Directors of Cor- oversees WEDD non-credit healthcare programs. porate College and by the College’s Executive Vice This leadership team, which develops the health President for Finance and Business Services during careers strategic plan, meets monthly to address the annual budget process based on fiscal perfor- issues and protocols that cut across all healthcare- mance review. related programs.

AQIP CATEGORY 2 35 Accomplishing Other Distinctive Objectives Cuyahoga Community College June 2008

The College’s health career programs use a system- Health career program staff routinely track program atic approach for reviewing and evaluating results outcomes against the College’s health careers against intended program outcomes. The approach plan’s goals and objectives; student attrition rates; includes employer and graduate surveys, clinical degree/credential award rates; examination pass site supervisor surveys, yearly reports and self-study rates; results of accreditation site visits and pro- reports (5-10 year cycles) prepared for accreditation gram accreditation; employer satisfaction; student organizations [1R2: list of accreditation organiza- employment through student surveys; graduate tions]. Health career program Associate Deans and employment rates and wage rates. The number of Program Managers review this information and graduates is assessed in light of continually identi- enrollment data to identify trends that may have an fied and projected employer needs. impact on program quality and student success. As an example, recent regulatory changes at the state Results level required Physician Assistants to obtain a higher Because WEDD and Corporate College credential, a Masters degree. In response, the Col- were established to enhance regional lege formed a partnership with Cleveland State 2R1 economic development while meeting financial University (CSU) in which Cuyahoga Community targets, results in accomplishing our objectives for College provides Physician Assistant training and these divisions are student enrollment [Figure 2-3] CSU provides graduate-level required courses. Stu- and attainment of established revenue targets. Rev- dents now earn a certificate in Physicians Assistant enue expectations are adjusted during the annual from Cuyahoga Community College while earning budget process, based on regional data and previ- a Masters in Health Sciences with a concentration ous performance. Revenue goals for both divisions in Physicians Assistant from CSU. The College now are continually met. only admits students who already have a Bachelor’s degree. Another example is the College’s recent Key results for the College’s health career programs major curriculum modification for the Emergency focus on the number of program enrollments and Medical Technology program, which followed a graduates. Health career Associate degree pro- review of failure rates on the national credentialing grams and health career certificate program results examination. are shown in Figures 2-4 and 2-5. WEDD’s Center for Health Industry Solutions health career program Multiple sources of data and informa- and seminar enrollments are shown in Figure 2-6. 2P5 tion are collected and analyzed regularly. WEDD and Corporate College senior manag- Results for the HCI are shown in Figures 2-7 and ers track profit/loss data (overall and for individual 2-8. HCI summer program enrollment results are programs); student enrollment; student/corporate in-line with the Department of Labor’s (funding client satisfaction; and certificate/certification organization) expectations. For the first two years, attainment. WEDD also tracks job placement, as graduation rates for Nursing and Radiography required for publicly funded students, and deliv- student did not fully meet funding objectives due to erable requirements for grant-funded initiatives. unexpected participant attrition. The College kept

Figure 2-3 WEDD/Corporate College Open Access and Contract Training Student Enrollments, Fiscal Years 2006-2008

Fiscal Year WEDD Corporate College Open Access Contract Training Open Access Contract Training 2006 (a) 9,673 2,217 3,223 2,636 (b) 2007 8,403 1,022 3,266 12,219 (b) 2008 (c) 9,163 1,503 3,069 4,295 (b) Total 27,239 4,769 9,558 19,150 (b) (a) FY 06 WEDD enrollment includes gerontology and the senior adult program which moved to the Office of Community Continuing Education beginning in FY 07. (b) FY 07 Corporate College contract training enrollment includes special Board of Elections contract project. (c) FY08 data are as of 5/7/2008.

AQIP CATEGORY 2 36 Accomplishing Other Distinctive Objectives Cuyahoga Community College June 2008 the funder, the Department of Labor, informed of Comparisons of our 2007 pass rates on the Na- this fact. Working in collaboration, the College and tional Council Licensure Examination-Registered the funder are adjusting intended outcomes. Nurse (NCLEX) examination show that the College’s graduates score above 90 percent (Ohio overall = Compared to our peer institutions in 86.58%). The College’s NCLEX results are in the 2R2 Ohio, the College grants the most top five highest of all of the 31 Associate, Bachelor, Associate degrees in the health professions than or Diploma-granting institutions in Northern Ohio any other college [Figure 2-9]. [Figure 2-11]. The pass rate for graduates of the associate’s degree nursing program is 98 percent. Although we face some challenges related to avail- The average pass rate for the College’s health ca- ability of other comparable data, according to the reer technology programs is 92 percent. most recent analysis of U.S. Department of Educa- tion data by Community College Week, Cuyahoga The College’s results related to our Community College ranks seventh nationally 2R3 three distinctive components strength- among all two-year institutions and 10th among en the institution in several ways. Employers look all two- and four-year institutions in the number of to Cuyahoga Community College for students who Associate degrees awarded for health professions meet skill requirements and are prepared to suc- and related clinical sciences [Figure 2-10; Top 25 ceed in the workforce. Students look to the College shown]. for education and training that prepares them for

Figure 2-4 Health Careers Graduates, Associate Degree Programs, Fiscal Year 1997–1998 Through 2006–2007

Title Fiscal Year 97-98 98-99 99-00 00-01 01-02 02-03 03-04 04-05 05-06 06-07 Cardiovascular Technology* 13 20 11 15 0 0 0 0 0 0 Dental Hygiene 22 23 19 19 23 22 24 20 18 22 Dental Lab Technology* 10 6 0 1 0 0 0 0 0 0 Diagnostic Medical Sonography 0 0 0 0 0 18 19 31 28 24 Dietetic Technician 8 7 7 5 6 4 5 4 10 4 Emergency Medical Technology 1 1 1 2 1 7 7 3 7 10 Environmental Health and Safety 0 0 0 1 3 3 0 2 6 1 Health Information Management 10 9 10 8 3 14 8 14 12 18 Human Services 17 15 18 18 13 9 12 11 12 20 Massotherapy 0 0 8 9 12 7 6 4 15 13 Medical Assisting 5 9 2 5 4 0 1 3 5 5 Medical Lab Technician 6 4 3 0 0 0 8 12 7 5 Nuclear Medicine 0 0 0 0 0 4 8 11 12 16 Nursing 115 128 98 79 87 99 119 133 158 216 Occupational Therapy Assistant 24 24 17 10 4 1 6 11 16 9 Technology Optical Technology 10 10 4 5 10 7 7 3 5 8 Pharmacy Technology 7 4 9 9 4 5 4 9 6 8 Phys. Therapist Assisting Technology 32 30 27 12 10 8 4 12 15 14 Physician Assistant 32 26 27 21 23 25 18 26 30 30 Radiography 27 28 24 26 27 32 27 38 43 35 Respiratory Care 19 20 17 12 12 10 16 12 14 17 Surgical Physician Assistant** 23 27 21 25 23 19 20 12 0 1 Surgical Technology 0 0 0 0 0 6 6 3 8 13 Veterinary Technology 20 15 19 20 18 27 22 19 23 18 Total Associate Degrees Awarded 401 406 342 302 283 327 347 393 450 507 * Program discontinued. ** Program combined into one program with Physician Assistant.

AQIP CATEGORY 2 37 Accomplishing Other Distinctive Objectives Cuyahoga Community College June 2008 well-paying in-demand jobs, either as their final Improvement learning destination or for income support while The College continually improves systems they pursue degrees and academic transfer. 2I1 and processes for accomplishing our WEDD staff review labor market information to three distinctive components in a number of ways. add, modify, or eliminate programs in response to WEDD has a staff member dedicated to gathering job openings and skill demands. Employers serve on labor market information, which is used to create WEDD Program Advisory Committees, strengthen- new programs and modify existing courses based ing curriculum and ensuring that skills are relevant on job openings and skill requirements. In 2006, to specific industries. WEDD’s understanding of the Corporate College contracted with the Learning regional labor market, combined with employer Resources Network (LERN) to improve processes for input, ensures that workforce preparation and identifying and structuring non-credit professional training programs are responsive to regional needs. development programs, with the goal of improving WEDD’s skills upgrading programs (GED and ABLE) market strategies to attract and retain more open prepare students for entry-level, job-specific training enrollment students. LERN: (1) assessed professional and subsequent college enrollment. development offerings and recommended changes, modifications, additions, and revisions to make WEDD was formally recognized by the American the College a “best practices” provider; (2) identi- Association of Community Colleges in 2002 for fied active career fields in the College’s market and best practices in developing and operating pro- prepared a list of professional development courses grams that move economically disadvantaged specific to each career field; and (3) designed/ individuals into well-paying, in-demand jobs. recommended program organization systems and strategies for listing/promoting new programs on- Corporate College fills a major training gap in the line and in print materials. As a result of the LERN region by offering employers affordable, custom- recommendations, Corporate College restructured designed training programs that increase profits a number of program offerings and made modifica- and enhance future workforce development. Be- tions to marketing tools. cause healthcare is our region’s largest industry, the College’s health career programs enable our institu- In 2007-08, the College instituted a program review tion to be one of the leading providers of talent in process for healthcare programs which is completed Northeast Ohio. by program managers. Four programs piloted the process that will bring about new protocols and procedures for healthcare program improvement.

Figure 2-5 Credit Health Careers Graduates, Certificate Programs, Academic Years 1997-1998 Through 2006-2007

Title Fiscal Year 97-98 98-99 99-00 00-01 01-02 02-03 03-04 04-05 05-06 06-07 Cardiac Technology* 2 6 1 4 1 0 0 0 0 0 Dental Assisting 1 0 0 0 0 0 0 0 0 0 Legal Nurse Consulting 0 0 0 26 4 8 4 5 2 6 Medical Assisting 11 4 2 6 5 7 7 6 6 12 Medical Transcription 1 0 0 0 0 0 0 0 0 0 Optical Technology 0 0 0 0 0 2 0 0 1 2 Pharmacy Technology 1 6 1 0 2 1 1 4 5 9 Phlebotomy (Short-Term) 0 0 0 0 0 0 0 0 0 8 Polysomnography 0 0 0 0 0 10 7 8 10 8 Practical Nursing 0 24 17 17 16 31 31 65 81 76 Sterile Process Distribution 5 3 8 3 2 0 1 1 3 9 Total Certificates Awarded 21 43 29 56 30 59 51 89 108 130 * Program discontinued and is included as part of the Diagnostic Medical Sonography Associate Degree.

AQIP CATEGORY 2 38 Accomplishing Other Distinctive Objectives Cuyahoga Community College June 2008

The experience from these reviews will be used to Targets for improvement are set in several modify the process for implementation across the 2I2 ways, including a 2008-09 metric [Figure college in 2008-09. 8-5]. Advisory Committees provide input into

Figure 2-6 WEDD Center for Health Industry Solutions Enrollments by Program, Fiscal Years 2006 and 2007

Direct Care FY 06 FY 07 Title Enrollment Enrollment State Tested Nurse Assistant (STNA) 258 398 STNA Exam Preparation Course 15 25 Train the Trainer: STNA Instructor 3 23 Total 276 446 Healthcare Continuing Education FY 06 FY 07 Title Enrollment Enrollment Annual Update Veterinary Technician 57 53 CPR 0 94 NCLEX Review 0 5 Sterile Processing Review 0 8 Radiation Protection Update 69 98 Initial Training Dental Asst. Radiography 126 103 Ophthalmic Seminar-Spectacles 106 75 Adult Medical Emergency Dental Hygiene 40 38 Dynamics of Reflexology 6 0 Coronal Polishing Certification 34 11 Physician Asst. Board Review & Recertification 56 0 Dental Radiology: Exam/Licensure 41 0 Nuclear Medicine Symposium 0 65 HPS Workshop: Emergency Room 4 21 Total 539 571 Patient Financial Services FY 06 FY 07 Title Enrollment Enrollment ICD-9 CM Coding Workshop 49 15 Certified Medical Coder 121 50 Medical Terminology-Anatomy & Physiology 149 266 Medical Coding Fundamentals 56 13 Surgical Coding Fundamentals 57 10 CPT Coding Workshop 54 17 Customer Service for Healthcare 43 127 Patient Access Specialist 46 166 Certified Medical Coder-Self Study 5 0 Certified Medical Office Mgr.-Self Study Office Manager-Self Study 3 0 Certified Medical Insurance Specialist-Self Study 3 0 Medical Terminology Exploratory Seminar 32 63 Patient Access Specialist Fundamentals 61 150 Hospital Reimbursement Billing 9 0 continued

AQIP CATEGORY 2 39 Accomplishing Other Distinctive Objectives Cuyahoga Community College June 2008

Figure 2-6 (continued) WEDD Center for Health Industry Solutions Enrollments by Program, Fiscal Years 2006 and 2007

Patient Financial Services (continued) FY 06 FY 07 Title Enrollment Enrollment Medical Billing Reimbursement 92 131 Medical Billing On-Line 10 0 Medical Coding On-Line 14 0 Advanced Coding ICD-9 On-Line 4 0 Medical Terminology On-Line 19 0 Medical Transcription On-Line 6 0 Advanced Coding-CPT On-Line 4 0 AAPC Certificate Exam Review On-Line 2 0 Chart Auditing Workshop 101 0 Patient Access Specialist Careers 8 0 NAHAM Certification Exam Prep: CHAA 6 0 CCA Certification Exam Review 4 0 CCS Certification Exam Review 27 6 Advanced CPT Coding Concepts 118 0 Radiology: High Tech/Demand Coding 49 0 Laboratory & Pathology Medical Coding and Billing 0 24 Case Scenario Workshop Physician Services 0 48 CPC Certification Exam Review 19 10 AAPC Professional Medical Coding 0 45 NAHAM Certification Exam: CHAA 11 5 Cardiology Code Lab D&I Coding 0 24 APR-S Impact of Severity Adjusted Diagnostic Related Groups 0 6 Cardiology Code Lab/APR-DRGS 0 14 Certified Medical Coder Exam 10 0 Compliance and Advanced Chart Auditing 0 32 Urology Coding for the Physicians Practice 0 12 Revenue Cycle Management Strategies 0 23 Total 1,192 1,257 Total WEDD Center for Health Industry Solutions Enrollment 2,007 2,274 0 = New, Cancelled, or not offered.

program operations; Program Managers develop credential needs and areas for improvement. Her plans and set targets for improvements as neces- findings are shared with Associate Deans for health sary. WEDD and Corporate College receive revenue career programs, the Dean for Nursing, and Pro- goals annually. Associate Deans for health career gram Managers. programs meet with Program Managers regularly to review enrollment and attrition rates and de- Instructors for the College’s State Tested Nurse velop methods for improvement. The College’s Assistant program meet quarterly to identify areas Vice President for Healthcare Education Initiatives for instructional improvement. Nursing Assistant is responsible for continually interacting with area program managers prepare monthly reports, which healthcare institutions to identify specific skill and describe areas for improvement when necessary.

AQIP CATEGORY 2 40 Accomplishing Other Distinctive Objectives Cuyahoga Community College June 2008

Health career program Associate Deans prepare Figure 2-7 monthly reports to Campus Presidents which are Health Careers Initiative: Youth Career Exposure – used to track progress in meeting program objec- Summer Exploration Program Participants tives. Suggestions for improvement are included in 2006 Participants the monthly reports. WEDD produces a quarterly newsletter that communicates results and program Grade 9 8 priorities to students, faculty, staff, administrators, Grades 10-11 13 and stakeholders. Total 21 2007 Participants Grades 7-9 38 Figure 2-8 Health Careers Initiative: Registered Nurse and Grades 10-11 34 Radiography, Students Graduated and Currently Total 72 Enrolled (2006 and 2007 Cohort Groups) 2008 Participants* Grades 7-9 40 Registered Nurse Students Grades 10-11 40 Graduated Enrolled Total 80 36 53 * Number enrolled to date, program begins summer 2008. Radiography Students Graduated Enrolled — 15

Figure 2-9 Health Professions: Associate Degrees Awarded in Ohio

Institution Academic Year 2004-2005 2005-2006 2006-2007 Cuyahoga Community College 529 602 690 Columbus State Community College 311 469 593 Owens State Community College 426 516 514 Sinclair Community College 463 447 467 Hocking Technical College 487 472 415 Lorain County Community College 348 387 399 Central Ohio Technical College 228 307 312 James A. Rhodes State College 309 314 305 Stark State College 249 288 304 Cincinnati State Technical College 253 260 271 North Central State College 213 263 267 Lakeland Community College 269 239 254 Marion Technical College 131 267 253 Southern State Community College 124 124 192 Belmont Technical College 144 158 157 Washington State Community College 146 152 152 Clark State Community College 142 163 142 Jefferson Community College 81 102 127 Zane State College 87 82 119 Northwest State Community College 92 134 110 Edison State Community College 56 70 103 Rio Grande Community College 76 91 97 Terra State Community College 12 18 24

AQIP CATEGORY 2 41 Accomplishing Other Distinctive Objectives Cuyahoga Community College June 2008

Figure 2-10 Top 25 Associate Degrees: Health Professions and Related Clinical Sciences

2006 2004- Institution State Preliminary 2005-2006 Rank 2005 Percent Total Men Women Total Change Two-Year Institutions* 2 ASA Institute of Business and Computer Technology NY 761 83 723 806 6% 4 Community College of Allegheny County PA 590 132 522 654 11% 5 Broward Community College FL 587 142 504 646 10% 6 Fresno City College CA 433 112 395 507 17% 8 Milwaukee Area Technical College WI 450 83 398 481 7% 9 Florida Community College at Jacksonville FL 407 64 409 473 16% 10 Cuyahoga Community College District OH 434 94 361 455 5% 11 The Bryman School AZ 540 80 365 445 -18% 12 Sawyer College-Hammond IN 59 22 421 443 651% 13 North Harris Montgomery Community College District TX 286 61 366 427 49% 14 Palm Beach Community College FL 332 84 342 426 28% 15 High-Tech Institute-Nashville TN 467 79 381 410 -12% 17 Owens Community College OH 353 43 351 394 12% 18 College of DuPage IL 266 69 322 391 47% 19 San Jacinto College-Central Campus TX 424 89 299 388 -8% 19 George C. Wallace State Community College-Hanceville AL 456 58 330 388 -15% 21 Columbus State Community College OH 311 71 311 382 23% 22 Suffolk County Community College NY 338 55 318 373 10% 23 Minnesota State Community and Technical College MN 324 23 349 372 15% 24 Sinclair Community College OH 352 45 326 371 5% 26 Hillsborough Community College FL 374 74 282 356 -5% 27 Valencia Community College FL 343 80 273 353 3% 28 Oakland Community College MI 359 44 308 352 -2% 29 Greenville Technical College SC 409 44 303 347 -15% 30 San Joaquin Valley College CA 392 53 289 342 -13% *Rank is among two-year and four-year institutions; only two-year institutions are shown in this table. Source: Community College Week analysis of U.S. Department of Education data.

Figure 2-11 National Council Licensure Examination-Registered Nurse (NCLEX) Results for Ohio, 2007

Institution/Degree NCLEX Result Institution/Degree NCLEX Result Cuyahoga Community College/AD 91.79 Malone/BS 79.41 Bowling Green State U/BS 87.88 Marion Tech/AD 95.08 Bryant & Stratton/AD 66.67 MedCentral/BS 83.87 Capital University/BS 91.43 Mercy/AD 89.13 Case Western Reserve University/BS 88.06 Mercy/BS 78.57 Cincinnati State/AD 87.50 Mt. Carmel/BS 81.51 Clark State/AD 86.76 North Central State/AD 92.59 Cleveland State University/BS 90.14 Ohio State/BS 94.39 Columbus State University/AD 95.81 Owens/AD 83.33 Good Sam Cincinnati/AD 82.52 Sinclair/AD 90.70 Huron/DPL 89.47 U of Akron/BS 82.61 Kent State University/AD 84.00 U of Toledo/AD 64.86 Kent State University/BS 88.55 Ursuline/BS 65.63 Lakeland/AD 89.13 Wright State/BS 82.68 Lorain/AD 89.87 Youngstown State University/BS 77.92 Lourdes/BS 80.00 AD = Associates Degree; BS = Bachelor of Science Degree; DPL = Diploma

AQIP CATEGORY 2 42 Accomplishing Other Distinctive Objectives Cuyahoga Community College June 2008

Category 3 – Understanding Students’ and Other Stakeholders’ Needs Context for Analysis Short- and long-term requirements and expectations of our students are iden- Cuyahoga Community College’s mis- 3C2 tified through a wide array of methods, including sion, vision, and values [Institutional 3C1 Noel-Levitz survey results, contact with counselors, Overview] guide our efforts to understand stu- focus groups, and interactions with faculty. Student dent and other stakeholder needs. We categorize expectations and requirements include: students, our primary stakeholders, into two basic groups–credit and non-credit. The credit group is n Quality education further classified in multiple ways, although four basic categories are generally used: (1) student n Affordable tuition enrollment status; (2) level; (3) educational/career n Easy access to facilities and services goal; and (4) academic preparation. n Availability of financial assistance Specific definitions and distinctive categories allow the College to target the needs of various student n Range of program options–credit, non-credit, populations. Student enrollment status includes personal enrichment six categories based on the students’ relationships with the College during the registration period– n Help in identifying educational/career goals and new from high school; delayed from high school; progress toward attaining them continuing; returning; transfer in; and current high n Timely and accurate information related to trans- school students. Students are also classified by level fer, programs, classes, and grades (freshman or sophomore) and educational/career goal. Goals include pursuing degrees, certificates, n Respectful treatment or transfer credit; employment-related training; and personal enrichment. Academic preparation classi- n Flexible schedules (evening, weekend, full-term, fications allow the College to identify students who partial term, online and “blended” learning) need developmental education before pursuing long-term educational goals. Other classifications n Relevant skills and knowledge toward education- are used in the context of specific departmental or al/career goals program requirements, for example, “pre-nursing.” n Degree, certificate, job attainment or successful Other stakeholders involved in our institution’s suc- transfer cess are listed in Figure 3-1. n A positive College reputation with employers as an advantage in obtaining a job

Figure 3-1 n Campus safety Cuyahoga Community College, Key Stakeholders Board of Trustees Short- and long-term requirements and expecta- Tri-C Foundation Board tions of other stakeholders include: Accrediting Agencies/Organizations Advisory Committee Members n K-12 school systems expect the College to help K-12 School Systems Businesses their students transition into college Transfer Institutions Economic Development Organizations n Four-year institutions expect students to be pre- Community-Based Organizations pared to transfer Alumni Legislators n Parents expect a high quality education at an Unions (Joint Apprenticeship Councils) Government Agencies affordable price, college transfer, and jobs for their Parents sons and daughters

AQIP CATEGORY 3 43 Understanding Students’ and Other Stakeholders’ Needs Cuyahoga Community College June 2008

n Accrediting organizations expect the College to identify the appropriate course placement in these meet specific program-related requirements academic areas. n Employers expect that the College will provide The College uses the Noel-Levitz Student Satisfac- high-quality training that meets their needs, result- tion Inventory survey results (conducted every other ing in an adequate supply of qualified workers year), to respond to changes in student needs and support services. Based on Noel-Levitz results, n Economic development organizations expect the Student Affairs Deans and staff develop an action College to provide graduates who will become as- plan that includes initiatives for the next two years. sets to the regional economy and help attract new The College also conducts the Community College businesses to the region Survey of Student Engagement (CCSSE) every other year (opposite years of Noel-Levitz), and reviews n Grant funding organizations and agencies expect results based on award criteria and a return on their the results to identify needs related to the academic investment environment. The Graduate survey, conducted annually, is sent to all students who have completed n City of Cleveland and Cuyahoga County govern- a degree or certificate at the College in the previ- ment agencies expect the College to provide train- ous 12 months. About 40 percent of graduating ing for economically disadvantaged individuals and students return the survey; results are reviewed by special population groups through the use of public staff and program managers across the College, as funds well as by Advisory Committees to identify trends or opportunities for improvement. n State and federal government entities that provide financial aid expect students to progress in Employers serving on program advisory committees their learning experience and obtain credentials provide input related to work readiness, changing job trends, and on-the-job performance of our n Members of the community expect fiscal respon- graduates. Employer surveys provide feedback re- sibility and that the College will remain a valuable garding their satisfaction with the College’s gradu- resource for all area residents ates. The College also develops and administers ad hoc surveys for special initiatives (e.g., student use n Community members expect the College’s of the My Tri-C Card). We also analyze course and campuses to be available for cultural activities and student data to understand student actions, suc- inexpensive facility use cess rates, facility usage, financial assistance needs, Processes course section increases and decreases, and master facility planning. We form and charge task forces The College identifies the changing with specific activities, such as the implementation 3P1 needs of student populations through of course scheduling software, and create Core a variety of means, including analysis of student Teams around special initiatives (as an example, assessment and other performance data available Achieving the Dream) that focus on understanding through the College’s data warehouse and our the changing needs of students. Enterprise Resource Planning (ERP) system [7C1]; direct student contact by counselors and faculty; The College uses a variety of practices focus group conversations; regular cycles of surveys 3P2 and services to build and maintain rela- and reports from students, graduates and employ- tionships with current students, beginning with a ers; ad hoc surveys on special topics; and discus- recently expanded new student orientation process sions with advisory committees. [1P4; 3R2; and 6P1]. New, first-time students attend either a half-day session or participate in an Credit students enrolling in the College take ACT online orientation program prior to registering for COMPASS assessments to determine placement classes. Our student ambassador program provides in reading, mathematics, and English/writing. Test experienced and trained students to assist new results, combined with students’ educational goals, students in the enrollment management process, are used by academic advisors and counselors to including registration, orientation, and financial

AQIP CATEGORY 3 44 Understanding Students’ and Other Stakeholders’ Needs Cuyahoga Community College June 2008 aid [1P10 and 6P1]. Many students also choose to time management, study skills, test taking, financial enroll in first-year experience courses for study skills literacy, student financial aid, career exploration, and other college transition support. and preparation for college. Prospective students can engage in a live “chat” with admissions or The College’s counseling and advising faculty other support service staff through the College’s continually build and maintain relationships with website. The College also works with regional students [1P4; 1P5; 3R1; 6P1; 6R1]. Student success corporations and organizations, and with the workshops, provided by Counseling, facilitate rela- youth-serving programs and early college partner- tionship building with new and returning students ship programs described in Category 9 [Figure 9-3], to maximize their educational experience. The to establish a foundation for relationships with College’s My Tri-C Space web portal provides stu- prospective students. dents with an email communication link, as well as convenient access to student records, and informa- At the highest level, our President, with tion about programs, courses, facilities and support 3P3 input from the College Executive Vice services. Enrollment management continually builds Presidents, determines courses of action based on a relationship with students through postcards and changing needs. We identify the changing needs of emails regarding registration dates, payment dead- our key stakeholder groups through regular meet- lines, and progress reports. ings of our Board of Trustees [5C1] and the Tri-C Foundation Board; ongoing interactions with our Relationships also are built and maintained through program advisory committees [5P1] and employer Key Career Place, which offers career preparation relationships developed primarily through Corpo- and job search assistance on all three campuses rate College’s sales team [2C1]; and our Key Career [Figure 6-1]. Key Career Place interactions and Place staff who assist in placing students (especially services help students identify career pathways and publicly funded program participants) in jobs. The co-op opportunities, which facilitate enrollment in needs of stakeholders are generally addressed appropriate programs. through internal collaboration among staff and The Office of Student Life, Athletics and Recreation senior leadership. coordinates student clubs and organizations (each The College’s Vice President for Government with a faculty advisor), programs, and activities that Relations and Community Outreach serves as the promote learning and development outside the primary liaison to local, state and federal agencies classroom and encourages interactions among stu- and elected officials. The Executive Vice President dents, faculty and staff. This Office provides student of the WEDD serves on the Cleveland/Cuyahoga leadership training and opportunities; activities and County Workforce Investment Board (WIB). The special events; advises each campus student gov- Vice President for Healthcare Education Initiatives is ernment and campus newspaper staff; and oversees responsible for identifying needs of area healthcare the College’s athletic and recreation programs. institutions, serving as a direct link between the Each campus has a Student Government that College and regional healthcare employers. She is represents the needs and concerns of its respective also a member of the Cleveland/Cuyahoga County students. There also is a college-wide Joint Student WIB’s Healthcare Advisory Council. Senate, with one Board Student Scholar represent- Relationships with Community-Based Organizations ing the entire student body to the Board of Trustees and K-12 school systems [9C1; 9C2; and Figure 9-2] [5C1]. The Board meets with students three times are established and maintained by senior leadership a year, once on each campus, to discuss issues of and program managers. The College President and mutual concern. Vice President of Resource Development maintain relationships with foundations, other funding pro- Regarding relationships with prospective students, the College collaborates with area high schools to viders, and the Tri-C Foundation Board. provide a variety of programs. These include open The College serves close to 60,000 members of the houses, parent/teacher luncheons and workshops, community each year through our Tri-C JazzFest, and presentations for students on topics such as workshops, free concerts, master classes, perform-

AQIP CATEGORY 3 45 Understanding Students’ and Other Stakeholders’ Needs Cuyahoga Community College June 2008 ing arts series, art shows, diversity events, Health Other student dissatisfaction issues are addressed Careers Discovery Night, and other events that through a written complaint to the Executive Vice provide engagement with the College. President of Academic and Student Affairs (A/SA), who forwards complaints to the appropriate Cam- In most cases, building and maintaining pus President, Vice President or Dean for review 3P4 relationships with key stakeholders is and research. The issue is resolved by the appropri- led by College executives–the President; Executive ate designee, who communicates the College’s Vice President for Academic and Student Affairs; decision to the student, and reports the resolution Executive Vice President of the Workforce and Eco- back to the Executive Vice President A/SA. Com- nomic Development Division (business support for plaints are tracked so that issues can be addressed publicly funded programs); Campus Presidents; the and changes made as necessary. President of Corporate College; and the Vice Presi- dent for Resource Development (foundations and In 2007, the College introduced a new staff devel- other philanthropic support)–who name individu- opment initiative as one approach to preventing als to projects based on the context and content student complaints. One College Customer Care of the initiative. The College’s Vice President for (OC3) [4C1; 4P2; 4P4; 5C3; and 5R1] was launched Healthcare Education Initiatives, who is specifically with the staff in essential student service areas. tasked with building and maintaining relationships Staff are trained to provide exemplary customer with regional healthcare providing institutions, care, courtesy, and concern in a timely manner, meets regularly with healthcare employers to assess while providing accurate information and expedi- training needs and obtain feedback related to the tiously resolving problems. quality of the College’s graduates. Complaints from key stakeholders are generally ad- Relationships are built and maintained with members dressed by the President or her designee. Although of the community through community activities rare, stakeholder complaints are taken very seriously [9R1] and the Tri-C JazzFest [Overview 08]. by the Office of the President. Corrective action, when warranted, is expedited. The College determines whether new 3P5 student and stakeholder groups should The College determines student sat- be addressed within our educational offerings and 3P7 isfaction by collecting and analyzing services through executive leadership discussions information from: (1) the Noel-Levitz Student and alignment analysis. The primary concern is Satisfaction Inventory survey; (2) CCSSE; (3) an an- whether the College has the ability to successfully nual graduate follow-up survey; (4) student surveys meet the needs of new populations of students, related to course and instructor satisfaction; and and if those needs are relevant to our mission, (5) electronic “suggestion boxes” via the My Tri-C vision and goals. As a partner in education through- Space web portal. Survey results are reviewed by out Cuyahoga County, we determine our strength, faculty and staff across the College, as well as the relative to other providers, to reach out to new Student Affairs Deans and staff (as noted earlier), populations. and teams are established to address issues and propose necessary changes. The College maintains a written policy 3P6 regarding faculty-oriented student The College assesses key stakeholder satisfaction complaints and has a formal grade dispute proce- in several ways. We monitor levels of giving of dure. Students who are dissatisfied with any aspect foundations and other philanthropic organizations of their collegiate experience involving a faculty that provide student financial support and fund- member may seek resolution of the matter. The ing for special initiatives. We review data provided multiple-tier process begins with an attempt to re- in a Community Image Assessment Survey which solve the issue with the individual faculty member. is administered periodically [8RI]. We collect and Appeals may be directed to the appropriate Associ- analyze information about the number and type ate Dean, resulting in a written response. A copy of of employers who hire our health career program the decision is forwarded to the respective Campus graduates, and periodically review the number President.

AQIP CATEGORY 3 46 Understanding Students’ and Other Stakeholders’ Needs Cuyahoga Community College June 2008 of clinical training opportunities provided to our event each year, which has welcomed such na- students by regional healthcare institutions. Stake- tionally recognized speakers as Dr. Maya Angelou holder satisfaction is also determined by the willing- (1995), Senator John Glenn (1999), Ed Bradley ness of individuals serving on our program advisory (2000), Oprah Winfrey (2002), Tom Brokaw (2006), committees. and General Colin Powell (2007).

Program managers review job attainment statistics Results for many categories of non-credit students, especially those enrolled in publicly funded programs. We obtain results related to student Job attainment and retention is an indicator of 3R1 satisfaction with the College’s per- employer satisfaction with our students. formance primarily from the Noel-Levitz Student- Satisfaction Inventory. Our most recent results (Fall Key indicators of community satisfaction with the 2005) [Figure 3-2] indicate that the College is above College are the success of the tax levy [3R4], which the national comparison group in areas related to has passed every year it was on the ballot since academic services, safety and security, academic 1979, and results from community surveys [8RI]. advising/counseling, and campus support services. Another indicator is the level of support provided The College mirrors the comparison group for for the Presidential Scholarship Luncheon. The responsiveness to diverse populations and con- Luncheon is the College Foundation’s opportunity cern for the individual, and is close to the national to raise much needed dollars for scholarships, bring comparison group in areas related to registration together members of the community, present a and instructional effectiveness. Satisfaction with the dynamic keynote speaker, and showcase the Col- College is below the national comparison group in lege and its mission. Since its inception in 1992, the areas related to admissions and financial aid, service Luncheon has generated more than $4.8 million excellence, campus climate, and student centered- for scholarships. Community members attend this ness. Continued improvement efforts have been

Figure 3-2 Noel-Levitz Student Satisfaction Inventory Scales in Order of Importance to Students

Our Institution Means National Group Means Mean Cuyahoga Community College - Community, Junior and Technical Difference Composite Colleges Perfor- Perfor- Import- Satis- Import- Satis- Group 1 – Scale mance mance ance faction ance faction Group 2 Gap Gap Registration Effectiveness 6.16 5.26 0.90 6.13 5.32 0.81 – 0.06** Instructional Effectiveness 6.14 5.27 0.87 6.15 5.33 0.82 – 0.06** Academic Services 6.07 5.42 0.65 6.00 5.34 0.66 + 0.08** Safety and Security 6.07 4.98 1.09 5.96 4.84 1.12 + 0.14** Academic Advising/ 6.02 5.20 0.82 6.10 5.13 0.97 + 0.07** Counseling Concern for the Individual 6.01 5.11 0.90 6.05 5.15 0.90 – 0.04** Admissions and 5.94 4.83 1.11 5.99 5.03 0.96 – 0.20** Financial Aid Service Excellence 5.89 4.98 0.91 5.91 5.16 0.75 – 0.18** Campus Climate 5.88 5.05 0.83 5.92 5.21 0.71 – 0.16** Student Centeredness 5.88 5.09 0.79 5.92 5.28 0.64 – 0.19** Campus Support Services 5.37 4.90 0.47 5.42 4.88 0.54 + 0.02** Responsiveness to _ 5.39 – – 5.39 0 0.00** Diverse Populations * Difference statistically significant at the .01 level. ** Difference statistically significant at the .001 level.

AQIP CATEGORY 3 47 Understanding Students’ and Other Stakeholders’ Needs Cuyahoga Community College June 2008 effective; results for all categories improved from Figure 3-3 the 2002 survey to the 2005 survey, with great- Non-Returning Students to est improvement in academic advising/counseling, Cuyahoga Community College admissions and financial aid, and campus support High Ownership services. In an effort to look at student satisfaction from a Worriers Achievers different perspective, the College conducted focus No Clear Clear groups with students who had enrolled in spring Plans Plans 2007 but did not re-enroll in fall 2007, with the No Hopers Muddlers premise that their reasons for not returning could be related to dissatisfaction with the College. From Low Ownership the focus group conversations, we categorized the non-returning students into four groups based on two distinct concepts–ownership of their educa- ally, so they had no sense of “owning” the out- tional experience and clarity of future plans [Figure come. Finally, the “no hopers” were those students 3-3]. Students with clear plans and high owner- with no clear plans and no ownership of the experi- ship of their educational experience were labeled ence. These students enrolled in college because “achievers.” These students had “stopped out” someone told them to, but they are not invested in for reasons that currently were competing for their it and have not thought about their future. These time, but were certain that they would return soon. four categories of students provide insight to the The “worriers” were students with unclear plans College on the importance of communicating with but with high ownership of their educational expe- students wherever they are in the matrix–directing rience. They expressed concern about getting into them to counseling and advising, and continuing the wrong program or making the wrong decisions, to offer flexible scheduling to accommodate the which would then cause their educational experi- competing demands on student time. The catego- ence to be a failure. Those with clearly defined rization matrix also provides clues to counselors, plans, but no ownership to the college experience, faculty, and student support staff that a student’s were labeled “muddlers.” They know what they tendency to re-enroll or not is tied to their words want to do, but they are in no hurry to do it. They and actions. were not paying for the college experience person-

Figure 3-4 CCSSE Benchmark Summary: 2006

Cuyahoga Comparison Group Statistics Benchmark Community Extra Large Colleges 2006 CCSSE Score/Difference College N=38 Cohort N=447 Benchmark Score 49.2 50.0 Active and Collaborative Learning 46.1 Score Difference – 3.0 – 3.9 Benchmark Score 49.5 50.0 Student Effort 50.2 Score Difference 0.7 0.2 Benchmark Score 49.5 50.0 Academic Challenge 49.6 Score Difference 0.1 – 0.4 Benchmark Score 48.5 50.0 Student-Faculty Interaction 47.5 Score Difference – 1.0 – 2.5 Benchmark Score 48.9 50.0 Support for Learners 50.0 Score Difference 1.1 0.0

AQIP CATEGORY 3 48 Understanding Students’ and Other Stakeholders’ Needs Cuyahoga Community College June 2008

Results related to building relationships Figure 3-6 3R2with our students are regularly provided Student Success Workshop Participation through the CCSSE survey. Analysis of the 2006 CCSSE results [Figure 3-4] indicates that the College n 2006 2,016 exceeded benchmark scores for large institutions n 2007 in areas related to student effort and support for learners, and was close to the large-institution benchmark score for academic challenge. Student- 1,245 faculty interaction and active-collaborative learning 1,032 984 are areas that provide improvement opportunities 849 for the College in student engagement approaches, although benchmark scores (large institutions) 396 for active and collaborative learning have steadily increased since the College first participated in the CCSSE field study in 2002 [Figure 3-5]. Spring Summer 2-Year

The College also builds relationships with students Figure 3-7 through some key programs offered by Counseling. New Student Orientation Participation More than 2,000 students participated in the Col- (In-Person and Online) lege’s success workshops in 2007, a major increase from the previous year [Figure 3-6]. Participation in n 2006 new student orientation also increased from 2006 n 2007 6,3166,569 to 2007 [Figure 3-7], although enrollment did not.

Apart from what we learned from the focus groups with non-returning students [3R1], student reten- 3,774 tion rates are another indicator of successfully 2,974 building relationships with students. In addition to tracking retention rates for first time students (full- 1,682 1,6621,672 1,123 time and part-time), we also look at persistence rates of all students from term to term. Figure 3-8 shows that these rates have remained steady for Spring Summer Fall Total several years. Note: Most new students enrolling in the fall attend orienta- As the largest community college in Ohio, and the tion during the summer. only community college in the county, the College Figure 3-8 prepares a large number of students for transfer. Cuyahoga Community College Results from the past seven years [Figure 3-9] show Term to Term Retention that students are most likely to transfer to the four- year public institutions in northeast Ohio (Cleveland

Figure 3-5 66.6% 66.0% 66.4% Cuyahoga Community College CCSSE Benchmark 50.5% 50.1% 50.4% History: Active and Collaborative Learning

Year Benchmark 2002 Field Study 37.5 2003 Pilot 48.1 2004 43.8 2005 Consistent Benchmark 45.7 Fall ’04 Fall ’05 Fall ’06 Spring Spring Spring to Spring to Spring to Spring ’04 to ’05 to ’06 to 2006 Consistent Benchmark 46.1 ’05 ’06 ’07 Fall ’04 Fall ’05 Fall ’06

Note: Includes all students registered as of 15th day each term.

AQIP CATEGORY 3 49 Understanding Students’ and Other Stakeholders’ Needs Cuyahoga Community College June 2008

State, Kent State, and University of Akron), though ment/design, to financial support. Support from many transfer to area private institutions (Baldwin foundations and other funding organizations has Wallace College, John Carroll University and Case remained at high levels over time. One indicator is Western Reserve University), as well as other public the scholarship endowment fund balance, which institutions throughout the state (University of has nearly doubled from $9.8 million in fiscal year Toledo, Bowling Green State University, Ohio State, 2004 to $18.8 million in fiscal year 2007. Ohio University, and Youngstown State). In addition to the Noel-Levitz survey Stakeholder [Figure 3R5 results comparisons in 3R1, we are able 3R3&3R4 9-1] satisfaction with to compare our results with other large community the College’s performance is positive. Cuyahoga colleges on a number of measures as a result of County residents, our largest group of stakehold- membership in the Johnson County Community ers, have passed a levy to support the institution College Benchmark consortium. The comparative each year since 1979 [Figure 3-10]. About 500 tables are shown in Figure 8-6. individuals serve on the College’s Program Advisory Committees, and 13 labor unions participate in the Improvement College’s 15 apprenticeship programs [Figure 9-4]. The College improves its understanding The College has developed transfer agreements of student and stakeholder groups needs with more than 35 institutions in 71 disciplines. A 3I1 by continually engaging in collaborative relation- total of 2,000 K-12 students participate in access/ ships [Category 9], by studying student perfor- college programs. Responsibility for relationship mance data [Category 8] and through participation development is assigned to individuals at all levels in such initiatives as Achieving the Dream, which of the College; roles vary from community liaisons, enhances our ability to analyze specific student articulation/transfer and joint program develop- populations. Disaggregated analyses highlight the

Figure 3-9 Most Common Transfer Schools of Cuyahoga Community College Students

Transfer Student History 7-Year Most Common Transfer Schools 2001 2002 2003 2004 2005 2006 2007 Total Cleveland State University 160 185 169 192 176 171 175 1,228 Kent State University 121 148 130 150 147 136 179 1,011

University of Akron 81 95 95 132 140 131 152 826

Non-Ohio Schools 90 59 88 89 86 99 105 616

Lakeland Community College 53 57 65 77 58 66 81 457

Lorain County Community College 50 47 55 56 58 60 66 392

University of Toledo 28 40 52 59 51 58 74 362

Bowling Green State University 42 43 43 55 65 43 53 344

Baldwin Wallace College 39 38 43 41 38 45 41 285

Ohio State University 39 41 26 47 39 35 37 264

Ohio University 19 30 22 30 24 36 31 192

John Carroll University 22 19 21 28 24 35 22 171

Case Western Reserve University 24 27 16 21 23 25 29 165

Youngstown State University 21 22 14 20 31 19 19 146

AQIP CATEGORY 3 50 Understanding Students’ and Other Stakeholders’ Needs Cuyahoga Community College June 2008 differences in groups—whether by campus, age, Figure 3-10 race, educational preparation, career goals, indus- Cuyahoga County Voter Results for Cuyahoga try, or region—and provide the opportunity to ask Community College – Levy History new questions that lead to new levels of support Voted For Levy Voted Against Levy for, and responsiveness to, students and stakehold- Year ers, respectively. Number Percent Number Percent 1963 215,066 56% 166,183 44% The College continually sets targets for 1964 175,543 58% 124,859 42% 3I2 improvement, identifies specific improve- 1965 163,090 57% 125,124 43% ment priorities, and communicates results internally 1967 130,661 49% 133,773 51% and throughout the community. In addition, as a 1967 257,156 57% 191,121 43% participant in the Achieving the Dream initiative, 1970 154,889 51% 146,069 49% the College has developed several pilot interven- 1971 265,923 54% 222,778 46% tions (learning communities, paired courses, etc.) to improve student success. The results of these activi- 1979 174,831 43% 226,729 57% ties will be analyzed to determine which ones can 1980 171,245 65% 90,692 35% be institutionalized. Other improvement activities 1982 150,482 59% 105,053 41% and priorities are below [see also Figure 6-7]. 1990 216,975 57% 163,410 43% 1992 228,055 70% 97,240 30% n Results from the Noel-Levitz Student-Satisfaction 1996 316,026 59% 221,783 41% Inventory survey are reviewed by Student Affairs 2001 182,711 55% 144,482 45% Deans who set improvement goals and develop appropriate initiatives to achieve them. 2005 201,716 60% 134,870 40% n “One College Customer Care” (OC3) is a new initiative focused on improving service in those areas with direct student contact [4C1; 4P2; 4P4; 5C3; and 5R1]. Participants set personal goals for mission requesting a change in accreditation to improvement. include the ability to offer fully online degrees and certificates. n The College is developing a two-year course schedule to help students plan their schedule and Communicating results and improvements is done forecast an expected date of completion well in in a variety of ways. Our ongoing marketing and advance. communications efforts provide information to the community through our Tri-C Times newsletter (dis- n The College continues to make enhancements to the My Tri-C Space web portal to provide more tributed to 13,000 community members quarterly), access for students to their educational and finan- and priorities/results are provided to our funding cial records. community through the Tri-C Foundation’s Invest- ing in People publication, which is mailed quarterly n The College is expanding distance learning options to 12,000 community members. We communicate and support services for students, and recently improvement efforts to Advisory Committees and submitted a proposal to the Higher Learning Com- produce self-study reports for accreditation agencies.

AQIP CATEGORY 3 51 Understanding Students’ and Other Stakeholders’ Needs 52 Cuyahoga Community College June 2008

Category 4 – Valuing People

Context for Analysis peak times. We also employ more than 1,000 part- time (adjunct) faculty. We currently provide 218 We organize our work environment students with part-time employment opportunities and activities to strengthen our focus 4C1 throughout the College through federally funded on student learning and development in a number work-study and College-funded student assistant of ways. Through our job description and employee employment. evaluation processes, all College jobs (faculty, non- faculty, union, and non-union) incorporate some We review a number of trends and level of impact on students’ pursuit of their educa- 4C3 factors to analyze our short- and long- tional endeavors, whether they are directly involved term workforce needs, including: (1) retirement in student learning and development, or they sup- projections; (2) service longevity; (3) turnover rates; port student learning and development by creating (4) the diversity of our workforce; (5) enrollment a welcoming environment. We maintain a student projections; and (6) the number of adjunct faculty to faculty ratio of 18:1 and continually pursue strat- teaching. When recruiting tenure-track faculty, we egies in our hiring practices to match the diversity coordinate our HR function with Academic Affairs of our workforce with our student diversity. to identify areas of program growth or contraction. Corporate College and WEDD offer employer-re- In 2007, we initiated a significant reorganization quested contract training, and we maintain lists of of work activities, focusing on the customer care experts in various fields who can deliver non-credit that our employees provide to students, potential certificate training on short notice. students, and each other. Our One College Cus- tomer Care (OC3) initiative was developed based on We currently have an extensive array analysis of student satisfaction survey data [4P2]. 4C4 of faculty, staff and administrative training initiatives in place. While staff (primarily Key institutional and geographic fac- through our performance management process) tors that determine how we address 4C2 and College divisions’ leadership identify specific our work environment and job classifications in- training needs, large-scale training requirements are clude our economic and cultural environment, and generally coordinated by HR or our Office of Teach- the diversity of our region’s population [Overview]. ing, Learning and Academic Professional Develop- As a multi-campus institution, and one that offers ment, a unit of Academic and Student Affairs (A/ courses at more than 50 off-campus sites through- SA). Key A/SA activities include: out the county, we have duplicated positions n Achieving the Dream: This grant-supported pro- across the College in many roles. The economic, gram is designed to increase the success of students racial, and ethnic characteristics of our students who enter the institution at the developmental vary considerably from campus to campus, another education level. Professional development sessions institutional factor that impacts our hiring activi- for faculty and administrators involved in Achiev- ties [Figure 4-7]. The influence of Northeast Ohio’s ing the Dream are provided to develop learning demographics, as well as our commitment to com- communities, common assignments and schedules, munity residents, are emphasized in our mission and to implement innovative teaching and learning statement. strategies for the Achieving the Dream population. We employ 605 part-time, non-faculty, non-student College-wide Town Hall sessions for our employ- employees. Because of the number and diversity of ees provide information and data sharing from the programs the College offers, and our responsibility results of this initiative [3I1]. to meet the needs of our community, we operate n Studio Classroom Project: This project devel- until late in the evening and on weekends at our oped innovative high-technology learning spaces. campus and off-campus locations. We use part- The professional development sessions provide time staff to complement the full-time staff during

AQIP CATEGORY 4 53 Valuing People Cuyahoga Community College June 2008

opportunities for faculty to collaborate on learn- n Professional Improvement Leaves/Faculty ing materials, assignments, and activities in the Development: We continually emphasize the context of the “Seven Principles for Good Practice importance of faculty development by setting in Undergraduate Education” in a high-technology aside funds for this purpose. Faculty may apply for classroom. Sessions also provide skill training on the Professional Improvement Leaves (PIL, i.e., sab- effective use of equipment. batical) and/or pursue other funding opportunities such as scholarship funding and supplemental n Technology Training Institute: Programming is travel funding provided by the Office of Teaching, planned through the Institute three times per year Learning and Academic Professional Development. and through our campus-based Academic Excel- Additional opportunities exist through the CCC/ lence Centers for faculty using our course manage- AAUP faculty contract, including a yearly award of ment system (Blackboard) to support supplemental $850 per faculty member for professional develop- sites, hybrid courses, or fully online classes. ment needs (these funds may be carried over and accumulate for three years); and the 200 equated n Certificate in College Teaching: In partnership semester unit (ESU) pool which provides reassigned with Kent State University, we offer a post-masters time to faculty working on instructional projects certificate in college teaching to our faculty and such as developing curriculum and programs. administrators on location at one of our campuses.

We are also exploring options to offer the program n Adjunct Faculty Training: Adjunct faculty are to adjunct faculty. encouraged to participate in a variety of professional development workshops offered in the eve- n Online Training Opportunities: In order to nings and on weekends. Some are offered online. expand access to professional development, we Adjuncts who attend four such sessions a year are offer a significant amount of training online. Sexual eligible for a $200 stipend. Adjunct faculty also re- Harassment training was piloted in Spring 2007 ceive technology training in Blackboard, Respondus, and upcoming topics will include copyright, adjunct Breeze, and podcasting. faculty orientation, and active/collaborative learning strategies. Examples of training initiatives supported by the Human Resources’ Training and Development (T&D) n Restructuring Academic Excellence Centers Office for non-faculty employees include: (AEC): We have begun to reorganize our AECs to improve campus-based instructional technol- n Leadership Training: All executive manag- ogy support to full-time and adjunct faculty. The ers and many middle managers have attended Centers provide instructional design and technology three-day and two-day leadership training ses- support, offer training sessions and assistance with sions, respectively. Originally provided through specific topics, along with support for experimenta- a contract with Staub Leadership Solutions, a tion with newer instructional technologies before personal leadership program that focuses on college-wide adaptation. commitment, integrity, honesty, and vision, the College is now certified to provide this training n Building Community: Learning sessions were in-house. [5P7]. provided to Faculty Senate officers and Associate and Academic Deans in 2007 to foster student suc- n President’s Retreat: Senior level administrators cess through a stronger community. Using Clifton participate in a two-day leadership retreat each Taulbert’s Eight Habits of the Heart for Educators, year. Together with HR, our President selects an the intended outcome was to experience greater issue that encourages cross-campus discussion and respect, trust and collaboration. collaborative solutions. n Best Practices Exchange: Colloquia and college- n Executive Coaching: Senior leaders receive wide conference days are held throughout the one-on-one coaching to facilitate and support their year to facilitate the exchange of information and transition into new roles. publicize learning opportunities.

AQIP CATEGORY 4 54 Valuing People Cuyahoga Community College June 2008

n Diversity: The Office of Affirmative Action and n Support Staff Development Systems (SSDS): Diversity conducts interactive training programs for This online system offers a host of training and managers and employees that provide a foundation development opportunities targeted specifically for in workplace issues. The programs cover such topics support staff. SSDS offers support staff easy access as communicating with people of different cultures to a variety of learning products and courses, plus and getting along in a diverse workforce. the ability to make independent choices to meet their individual professional and career develop- n New Employee Orientation: New employees ment needs. The system is designed to improve participate in a full-day orientation program which technical, foundational, and interpersonal skills; includes a “My Tri-C Citizenship” module that em- foster career advancement readiness; and enhance phasizes expectations related to our mission, values, the promotion success rate at the College. It offers and College culture [5P6]. access to print, audio, video and online materials, and Web-based training. We are currently in the n Wellness Programs: These programs provide all process of developing instructor-led components. employees with the resources to reach their personal wellness goals and activities to maintain their n Support Staff Conference: Each year, the physical, mental, and social health. Staff can earn a College sponsors a one-day staff development financial reward for reaching their annual wellness conference that enables our personnel to engage goal. in meaningful education and training. The event includes keynote speakers, interactive development n Safety Programs: The Public Safety Depart- workshops, panel experts, and networking oppor- ment delivers a bi-weekly campus safety presenta- tunities. This annual occasion is vital in an effort for tion to students, and to new employees as part of our support staff members to remain informed and their College orientation. The presentation covers engaged in the College community. campus emergency phones, how to contact police dispatch, campus patrolling, and the annual cam- n “Focus on Excellence” sessions are held for full- pus crime report. and part-time support staff each semester on each campus to expand their knowledge and enhance n Professional Development Program: The internal and external customer service. Topics have Professional Development Program is an annual included: dealing with difficult students; updates program providing additional incentives to full- time on new services/programs for students; student administrative and professional/technical employ- engagement; campus safety updates; and job shad- ees in support of their professional and personal owing opportunities. growth, and development activities. Candidate selection is determined through a competitive ap- n Targeted Selection Interviewing: One of the plication and review process which includes criteria College’s Human Resources AQIP goals was to relating to an individual’s current professional role, improve the methods of delivering and assess- future professional growth plan, and also direct ing Staffing Advisory Committee (SAC) and SAC benefit to the College. In addition, upon comple- chairperson training. In conjunction with that goal, tion of the development plan, individuals must be T&D staff is offering training for hiring managers to willing to share the outcome of this development become certified Targeted Selection® Interviewers. initiative with others within the College. Executive This training assists them in finding the right person Vice Presidents review the applications and deter- for the job, as well as provides tools to assess the mine amounts of disbursements. qualifications, job fit and organizational fit of job candidates. n Student Ambassador Training: Student Ambas- sadors are hired each term (fall and spring) on the campuses. At the request of the Deans of Student Processes Affairs offices, we provide Technology Orientation Identifying the credentials, skills and training for these students, including a general 4P1 values required for faculty, staff, and introduction to the available technology. administrators is a collaborative process among hir-

AQIP CATEGORY 4 55 Valuing People Cuyahoga Community College June 2008 ing managers throughout the College and Human advertised through local and national media, trade Resource staffing managers and recruiters. Because publications, and professional journals, depend- we are a multiple-campus institution, and to ensure ing on the position. To strengthen the diversity of consisttency throughout the College, job descrip- the applicant pool, we also develop a recruitment tion development and position announcement/ad- strategy that might include additional advertising vertising are centralized functions provided by the on certain diversity-focused websites, publications, HR Staffing Team at our district office. Experience and linkages to community-based organizations. and educational credential requirements are identi- Staffing recruiters provide pre-screening services to fied by hiring managers in consultation with HR. the search committee to pre-select candidates who For faculty positions, HR works closely with faculty most closely match or exceed the stated qualifica- in similar positions across the College to develop tions. Our screening process includes telephone individual job descriptions. screens, in-person interviews, and work simulations. Interviewees are provided with a packet including In hiring, emphasis is placed on organizational fit College goals, strategic plan, information on spe- as well as job fit. In 2006, HR introduced behavior- cific programs, organizational charts, and informa- based interviewing. Interview questions are de- tion regarding Northeast Ohio. We conduct our signed to create real-life scenarios based on specific in-person interviews on campus so that candidates work situations that often arise. This helps hiring can determine their own fit with our College. An managers assess past behavior as a predictor of offer is made following search committee recom- future success. Job finalists may be required to pro- mendation and hiring manager approval. vide presentations related to their skills and abilities to the hiring team or selected audiences. For some Our OC3 initiative also has had an impact on hiring positions, we also use specific assessment testing practices and priorities. OC3 has the ultimate goal tools to document qualifications (e.g., computer lit- of providing exemplary customer care, courtesy, eracy). If a search committee is used for the screen- and concern in a timely manner, while providing ing and interviewing, members are chosen based accurate information and expeditiously resolving on their expertise and familiarity with the position problems. OC3 established employee performance and/or requirements. Prior to a hire, HR reviews the standards for individuals with customer-contact posted qualifications and experience and com- responsibilities and a measurement matrix that pares these to the credentials of the recommended includes balanced scorecards and customer satisfac- candidate(s) to validate the hiring proposal. tion surveys. In addition, it created a schedule for conducting measurement and reporting findings to Emphasis is also placed on diversity and candidate employees and senior managers. We recognize that ability to support the College’s diversity initiatives. in customer contact areas, it is vital to have highly The College’s website and online employment motivated, energetic and enthusiastic employees system provides candidates with demographic and who know how to service the customer and have program information emphasizing the focus on a the skills necessary to make every customer feel welcoming environment for diverse populations. valued. As a result, we now focus on hiring individ- The candidate interviews include a question related uals who have demonstrated exemplary customer to diversity and the candidate’s ability to thrive in an service skills in their previous work environments inclusive and highly diverse environment. and will bring those skills to the College. We have modified job descriptions to include qualifications We have a highly structured and moni- and responsibilities that reflect our commitment to tored process for recruiting and hiring 4P2 customer care. employees. Hiring managers route position requisi- tions to HR (at our district office) to ensure that We continually strive to retain new employees descriptions and qualifications are appropriate and through our employee orientation and meetings consistent with similar positions. Hiring managers with key staff of the College which are held within identify individuals to serve on a search committee, the first two weeks of employment. We provide and determine the length of time for the position competitive salaries and benefits, extensive training posting. The position is posted on our website and

AQIP CATEGORY 4 56 Valuing People Cuyahoga Community College June 2008

opportunities, and a nationally recognized employ- n Employee registration for workshops offered ee Wellness Program. College-wide

All new tenure-track and adjunct faculty partici- n Ability to document offsite training or certifica- pate in orientation programs. New full-time faculty tion completions participate in a full day of orientation prior to the start of the semester. Topics include the history of n Monitoring of employees’ development and com- community colleges, current College goals and pliance with assigned action plans initiatives, student body information, organiza- n Web-based training as well as a blended format tional structure, faculty development opportunities where asynchronous content can be created and (including mentoring), syllabus development, and distributed on demand legal issues. New full-time faculty also participate in a year-long program where they meet with vari- n Enrollment tracking for internal and external re- ous college administrators and faculty every other quests on employee training and development, and Friday. The programs are held on the campuses, compliance reports on a rotating basis. Examples of topics from these sessions include teaching philosophies, active and n Storage of training plans as they relate to perfor- collaborative learning techniques, student code of mance plans conduct, learning styles, information literacy, and n Progress reports for individuals in specific tracks curriculum development. Adjunct faculty participate in a campus-based orientation program before the Other activities include “Focus on Excellence” ses- beginning of each term. While some topics are sions [4C4]; increased use of technology, including similar to full-time faculty orientation, adjunct fac- SharePoint, our My Tri-C Space Web portal, and ulty sessions include network orientation, campus Blackboard; communication through newslet- locations, and procedures. Both new full-time and ters and Town Hall meetings; our Deans Academy adjunct faculty are provided a mentor (an experi- [4P4]; faculty meetings; OC3; and our Financial and enced full-time faculty member) to assist them with Business Services (FBS) training and accountability classroom management issues and College process- process. Ensuring ethical practices of all employees es. Full-time faculty provide feedback in the form of begins with employee orientation, which includes an online survey after each orientation session. Our a module devoted to conducting business, compli- Office of Teaching, Learning and Academic Profes- ance, ethics law, contractual issues, conflicts of sional Development maintains survey results which interest, code of conduct, and policies/procedures are used to make programming decisions from one for ethical conduct. The College’s General Counsel semester to the next and from year to year. is also available to all executives for consultation and clarification of practices. We plan for personnel changes by reviewing enrollment statistics and projections, new program We devote a significant amount of development, and our strategic planning goals and 4P4 time and resources to train and de- adjust hiring needs accordingly. We also consider velop faculty, staff, and administrators to contribute succession planning for key positions. fully and effectively throughout their careers within our institution. Key programs sponsored by our Work processes and activities that A/SA division include: 4P3 contribute to communications, cooperation, high performance, innovation, empow- n College-Wide Convocation, Conference erment, organizational learning and skill sharing Days, and Faculty Colloquium. Each academic are numerous. One is our online Learning Man- year begins with a college-wide Convocation and agement System (LMS). The College’s LMS holds conference days, which include keynote speakers all training and development information history and general session presentations that focus on for the College’s staff and faculty since 1999. student learning. Conference days also include time The LMS satisfies the need for rapid deployment for Dean and faculty counterpart meetings. There of learning and offers the following:

AQIP CATEGORY 4 57 Valuing People Cuyahoga Community College June 2008 are three conference days throughout the academic time faculty are provided with a travel allowance year dedicated to faculty training and development. (per their contract) that supports conference atten- The Annual Faculty Colloquium, an additional day, dance and learning needs. A limited amount of ad- is scheduled each January and is an opportunity for ditional faculty scholarship and supplemental travel faculty to present best practices to each other in the funds are also available on a competitive basis. areas of teaching and learning, classroom management, student engagement strategies, and instruc- Faculty and staff may receive interim assignments tional technology. to facilitate cross-training and expedite the filling of identified and projected vacancies. Many employees n Deans Academy. These sessions are designed represent our institution on local, regional, and na- specifically for Student Affairs and Academic tional committees. Faculty who complete additional Deans and Associate Deans. Topics are identified education related to their discipline can apply for by request, by institution need, or by our Executive financial recognition and rank advancement. Vice President for Academic and Student Affairs. 3 Sessions are scheduled as needed, with a minimum A key element of OC [4C1], our new staff de- of two per semester. Topics in 2007 included faculty velopment initiative, is our employee certification evaluation, faculty coaching, new AAUP contract process. In order to receive certification, employees language, and communication strategies. in targeted areas (financial aid, business office, student financial assistance, call center, admissions and n Program Manager’s Academy. These ses- records, and registration) participate in all of the fol- sions are designed to support the role of Program lowing: (1) Ritz-Carlton “Back-to-Basics” training; Managers within our institution. Recent topics (2) performance standard-setting; and (3) our OC3 have included the accreditation process, manag- training for employees/managers. The certification ing program advisory committees, and enrollment process showcases employees’ competencies, raises management strategies. Sessions are held twice their level of professionalism, and demonstrates to each semester. external customers that their needs are our priority. n Mentoring Program. All new full-time and We reinforce the opportunity to take advantage of adjunct faculty are provided a mentor to assist them the many staff and administrator training and de- in their acclimation to our institution. Mentors are velopment opportunities described in 4C4 in three experienced full-time faculty members. New tenure- ways. First, our Performance Excellence Process track faculty are mentored for one year and receive (PEP) links professional and administrative staff with assistance in areas such as classroom management our objectives, goals, mission, and values. Three and tenure portfolio development. Adjunct faculty PEP objectives are tied directly to our objectives; the are mentored for the first semester they are hired. first is related to our strategic plan, the second to Topics include classroom management, syllabus College goals, and the third to AQIP Action Projects development, student behavioral issues, and cur- [8P4]. In addition, performance action plans and riculum. our faculty evaluation process identify specific training needs. We are currently pursuing strategies to n Alliance for Teaching and Learning. This com- increase the number of adjunct faculty who partici- mittee engages faculty in assessing student learn- pate in training activities. ing outcomes. Faculty are encouraged to develop outcomes, assessment plans, and to reflect and We determine short- and long-term make changes to curriculum as necessary. Train- 4P5 employee and faculty training needs ing sessions are provided to support our faculty through development plans, evaluations, needs through this process. assessment surveys, and training requests through our online learning management system [4P3]. We n Support for National Conferences. We continu- provide online and paper surveys, including adjunct ally support faculty involvement in national con- faculty professional development session evalua- ferences such as the League for Innovation in the tions, mentoring surveys, campus faculty develop- Community College and the National Institute for ment coordination surveys, Academic Excellence Staff and Organizational Development (NISOD). Full- Center surveys, and Strategic Improvement Groups.

AQIP CATEGORY 4 58 Valuing People Cuyahoga Community College June 2008

We evaluate the benefit of training for staff and dependent, and family coverage. Domestic partner faculty through post-training surveys. Specific train- benefits are offered for same- and opposite-sex ing is provided to staff and faculty for special initia- partners. We offer generous sick, vacation and tives such as Achieving the Dream. We are working personal leave days for full-time employees, along to become more data driven in the assessment of with 11 paid holidays and three days of winter training success. leave. Administrators and professionals are granted an additional six days of consulting leave. We have Our personnel evaluation system aligns a healthcare committee representing members of 4P6 skills and competencies to job require- each constituency group and administration. The ments which are developed to support continuous committee meets at least quarterly to review our improvement and the College’s strategic goals. benefit plans and ensure that the needs of employees are met. Our Benefits Office surveys employees To complement work objectives, we also focus on periodically for feedback on current and proposed behavioral competencies (customer service; com- plans and provides workshops throughout the year mitment to continuous learning; organizational (e.g., retirement workshops, 403(b) fairs, leave of commitment; results orientation; problem solving; absence sessions, and financial planning work- and teamwork). Evaluation forms used by managers shops). We offer additional benefits and services are tied directly to this process. Managers infor- to employees, including access to services in our mally provide ongoing feedback to their employees Key Career Place (job search resources, resume regarding their performance and provide formal preparation, interviewing strategies, etc.); cafete- feedback through the mid-year and annual review rias, campus stores, coffee shops, discounts at local process. The faculty promotion and tenure pro- retailers, and extensive recreation and enrichment cess is defined in the CCC/AAUP faculty contract. opportunities such as our speaker’s series, JazzFest, Faculty who meet the defined criteria may apply “Showtime at High Noon” (entertainment and arts- for advancement in rank. Faculty who meet the learning opportunities), and exhibits. Employees defined criteria for tenure apply at the end of their also benefit from our Wellness Program [4P9]. fifth contract year. We are in the process of developing a competency-based evaluation system for In addition to a competitive benefits package [Fig- faculty that will be tied directly to “helping students ure 4-2], we have several initiatives that recognize learn.” The evaluation process also includes a pro- staff and faculty for their accomplishments, including: fessional growth and development plan. n The Ralph M. Besse Award for Teaching Excel- We use a variety of mechanisms to lence, which is presented annually to a faculty 4P7 design our recognition, reward, and member from each campus for innovation and compensation system to align with our objectives leadership related to helping students learn and other distinctive objectives. Within our institution, we strive to provide competitive wages and benefits, with the Figure 4-1 objective of creating employee satisfaction. We Cuyahoga Community College maintain a menu of benefits as part of our contrac- Total Remuneration Philosophy tual arrangements with AAUP, Service Employees Develop and maintain a program that ensures that we are good International Union 1199 (SEIU), American Federa- stewards of public resources tion of State, County and Municipal Employees (AF- Create an environment where employees feel they are rewarded SCME), and employee benefits policies. We design fairly for the scope of their responsibilities and tenure our benefits programs around a Total Remuneration Complement an environment described as dynamic, progressive, diverse, established/secure, forward looking, and respectful philosophy. The goals of the program are shown in Figure 4-1. Provide consistent and competitive but reasonable cash compensation and benefits to employees at all levels In order to meet the needs of a diverse work- Develop and maintain consistent processes for determining cash compensation and benefits, including the establishment of the force, three tiers of medical and dental benefits College’s competitive marketplace and its desired positioning are offered—single coverage, employee plus one within that market

AQIP CATEGORY 4 59 Valuing People Cuyahoga Community College June 2008

n Professional service/excellence awards for support and responsibilities available in the job, our insti- staff and administrators tution’s mode of operation and values, and the geographic location will be personally satisfying to n President’s award for outstanding effort in fur- the candidate. thering College-wide goals (e.g., “One College” and Achieving the Dream initiatives) Our performance management process also identifies key issues related to the motivation of n Finance and Business Services’ “applause pro- faculty, staff, and administrators. The performance gram” recognition award management process for staff and administrators is ongoing, with formal discussions at the begin- n Outstanding project awards through the League for Innovation ning, middle, and end of each fiscal year evaluation period. During these discussions, managers identify One way we determine issues related job factors contributing to, or adversely affecting, 4P8 to the motivation of faculty, staff, and employee motivation, and develop appropriate administrators occurs in the interview process. action plans. Managers and employees also create Managers are trained in the use of the Targeted training/growth and development plans that con- Selection® behavior-based interviewing process de- tribute to employee motivation in their current jobs veloped by Development Dimensions International. and encourage employees to obtain new skills and/ This process includes a “Motivational Fit” compo- or prepare for other jobs within the College. Our nent whereby hiring managers question candidates faculty evaluation process is ongoing and includes about job, organization, and location factors that self-evaluation, student evaluations, classroom result in personal satisfaction. The manager can observations, and peer observations on a scheduled then determine the degree to which activities basis determined by tenure status.

Figure 4-2 Cuyahoga Community College Full-Time Employee Benefits

Medical Medical Mutual Standard Faculty employees: State Teachers Retirement Health Medical Mutual Professional Access System of Ohio (STRS). All other employees: Plans Kaiser HMO (Health Maintenance Organization) Ohio Public Employees Retirement System (OPERS). Full-time employees may elect to Prescription Discounted prescription drug coverage for retail Retirement contribute to an Alternative Retirement Plan Drug or mail order Programs (ARP) instead of STRS/OPERS. 403(b) and 457(b) Coverage Tax Deferred Annuity Programs are available Choice of either a Dental Maintenance Dental to help employees reduce their current taxable Organization (DMO) or a Dental Preferred Health Plan income by deferring tax liability until a future Provider Organization (PPO) plan date when benefits are received Flexible Employees pay only the general fee to take Employees can pay certain health or dependent Reduced Spending Tri-C credit courses; dependents pay the general care expenses from pre-tax income Tuition Accounts fee and an additional fee of $5 per semester Standard benefit of 2-1/2 times base salary Credit Membership in the PSE Credit Union and payroll Life up to the permitted maximum, at no cost. Union direct deposit available to all employees Insurance Dependent life insurance coverage for spouse Provides resources to reach personal wellness and dependent children available Wellness goals and activities to maintain physical, mental, Standard short-term and long-term disability Disability Program and social health. Participants earn a financial benefits provide 70% of monthly salary up to a Benefits reward for reaching goal stated maximum Family & Employees who have completed one year of Provides confidential, professional counseling Employee Medical employment and worked 1,250 hours during and guidance for personal and work-related Assistance Leave the previous 12 month period may be eligible problems faced by employees and their families Discount Discounts to a variety of events, products, and 11 paid holidays, plus paid time off for vacation, Program services are available illness, and personal reasons. Tenure Track Time Off Faculty receive 5 paid holidays and paid time off for illness and personal reasons

AQIP CATEGORY 4 60 Valuing People Cuyahoga Community College June 2008

We provide for the health and safety n Performance management process reviews 4P9 and well-being of our staff and faculty through our Wellness program (which includes our n Tracking attendance in courses offered to employ- new health coaching program), and several safety ees and expenditures for tuition fee waivers initiatives. Our Wellness program provides cash n Tracking professional development activities of incentives for maintaining healthy lifestyles and faculty and staff and funds used for this purpose includes a voluntary health risk assessment for all employees (includes cholesterol, glucose, triglyc- n Wellness program cash incentives disbursed eride, and colon cancer screening). In 2006/07 we established a health coaching program, which was n Benefits and compensation data conducted through an outside vendor, Achieva n Awards granted to employees Lifetime Health. Based upon our Health Risk Assess- ment of 2005, we identified a group of employees n Health plan enrollments by type of plan and who, we believed, were at the greatest risk of analysis and comparisons of healthcare plans decreased productivity and increased medical costs. These names were confidentially provided to the n Faculty compensation comparisons with other outside vendor for lifestyle coaching. Of this group, institutions 60 employees signed up for coaching, which was n Health Care Committee assessments related to provided over the telephone for a three-month meeting employee needs period. We offer health benefit tax savings plans for full-time employees and an employee assistance n Measuring attendance at benefit workshops program [Figure 4-2]. We have college-wide safety committees on each campus. Electronic defibrilla- n Reviewing the number of people taking approved tors have been placed throughout our campuses leave and training has been provided on their use. Train- n Measuring the number of employees enrolled in ing related to ergonomics and workplace safety is various types of benefits plans provided in classroom settings and online.

n Assessing the quality of office equipment Through Environmental Health Safety and Risk Management (EHS&RM), employees receive mandatory training to protect them based on job descrip- Results tions and work responsibilities. This includes train- We view valuing people as a strength ing on safe work practices such as equipment use, 4R1 of our institution. In 2006 and 2007, working with electricity, handling chemicals, and Cuyahoga Community College was recognized preventing needle sticks. Primary recipients of train- by the Employers Resource Council (Northeast ing are Plant Operations staff and healthcare facul- Ohio’s largest professional organization dedicated ty, staff, and students conducting laboratory work. to HR practices, programs, and services) as one of Training reviews documented safe work instructions the “great workplaces for top talent in Northeast that every supervisor, manager and instructor are Ohio.” The recognition is based on seven funda- required to promote and enforce. The College has a mental workplace characteristics [Figure 4-3]. We comprehensive safety incident protocol executed by pay particular attention to several key indicators Public Safety, EHS&RM, Plant Operations, and Hu- for valuing people, including satisfaction with our man Resources in response to an accident or near Wellness program and the impact of the program miss. By using the protocol, those involved receive on health benefit use; the quality of our health prompt and appropriate treatment, root causes are care plans; employee retention; and the number determined for correction, and proper documenta- of employees attending training workshops and tion is obtained. similar activities. Over 55 percent of our full-time employees participated in our Wellness program Measures for valuing people that in 2007. In a recent satisfaction survey (October 4P10 are collected and analyzed regularly 2007) completed by 811 employees, 77 percent include: indicated that our Wellness program was one of the

AQIP CATEGORY 4 61 Valuing People Cuyahoga Community College June 2008 most valued benefits offered. An external analysis Figure 4-3 of healthcare costs of full-time employees revealed Fundamental Workplace Characteristics that costs increased 18.8 percent annually for those A great workplace maintains a foundation that supports the not participating in the Wellness program, while attraction, retention, and motivation of TOP PERFORMERS. costs for those who participated in at least one Wellness program activity increased 10.7 percent over a five-year period. We use the “Balanced Score Card” Annual Update to assess the quality of our healthcare plans, which meet or exceed benchmarks. We measure key carrier performance in such TOP PERFORMERS areas as claims processing accuracy, claim turn- around time, call response time, HEDIS (Health Plan Employer Data and Information Set) clinical and satisfaction measures. Carriers are benchmarked Flexibility Opportunity against national standards. These results are used to Recognition Development measure the effectiveness of our plans and ensure that our employees have access to the best plans. Security Support Our employees demonstrate their satisfaction with our compensation, benefits and services by staying Talent Seven Fundamental Integrity with the College for long periods of time. The aver- Characteristics age length of service for our faculty is 12.4 years and non-faculty is 10.3 years. More than 61,000 employees (duplicated head count) attended work- Figure 4-4 shops and training sessions over the last five years Workshop/Training Attendance (2002-2007) [Figure 4-4]. Workshop Attendees Our results related to Colloquiums 420 processes associated 4R2&4R3 Diversity 1,089 with valuing people and evidence of increased ef- Faculty Development 3,308 fectiveness in meeting goals include our redesigned orientation program; our new My Tri-C Space web Health and Wellness 34,254 portal for faculty, staff, and students; our OC3 Human Resources 3,482 initiative; improvements in our recruiting and job Leadership 2,071 application process; reduction of cycle time for new Safety 1,425 hires; and our emphasis on the diversity of our staff. Support Staff Development 2,399 Valuing our employees begins with our recently Technology 11,685 expanded new employee orientation program [4P3 Customer Care 934 and 5P6], which is a full day on “Tri-C Citizenship,” Total 61,067 covering our mission, philosophy and College culture; a business compliance module is also part of the orientation. Participants were surveyed in 2007 is currently the practice in about 45 percent of our to obtain feedback about the expanded orientation; open positions. A component of our AQIP Action 61.5 percent strongly agreed that “Tri-C Citizen- Project, “Improve Employee Recruitment and Hiring ship” orientation was valuable and 58.3 percent Processes,” was to reduce cycle time. Cycle time strongly agreed that business compliance orienta- for executive positions was reduced by 77 percent tion was valuable. We have invested 687 person in 2006/07; for administrative/professional posi- hours in launching My Tri-C Space [3P2] and our tions, by seven percent; and for support staff by 39 OC3 initiatives [5C3]. We have improved our recruit- percent. The College has a 98 percent acceptance ing process. Interested individuals can now apply rate once an offer is made. Provision of relocation online for open positions and recruiters now offer allowances enhances our ability to attract diverse to pre-screen candidates for hiring managers. This talent outside our regional market.

AQIP CATEGORY 4 62 Valuing People Cuyahoga Community College June 2008

We continually strive to ensure that our staff is Figure 4-5 diverse and mirrors the demographic mix of our 2007 Full-Time New Hires students and our region. As Figure 4-5 shows, one- Asian third of full-time new hires in 2007 were African 2% Caucasian American. Figure 4-6 shows that our employee- 58% student gender comparison is very close, and Figure African American 4-7 shows that we are making progress in matching 33% the race and ethnicity of our students and College employees.

The Wellness program has grown from a 10 percent participation rate in 2001 to 60 percent in 2007. By far, most employees are pleased with the quality of the Wellness program. Listed below are 3% recent survey results: Hispanic n Seventy-seven percent agreed with the statement 4% “I feel the Wellness program is one of the more Other valued benefits provided by the College” improving methods to train search committee n Seventy-five percent believe the Wellness program members. We are improving our methods to find has helped to bring about a culture at the College and recruit employees who reflect the diversity of that reinforces positive health habits throughout our region. Job description development processes the organization are continually improved. While we have made great progress in improving our orientation process n Seventy-two percent are satisfied with the variety for new hires, we are continually evaluating our of programs results and actively seeking opportunities for im- n Sixty-six percent believe they are healthier as a provement. Faculty who participate in training are result of participation in the Wellness program surveyed; we are using the results to make modifications to facilitation, material, curriculum, and the n Sixty-one percent report being motivated by the training environment. Our faculty and staff retreats financial incentive. help us identify and respond to best practices. We are placing greater emphasis on pilot testing new While we have little data comparing faculty development initiatives prior to implementa- our results with other organizations 4R4 tion. We continue to improve processes for using and institutions, our Wellness program was recog- our Wellness program’s health risk appraisals [4P9] nized in 2003 by the Wellness Councils of America to determine employee needs. In conjunction with (WELCOA) as a best practice for quality and excel- our union representatives and the Bureau of Work- lence in worksite health promotion (Gold Award). ers’ Compensation, we have initiated a “transitional In addition, the Employers Resource Council has workers” program to minimize time away from recognized the College as one of the “great work- work duties for those injured on the job. We also places for top talent in Northeast Ohio,” for the received a grant to help identify transitional work past two years [4R1]. opportunities. Transitional Work is a voluntary Improvement program that allows any college employee who sus- tains a work-related injury or illness to perform tem- Our AQIP Action Project, “Improve Em- porary, modified assignments rather than lose time 4I1 ployee Recruitment and Hiring Process- from work on total disability. The program allows es,” is driving our current processes and systems for reasonable on-the-job accommodations and/or for valuing people. We are continually reviewing alternative positions within the College based upon and revising our processes for hiring, and we have any restrictions established by the injured worker’s significantly reduced cycle time. We continue to treating physician. streamline our online application process. We are

AQIP CATEGORY 4 63 Valuing People Cuyahoga Community College June 2008

Figure 4-6 Employee-Student Gender Demographic Comparison

2006 2007 n Students n Students n Employees n Employees

62% 59% 62% 60%

41% 40% 38% 38%

Female Male Female Male

Figure 4-7 Employee-Student Ethnicity Demographic Comparison

68.7 69.5 2006 60.8 2007 59.2 n Students (%) n Students (%) n Employees (%) n Employees (%)

28.5 26.8 29 25.6

2.7 3.6 2.8 3.6 0.5 0.2 2.3 1.8 0.5 0.2 2.4 2.1 N/A AA Asian Hispanic Caucasian N/A AA Asian Hispanic Caucasian

One way we set targets for improvement models and exemplary programs and evaluate these 4I2 is through our AQIP Action Project, “Im- programs for development within our institution. prove Employee Recruitment and Hiring Processes,” Our OC3 initiative has set metrics for customer care which specifically targets employee recruitment; improvement; we continually refine our processes candidate evaluation; employee selection and reten- for improving customer satisfaction. We are improv- tion; and employee career development. Through ing leadership skills through college-wide training. our participation in The League for Innovation in the Community College, the American Association We communicate our results through a wide array of Community Colleges, and other professional of meetings and forums; our My Tri-C Space Web organizations, we actively seek “best in class” portal; email; newsletters; and other print media.

AQIP CATEGORY 4 64 Valuing People Cuyahoga Community College June 2008

Category 5 – Leading and Communicating

Context for Analysis recommend policy actions to the full board, whose ratification is mandatory before College policy is Cuyahoga Community College oper- adopted. The College’s senior leadership orga- ates pursuant to section 3354 of the 5C1 nizational structure is shown in the Institutional Ohio Revised Code and is governed by a nine- Overview. The College operates within a shared member Board of Trustees, all of whom are resi- governance model. The governance system recog- dents of the district. Appointments to the Board nizes the role and authority of the College President are made by the governor (three Trustees) and by as being the Chief Executive Officer and directly the Cuyahoga County Board of Commissioners (six responsible to the Board of Trustees for the educa- Trustees) for five-year terms, or the remainder of tional leadership and efficient management of the vacated terms. As Chief Executive Officer, the Col- College’s human, physical, and fiscal resources. In lege President reports directly to the Board, serves addition to our Board and President, leadership in- as the Secretary to the Board, and is responsible cludes our Executive Vice President (EVP) Leadership for implementing Board decisions. Only the nine Team; “Mini-Cabinet”; Dean’s Council; College- trustees have voting power. wide Cabinet; Campus Leadership Teams; and a The Board, in collaboration with the President, is Joint Faculty Senate. Each EVP also convenes his/her charged with fulfilling the goals set forth in the Col- leaders to discuss and implement “One College” lege’s mission. The Board has the authority to act issues and initiatives [Figure 5-1]. as the governing body in all policy matters of the Each year, a full-time student is selected by the College requiring attention or action. Trustees serve Joint Student Senate to sit on the Board of Trustees on one or more of six standing committees. Mem- as the Board Student Scholar. The Student Scholar bership is assigned annually at the discretion of relays student issues and concerns to the Board but the incoming Board Chair. Regular Board meetings is not a trustee, has no voting rights, and does not are held seven times a year at various campuses participate in decision-making or executive sessions. and sites; special meetings and trustee retreats are The Student Scholar is assigned to the Board’s Aca- scheduled as needed. The standing committees are: demic and Student Affairs Committee. n Academic & Student Affairs – charged with Students also participate in shared governance educational needs through our Student Government Association (SGA) n Audit – charged with overseeing all external and the Joint Student Senate. The SGA and Joint audits Student Senate interact with the Directors, Campus Presidents, and Deans. In addition, the Board holds n Community Affairs – charged with communica- a Board/student conversation three times a year, tion with constituencies of the College once at each of the three campuses. n Executive – charged with addressing matters Our Executive Technology Steering Committee is that may be directed to it by Board members or comprised of representatives of the four college Board Chair divisions—administration; academic and student affairs; workforce and economic development; and fi- n Investment – charged with advising the Board nance and business services. The Committee, which on its investments to assist in meeting its fiduciary meets monthly, establishes our strategic direction obligations for technology through oversight and funding, and by prioritizing technology projects. n Management – charged with financial operations, contract administration, etc. All academic disciplines have “counterpart groups,” Three standing committees—Academic and Student made up of faculty from similar academic disciplines Affairs, Management, and Community Affairs— from all campuses. Counterpart groups, which meet three times each year (more often when

AQIP CATEGORY 5 65 Leading and Communicating Cuyahoga Community College June 2008 necessary), provide oversight in developing and (SEIU) Professional; and Technical, Supervisory, and approving curriculum in their respective areas. Confidential Employees (TSCE). Communication is a continuing challenge due to the complexity of The essence of participatory governance is the the institution, the number of campuses and sites, collective action of governance committees in and diverse communities served. Our organiza- gathering relevant information, deliberating issues tional structure provides for regular communication in light of that information, and reaching reasoned across campuses and sites, divisions, and constitu- recommendations. Committees of governance ent groups to ensure alignment with the College’s function in an environment of mutual respect, good mission, vision and values. Figure 5-2 highlights our faith, and commitment to the common interests key methods and vehicles for communication. of “One College.” Through the College President, they make recommendations to the administration, We ensure that our leadership system which determines responsibility and accountability 5C2 aligns with the practices and views of for implementation. Committee development and our Board, senior leaders, and oversight entities focus fluctuates, based on a consensus of College through our strategic planning process, the dis- needs. Our governance committees include Curricu- semination of our plan’s goals and objectives, and lum and Degree Requirements; Enrollment Manage- through our Performance Excellence Process (PEP). ment; Planning and Institutional Effectiveness; Hu- Developed in collaboration with the Board, our man Resources and Policy; Information Technology; strategic plan and annual College goals are circu- and Governance Monitoring. Constituent groups lated throughout the College. They are available to that assign members to the governance commit- students and other stakeholders in hard copy and tees include the American Association of University on our website, and to the external community Professors (AAUP); American Federation of State, through a wide distribution. Our AQIP Action Proj- County and Municipal Employees (AFSCME); ects, College goals, and the annual budget process Joint Faculty Senate Council; Joint Student Coun- all align with the strategic plan. Senior leadership cil; 1199/Service Employees International Union provides monthly updates to the President related

Figure 5-1 Cuyahoga Community College: Key Leadership Groups and Roles

Executive Vice President Leadership Team Deans’ Council Led the by the College President, meets twice a month. Comprised of Academic and Student Affairs Deans, Assistant Members: College’s four Executive Vice Presidents (Academic Deans and Associate Deans, the Dean’s Council works and Student Affairs; Finance and Business Services; collaboratively with the Executive Vice President, A/SA. The Administration; and Workforce and Economic Development). Council meets monthly to share information about campus This group is responsible for providing leadership, facilitating activities; learn about emerging trends/initiatives; through work communication across units, and implementing programs to teams identify, develop and implement strategies for addressing achieve the institutional mission. issues of concern; and enhance “One College” systems that have an impact on learning and teaching, student success, and Mini-Cabinet Led by the College President, meets weekly. Members: the enrollment management/planning; and make recommendations College’s four Executive Vice Presidents, three Campus to the Executive Vice President, A/SA regarding policy, Presidents, Corporate College President, Vice President of procedures and systems enhancements related to these issues. Corporate College West, General Counsel, and the Special Campus Leadership Teams Assistant to the President. This group focuses on the College’s Teams on each campus and at Corporate College consist of strategic initiatives in the areas of academic and student affairs, executive staff who oversee the activities of management teams finance and business, administration, and workforce and reporting to them. Campus leadership teams meet at least once economic development. a month. College-Wide Cabinet Faculty Senate Led by the College President, meets monthly. Members: Chartered as the faculty governance committee on academic the College’s Four Executive Vice Presidents, three Campus affairs, the Senate has committees on each campus. Officers Presidents, Corporate College President, Vice Presidents, General from each campus make up the Joint Faculty Senate (Chairs on Counsel, Deputy General Counsel, Special Assistant to the each campus and a Chair of the Joint Faculty Senate). Chairs President, Deans, Associate Deans, Executive Directors, and serve two-year terms. Campus Faculty Senate Chairs meet Directors. Our College-wide cabinet incorporates a thematic regularly with campus presidents; Joint Chair meets regularly approach for leadership (for 2008, meetings focus on supporting with Executive Vice President of Academic and Student Affairs. student success, from recruitment to goal attainment, teaching Constituency meetings are held on all campuses; all faculty are and learning, and tools and practices; speakers from a wide invited to attend. array of disciplines and organizations address a variety of topics within this major theme).

AQIP CATEGORY 5 66 Leading and Communicating Cuyahoga Community College June 2008 to the goals and objectives; results are reviewed an- and incorporated into our performance review nually by the Board. and hiring policies. Our values statement reiterates our commitment to diversity, integrity, and aca- The PEP links individual professional and administra- demic excellence and emphasizes our dedication to tive staff goals with the College’s mission, goals, and building trust, respect, and confidence among our values. Three PEP objectives tie directly; the first is colleagues, students, and the community. When related to our strategic plan, the second to College our Trustees and student leaders take their “oath goals, and the third to AQIP Action Projects [8P4]. of office,” they affirm their understanding of our value statement. Institutional values and expectations 5C3 related to ethics and equity, social re- We consider the ongoing provision of cultural diver- sponsibilities, and community involvement are clear- sity and civility training for all employees as one of ly spelled out in our mission and vision statement our strengths. Training courses include: Civil Treat- [Institutional Overview]. They are infused through- ment for Managers; Civil Treatment for Employees; out our strategic plan and annual College goals R.E.S.P.E.C.T. Diversity; and Valuing Diversity (Web-

Figure 5-2 Cuyahoga Community College: Key Methods/Vehicles for Communication

Vehicle for Communication Audience Frequency Board of Trustee Meetings Board of Trustees; internal community; external community 7 times each year Board of Trustees; executive leadership; Board student scholar; Minimum 7 times Board of Trustee Committee Meetings volunteer Members a year Board/Student Conversations Board of Trustees; students 3 times each year President’s Report Board of Trustees; internal community; external community Board meetings President’s Update Board of Trustees Bi-monthly State of the College Internal community Annually Planning Retreats Board of Trustees; internal community As needed Executive Vice Presidents Meetings Internal community Bi-monthly “Mini Cabinet” Meetings Internal community Weekly College-Wide Cabinet Meetings Internal community Monthly Campus Leadership Team Meetings Internal community Bi-monthly Dean’s Council Meetings Internal community Monthly Governance Committee Meetings Internal community Ongoing Student Governance Assoc. Meetings Internal community Monthly Unit Advisory Committee Meetings Internal community; external community Ongoing Town Hall Meetings Internal community As needed Convocation Internal community Annually Faculty Conference Days Internal community Bi-annually Campus Email Internal community As needed Mass Mailings Internal community; external community As needed Press Releases External community As needed Customized Voicemail Messages External community As needed College Website Internal community; external community Ongoing My Tri-C Space (College Intranet); Internal community Ongoing SharePoint (Web-enabled collaboration site) Advertising (print & electronic media) Internal community; external community Ongoing Tri-C Times Magazine Internal community; external community Quarterly Department Newsletters Internal community; external community Quarterly Collective Bargaining Agreements Internal community Annually

AQIP CATEGORY 5 67 Leading and Communicating Cuyahoga Community College June 2008 course). We also have two related courses: Sexual “ladder” into degree programs also have advisory Harassment Prevention Training for Faculty; and groups, though they are not required. We have Sexual Harassment, Discrimination in the Work- produced an Advisory Committee handbook that place. We have recently reviewed our rules of ethi- provides assistance and guidelines. Staff at all cal conduct and are developing plans to conduct levels continually seek advice and guidance from more internal training in this area. The most recent our 76 program advisory committees, and align faculty contract requires faculty to participate in the performance requirements, curriculum, and learn- development of their training program. ing outcomes to this feedback. The College has an annual Advisory Committees appreciation breakfast Our “One College Customer Care: 2007-2010” where an Advisory Committee of the Year Award is 3 (OC ) initiative is centered on the principles of presented. public service—standards, transparency, accessibility, and accountability [4C1]. OC3 was created to The College develops action plans that are informed enhance student success, increase student reten- by the results of the Noel-Levitz Student Satisfaction tion rates, strengthen our “One College” culture, Inventory survey, the Community College Survey of improve the overall perception of the College, and Student Engagement (CCSSE), and community Im- increase customer satisfaction. age Assessment surveys, as well as the charges and progress of our AQIP Action Projects. Senior leaders Processes have committed to the national “Achieving the Dream,” initiative, particularly in regard to student Our leaders set directions and expecta- groups that traditionally are under-represented and tions related to exemplary performance, 5P1 face barriers to access and success. individual development and initiative, and organizational learning and innovation, in a number of We continually conduct Town Hall meetings and ways. They identify and implement best practices; focus groups to identify and discuss improvement link our strategic plan and budget process with issues, especially those related to student success. specific goals, ensuring that individual performance Our facilities plan aligns our physical plant planning is measured against these goals; work with Pro- activities with student learning, academic program- gram Advisory Committees; develop action plans ming, and administrative needs. Members of the in response to survey results; and align services and Board of Trustees visit all of our campuses once a systems that support our student success initiatives. year, meeting with students, and receiving feedback The ultimate intent of these activities is to ensure that results in initiatives to enhance student success. that the College is in alignment with its mission, vision, and values, and remains a well-respected Our leaders guide our institution in learning institution as well as an asset to the com- 5P2 seeking future improvement oppor- munity. tunities and building and sustaining an exemplary learning environment through their involvement in There is a strong emphasis on innovation and a a number of organizations and activities, in addition constant review of best practices infused within to the AQIP process. These include participating in the College culture. Short- and long-term goals programs through the Ohio Board of Regents; the are established by senior leaders to guide yearly League for Innovation; and the Ohio and American budget planning. Individual performance is assessed Associations of Community Colleges; visiting other against these goals through the PEP process, which highly regarded institutions to identify best practic- includes identification of learning and skill acquisi- es; community activities (such as business commu- tion to enhance individual performance [8P4]. Each nity and economic development organizations); and year, a number of faculty and staff are invited to environmental scanning. Our Office of Resource make presentations at the League for Innovation Development continually engages foundations and conferences; one is recognized each year with the funding organizations through meetings, presenta- League’s “Innovation of the Year” award. tions, and submission of formal proposals to secure We are required by the Ohio Board of Regents to funding for new initiatives and for replicating have an Advisory Committee for all degree pro- exemplary programs. Our Directors and Program grams; many non-credit certificate programs that Managers continually identify specific student learn-

AQIP CATEGORY 5 68 Leading and Communicating Cuyahoga Community College June 2008 ing needs and offer suggestions to leadership for student performance, as well as data related to area meeting these needs. demographics, regional educational attainment levels, and state and regional labor force projec- Decision-making within our institutions. This shift from gathering data to providing 5P3 tion can best be described as a data- intelligence has enhanced our decision-making informed student-focused process, with staff at all processes, especially those related to Achieving the levels empowered to identify issues and formulate Dream and other student success objectives (see, suggestions for improvement. Our Board of Trustees for example, 7R1). Our Vice President for Student is policy- and strategy-oriented, recognizing that Success, who serves as an essential advocate for senior leadership, with input from task forces, stu- students and their learning experience, works close- dents and faculty, will make appropriate decisions ly with departments across the College to enhance and take required action for improvement as neces- services and systems that contribute to student sary. Task forces, often consisting of College-wide success. Both of these Vice Presidents continually interdisciplinary team members, are established at analyze and share data related to student learn- all levels to better understand issues and data, to ing. Noel-Levitz and CCSSE survey data, as well as suggest methods and procedures for improvement, our AQIP Action Projects, are also used to develop and to make recommendations to senior leadership new programs or make modifications to existing related to resources and policy modifications when programs to improve operations and the student necessary (e.g., student tutoring needs and financial experience. aid requirements and procedures). These task forces are often empowered to carry out improvement ac- Communication between and among tion items based on input and approval from senior 5P5 institutional levels occurs in a variety of leadership. Task Forces serve as advisory bodies to ways, from “less formal” email and Web-enabled senior leadership rather than policymaking bod- collaboration sites (SharePoint) to routinely sched- ies. Our “One College” AQIP action project is an uled and ad-hoc meetings. More formal methods example of how our team approach has addressed of communication include cabinet meetings, faculty consistency issues related to student services, hiring, colloquia, and conference days [Figure 5-2]. program coordination, and curriculum. The Deans’ Council is a college-wide group meeting college- Ongoing weekly and bi-monthly meetings with wide needs. With input from staff, faculty and our senior leadership, Town Hall meetings, and students, the Council makes suggestions campus-wide meetings help to keep faculty, staff, directly to the Executive Vice President for Academ- and students informed and heard. Communication ic and Student Affairs related to curriculum, student among many stakeholder groups and academic needs and concerns, and processes and procedures program Directors and Managers occurs through for helping students learn. Indicators of effective- our network of 76 advisory committees. Academic ness used by College leaders are described in 8R4. counterparts from all campuses meet to coordinate program delivery and curriculum development/mod- Leaders use information and results ifications at least three times each year. In addition 5P4 in their decision-making process to to these meetings, academic leadership meets with develop or improve programs, processes, and prac- faculty as necessary to exchange information and tices that enhance student learning. They receive address current and emerging issues. institutional intelligence from our Vice President for Institutional Planning and Effectiveness, who is Our leaders continually focus the atten- supported by an historically strong Office of Institu- 5P6 tion of staff and faculty on our mission, tional Research. In 2007/08, the College developed vision, values and goals—infusing an awareness a business intelligence solution, known as “One of expectations for high performance in meeting Institutional Intelligence” (OII). The development the needs of our students, promoting continuous process identified key data necessary for informed improvement, and emphasizing ethics, equity, and decision-making college-wide. OII now makes more social responsibility. These expectations are empha- information available to more people more often, sized through the many communication vehicles with appropriate data interpretation and analysis. listed in Figure 5-2 and in our PEP process [8P4]. We OII includes information about course offerings and have a process for recognizing teaching excellence

AQIP CATEGORY 5 69 Leading and Communicating Cuyahoga Community College June 2008 by presenting an annual faculty award at convo- ogy, learning/teaching strategies, developmental cation. At the highest level, all Board of Trustee education support programs, and studio classroom members are mandated to complete at least two arrangements) and faculty are encouraged to at- hours of ethics training annually provided by the tend conferences and make presentations related to Ohio Ethics Commission. special initiatives. Communicating best practices in pedagogy occurs during a faculty colloquium held Our expanded orientation for new employees, each January. One faculty member from each cam- which includes a new two-hour “My Tri-C Citizen- pus is recognized each year with the Ralph M. Besse ship” module, emphasizes expectations related to Teaching Award for teaching excellence at the May our mission, values and College culture, includ- College-wide Conference Day. ing our dedication to building trust, respect, and confidence among our colleagues, students and Our leaders and Board members ensure the community. Our faculty contract mandates 15 5P8 that our mission, vision, and values hours of instruction related to intellectual property are passed on to new senior leaders by embed- and ethical behavior. ding them into job descriptions, new employee orientation and staff forecasting activities, and by Leadership abilities are encouraged, providing professional development opportunities 5P7 developed, and strengthened among in preparation for career advancement within the faculty, staff and administrators by providing oppor- College. New Board of Trustee members and all tunities to lead special teams and working groups new employees receive a structured orientation that as well as serve as in-house trainers. Opportunities focuses on mission, vision and values, and our PEP for ongoing professional development activities for process links them with performance [5P6 and 8P4]. enhancing leadership skills are readily accessible. In addition, key staff with identified potential for Beginning in 2003/04, the College committed to advancement may serve in interim assignments to providing leadership training at all levels of the insti- acquire additional expertise and exposure to other tution. Originally provided through a contract with areas of the College. The Board of Trustees recently Staub Leadership Solutions, a personal leadership received a succession plan prepared by our Vice program which includes a focus on commitment, President for Human Resources and Personnel Rela- integrity, honesty and vision, the training was made tions that describes a systematic approach to ensure available to executive and middle management, continuity in key positions. Our HR department staff, and faculty. To date, all executive managers serves as a business partner to our executive leader- have attended three days of leadership training in a ship team by providing workforce demographics retreat environment; many middle managers have (including turnover rates), retirement projections, attended two-day sessions as well. The College and training and development tools. While we have is now certified to provide this training in-house. a very diverse workforce, we also have an aging Faculty and staff are currently receiving training employee population. Retirement projections show consisting of three modules, focused on the Staub that the number of faculty and administrators topics listed above, delivered over a one-year eligible to retire will increase significantly over the period. Individuals with the potential to serve as next five years. More than one-fourth of our admin- community college presidents are supported in their istrators, and at least one-third of our tenure-track participation in the Executive Leadership Institute faculty are eligible to retire by 2010 [Figure 5-3]. (ELI), sponsored by the League for Innovation in the Community College and in cooperation with the Measures of leading and communi- American Association of Community Colleges. 5P9 cating collected regularly include PEP mid-year and annual reviews; Image Assessment Our HR executive team recently completed a pro- surveys; passage rate of the County levy; daily news cess to identify the key qualities of leaders; these clipping analyses; and awards received for superior are now included in posted open job descriptions service and best-practice programs. Our President’s and considered during the hiring process. Faculty Report to the Board of Trustees captures exemplary leadership is encouraged by granting release time leadership and communication initiatives. In ad- for special initiatives that provide leadership oppor- dition, in 2008, we asked our faculty and staff to tunities (e.g., investigating the use of new technol-

AQIP CATEGORY 5 70 Leading and Communicating Cuyahoga Community College June 2008 complete the AQIP Examiner Survey to gather cur- Figure 5-3 rent perceptions of our leading and communicating Retirement Projections, Number of processes, among others. In preparing the 2008/09 Administrators and Faculty, 2008-2012 College goals, metrics were discussed, defined and finalized by the Mini-Cabinet, with accountabilities 125 n Administrators assigned. n Faculty 107 98 Results 81 69 Our results for leading and commu- 5R1 nicating processes and systems are tracked in several areas. One critical result is the 36 passage rate of the County levies that provide 23 26 15 19 financial support to the College. Since 1979, all County levies have passed [3R3]. Our Action Project annual reports list results specific to their initia- 2008 2009 2010 2011 2012 tives [Figure 8-4], which are acknowledged by the reviewers each year. The results from the 2008 administration of the AQIP Examiner Survey showed no significant changes from the 2004 results. With Figure 5-4 Cuyahoga Community College Diversity, regard to employee leadership training and partici- Sexual Harassment and Civil Treatment pation, more than 260 individuals have attended Training Employee Participation diversity training over the past three years and close to 200 have received civil treatment training [Figure Calendar Year Diversity* Civil Treatment 5-4]. Executive and middle managers have received 2005 58 67 extensive leadership training; faculty and staff are 2006 105 25 in the process of receiving training, and we are now 2007 99 100 certified to provide in-house leadership training. As Total 262 192 of April 2008, 285 of our faculty, managers, and staff have attended “Whole Hearted Leadership” * Includes individuals who have received training related to sexual harassment. Source: District Director, Training and training, and 161 executive managers have attend- Development. ed “Leadership Intensive Training.”

The success of our succession planning activities, intended to develop an internal talent pool, is evi- Figure 5-5 Cuyahoga Community College, Internal/External dent in the number of internal candidates who rose Faculty Hiring Statistics, FY 2007-08 to the top in our own national searches. Half of our hires for Administrator positions and the majority 70% Internal of our tenure-track faculty hires [Figure 5-5] were 30% (21 Tenure Track) internal. External (9 Tenure Track) Our OC3 initiative has been incorporated into several key College components—the Call Center, Admissions and Records, Student Financial Assis- tance, and the Business Office. Phase two of the initiative recently began with Distance Learning staff, Assessment Center staff, Book Center staff, and frontline staff of the offices of our Deans. Re- sults of the training can be seen in the responses to two questions on the 2007 student survey [Figures 5-6 and 5-7].

AQIP CATEGORY 5 71 Leading and Communicating Cuyahoga Community College June 2008

Leaders in areas targeted by OC3 meet regularly Ongoing communication improvements include: with their respective work groups to further the (1) the development and dissemination of newslet- One College Customer Care philosophy and com- ters by various College components, which provide mitment to the community; a 2008 student survey information related to new initiatives [9P3]; (2) also is being conducted. Town Hall meetings (held on all campuses), which provide two-way feedback for improvement efforts; We carefully watch the levy results at (3) greater use of technology such as the My Tri-C 5R2 other Ohio institutions, and across the Space Web portal and SharePoint for inter- and country, and recognize the importance of our voters intra-campus communication; (4) our customer knowing how we serve our community. The new satisfaction focused OC3 initiative [5C3], which Jim Collins monograph, “Good to Great and the includes metrics for improvement; and (5) extensive Social Sectors” is directing conversations about new opportunities for faculty and staff to meet, commu- initiatives for improvement at the College. Discus- nicate, and develop strategies for improvement. sions around the monograph’s concepts will serve as the foundation for our summer 2008 President’s Targets for improvement are an integral retreat and the 2008-09 agendas for our College- 5I2 part of our strategic plan and College wide Cabinet meetings. goals, which include metrics for measuring progress. In addition, our AQIP Systems Portfolio and Improvement Examiner Survey results will enable us to further identify specific improvement priorities in leading We continue to improve our current pro- and communicating. 5I1 cesses and systems for leading and communicating through: (1) our AQIP Systems Portfolio Convocation and Town Hall meetings, along with development, which is helping to identify areas for regularly scheduled cabinet meetings, disseminate refinement and improvement; (2) our participa- improvement progress within the College. Com- tion in “Achieving the Dream”; (3) guest lecturers munity and foundation newsletters, presenta- who present information about model programs tions and public relations strategies continually and administrative innovations at cabinet-level provide information to the community. staff meetings; (4) special improvement initiatives resulting from review of the Noel-Levitz and CCSSE surveys; and (5) the completion of our first Action Projects. Our OC3 initiative is an example of a major improvement effort resulting from survey review and analysis [4C1]. Figure 5-7 Customers’ Perception of College Employees

n Always n Sometimes n Never Figure 5-6 n Usually n Rarely Phone Resolutions 100%

80% n Resolved to your satisfaction n Not resolved to your satisfaction 50%

40%

0% Thanks Appears Appears Listens to Under- you helpful, sincere you with- stands 0% friendly, about out inter- your upbeat helping ruption frame of Call Admissions & Financial Business and you reference Center Records Aid Office patient

AQIP CATEGORY 5 72 Leading and Communicating Cuyahoga Community College June 2008

Category 6 – Supporting Institutional Operations

Context for Analysis The College’s Departments of Counseling and Key Career Place, along with academic faculty, offer a Key student and administrative support series of Student Success workshops and courses service processes and needs are listed 6C 1 that help new and returning students maximize in Figure 6-1 and also discussed in Category 3. their educational experience [3R1 and Figure 3-6]. Student and administrative support Counselors play an important role in identifying 6C2 services identified in 6C1 reinforce the academic, supportive service, and life-skills needs processes and systems in Category 1 and Category through student interactions and ongoing dialogue 2 by delivering the learning support and organiza- [1P3; 1P5; 1P9; 3C2; 3P1; 3R1]. In academic year tional infrastructure needs of a large, multi-campus 2007, more than 58,000 student/counselor interac- educational institution. Students require, and re- tions occurred outside of the classroom [Figure 6-2]. ceive, a full array of academic services that support Orientation is required for all first-time students. their learning environment and help them achieve Most students attend on-campus orientation, their educational goals. Customer-focused enroll- although on-line orientation is available. Both ment services prepare students for college success processes acquaint students with placement testing and facilitate smooth transitions to four-year insti- information, course selection, schedule planning, tutions. Student services remove impediments to and course registration, and provide information learning success, and student life services enhance about the full spectrum of College resources. More the learning experience by providing opportuni- than 6,500 students participated in orientation ses- ties for interaction. Student government and the sions in 2007 [3R1 and Figure 3-7]. Student Ambassador programs ensure that students have a voice in how the College responds to their Some student support needs are communicated di- needs. rectly to our Board of Trustees. Each year, a full-time student is selected by the Joint Student Senate to Administrative support services enable the College sit on the College’s Board of Trustees as the Board to find and hire quality academic instructors and Student Scholar [5C1]. College staff; manage multiple-campus facilities; secure financial resources; provide the latest informa- The College determines administrative tion technology; and ensure that the College meets 6P2 support service needs of faculty, staff its fiscal obligations to students and the community. and administrators, and other stakeholders through internal surveys, focus groups, and on-campus Processes meetings. The College’s budget planning process, The College identifies individual stu- driven by the strategic plan and yearly goals, pro- 6P1 dent support service needs through vides each department and unit the opportunity to placement assessment, counseling, and instructor/ identify their particular needs. Administrative em- student interactions. Overall student support service ployees participate in annual performance reviews needs are identified in the classroom and through with their supervisors, a process that also allows student success workshops, staff/student interac- the opportunity to identify administrative support tions during the orientation process, the Student services that would enhance job performance. Full- Ambassador program, surveys such as Noel-Levitz, time faculty generally convey their needs through and focus groups. the respective campus Faculty Senate and Deans [5C1 and Figure 5-1]. Assistant Deans and eve- Standardized placement assessments are used to ning/weekend Deans on each campus assess and provide all incoming students with an accurate forward the needs of adjunct professors to appro- measure of their current skills in both English and priate administrative staff and the Office of Teach- math. These assessments are administered through ing, Learning and Academic Professional Develop- the use of ACT’s COMPASS course placement and ment. Finance and Business Services (FBS) conducts diagnostic assessment system [1P3]. roundtable discussions to update staff on College-

AQIP CATEGORY 6 73 Supporting Institutional Operations Cuyahoga Community College June 2008

Figure 6-1 Key Student and Administrative Support Service Processes and Needs

Student Support Services Student Need Support / Process Provided Measures/Indicators • Developmental education • Placement assessment testing • Noel-Levitz data • Academic advising and counseling • Student persistence rates Academic • Tutoring • Placement results Services • Distance learning • Graduation rates (all students, student athletes) • Library • Number of counseling-advising contacts • Learning Resource Centers • Technology Learning Centers • Enrollment Processing Center • Noel-Levitz data • Customer Service Center • Number of financial aid applications received • Orientation Enrollment • Cycle time for financial aid processing • Financial assistance, scholarships and grants Services • Student loan default rates • Transfer Center • Registration channels (phone, Web, in-person) • Assessment and placement testing • Enrollment yield and headcount • Community and student outreach • My Tri-C Space (student web portal) • My Tri-C Card (college ID and debit card) • Book centers • Key Career Place (career services center) • Noel-Levitz data Student • Disability services • Food service survey data Services • Personal counseling • Number of My Tri-C Card purchases and dollars • Campus dining spent • Public Safety • Student Health and Wellness • WI-FI connectivity • Athletics (intercollegiate and intramural) Student • Student government • Noel-Levitz data Life • Student Ambassadors • CCSSE data • Student activities (clubs, learning cohorts, etc.) • Talent acquisition • Performance Management System • Affirmative action • Health care costs • Collective bargaining • Employee retention Human • Contracts/employment agreements/faculty summer extensions • Employee rewards and recognition Resources • Employee orientation (“On-Boarding”) • Hiring cycle time • Benefits • Training courses and participation • Faculty and staff development • Employee health and wellness • Facilities Planning and Management Facilities • Construction • Facilities satisfaction survey Management • Building and grounds maintenance • Energy efficiency savings • Custodial services • Grants management Foundation • Scholarship and endowment support • Number of grants; dollars raised and Resource • Alumni relations • Scholarships awarded Development • Government relations • Number of alumni and alumni giving • Public relations • Information Technology network and security • ERP system (Banner) • System up/down time Information • Business Intelligence • Number of Help Desk calls Management • Knowledge Management • Response rates for Help Desk calls • Internet, Intranet, Extranet • IT Help Desk • Budget planning and analysis Finance and • Cycle time for purchase orders • Accounting (student/general) and payroll Business • Number of employee injuries (including • Risk management Services Workers’ Compensation claims) • Procurement and contract management

AQIP CATEGORY 6 74 Supporting Institutional Operations Cuyahoga Community College June 2008 wide and FBS initiatives and to identify needs and and documenting processes are accomplished at issues that require action. The Executive Technology the department level. Team meetings at the depart- Steering Committee [5C1] works with staff, admin- ment and college counterpart level include spe- istrators, and others to identify technology funding cific time designated for knowledge sharing from needs. The College’s Resource Development Office professional development activities. As changes are collects feedback related to stakeholder needs from made to policies, procedures and processes, com- community members, philanthropists, foundations, munication to staff is achieved through meetings, and alumni. electronic methods, and individual discussions.

Contract negotiations provide opportunities for The College has mapped key processes and estab- bargaining units to convey their needs. The Col- lished performance indicators for many of our pro- lege recently successfully completed negotiations cesses (example: registration, curriculum develop- with the American Association of University Profes- ment, financial assistance, plan operations, student sors (AAUP) and the Full Time District 1199 Service accounting, and grants accounting). For example, Employees International Union (SEIU) using Interest our registration process is mapped, documented, Based Bargaining. The process allowed both sides and closely monitored during peak registration peri- to understand needs and provided a forum for col- ods, enabling us to address needs in advance laboration. of these critical registration times.

The AQIP Examiner survey also provides insight into The online knowledge management system (Share- administrative needs and relevant measurements. Point) houses critical information related to key college processes such as curriculum development, The College manages key student and program assessment, quality improvement, technol- 6P3 administrative support service pro- ogy acquisition, and procurement. We encourage cesses to ensure that they are meeting the needs knowledge sharing, innovation, and improve- of students and key stakeholder groups by process ment across every level of the organization. As an mapping our systems, setting metrics, and adjusting example, our faculty share their best practices at a staff levels in response to workflow needs. Each ad- yearly event. ministrative team leader meets regularly with team members to plan for support service initiatives and Student and administrative support upgrades, establish benchmarks in support service 6P4 areas use data generated from the processes, and implement goals and objectives with Office of Planning and Institutional Effectiveness, as the intent of insuring that the needs of student and well as focus groups, internal and external audits, key stakeholder groups are met. Department goals survey data, identifying best practices, and ongo- and objectives are developed in alignment with ing internal communication to improve services. An college-wide goals, and also serve as a gateway additional driver is the College’s commitment to for establishing specific individual team member serving our students as one college. To that end, we performance management plans. Discussions re- strive to increase our cross-campus collaborations garding initiatives and support service processes at and sharing of knowledge and best practices. team meetings are documented in meeting notes, 3 distributed to team members electronically, and The College’s OC initiative identifies internal best stored on the College’s knowledge management practices and drives quality improvement, which system (SharePoint) as appropriate. Adjustments to is incorporated into the strategic plan [4C1]. The initiatives are made based upon student and key Student Affairs Deans use Noel-Levitz survey data stakeholder feedback and responses, data analy- and customer service surveys sent to students (usu- sis, and anecdotal accounts from interactions with ally following peak registration periods) to identify these groups. and address improvement opportunities. Student focus groups have resulted in improvements to the The various departments responsible for meeting Student Handbook information about financial aid, student needs are charged with reviewing available the My Tri-C Space Web portal, and other student data and information to determine accuracy and success initiatives. responsiveness for meeting those needs. Mapping

AQIP CATEGORY 6 75 Supporting Institutional Operations Cuyahoga Community College June 2008

As a result of best practice identification, in 2007, Figure 6-3 the Metropolitan campus of the College imple- Student Use of My Tri-C Card mented a Campus Engagement Plan, with faculty, Term staff and administrators taking steps to better serve students and create a positive, welcoming, and Item Spring/ Fall 2006 Summer Fall 2007 supportive atmosphere at the campus. As part of 2007 the initiative, all employees now wear nametags Number of 19,178 29,685 39,563 and have received and are using business cards. Cardholders A similar approach is being discussed at the other Total Deposits $1,190,000 $1,506,077 $2,918,913 campuses following an analysis of the Metropolitan campus pilot. Total Purchases $1,158,482 $1,407,535 $1,886,469 Financial Aid $2,792,800 $3,629,650 $2,997,700 The measures of student and admin- Dollars Loaded 6P5 istrative support service processes that Financial Aid are collected and analyzed are shown in Figure 6-1. Dollars Spent $2,756,066 $3,602,633 $2,995,370 before BV Closed

Results Fiscal Year 2006 Fiscal Year 2007 Type of Sale (average per (average per Some of the College’s results for day) day) 6R1 student support service processes Retail Food Sales $4,739 $5,741 are shown in Figure 6-6; other data appear in Book Center Sales $35,833 $43,416 Figure 3-2.

Counseling center contacts (appointments, phone calls, walk-in and through the Web) continue to in- Figure 6-4 crease [Figure 6-2], while enrollment stays the same. Cuyahoga Community College Purchase Order Cycle Time, Fiscal Years 2006, 2007 and 2008 The Student Financial Aid office provides students (to date) with information regarding their options for using n < 3 days n 4–5 days n > 5 days federal, state, and institutional funding, as well as information about default prevention. Default rates for the College’s 2006 and 2007 cohorts, as calculated by the Department of Education, were 7.5 percent and 9.2 percent, respectively.

Results of the “Voice of the Customer” survey, conducted over the years by our food service vendor, Aramark, indicate that satisfaction with the Col- lege’s food service exceeded the national average for similar institutions from fall 2003 to spring 2007, and equaled the national average for fall 2007. FY 06 FY 07 FY 08 YTD

Student use of the new My Tri-C Card has increased dramatically since fall 2006 to more than 39,500

cardholders in fall 2007. Book Center sales through Figure 6-2 the card averaged more than $43,000 a day in Counseling Center Contacts fiscal year 2007, a 21 percent increase in one year [Figure 6-3]. Year Spring Summer Fall Total 2006 17,443 16,441 19,360 53,214 Results of some administrative 6R2 support service processes are dis- 2007 19,289 17,810 21,368 58,467 cussed below.

AQIP CATEGORY 6 76 Supporting Institutional Operations Cuyahoga Community College June 2008

Figure 6-5 Cuyahoga Community College Energy Savings, Fiscal Years 2007 and 2008 and Target

180% n FY 07 n FY 08 n Target

100% Percent Savings Percent 40%

0% Jul Aug Sep Oct Nov Dec Jan Feb Mar Apr May June

Review of procurement performance indicators, ing to institutional operations are another indicator including little improvement in purchase order cycle of how support service processes have an impact time over three years [Figure 6-4], led to a recent on students. According to Noel-Levitz information, restructuring of the unit. Under the new design, performance gap results (student importance rating cycle times are expected to improve. The unit is also minus satisfaction rating) are a measure of meet- taking on centralized responsibility for the College’s ing expectations. A small gap (< 0.6) indicates that contract management process, which ties closely student expectations are being met. A large gap (> to the procurement function and was identified by 1.4) indicates that expectations are not being met. senior leadership as an organizational priority. In Figure 6-6, the College’s most recent Noel-Levitz Ohio House Bill 7 requires that the College’s pro- results (Fall 2005, received January 2006) show the curement area gives preference to those products largest gaps (not meeting expectations) on three and services that meet energy efficiency guidelines. Admissions and Financial Aid items – “financial The College continues to exceed the State guide- aid awards are announced to students in time to lines for energy cost savings [Figure 6-5]. be helpful in college planning” (1.52), “financial aid counselors are helpful” (1.41), and “adequate Total employee injuries, including workers’ compen- financial aid is available for most students” (1.32). sation claims (Bureau of Workers’ Compensation An item in Safety and Security had the largest - BWC) increased slightly from 2006 to 2007, but performance gap – “the amount of student parking remain low for an institution with 2,900 employees. space on campus is adequate” (1.59). All the items A yet-to-be-released FBS annual report will show in Campus Support Services had a performance gap that the College’s rate of injuries is among the low- less than 1.0, except for “the career services office est in the state. provides students with the help they need to get a job” (1.01). Two other items had low performance The FBS division uses both internal and external gaps (less than 0.6) – “library staff are helpful and audits to verify that our financial statements ac- approachable” (0.54) and “admissions counselors curately reflect our financial condition. The College accurately portray the campus in their recruiting has always received an unqualified audit opinion practices” (0.59). from its external auditors, which provides evidence of fiscal responsibility. Noel-Levitz comparative data on the In addition to our results on student and adminis- 6R3 impact of institutional operations trative support service processes, the Noel-Levitz on students are shown in Figure 6-6. As the data Student Satisfaction Inventory results on items relat- indicate, the College has smaller performance gaps

AQIP CATEGORY 6 77 Supporting Institutional Operations Cuyahoga Community College June 2008

(meeting expectations) than comparative schools on Improvement 9 of the 32 institutional support service items listed. The College improves processes and sys- OC3, the restructuring of Financial Aid, and two- 6I1 tems for supporting internal operations year course scheduling are just a few of the efforts by responding to student feedback (Noel-Levitz, that have been implemented to close the gaps. CCSSE, internal surveys, and student complaints);

Figure 6-6 Noel-Levitz College-Wide Results: Categories Most Relevant to Supporting Institutional Operations

Cuyahoga National Group Community Comparison Item College Performance Performance Gap Gap Service Excellence

5. The personnel involved in registration are helpful –1.25 0.86

62. Bookstore staff are helpful –0.65 0.56

63. I seldom get the “run around” when seeking information on this campus –1.25 1.01

26. Library staff are helpful and approachable –0.54 0.49

27. The campus staff are caring and helpful –0.85 0.66

57. Administrators are approachable to students –0.96 0.79

67. Channels for expressing student complaints are readily available –1.16 1.07

Campus Support Services

47. There are adequate services to help me decide upon a career –0.81 0.89

30. The career services office provides students with the help they need to get a job –1.01 0.93

59. New student orientation services help students adjust to college –0.46 0.62

38. The student center is a comfortable place for students to spend their leisure time –0.56 0.51

19. This campus provides effective support services for displaced homemakers –0.33 0.37

17. Personnel in the Veteran’s Services program are helpful –0.04 0.10

Registration Effectiveness

8. Classes are scheduled at times that are convenient for me –1.15 1.07

15. I am able to register for classes I need with few conflicts –1.03 1.02 35. Policies and procedures regarding registration and course selection are clear and well –0.86 0.75 publicized 51. There are convenient ways of paying my school bill –0.73 0.80

5. The personnel involved in registration are helpful –1.25 0.86

56. The business office is open during hours which are convenient for most students –0.76 0.70

43. Class change (drop/add) policies are reasonable –0.76 0.66

60. Billing policies are reasonable –0.83 0.79

continued

AQIP CATEGORY 6 78 Supporting Institutional Operations Cuyahoga Community College June 2008

Figure 6-6 (continued) Noel-Levitz College-Wide Results: Categories Most Relevant to Supporting Institutional Operations

Cuyahoga National Group Community Comparison Item College Performance Performance Gap Gap Admissions and Financial Aid

7. Adequate financial aid is available for most students 1.32 1.15

41. Admissions staff are knowledgeable 1.06 0.82

20. Financial aid counselors are helpful 1.41 1.06

13. Financial aid awards are announced to students in time to be helpful in college planning 1.52 1.22

49. Admissions counselors respond to prospective students’ needs and requests 0.78 0.85

33. Admissions counselors accurately portray the campus in their recruiting practices 0.59 0.67

Safety and Security

31. The campus is safe and secure for all students 0.89 0.77

24. Parking lots are well lighted and secure 1.04 1.12

30. The amount of student parking space on campus is adequate 1.59 1.97

11. Security staff respond quickly to emergencies 1.13 1.04

4. Security staff are helpful 0.80 0.64 reviewing internal and external audits to produce Figure 6-7 recommendations for improvement; emphasizing Enrollment Management Priority Areas internal communication among staff at all levels; and Initiatives and using technology to streamline services and Improve Online Services to Current eliminate redundancy. and Prospective Students • Implementation of online transcript request process Metrics that accompany the College’s • Re-design of My Tri-C Space portal pages 6I2 strategic planning and annual goal • Enhancement of current on line course search tool • Development of My Tri-C Space portal pages for prospective development processes facilitate target setting for students improvement [8P1; 8P8]. • Implementation of online tuition installment payment plan • Implementation of e-Bill Two key areas that have articulated specific im- Improve Document Processing provement priorities are Procurement and Enroll- • Processing time for incoming academic transcripts, ment Management. Procurement improvement certification of graduates, and online admissions applications items include: (1) changes in approval authority • Character recognition software to reduce processing time for financial aid documents (2) automating the delivery (via email) of purchase Enhance Marketing and Services to Special Populations orders to vendors; and (3) developing a contract • Dual enrollment management function. The Enrollment Manage- • Students eligible for financial aid ment priority areas and initiatives are shown in • Creation of campus Veterans Services offices Figure 6-7. Improve Processes in Services that Support Students • Development of online Two Year Course Planning Guide The College communicates results and improve- • Development of online Academic Course Offering development tool ment priorities internally at Convocation, College- • Implementation of print management in campus Technology wide Cabinet, and Town Hall meetings, as well as Learning Centers on My Tri-C Space, and through newsletters issued • Implementation of process to verify student attendance before financial assistance funds are disbursed by various departments. • Expansion of utilization of the Banner financial aid module in the areas of Pell Grant fund management and student loan processing

AQIP CATEGORY 6 79 Supporting Institutional Operations 80 Cuyahoga Community College June 2008

Category 7 – Measuring Effectiveness

Context for Analysis Affairs, the Vice President for Student Success, and the Vice President for Enrollment Management Cuyahoga Community College col- include: 7C1 lects, stores, and retrieves information and data primarily through our Enterprise Resource n Enrollment data and trends Planning (ERP) system, Banner® (SunGard Higher Education information system) [7P1]. Banner Uni- n Student persistence–student progress from fied Digital Campus is a widely used collegiate ad- semester to semester ministrative suite of student, financial aid, finance, n Student Satisfaction, using Noel-Levitz and human resources, and advancement systems. It is a CCSSE data tightly integrated suite of scalable, enterprise-wide applications on a single database. n Student-faculty ratios

Two primary units, Institutional Research (IR) and n Certification examination grades and pass rates Information Technology Services (ITS), prepare and provide standard data reports to users across n Student transfer, using OBOR performance report the College through open database connectivity data which provide longitudinal and comparison (ODBC) access to Banner. IR and ITS also respond to information for all Ohio public colleges and univer- ad hoc data requests, as do a select few individuals sities in specific areas (Financial Aid, Enrollment Manage- n Graduation rates for all students and various ment, and Developmental Education), who also cohort groups, including those targeted through have ODBC access. One Institutional Intelligence Achieving the Dream [Institutional Overview–O2; (OII), a collaborative project with IR and ITS over the 1P4; 1R4; 1I1; 1I2; 3P1; 3I1; 3I2; 4C4; 4P5; 4P7; past 18 months, has created a new data warehouse 5P1; 5P4; 6P4; 8I2] and reporting environment that gives more access to more data for more people more often [7P2]. n Graduate job placement, particularly in fields related to their programs of study While a large amount of information is available through Banner, some data are stored and accessed The College’s Finance and Business Services (FBS) at the department, program, and project levels in area uses a Baldrige National Quality Program- a decentralized manner through shared drives and based approach for improvement. The Executive Knowledge Management (KM) Team Sites (e.g., Vice President of FBS tracks his division’s metrics survey data and long-term historical data). KM is and our annual bond ratings. The Executive Vice the systematic process of identifying, capturing, and President of Workforce and Economic Development transferring information and knowledge people can and the President of Corporate College monitor use to create, compete, and improve. revenue, income, expenses, and facility use.

The College’s electronic student and employee por- The Executive Vice President of Administration and tal, known as My Tri-C Space, is used to disseminate the Vice President of Human Resources track: College information such as goals, policies, procedures, and general communications. n Demographic composition (gender, age, race, and ethnicity) of employees and students for compari- Institutional measures for tracking son purposes 7C2 effectiveness focus on selected performance indicators linked to the institution’s mission, n Turnover, retention, promotion, and internal hire vision, and goals; an Executive Vice President is information accountable for the respective measures. n Retirement projections Performance indicators monitored by the College’s Executive Vice President for Academic and Student

AQIP CATEGORY 7 81 Measuring Effectiveness Cuyahoga Community College June 2008

Processes [Figure 7-1]. It also supports data needs for special initiatives and can rapidly provide ad hoc data and Senior leadership establishes priorities analysis in response to other college-wide needs. 7P1 for selecting, managing, and analyzing data needed to support student learning and A recent example of a non-routine analysis is overall institutional strategies, objectives, and information/data support and analysis for the improvement. With the five-year strategic plan as Achieving the Dream (ATD) initiative. Planning for a foundation, the College develops annual goals ATD required an in-depth review of the types and that reflect ongoing College initiatives, as well as frequency of data/information required to moni- new programs and activities. Information needs tor student success for special population groups. for each goal are articulated. Data and information Institutional Research, in collaboration with senior tracking are provided by staff in a number of offices leadership and program managers, reviewed data throughout the College, including Planning and related to characteristics of students in the entering Institutional Effectiveness, Information Technology 1999 cohort, with an emphasis on assessment test Services, the assessment centers, Human Resources, results, course levels, demographic characteristics, and Finance and Business Services. and pass rates for required developmental education courses. This comprehensive analytical process Institutional Research (IR), a unit within Planning resulted in the identification of “achievement gaps” and Institutional Effectiveness, provides guidance that have an impact on helping students learn. The for extracting, analyzing, and interpreting data from analysis also helped to define much of the data Banner. IR also produces and disseminates routine tracking and analysis currently done to support reports needed to efficiently manage operations ATD, as well as other student success activities.

Figure 7-1 Cuyahoga Community College: Planning an Institutional Effectiveness – Routine Data Collected and Analyzed

Data Sets Content Frequency/Timing Headcount and full-time equivalent (FTE) enrollment comparisons to prior Daily during registration Daily Enrollment Bulletin year with breakdowns by campus, academic division, and part of term; payment status; faculty IFTE Census date of each term 15th Day Status Report Official 15th Day Census Date version of Daily Enrollment Bulletin

15th Day Student Student full-time equivalent; headcount by subject area; student Census date of each term Demographics demographics; six-year student demographics; enrollment trends Headcount and FTE enrollment by campus and part of term as reported to End of each term End of Term Report the Ohio Board of Regents Annualized headcount and enrollment by campus as reported to the Ohio End of spring term End of Year Report Board of Regents End of each term Enrollment History History of End of Term headcount and FTE by term Fall 1963 to present

Annualized Full-Time End of spring term Annualized End of Term FTE by subject area and campus Equivalent by Subject Area Count of and demographics of graduates; student satisfaction, employment status and further education status as reported on graduate Annual - fall Graduate Report survey; three-year results of all of the above; graduate data by academic program Ten-year count of graduates separated by each associate and certificate Annual - summer Graduate Counts Report program Degrees Awarded History Yearly count of degrees awarded Annual - summer Counts and percents of students from Cuyahoga county high schools High School Market Share Annual - summer enrolling at Cuyahoga Community College and various other Ohio colleges Space Utilization Facilities use throughout the institution Annual - fall

AQIP CATEGORY 7 82 Measuring Effectiveness Cuyahoga Community College June 2008

Historically, information needs of the Regents’ Annual Performance Report, provide 7P2 departments and units have been several measures of progress at Ohio’s public and identified in a number of ways. Many of the needs private colleges. Of particular importance, the per- are identified by executive decision makers in the formance report contains information on three-year course of their day-to-day accountabilities, while graduation and persistence rates at each of Ohio’s others are generated by faculty, staff, and other community colleges [Figure 8-7]. The report also administrators working on projects within specific contains useful information on the amount of time units. If a particular information need requires regu- to complete a degree at each of the Ohio commu- lar dissemination of data to individuals across the nity colleges. College, IR might create a new report and develop a report schedule. If the information is needed on a In addition to Ohio comparisons, the College also one-time or intermittent basis, the request might be is a member of the National Community College filled by one of the individuals with ODBC Banner Benchmark Project. By using the peer data analy- access who can obtain the data directly from Banner. sis component of this system, the College is able to compare its performance on each of several With the development of OII, a college-wide effort different measures to other multi-campus institu- to promote a single source for institutional data, tions located throughout the United States. Those the College has taken major steps toward system- measures include: fall-to-fall retention; fall-to-spring atizing the process to respond to data needs. OII persistence; retention rates in developmental writ- was designed to align with one of the College’s ing and mathematics; success rates in developmen- early AQIP Action Projects, which had a goal of tal writing and mathematics; student/faculty ratio; strengthening the concept of “One College.” Led and overall student satisfaction [Figure 8-6]. by the Vice President for Planning and Institutional Effectiveness, OII began in early 2007 with conver- Comparative data are used to set benchmarks and sations with executives across the College to learn often are included in competitive funding proposals. about their data needs, report requirements, and OII, within Planning and Institutional other accountabilities for which they have new Effectiveness, is the primary source for information needs. Following these conversations, 7P4 information and trend analysis regarding overall the Vice President for Planning and Institutional performance. Nearly all of the analysis is conducted Effectiveness worked with the Vice President for In- by accessing data from Banner. Data sets include formation Technology Services to establish a cross- enrollment trends, academic performance in partic- functional team of institutional research analysts, ular courses and subject areas, year-to-year student financial analysts, and IT report writers to design persistence, graduation rates, graduate follow-up, and deploy the OII data warehouse. A set of reports and financial data. These data are routinely col- has been built and will be made available across the lected and reviewed to verify the College’s progress College through a Web portal later in 2008 [7P4]. against projections. Our Banner Users Group, which Needs and priorities for comparative includes system developers and high-level users 7P3data are derived directly from the Col- throughout the College, meets monthly to identify lege’s mission. As an open access institution, the new and emerging data and information require- College serves a number of students who enter ments (e.g., new ethnicity code for the Integrated the institution at some risk of dropping out. Many Postsecondary Education Data System). Minor sys- students are not well-prepared for college-level tem changes and enhancements also are handled work, many lack the financial resources, and many by this group. face competing responsibilities from work and fam- One challenge associated with Banner is the skill ily that make it difficult to complete a degree. As a level required to retrieve data, making it difficult for result, student persistence is an important measure the typical college employee to obtain information of the College’s success. In order to compare our from the system whenever it is needed. In order success in meeting the needs of students to that to address this concern and enhance the ease of of similar institutions in Ohio, the College uses data access throughout the institution, the College data collected by OBOR. These data, presented in

AQIP CATEGORY 7 83 Measuring Effectiveness Cuyahoga Community College June 2008 began developing a new data environment in 2007. technology in the hands of users who can get OII is best described as an extensive data warehouse exactly what they need, when they need it. Many that can be routinely and quickly manipulated to of the reports have “drill-down” capabilities (e.g., make usable information available from the desk- campus, department, demographics) so that only top. The OII system extracts data from Banner and data of interest to the viewer is shown in a report. repackages it into a set of star schemas (a data warehouse design consisting of fact tables that ref- The College maintains integrity around erence dimension tables) making queries a relatively 7P6 its technology needs through a rigor- uncomplicated process. Once fully developed and ous ITS Leadership and Implementation process deployed in the next several months, OII will greatly concerning hardware, software, network, and increase the speed and ease with which information communication systems. The ultimate objective can be obtained by decision makers at various levels is to standardize applications whenever possible, throughout the institution. ensure safe computing, and provide training and support for the College’s key user applications and Institutional Research also creates program-specific systems. Applications and systems are designed reports. For example, nursing program managers and developed in accordance with state-of-the-art use data provided by IR to better evaluate program standards; maintenance and license agreements success; program managers for mathematics use are kept up-to-date with all IT-related vendors; survey data to determine students’ overall satis- and our IT professionals’ workloads are balanced faction with various aspects of the courses they against knowledge, skill, ability, and availability. teach. Many of the College’s departments use data The Office of Safe and Secure Computing designs provided by IR related to accreditation, includ- and develops IT-related security policies and proce- ing information about graduates, student GPAs, dures, and implements and regularly audits protec- comparative numbers of students enrolled in certain tive measures. All systems are password protected departments over time, and credit hours taken. The and backed up routinely at an off-site location to College also uses third-party data and government enable disaster recovery. Additionally, the College information (e.g., U.S. Census Bureau and Ohio De- installs and supports a myriad of intrusion detection partment of Job and Family Services) for marketing systems and anti-virus tools to protect end-users and economic analysis used in compliance, report- connected to our network. ing, and planning. The College’s Training and Development Office Through Planning and Institutional Effectiveness, [4C4; 4P3] provides College-wide training on our results are shared with executive leadership at information systems to ensure that faculty and staff cabinet meetings and conveyed by the President to members understand standardized protocols. The the Board of Trustees. Reports are also shared with College’s IT Help Desk supports users and prioritizes Campus Presidents, Vice Presidents, Deans, Direc- requests for assistance based on severity of need. tors, and Program Managers who identify opportu- The Help Desk uses an online system for tracking nities for improvement [5P4]. and monitoring requests for assistance. Baseline measurements for quality and timeliness are moni- OII was designed with a two-tiered tored by the Help Desk Director. 7P5 focus–one focus is on the data needed to track the College’s strategic goals; the other is The OII components (enrollment, finance, human on access to the specific data (by campus, student resources and financial aid) currently are in different type, course, etc.) needed by individuals across the stages of data validation. Once we add fields, cor- College. The system provides a structure for track- rect definitions, and confirm validity, the full roll out ing student progress (movement through develop- will include varying levels of security, depending on mental education courses into college coursework, user data access needs. Some users can only view tutoring, counseling, and persistence towards reports. Others can use the data cubes and build individual student goals) as well as financial and their own reports. Power users have programmer- human resources data. OII has automated processes level development tools to build new reports as to produce easy-to-use “real-time” reports–putting needed.

AQIP CATEGORY 7 84 Measuring Effectiveness Cuyahoga Community College June 2008

Participation in both AQIP and Achieving data are used by the Deans to develop the course 7P7 the Dream has shifted the College to a schedule each term. Data also are used to develop more data-driven organization. We took the posi- targeted student enrollment recruitment strategies. tion that better measures of the College’s system In fall 2007, a policy change impacting student for measuring effectiveness were needed, which led retention was implemented based on data analysis to the development of OII. With the establishment of a pilot program. The College’s policy regard- of OII, the College has taken steps to compare the ing students being dropped for non-payment by data that are needed to those that are available. the enrollment census date was resulting in nega- tive student experiences and labor-intensive staff Another indication of the effectiveness of the follow-up when students paid late and attempted College’s information system stems from the to re-enroll. A process providing students with a depth and breadth of the information avail- longer payment window was piloted and assessed. able. Early in its history, the College identified The analysis provided evidence that there was a the need for an institutional research operation significant increase in student enrollment, which led to house student data, respond to internal and to the policy change not to drop students for non- external surveys, and provide data analysis on payment until later in the term. student demographic and academic performance data. Enrollment statistics, demographics, course OII is driving efforts to provide even more informa- schedules, and other information related to aca- tion on goal attainment effectiveness at all levels of demic programs have been produced and main- the organization, and the cumulative effect of it is tained since 1963. Institutional Research provides already apparent. Requests from the internal com- institutional data in compliance with state and munity include more analysis on disaggregated seg- federal reporting, participates in state-wide and ments of the student population, such as courses national data exchanges (for comparative data), taken by summer transient students; courses taken and responds to ad hoc data requests College- in the summer by our own continuing students; and wide. In 2007, the College hired a Vice President lists of highest enrolled courses on each campus, by of Planning and Institutional Effectiveness to day and evening. The need to make strategic deci- connect strategic planning and College metrics sions regarding off-site locations and on-line degree with other student performance data, as well as programs requires extensive demographic data and address gaps in access, use, and consistency of market analysis. As staff at all levels become aware data collection and reporting. With the shift to be of the ease of obtaining information through OII, more data-driven in its decision-making, the goal their requests for additional information help to is to use the metrics and evaluation of initiatives, improve programs, processes, and practices. available from one centralized source, in a more systematic way. Combining the operations of The College uses data from other insti- Institutional Research and Knowledge Manage- 7R2 tutions for comparisons on a number ment, the intention of Planning and Institutional of student success measures [1R3; 1R4; Figures 8-6 Effectiveness is to create a new standard for the and 8-7]. All colleges participating in the Achiev- organization of knowledge and intelligence that ing the Dream initiative have an assigned data asks new questions of data and information that coach; each coach works with several institutions to have always been available. develop measures of success for their ATD interventions and to encourage the best use possible of Results their data. Recently the College’s data coach wrote the following about us. There is evidence that our system for 7R1 measuring effectiveness meets the “One of the areas where Tri-C stands apart from College’s needs in accomplishing our mission and other community colleges is in its approach to goals [7P3 through 7P7]. In general, comments evaluating the effectiveness of efforts to improve from employees suggest that the College informa- student success….Tri-C provides a model for how tion system provides them with data, although colleges should evaluate their efforts. For exam- more analysis is needed. Historic course enrollment ple, in evaluating the interventions it developed

AQIP CATEGORY 7 85 Measuring Effectiveness Cuyahoga Community College June 2008

as part of the Achieving the Dream Initiative, and systems. This includes projects such as a col- the College: a) created a logic model for each lege network infrastructure upgrade (currently in intervention; b) described how the intervention process) which will lead to faster, more efficient, is being played out on the different campuses; and secure data transfer within the College’s IT c) clearly specified the indicators and methods network infrastructure. At the same time, the by which the intervention will be evaluated; College will take advantage of Voice over Inter- and d) conducted matched pair comparisons of net Protocol (VoIP) technology to enhance its students in each of the three interventions with telecommunications environment, offering em- comparison groups identified using data from ployees, students, and guests increased access the college’s student information system. The to key College-wide applications and systems, college also surveyed and conducted in-depth as well as to each other. Strategic IT-enabled interviews with students involved in each inter- transformation efforts help set our sights on vention to gain insight beyond the quantita- applications and systems that will enhance the tive analysis into what is actually going on College’s ability to serve its constituents five or with the interventions and how students are more years in the future. Transformation looks at being affected. Just as important, the college’s how IT can support the entire College through IT management team uses this information in innovation. For example, the College is currently setting policy and making decisions about in the strategic planning stages to create an Ad- how to allocate resources.” vanced Security Center (ASC) that will enable the institution to continue to operate in the event of Improvement an emergency or incident. The ASC is envisioned as both a physical and virtual “facility” that in- We improve our current processes and creases the effectiveness of the College’s current systems for measuring effectiveness 7I1 efforts concerning security, business continuity, by establishing and engaging work groups at disaster recovery, and public safety. all levels of the institution to investigate needs and suggest solutions. The AQIP process has Improvement targets for measuring helped us identify opportunities that will support 7I2 effectiveness will be guided by our development and improvement efforts in this learning from the AQIP process and the OII roll- area. Requests to OII are being monitored so that out. Future improvement efforts will focus on necessary new reports can be written and made developing and expanding OII and its use across available to those beyond the initial request the College. As we become more data-driven unit. OII also will produce a series of dashboards in our decisions, an additional opportunity will related to the fiscal year 2009 college metrics. be to educate the College on asking new ques- With the formation of an Intelligence Council to tions, tracking actions that contribute to overall discuss enhancements in 2008-09, OII will be re- metrics, and using data and analytics to define fined and expanded to ensure effective informa- new actions. tion support throughout the College. Increased use of the community college benchmark data Results and improvement priorities are commu- will enable us to set new targets on retention, nicated to students, faculty, staff, administra- developmental education progression, and other tors, and stakeholders through My Tri-C Space, measures of student success. internal (Knowledge Management) and external newsletters, town hall meetings, Dean’s Council The College also is engaged in IT modernization meetings, College-wide cabinet meetings, and projects to update and refresh its IT applications the other methods discussed in Category 5.

AQIP CATEGORY 7 86 Measuring Effectiveness Cuyahoga Community College June 2008

Category 8 – Planning Continuous Improvement

Context for Analysis Over the next 5-10 years, the College Vision Statement 8C1 will leverage its experience and exper- Cuyahoga Community College will be tise to develop innovative solutions that remove recognized as an exemplary teaching and barriers to student success. We are committed to learning community that fosters service accomplishing this in the context of continuous aca- and student success. The College will be demic improvement. We will remain focused on our a valued resource and leader in academic vision to be recognized throughout Northeast Ohio quality, cultural enrichment, and economic as an exemplary teaching and learning community development characterized by continuous and to remain a leader in academic quality, cultural improvement, innovation, and community enrichment, and economic development. responsiveness. We will intensify our efforts to increase the number of students attaining Associate degrees and those transferring to four-year institutions. We will refine our systems and processes to ensure that learning for college, by leveraging the lessons learned from outcomes are well-established, documented, and the Achieving the Dream initiative, and by offering known to students, employers, other stakeholders, flexible program schedules to reach out to adults and the college community. who lack academic certificates and degrees. We seek to become an even greater regional Strategically aligned with our mis- economic development resource, while recognizing sion and vision, short- and long-term that the economic environment in Ohio is rapidly 8C2 strategies are articulated in our 2005-2010 stra- changing. The information technology, health- tegic plan, which focuses on: (1) ensuring student care, finance, engineering, and education sectors, success; (2) developing strategic alliances and which require postsecondary credentials, are, or partnerships; (3) supporting the student academic will become, vital for regional competitiveness and experience; (4) strengthening our “One College” economic prosperity. We will strengthen our ef- culture; (5) improving the community’s awareness forts to prepare our diverse population for the new of our College; and (6) integrating best practices “knowledge economy.” At the same time, we will throughout our institution. These goals, and their strive to make the attainment of college credentials corresponding action items, will remain our priori- within the reach of a larger percentage of our com- ties for the near future [Figure 8-1]. Annual goals munity by expanding and enhancing relationships for 2008-09 are shown in Figure 8-5. with the K-12 system to better facilitate preparation

Figure 8-1 2005-2010 Strategic Plan Goals

Strategic Goal I: Enhance the ability of our students to succeed in Strategic Goal II: Develop strategic alliances and accomplishing their educational and career goals by providing them with a partnerships in a wide range of sectors to support high quality educational experience in a supportive teaching and learning the College’s programming, funding, enrollment, and environment technology initiatives, enabling the institution to better serve its diverse community Strategic Goal III: Increase student satisfaction with the quality, timeliness, Strategic Goal IV: Strengthen our One College culture and appropriateness of services, specifically in Admissions/Registration, by fully embracing and institutionalizing our common Financial Support Services, and Counseling/Academic Advising mission, vision, values, policies and procedures Strategic Goal V: Improve the community’s overall perception of Cuyahoga Strategic Goal VI: Improve the College’s operations Community College and enhance market penetration in Cuyahoga County to support the One College concept and create as well as potential distance learning markets efficiencies within operations and processes

AQIP CATEGORY 8 87 Planning Continuous Improvement Cuyahoga Community College June 2008

We will continue to use our AQIP action projects, Figure 8-2 which link to our strategic plan’s goals, to drive our Current Action Project Alignment continuous improvement efforts [Figure 8-2]. with Strategic Goals

Implement Student Outcomes Assessment and Academic Processes Program Review – Goal I The process for developing our 2005- Increase Student Retention through Proactive Intervention and 8P1 2010 strategic plan began in 2004 at Programming – Goal I the direction of the College President (our previous Implement a Successful "One College" Strategy – Goal IV plan was developed in 1996). The core planning Improve Employee Hiring and Recruitment Processes – Goal VI team assembled to oversee the process and produce our plan consisted of our Mini-Cabinet [see Figure 5-1 for membership], two academic Deans, Over the past two years, significant changes have a member of the Board of Trustees, and a planning occurred within the President’s senior leadership consultant. The team began with an analysis of team. In 2008, new talent and perspectives have statistical information related to student enrollment contributed to the creation of the 2009 annual and transfer; revenue and expenses; the external goals [Figure 8-5]. Senior leadership is committed to environment (labor market, job projections, em- the continuous improvement process and to iden- ployment and unemployment, and demographic tifying new action projects that have become clear characteristics of community residents); our com- as a result of developing the AQIP systems portfolio. petitors; and internal strengths and opportunities. This was followed by interviews with stakeholders, Action plan development is incor- including members of the Board of Trustees, Vice 8P3 porated into our strategic planning Presidents, Deans, faculty, and staff. process. Each goal has a corresponding action plan, although they vary in their degree of specificity The core team presented suggestions and recom- and measurement. For the 2005-10 strategic plan, mendations for goals and corresponding action action strategies were developed by the core team, items to campus groups for comment and input. with input from leaders accountable for the identi- General measures for monitoring and evaluating fied operations. the plan were developed. The plan was completed and made available to the public in January 2005 Accomplishments toward the annual goals are after approval by the Board of Trustees. The plan is tracked and documented throughout the year and reviewed each year by senior leadership and annual summarized for the College by the Office of Plan- goals are set to align with the plan. ning and Institutional Effectiveness at the end of each year. Progress reports for special grant-funded Long-term strategies are selected programs are produced as required and routed to 8P2 based, in general, on the College vision appropriate stakeholders through our Office of and specifically on issues that have an impact on Research Development. the College. Short-term strategies, articulated with the annual goals, are developed based on prog- Our AQIP process and Examiner Survey results also ress toward the expected outcomes of the overall drive the development of action plans. The Systems strategic goals and on emerging issues that were Portfolio development process has surfaced oppor- not identified at the time the strategic plan was tunities for improvement related to the success of developed. Recent examples of emerging issues our strategic initiatives. include Ohio’s Strategic Plan for Higher Education Our planning processes, overall institu- (2008-2017) that calls for an additional 230,000 tional strategies, and action plans are Associate degrees to be awarded to Ohio residents, 8P4 coordinated and aligned at the various institutional the receipt of a nearly $2 million federal grant levels in a number of ways. Our strategic plan that required new strategies for operating a major consultant meets with teams on each campus to healthcare career demonstration program, and a develop campus plans and goals that contribute to request from a nearby community to offer on-site the College plan’s outcomes. Similarly, each division college courses. (Finance and Business Services, Administration, etc.)

AQIP CATEGORY 8 88 Planning Continuous Improvement Cuyahoga Community College June 2008 discusses and sets its strategies to align with the Figure 8-3 College’s plan. Other planning processes across the Budget Process Milestones College also use the strategic plan for direction. For Task example, the Campus Master Plan (facilities) and Academic Program Plan started with the strategic President’s FY 09 budget goals kickoff meeting goals to develop milestones and metrics for growth Release budget preparation instructions and unrestricted budget allocations and expansion. Prepare FY 09 budget requests by major budget units Professional and administrative staff, through the Submission of budget input by the campuses/sites to executive Performance Excellence Process (PEP) [4P4; 4P5], leadership map three of their annual objectives to the Col- Executive Vice Presidents' budget review and lege’s strategic initiatives. The first objective is recommendations to the President related to the strategic plan, the second to the an- President’s budget review nual College goals, and the third to the AQIP Action Development of President’s FY 09 budget plan Projects. Staff often fit their objectives to initiatives Board Committee review of budget in campus plans and unit plans, since those plans Review FY 09 budget plan with constituent groups are more specific to local initiatives created to align College Board meeting–approval of FY 09 budget with the College’s overall plans.

Measures and performance projections 8P5 for institutional strategies and action unit accountable for the task, as well as start and plans are incorporated into our strategic plan devel- due dates. This is typically a three-month process. opment process [8P1]. This year, for the first time, Capital funds are addressed separately from specific metrics were articulated for each of the program/staff-related funding. Capital fund alloca- 2008-09 annual College goals. The Executive Vice tions are determined annually by the President and Presidents defined the measurable outcomes for Executive Vice President for Finance and Business each annual goal tied to their respective operations. Services, based on a review of construction needs. Together with the strategic planning consultant, New construction projects or major renovations are and the Office of Planning and Institutional Effec- added to an “architect list.” In 2007, the Campus tiveness, they used trend data, current environmen- Presidents and Executive Vice President of Academic tal scan intelligence, and conversations with their and Student Affairs, in collaboration with the Vice leadership teams to set each metric [Figure 8-5]. President of Facilities, began developing a facility The College accounts for resource master plan that aligns with the College’s Academic 8P6 needs within our strategy selection and Program Plan, and will improve our capital fund action plan implementation processes through our allocation process. The plan, which was completed budget development procedure. While long-term in spring 2008, is based on a review of ten-year en- college-wide goals are expressed in our strate- rollment projections, space utilization information, gic plan, additional yearly resource needs at the and decisions about new and expanded academic administrative, campus, division, and department programs. Capital equipment funds are identified levels are linked with our annual budget planning separately through a similar process. process. Additional funds for priority initiatives are Ensuring that faculty, staff and ad- made available, and requests can be submitted 8P7 ministrator capabilities are developed based on the activity/program’s link with the initia- and nurtured to address requirements related to tive. Current priority funds for 2008-09 include stu- changing institutional strategies and action plans dent success and enrollment initiatives. The budget is accomplished, for the most part, through pro- is finalized by the College’s Executive Vice President fessional development. The College emphasizes for Finance and Business Services. faculty development and has devoted extensive Key budget planning process milestones for fiscal resources to this endeavor. Faculty development year 2009 are shown in Figure 8-3. The complete programs and activities are discussed in 4C4 and list of milestones also includes the person and/or 4P2. In addition, conference days [4P4] are held for faculty to discuss curriculum, teaching technology,

AQIP CATEGORY 8 89 Planning Continuous Improvement Cuyahoga Community College June 2008 instructional methods, and share best practices for our ongoing planning and improvement activities. classroom and distance learning. We also provide Although methods for tracking our strategic actions several training/topical seminars for adjunct faculty vary considerably, we continually monitor data each year [4C4]. related to priority areas of concern–enrollment, transfer to four-year institutions, job placement of Staff development occurs in a number of ways. graduates, licensure pass rates, student satisfaction, College-wide Cabinet meets monthly [Figure 5-1]. etc. [1R2; 1R3]. Many senior staff have attended leadership training programs provided by Staub Leadership Solu- Results from community surveys also indicate that tions. In some cases, these development activities we are accomplishing our institutional strategies. are designed to prepare staff for new priorities The College commissioned an independent research and strategies [5P7]. The annual President’s Retreat firm in 1996, 2001 and 2005 to track our levels [4C4], held over a two-day period each summer, of success in a number of areas. The most recent includes members of the President’s Cabinet (Vice results indicate that more than eight out of ten (85 Presidents, Deans, Associate Deans, and Executive percent) Cuyahoga County voters have a favorable Directors). or very favorable opinion of the College; that result has remained the same since 2001. Also unchanged “Focus on Excellence,” a series of three seminars since 2001 is the rating of the quality of education (held in November, March and August) for staff on provided, with more than two-thirds (68 percent) all three campuses, helps ensure that our goals and of voters rating the quality of education as excel- action plans are understood at the staff level. Semi- lent or good. Nine out of ten voters (91 percent) nars, generally conducted by staff development agreed that “One of the best things about Tri-C is experts, the Deans of Student Affairs, and the Vice that it offers something for people of all ages and President for Student Success, present such topics interests.” Three other survey items were rated as the “One College” concept, improving opera- excellent or good by at least three out of four vot- tions, and supporting student success. The seminars ers: (1) offering a good education at an affordable facilitate interaction and idea sharing at the staff price (80 percent); (2) serving all of the people in level [4C4]. Cuyahoga County (79 percent); and (3) preparing young people and adults for jobs of the future (75 The best measure of the effectiveness percent) 8P8 of our system for planning continuous improvement is the level of engagement across the Our AQIP Action Projects have yielded many results, College in developing the strategic plan, annual some of which are highlighted in Figure 8-4. goals, campus/division/unit plans, the facilities master plan, and an enrollment management plan. Following several months of discussion In 2007 the College hired a Vice President for Plan- 8R2 with the strategic planning consultant ning and Institutional Effectiveness who is now in and review of historic data trends and planned a position to identify appropriate measures for as- initiatives, the President’s Cabinet completed the sessing the effectiveness of our planning activities. 2008-09 annual goals, with 43 defined metrics, in In spring 2008, we administered the AQIP Examiner late spring 2008. The six goals, and a sample of the Survey again in an attempt to compare the percep- metrics, are listed in Figure 8-5. These annual goals tions of the effectiveness of our processes to the will provide the framework for campus, division, initial Examiner Survey results from 2004. However, and unit planning for the next year. no significant differences between the two sets of results were found. We have comparative data from the 8R3 National Community College Bench- Results mark Project (NCCBP) and from the State of Ohio for many of the metrics we plan to track in 2008- Our 2005-2010 strategic planning 09. Figure 8-6 shows how the College ranks in 8R1 process resulted in six goals and 33 comparison to 25 other large multi-campus com- corresponding action items. Four AQIP Action munity colleges on selected metrics; the highest Projects [Figure 8-2] have been incorporated into and lowest ranked college rates are shown, along

AQIP CATEGORY 8 90 Planning Continuous Improvement Cuyahoga Community College June 2008 with the College’s score (from the most recent Evidence that our system for planning NCCBP data available). Comparisons to other public 8R4 continuous improvement is effec- community colleges in Ohio for time to degree are tive includes positive results achieved through the shown in Figure 8-7 and 8-8. The data are the most Achieving the Dream initiative. Some highlights recent available through the State of Ohio.

Figure 8-4 Key Results of AQIP Action Projects

AQIP Action Project 1: Implement Student Outcomes Assessment and Academic Program Review • Developed outcomes for almost 100 percent of our programs • Mapped 63 percent of program courses with outcomes which have produced revisions • Conducted a General Education self-study AQIP Action Project 2: Increase Student Retention through Proactive Intervention and Programming • Advanced project through Achieving the Dream initiative by launching pilot initiatives aimed at improving the performance and retention of two “at-risk” groups: students placing into Developmental Education courses and students who delayed entry into college. Control group comparisons showed positive results of some interventions • Restructured Financial Aid, including hiring financial aid counselors, on-line student services with access to their funds, and improved availability of information • Established “Short Term Emergency Fund” to help students pay for courses or buy books • Launched My Tri-C Space, the student portal for on-line services (registration, grades, financial aid status, e-mail, and payments) AQIP Action Project 3: Implement a Successful “One College” Strategy • Implemented College-wide process and software for scheduling rooms and determining availability • Provided consistency in class scheduling policies, policies and pricing on facilities rental, and a common administrative structure for facilities usage • Enhanced College-wide academic scheduling to include a full-year schedule • Launched “One Institutional Intelligence” to provide data needed throughout the College • Engaged in Facilities Master Planning process built around programmatic and enrollment plans • Institutionalized a College-wide approach to make decisions regarding the allocation of faculty positions AQIP Action Project 4: Improve Employee Recruitment and Hiring Processes • Reduced “cycle time” to fill positions (executive positions by 77 percent; support staff positions by 39 percent; administrative/ professional positions by 7 percent) • Implemented targeted education for Search Committees/Interview Teams; trained on Behavioral Based Interviewing Skills • Redesigned and lengthened New Employee Orientation Program, which is now mandatory; increased diversity faculty hires by 10 percent over fiscal 2006; increase of 8 percent in female hires for fiscal 2007 • Implemented background checks for part-time and proffered employees, minimizing risk and exposure

Figure 8-5 Cuyahoga Community College 2008-09 Annual Goals

Increase enrollment in credit, workforce training and professional and personal development programs • Credit headcount enrollment – 27,283 (baseline: 26,488 – Fall 2007) • Students new from high school – 2,070 (baseline: 1,974) • Open enrollment headcount – 22,918 (baseline: 20,862) • Number of companies served through Corporate College – 221 (baseline: 210) Expand and implement retention strategies that optimize student persistence in completing educational credentials • Fall to spring retention – 68% (baseline: 66%) • Summer enrollment of students registered in Spring – 6,298 (baseline: 6,098) Improve student learning by maximizing academic and support services • Fall to spring retention of students in developmental education courses – 65%; (baseline: 63%) Strengthen the One College brand by consistently delivering high quality education, training, and services • Number of non-credit programs articulated with College credit programs – 10 (baseline: 2) Demonstrate accountability and responsible stewardship of resources • Cycle time for hiring employees – 5% reduction (baseline: 30 – 120 days, depending on employee classification) • Amount of construction unspent funds - $30 million (baseline: $50 million) Develop and strengthen mutually beneficial strategic partnerships to advance our mission and vision • Number of dual credit school district partnerships – 12 (baseline: 5)

AQIP CATEGORY 8 91 Planning Continuous Improvement Cuyahoga Community College June 2008 from the first two years of participation are briefly paired with a math support course) suggest that described below. these efforts have had an incremental effect on students’ success. Of the 226 ATD students who Students in the fall 2007 English learning com- had participated in the math 0950 initiative as of munity (developmental English 0990 paired with fall 2007, 51.3 percent (116) had earned a grade of a college-level speech course) had a fall to spring A-C (grades of several students who repeated the persistence rate of 66 percent; a matched cohort of course later were not included in these statistics). students in English 0990 persisted at a 59 percent By comparison, of the 230 students in the matched rate. cohort for whom grades were available, only 44.2 percent earned a grade of A-C. Students who par- More than one third (35 percent) of the students in ticipated in the ATD math initiatives also performed a developmental English 0960 learning community better on other measures of student success. Of the in fall 2006 had completed developmental English 96 students who participated in the fall 2006 math 0980 or higher by fall 2007; less than a quarter 0950 sections, 37.5 percent (36 students) success- (24 percent) of the students in the matched co- fully completed a course of math 0960 or higher hort reached that level of English in the same time in a subsequent term. This compares to a success frame. rate of only 29.5 percent among the 95 students Data collected on students enrolled in the de- in the matched comparison group. Students in the velopmental math 0950 initiatives (math course fall 2006 cohort group earned an average of 22.3

Figure 8-6 Comparative Data on Strategic Metrics [CCC = Cuyahoga Community College]

Fall to Spring Persistence Rate Developmental Writing Enrollee Success Rate #1 79.4% #1 85.0% #18 - CCC 65.8% #24 - CCC 55.7% #24 48.4% #25 53.7% Distance Learning Percent of Sections Developmental Writing Completer Success Rate #1 23.3% #1 95.1% #11 - CCC 5.7% #24 - CCC 55.7% #22 1.8% #25 53.7% Distance Learning % of Credit Hours Developmental Writing Retention Rate #1 16.6% #1 99.9% #6 - CCC 7.9% #19 - CCC 81.3% #24 0.2% #25 70.0% Developmental Math Enrollee Success Rate Developmental Reading Enrollee Success Rate #1 77.1% #1 85.4% #21 - CCC 48.4% #25 - CCC 47.2% #26 39.3% Developmental Math Completer Success Rate Developmental Reading Completer Success Rate #1 93.4% #1 96.5% #24 - CCC 55.7% #5 - CCC 89.5% #25 53.7% #25 64.7% Developmental Math Retention Rate Developmental Reading Retention Rate #1 99.8% #1 99.8% #17 - CCC 78.4% #25 - CCC 52.8% #26 52.3% Note: Number of colleges in the comparison = 26; not all colleges report data on all metrics

AQIP CATEGORY 8 92 Planning Continuous Improvement Cuyahoga Community College June 2008 hours of credits through fall 2007. This compares for improvement. Under the direction of the Execu- to an average of 17 hours earned in the compari- tive Vice President of Academic and Student Affairs, son group. Students in the fall 2006 cohort had each AQIP category has a Champion (Executive an average GPA of 2.31 in work completed during Vice Presidents serving in a visionary role, respon- fall 2006 and later. This compares to an average of sible for overseeing process improvements for 2.15 in the matched comparison group. AQIP categories; our President is the Champion for AQIP categories five (Leading and Communicating) Other evidence of an effective system for planning and eight (Planning Continuous Improvement); a relates to our AQIP Action Projects [Figure 8-4], Category Owner (serving in a strategist role, respon- which have received positive feedback from the sible for maintaining an ongoing community of AQIP evaluators, and many of our strategic initia- College-wide practitioners who will shape process tives. improvement, create and share new knowledge on the processes in their respective categories, and Improvement identify best practices and lessons learned); and a Initiatives to improve our current pro- Category Point Person (serving in an implementa- 8I1 cesses and systems for planning continu- tion role; responsible for gathering appropriate data ous improvement center around our AQIP commit- and information needed to evaluate current pro- ment and Systems Portfolio review. We have put a cesses and procedures and support improvement structure in place to support our ongoing process initiatives). Over 100 individuals have been involved in our Portfolio development process.

Figure 8-7 Three-Year Success Measures for First-time, Full-time Degree Seeking Students at Ohio’s Public Community Colleges: Fall 2003 Cohort

Persisting Persisting at Full-time Earned Degree at Same a Different Total 3-Year Community College Students in by End of Institution in Institution in Success Rate Cohort Third Year FY 06 FY 06 Cuyahoga Community College 2,233 3% 37% 9% 49% Jefferson Community College 223 16% 27% 8% 51% Lakeland Community College 898 11% 35% 12% 58% Lorain County Community College 906 9% 41% 9% 58% Rio Grande Community College 361 7% 39% 11% 57% Sinclair Community College 1,671 7% 41% 8% 55%

Figure 8-8 Time and Credits to Associate Degree for Non-Transfer Students Graduating in Fiscal Year 2005-2006

Number of Average Median Percent Graduating in Timeframe Community College Degrees Credits to Years 2 yrs or > 2 yrs, <= >3 yrs, <= More than Awarded Degree to Degree less 3 yrs 4yrs 4 yrs Cuyahoga Community College 1,296 86 5.3 3% 13% 19% 65% Jefferson Community College 139 80 3.3 14% 29% 17% 40% Lakeland Community College 664 81 4.3 15% 16% 16% 53% Lorain County Community College 808 85 4.3 8% 16% 23% 54% Rio Grande Community College 156 93 3.3 22% 22% 33% 22% Sinclair Community College 1,208 85 4.8 7% 17% 18% 58%

AQIP CATEGORY 8 93 Planning Continuous Improvement Cuyahoga Community College June 2008

In late 2007, Governor Strickland and the Ohio In addition, the College’s Vice President for Student General Assembly charged Higher Education Chan- Success plays a key role in leading improvement ef- cellor Fingerhut to draft a ten-year master plan that forts around developmental education and student will chart the course of higher education in Ohio. retention for all students [1P9]. This new position Future considerations for developing improvement was established to facilitate ongoing discussions strategies and action plans will incorporate initia- with students, academic and academic support tives that respond to emerging actions at the state areas to identify the services and support needed level. by students to enter classes, progress through their coursework, and attain their educational goals. We set targets for improvement based 8I2 on: (1) our strategic plan [Figure 8-1] and We communicate our current results and im- (2) our annual College goals [Figure 8-5]. Some of provement priorities, as well as our performance our immediate initiatives include: projections, to faculty, staff, administrators and stakeholders through the many ways outlined in n Increasing the number of students who graduate Category 5 (Leading and Communicating, Figure with associate degrees 5-2), including fall convocation, town hall meetings, monthly College-wide cabinet meetings, bi-monthly n Improving the College’s persistence, retention, Executive Vice Presidents meetings, and weekly and spring to summer enrollment rates mini-cabinet meetings. Results and improvement n Specific student population enrollment activities priorities are communicated to business stakehold- (e.g., new from high school, adults) ers through program advisory committees. Priorities are communicated to the community during our n Developing new programs in WEDD (non-credit) levy campaign and to students and faculty through and Academic Affairs (credit) that encourage career our My Tri-C Space Web portal. laddering for students

AQIP CATEGORY 8 94 Planning Continuous Improvement Cuyahoga Community College June 2008

Category 9 – Building Collaborative Relationships

Context for Analysis In support of the College’s mission to provide high quality educational opportunities, services, and Cuyahoga Community College’s key technical training, Cuyahoga Community College collaborative relationships involve edu- 9C1 continually develops relationships with area busi- cational institutions; industry experts and business nesses to maintain the quality and currency of our members serving on Program Advisory Commit- educational and technical training programs and tees; individual businesses; healthcare institutions; ensure responsiveness to employer needs. Hun- government agencies; economic development dreds of business leaders and managers serve on organizations; social service agencies; foundations; our 76 program advisory committees. Collaborative labor unions; and other organizations that help us relationships with labor unions throughout Ohio accomplish our mission [Figures 9-1 & 9-2 & Cat- also provide high-quality educational opportunities egory 4 for internal collaboration]. for over 3,000 individuals served by the College an- Collaborative relationships reinforce nually who are enrolled in registered apprenticeship 9C2 the College’s mission by facilitating programs [Figure 9-4]. university transfer, providing linkages with K-12 The College has negotiated and maintains 240 school systems and healthcare institutions, attracting formal (written) agreements with healthcare orga- external funding, and enhancing business attraction nizations and physicians to provide clinical learning by providing a skilled workforce in the region. opportunities for our healthcare career students. Because university transfer is an important com- Program quality is also enhanced through the Col- ponent of the College’s mission, developing and lege’s memberships in national educational, profes- maintaining transfer agreements with colleges sional, and accrediting organizations. and universities that receive our students is a high An important aspect of the College’s mission fo- priority. The College’s transfer module guaran- cuses on providing affordable educational opportu- tees transfer to any state university in Ohio upon nities and services. Our relationships with federal, completion of 36-40 credit hours of the general state, and local government agencies, companies, education requirements needed for a bachelor’s and foundations result in a significant amount degree. Additional agreements guarantee transfer of financial support for special training programs credit for approved courses. The College maintains and student scholarships. Federal, state and local dual admissions agreements with Baldwin-Wallace government agencies provided almost $7.9 million College, Cleveland State University, and Central in funding to support student learning and special State University. programs in 2007; businesses provided more than Supporting our mission component to provide $2 million, and foundations provided more than high-quality educational opportunities, Cuyahoga $1.7 million during the same period [3R3]. Community College continually develops and The College’s relationships with regional economic maintains credit transfer agreements at the high development organizations help improve the overall school level with the Cleveland Metropolitan School quality of life in our community by attracting busi- District, other school systems, and career centers in nesses to the region (increasing the number of job our region [Figure 9-2]. Collaborative relationships opportunities for the College’s students), and by with school districts have resulted in several early- providing access to employers in key industry clus- college programs that facilitate transfer from K-12 ters who serve on our Program Advisory Commit- to college [Figure 9-3]. In addition to these agree- tees. Our relationships with social service agencies ments, relationships developed through the North [Figure 9-1] enable the College to refer students Coast Tech Prep Consortium, a partnership among to a wide array of supportive services and provide 10 school districts, provide students with opportu- their clients with education, which help improve the nities to earn college credit in high school that can overall quality of life in our multicultural community. be transferred to any state college or university in Ohio.

AQIP CATEGORY 9 95 Building Collaborative Relationships Cuyahoga Community College June 2008

Figure 9-1 Cuyahoga Community College – Key Collaborative Relationships

Educational Institutions – Four-Year Institutions – Credit pany, Inc.; General Motors Corporation; Goodrich Group, Landing Transfer Agreements Gear Division; Homax Products, Inc.; Jo-Ann Stores, Inc.; Keithley Ashland University; Baldwin Wallace College; Berklee College of Instruments, Inc.; Kaiser Permanente; The Lincoln Electric Company; Music; Bowling Green State University; Capella University; Capital Morgenthaler Partners; Nordson Corporation; PolyOne Corporation; University; Central State University; Cleveland State University; Devry Progressive Insurance Company; RPM International, Inc.; Swagelok University; Ferris State University; Franklin University; Hiram College; Company; Transtar Industries, Inc.; and UPS Jefferson Community College; John Carroll University; Johnson and Healthcare Providing Institutions Wales University; Kent State University; Miami University; Myers 240 agreements with healthcare institutions to provide clinical University; Notre Dame College of Ohio; Ohio Dominican University; training for healthcare students. Onsite nurse training programs at Ohio State University; Ohio University; Palmer College of Chiroprac- the Cleveland Clinic and Parma Hospital. Cleveland Clinic contrib- tic; Pennsylvania College of Technology; Siegal College of Judaic utes over $2.6 million in cash and in-kind support for the College’s Studies; Tiffin University; United States Sports Academy; University Health Careers Initiative grant, funded by the U.S. Department of Akron; University of Cincinnati; University of Findlay; University of Labor of Phoenix; University of Pittsburgh; University of Toledo; Ursuline College; and Youngstown State University. The College has dual Government Agencies admission agreements with Baldwin-Wallace College; Cleveland City of Cleveland; Cuyahoga County; NASA; National Institutes of State University; and Central State University. Health; National Science Foundation; State of Ohio; Ohio Board of Educational Institutions (K-12) and Career Centers – Regents; Ohio Department of Education; Ohio Department of Youth Credit Transfer Agreements Services; U.S. Department of Labor; U.S Department of Education [2C1 and 2R1] Shown in Figure 9-2 Economic Development Organizations Program Advisory Committees Team NEO (regional economic development); Greater Cleveland Corporate College West: Information Security; Center for Gerontol- Partnership (Chamber of Commerce); NEOSA (established as the ogy: Continuing Education & Training; and Quality Center. Eastern Northeast Ohio Software Association); JumpStart (venture develop- Campus: Early Childhood Education; Early Literacy Initiative; Long ment and entrepreneurship development); MAGNET (manufactur- Term Care Workforce Initiative; Massotherapy; Pharmacy Tech; ing advocacy); Community Development Corporations (economic Encore Program; Business Management; Interior Design; Plant Sci- development in all Cleveland neighborhoods) ence & Landscape Technology; Accounting; Visual Communication & Design; Information Technology. Metropolitan Campus: Practical Social Service Agencies Nursing; Recording Arts & Technology; Registered Nursing; Con- Salvation Army (meal services); Legal Aid Society of Cleveland (legal struction Management Technology; Engineering Tech: Bio-Medical/ services); Home Energy Assistance Program and Housing Office EET; Electrical/Electronic Engineering Tech: Telecom; Mechanical (Council for Economic Opportunities in Greater Cleveland), May Engineering and Manufacturing Technology; Manufacturing/Indus- Dugan Center, and Cuyahoga Metropolitan Housing Authority; trial Technology; EET Computer Networking Hardware; Information Cuyahoga Department of Job and Family Services (income support Technology; Hospitality Management; Human Services; Allied Dental and job training referral); Collinwood Health Center, Free Clinic, Program; Dietetic Technology; Emergency Medical Technician; N.E.O.N. Hough Health Center, J. Glen Smith Center, McCafferty Health Information Management; Occupational Therapy Assisting; Center, MetroHealth Hospital, MetroHealth Asia Plaza, MetroHealth Physical Therapy Assisting Program; Medical Assisting; Medical Lab Broadway Center, SE Medical Center, Superior Health Center, Technology; Accounting; Business Administration; Optical Technol- Care Alliance, and Tremont Health Center (health clinics and free ogy; Real Estate; Surgical Technology; Journalism & Mass Communi- health care); Alateen/AL-ANON, Alcoholics Anonymous, Alcohol cation; Women in Transition; and Senior Adult Education (SHAPE-UP and Drug Resource Hotline, Cocaine Anonymous Help Line, Drug Program). Western Campus: American Sign Language; Diagnostic and Alcohol Hotline, East Cleveland Straight Talk, First Call for Help Medical Sonography; Radiography; Polysomnography; Respiratory Drug Information Program of United Way Free Clinic; Harbor Light Care; Physician Assistant; Electroneurodiagnostics; Information Detoxification, Meridia Behavioral Medicine, Narcotics Anony- Technology; Law Enforcement; Media Arts and Studies; Paralegal mous, Recovery Resources, Urban Minority Alcoholism and Drug Studies; Nuclear Medicine; Veterinary Technology; Court Reporting Addiction Outreach Program, and Women’s Alliance for Recovery & Captioning; Automotive Technology; General Motors Automotive Services (chemical dependency services); Adult Mobile Crisis Center, Service Education Program; Purchasing and Supply Management; Free Clinic, and Murtis Taylor Multi-Service Center (mental health International Business; Marketing; and Student Support Services. services); Cleveland VA Medical Center, Veterans Affairs Regional Workforce and Economic Development Division: construction Office, Vet Centers, Veteran’s Service Commission, and VOA Home- trades; manufacturing less Veterans Reintegration Program (veterans services); Catholic Businesses Charities (job training and placement); Hard Hatted Women (trades preparation and training) Financial institutions; manufacturers; the hospitality industry; the healthcare sector, transportation, information technology and oth- Foundations and Funding Organizations ers. KeyBank has provided significant financial support for the Col- American Greetings; AT&T; Cleveland Clinic; The Cleveland lege’s Key Entrepreneur Development Center (Corporate College) Foundation; Forest City Enterprises; Greater Cleveland Partnership and Key Career Place (all campuses). NationalCity has provided fi- (regional Chamber of Commerce); Key (KeyBank and Key Founda- nancial support for youth summer computer training programs and tion); KnowledgeWorks Foundation; NASA John H. Glenn Research our High-Tech Academy. Major companies that have relationships Center; National City Corporation; National Institutes of Health; with Corporate College include: Alcoa Wheel and Forged Products; National Science Foundation; Saint Luke’s Foundation; United States American Greetings Corporation; Anderson-Dubose Company; Department of Education; and the U.S. Department of Labor Applied Industrial Technology; Bonne Bell, Inc.; The Cleveland Clinic Labor Unions Health System; Climax Metal Products; Corsa Performance; The Davey Tree Expert Co.; Eaton Corporation; Eveready Battery Com- Shown in Figure 9-4

AQIP CATEGORY 9 96 Building Collaborative Relationships Cuyahoga Community College June 2008

Processes Figure 9-2 Credit Transfer Agreements: High School Cuyahoga Community College creates, and Career Centers 9P1 prioritizes, and builds relationships with educational institutions that supply and receive our Institution Transfer Agreements students; organizations that provide services to our • Fire Technology students; and other associations, external agencies, • Emergency Medical Technology consortia partners, and the general community by Cleveland Metropolitan • Law Enforcement actively reaching out to individuals within these School District (K-12) • Food Service Hospitality institutions/organizations to develop mutually Program beneficial partnerships. Collaborative relationships • Teaching Professions Academy are prioritized based on the need to continually • Marketing and improve the quality of our educational programs Parma City School District Management and facilitate access to affordable higher education. • Food Service Hospitality Relationships are developed by individuals at all lev- • Adult Emergency els of the College. Because Dr. Thornton has served Management as our President for 16 years, she is well known and • Auto Body • Cosmetology Cuyahoga Valley well positioned to establish and advance critical • Construction Engineering Career Center relationships at the highest levels in our community. • Culinary Arts • Food Services The College has a nine-member Board of Trustees– • Marketing Technology six members are appointed by the Cuyahoga • Teacher Education Mayfield Vocational County Commissioners and three are appointed by • Business programs Planning District the Governor. The nature of Board appointments • Animal Care (by government officials) helps the College establish Medina County Career Center • Criminal Justice relationships with local and state elected officials • Teacher Education Academy and government agencies. These relationships en- • Criminal Justice Polaris Career Center able the College to attract a significant amount of • Early Childhood Education government funding [9C2 and 3R3] and advocate Shaw High School • Criminal Justice for policies favorable to the institution. West Shore Career Technical • Early Childhood Education Education District Figure 9-3 Major K-12 Youth Serving and Early College Programs

Program Purpose Dual enrollment program. High school students in grades 10 – 12 in the Cleveland Metropolitan and Warrensville Heights School Districts attend a half-day of school at their regular high schools High Tech Academy – and then attend classes on Tri-C campuses. The program helps students develop skills in math, 200-300 enrollments annually sciences, technologies and communication while preparing them for employment, continuation at Cuyahoga Community College or transfer to four-year institutions. Available for students in the Cleveland Metropolitan School district and several inner-ring suburban school districts, PASS provides programming to enhance college readiness through Partnerships for Achieving Student a summer “Strategies for Student Success” program; Saturday Academy sessions during the Success (PASS) Academy – 250 academic school year; after-school sessions to enhance learning in academic core subjects; students annually after-school sessions during the senior year that reinforce oral presentation and communication skills; preparation sessions for ACT and SAT test taking; and collaborative and reinforcing work between high school and college faculty. Science, Engineering, Mathematics Exposes historically under-represented youth, grades K-12, to hands-on activities in the fields of and Aerospace Academy (SEMAA) science, engineering, mathematics and aerospace, with the goal of increasing the number of – 600 students served annually students who enroll in technology-related academic majors in college. SEMAA sessions are held during the academic year and 500 Saturday mornings in three 8-week sessions each year. Three-week camp sessions are held each in summer sessions summer. Fosters development of high school students’ math, science, and technology skills while Youth Technology Academy (YTA) preparing them for post-secondary education and technical careers. YTA uses a robotic – 300 students enrolled annually curriculum developed by Carnegie Mellon University in combination with engineering from 10 high schools manufacturing coursework at Cuyahoga Community College, combined with job shadowing, mentorship from professional engineers and technicians, internships, and “soft skills” training.

AQIP CATEGORY 9 97 Building Collaborative Relationships Cuyahoga Community College June 2008

The Tri-C Foundation’s officers and directors include important industry clusters, which facilitates new community volunteers; leaders in banking, finance program development and representation on Pro- and insurance; media; manufacturing; transpor- gram Advisory Committees. tation; energy; legal services; communications; publishing; and other key business/industry sec- Campus Presidents, Executive Vice Presidents, Vice tors. Foundation members help all College divisions Presidents, Deans, departmental personnel, and establish linkages with key leaders in our most program managers also establish relationships with individuals and institutions based on educational program areas and the location of our three Figure 9-4 Registered Apprenticeship and Union Partners campuses and two Corporate College facilities. Relationships are established by campus Presidents, Joint departmental, and program personnel with second- Apprenticeship Registered Apprenticeship Partners ary educational institutions based on their proximity and Training to our campuses through counselor breakfasts, high Committee (JATC) school visits, and a speakers bureau. All campus Northern Ohio Administrative District Bricklayers Council Presidents cultivate relationships with, and maintain South Central Ohio District Council of Carpenters/ lists of contacts at high schools in proximity to their Carpenters JATC Columbus campuses. Northeast Ohio Carpenters’ JATC Carpenters/Richfield The College is expanding its dual credit enrollment Cement Masons Local 404 JATC Cement Masons reach beyond the traditional Post Secondary Edu- Canton Electrical JATC Electricians/Canton cational Opportunity Program, where high school Cleveland Electrical JATC Electricians/ students take classes at our campuses. Currently, Cleveland we have agreements with five area high schools to Warren Electrical JATC Electricians/Warren offer college credit courses to their students in their Ironworkers Local 550 JAC Ironworkers/Canton facilities, and we anticipate that number growing to Joint Ironworkers Local 17 Ironworkers/ 12 high schools in 2008-09. Apprenticeship Committee Cleveland Ironworkers Local #207 JAC Ironworkers/ The Corporate College sales team continually Youngstown develops relationships with businesses in all indus- Laborers Local 310 Laborers try sectors by meeting with company leaders and Ohio Laborers’ Training & Ohio Laborers managers to identify skill needs and matching the Apprenticeship Trust Fund resources of the College to train new and incum- Ohio Operating Engineers Operating bent workers [Figure 9-1, “Businesses”]. Apprenticeship & Training Fund Engineers Painters & Allied Trades District Council Painters & Allied Relationships are also established with businesses No. 6 Trades and government agencies in response to special Union Partners situations such as mass layoffs or plant closures Northeast Ohio Administrative Council of Bricklayers where the College is called upon to provide career Ohio and Vicinity Regional Council of Carpenters transition, skill upgrading, and educational pro- Cement Masons Local 404 grams for dislocated workers.

IBEW Local 38 (Cleveland) Collaborative relationships are developed and main- IBEW Local 550 (Warren) tained through the College’s 76 Program Advisory IBEW Local 550 (Canton Massillon) Committees, consisting of hundreds of business Iron Workers Local 17 (Cleveland) representatives. Advisory Committee members pro- Iron Workers Local 220 (Youngstown) vide input into curriculum development and ensure Iron Workers Local 550 (Canton) that programs are responsive to accrediting organi- Laborers International Union of America Ohio Heavy Highway zation requirements–this is especially important for Laborers International Union of America Local 310 (Cleveland) the College’s health career programs. Ohio Operating Engineers Local 18 (Statewide - Ohio) The College’s Office of Resource Development es- International Union of Painters and Allied tablishes and maintains relationships with founda- Trades District Council 6 tions and corporations that provide program-specif-

AQIP CATEGORY 9 98 Building Collaborative Relationships Cuyahoga Community College June 2008 ic funding and student scholarship support. [Figure We have formal and informal processes 9-1, “Foundations and Funding Organizations”]. 9P3 to create and build relationships within the College, and continually foster a climate that Methods to ensure that the varying encourages open dialogue throughout the institu- 9P2 needs of those involved are being met tion. Senior leaders meet frequently. Executive Vice include maintaining productive relationships with Presidents meetings, chaired by the College Presi- Program Advisory Committees, a Vice President- dent, are held twice each month, and the President level position dedicated to developing healthcare chairs weekly meetings attended by the three employer partnerships, continual contact with high Campus Presidents, General Counsel, Executive Vice school leaders and staff, and ongoing foundation/ Presidents, and the Assistant to the President. Be- funding organization relationship cultivation. ginning in early 2007, the College’s Vice Presidents began meeting monthly for lunch, which fosters Relationships with Program Advisory Committee collegiality and idea sharing. The Executive Vice members, particularly for the College’s healthcare President of A/SA convenes two leadership teams programs, are successful when programs respond on a regular basis. The Academic and Student to employer skill requirements and are approved by Affairs Council (ASAC), consisting of the Execu- accrediting organizations/agencies. The College’s tive Vice President A/SA and the three Campus Vice President for Healthcare Education Initiatives is Presidents, meet every two weeks to discuss and specifically tasked with garnering employer feed- make decisions related to academic affairs, student back related to the quality of these programs and affairs, planning, facilities, staffing, and other issues sharing this feedback with appropriate leadership, across the College. Once a month, the Academic program administrators, and staff. Deans join the ASAC for discussion. The eight Because relationships with healthcare institutions Academic and Student Affairs leaders who report are vital for ensuring sufficient clinical rotation op- directly to the Executive Vice President A/SA meet portunities for our students, the College continually monthly for a brown bag lunch to share updates, monitors the number of clinical agreements and and work together to discuss and consider solutions the number of clinical opportunities available for to academic and student issues. healthcare students. We track the number and type The College’s healthcare leadership team meets of written agreements with institutions that provide monthly to share best practices and discuss pro- students and receive our students. gram operations. The College has numerous steer- We review data related to student enrollment by ing committees and ad hoc working groups that high school geographic location and school system bring staff together in specific areas of program op- and data related to student transfer to four-year erations. Each Campus President heads an Executive institutions. We track the number of representa- Cabinet comprised of campus Deans and a Com- tives from school systems who attend our counselor munication Council consisting of campus constitu- breakfasts and community presentations. ent group leaders to ensure that strategic directives are communicated and implemented. Individuals The quality of relationships established with foun- sharing the same job function at each of the three dations and businesses that provide funding for campuses serve on “counterparts groups” to programs and student support is measured by achieve consistency in operations across the the amount and type of external funding received College. through these organizations. Most of our external funding (grant) opportunities Corporate College sales team members use necessitate extensive cross-departmental collabo- “SalesLogix” software to document business rela- ration to design responsive programs and secure tionships and track satisfaction of companies that funding. purchase training and other services. Because we rely heavily on levy funds for support, gauging the The College assures integration and communica- collaborative relationships developed and main- tion across these relationships by publishing several tained by all college personnel is measured through newsletters (Marketing Department, Office of a survey of Cuyahoga County voters. Resource Development, Workforce and Economic

AQIP CATEGORY 9 99 Building Collaborative Relationships Cuyahoga Community College June 2008

Development Division, and a faculty senate news- Results letter) that provide information about internal/ The College’s results in building collab- external collaborative relationships. “Town Hall” orative relationships include extensive meetings that bring faculty and staff together with 9R1 transfer agreements; business and program expert administrators and program managers are held on representation on 76 Program Advisory Committees; all campuses, and our My Tri-C Space employee hundreds of clinical training opportunity sites for and student Web portal provides information about health career students; a high level of external fund- joint initiatives, partnerships, and collaborations. ing from foundations; establishment of new pro- Governance committees, ad hoc task forces, and grams; and a positive image in the community [8R1]. other communities of practice throughout the Col- lege rely on SharePoint to store and share docu- The College has developed agreements enabling ments and data, which enhances communication students to transfer to any state university in Ohio, and shared learning across collaborative teams. to specific private colleges and universities in Ohio, and to institutions in other states. The Ohio Board Measures of building collaborative of Regents Higher Education Information System relationships that are collected and 9P4 (OBOR HEI) began gathering enrollment data from analyzed regularly include: all public two- and four-year institutions in 1998. n Student enrollment and transfer data Using the data, Figure 9-5 shows that almost 19,000 Cuyahoga Community College students ♣n Number and type of college transfer agreements have transferred to Ohio four-year institutions in the past nine years. n The North Coast Tech Prep program’s relevance for current and future employer skill needs Enrollment growth in the North Coast Tech Prep program has almost quadrupled over the last 10 n Articulation agreements with high schools and years [Figure 9-6]. technical schools The Cleveland Metropolitan School District (CMSD), n Level and type of external funding commitments the largest school district in Cuyahoga County, from foundations, government agencies, compa- is the top feeder high school to Cuyahoga Com- nies, and other sources munity College. Each fall, about 18 percent of our n Number and type of contracts signed for training new enrollees are from CMSD. Figure 9-7 shows through Corporate College, and business relation- the College’s market share from each of the high ships documented in the SalesLogix database schools in the county from 2000 to 2004, the most n Community survey results Figure 9-5 Subsequent Enrollment of Cuyahoga Community n Number and type of school system representa- College Students, Fall 1998 to Spring 2007 tives attending counselor breakfasts and community presentations Cleveland State University 7,390 Kent State University 3,030 n Employer surveys of post-training employment University of Akron 2,342 (for publicly funded non-credit training programs) Ohio State University 1,182 n Data on K-12 levels to determine percentages Central State University 1,121 who transition into our institution BGSU 1,095 University of Toledo 1,051 n Program accreditation for health career programs Miami University 542 n Employer surveys of health career Ohio University 464 program graduates Youngstown State University 261 University of Cincinnati 191 n Student surveys of health career program graduates Wright State University 113 Total 18,782

AQIP CATEGORY 9 100 Building Collaborative Relationships Cuyahoga Community College June 2008

recent data available from OBOR HEI. For the most Figure 9-6 recent five years, the College has enrolled about North Coast Tech Prep Enrollment one-third of all County high school graduates who Growth, 1997-2007 enter public higher education. In three districts, Period Enrollment Brooklyn, CMSD, and Parma, more than half of the graduates entering public colleges and universities 1997-1998 916 in Ohio enroll at Cuyahoga Community College. 1998-1999 935 1999-2000 1,568 Our relationship-building efforts have resulted in 2000-2001 1,691 the establishment and continuing operation of 2001-2002 1,706 Program Advisory Committees for 76 academic 2002-2003 2,043 areas and numerous non-credit programs. Collab- 2003-2004 2,289 orative relationships have been, and continue to be, 2004-2005 2,645 established with financial institutions; manufacturers; the hospitality industry; the healthcare sector; 2005-2006 2,824 transportation; information technology; and other 2006-2007 3,225 organizations that guide our curriculum development, support our programs and provide employment opportunities for our students. The College External funding is another measure of our suc- has negotiated and maintains 240 agreements with cess in building collaborative relationships. The healthcare organizations and physicians to provide total value of grants and gifts received/awarded clinical learning opportunities for health career totaled $11.6 million in 2007 [9C2 and 3R3]. The students. College benefits from strong government support–

Figure 9-7 Cuyahoga Community College Percent of Market Share of Cuyahoga County Spring High School Graduates Entering Public Colleges and Universities in Ohio During the Summer or Fall Term

Cuyahoga Year of High School Graduation Cuyahoga Year of High School Graduation County County School School 2000 2001 2002 2003 2004 2000 2001 2002 2003 2004 District District Bay Village 0% 2% 10% 5% 1% Maple Heights 44% 44% 33% 31% 49% Beachwood 15% 16% 11% 15% 10% Mayfield 5% 3% 10% 6% 7% Bedford 34% 32% 32% 35% 29% North Olmsted 32% 36% 24% 29% 27% Berea 48% 52% 57% 51% 48% North Royalton 49% 51% 40% 33% 39% Brecksville- 24% 23% 24% 21% 25% Olmsted Falls 29% 35% 33% 30% 30% Broadview Orange 13% 23% 17% 13% 9% Brooklyn 49% 50% 72% 46% 64% Parma 55% 63% 61% 54% 59% Chagrin Falls 4% 7% 6% 5% 2% Richmond 12% 6% 10% 23% 15% Cleveland 49% 49% 48% 48% 51% Heights (CMSD) Rocky River 13% 6% 11% 14% 19% Cleveland 32% 28% 31% 28% 40% Shaker Heights 17% 16% 27% 26% 28% Heights Cuyahoga 52% 35% 55% 41% 37% Solon 9% 15% 12% 11% 10% Heights South Euclid- 10% 15% 16% 13% 16% East Cleveland 39% 50% 39% 33% 44% Lyndhurst Euclid 12% 14% 14% 15% 19% Strongsville 36% 38% 36% 34% 39% Fairview Park 31% 28% 40% 0% 25% Warrensville 35% 48% 31% 41% 39% Heights Garfield 53% 51% 57% 47% 44% Westlake 6% 9% 11% 10% 14% Heights Independence 30% 20% 42% 29% 28% Total 32% 34% 34% 32% 35%

AQIP CATEGORY 9 101 Building Collaborative Relationships Cuyahoga Community College June 2008 federal, state and local agencies provided more Figure 9-9 than $8.1 million to support student learning and Global Corporate College: Founding new programs during the period July 2006 through and Associate Members December 2007 [Figure 9-8]. Business and industry Founding Members partnerships established by WEDD during 2007-08 • Cuyahoga Community College resulted in the establishment of our new Green • Anne Arundel Community College • California System for Economic Development Academy, truck driving training program, and Cen- for Community Colleges ter for Career Pathway Development. • Central Arizona Community College • College of Lake County The College’s efforts to build positive relationships • Florida Community College at Jacksonville with businesses, economic development and social • Johnson County Community College service organizations, school systems and individu- • Lansing Community College als throughout the community yielded satisfactory • North Harris Montgomery Community College District • Pellissippi State Technical Community College results, as evidenced through an Image Assessment • Pima County Community College District Survey conducted in 2005 (n=600). The survey, Associate Members conducted by Triad Research Group, revealed that • Tacoma Community College perceptions of the College continue to be positive. • Northwest Arkansas Community College Eighty-five percent of surveyed individuals had a • Portland Community College favorable opinion of the College [8R1]. A similar • Guilford Technical Community College survey will be conducted again in 2008-09 in prepa- • Burlington County College • Oklahoma City Community College ration for the next levy campaign. • Northeast Wisconsin Technical College • Greenville Technical College Although Cuyahoga Community 9R2 College does not have a formal system in place to compare results with other institutions, Success Academy; the Science, Engineering, Math- we serve more students in grades K-12 than any ematics and Aerospace Academy; and the College’s other institution of higher learning in Ohio. In Youth Technology Academy. These are operated by 2007-08, an estimated 7,500 students participated our Access and College Pathways Department and in post-secondary enrollment options; the High Tech our Academic and Student Affairs Division. Academy; the Partnerships for Achieving Student Established in 2003, Corporate College is an exam- Figure 9-8 ple of how the College’s strategic pursuit of busi- Federal Grants Awarded: July 2006 through ness and community relationships has resulted in a December 2007 new system that develops alliances with companies to help them become more innovative, productive, Government Agency Amount Awarded and profitable through their investment in training, City/County Workforce Development $853,651 education, and employee development. Corporate City of Cleveland $59,000 College fosters training innovation, helps compa- Cuyahoga County $840,712 nies achieve organizational growth, and provides NASA $196,712 a training system that helps businesses increase National Institutes of Health $416,693 productivity and profitability. Based on the success of Corporate College, in 2006 Cuyahoga Commu- National Science Foundation $25,900 nity College was instrumental in developing Global State of Ohio $250,000 Corporate College®, a unique training consortium Ohio Board of Regents $1,192,872 that leverages the strengths of the nation’s leading Ohio Department of Education $3,141,488 corporate-intensive community colleges to share Ohio Department of Youth Services $10,000 curricula, metrics and best practices. Founding and U.S. Department of Education $1,135,249 associate members of Global Corporate College are Total $8,122,277 shown in Figure 9-9. These institutions will be in a Note: Not included in the total amount above is a three-year, position to provide comparative data on revenue, $1.86 million grant from the U.S. Department of Labor to enrollments, and responsiveness to business needs develop the Health Careers Initiative demonstration program in the years ahead. [2C1 and 2R1].

AQIP CATEGORY 9 102 Building Collaborative Relationships Cuyahoga Community College June 2008

Improvement which facilitates information sharing related to relationships with hundreds of area businesses. While the College’s current processes 9I1 and systems for building collaborative Setting targets for improving our capac- relationships have been successful to date, we are 9I2 ity to build and share information about intensifying efforts to share intelligence across the collaborative relationships is challenging because College about existing relationships and relation- of the size of our institution and the extensive ships that need to be developed. The College’s range of educational, business, government, and recently initiated My Tri-C Space Web-based portal other relationships needed to support and enhance will be further developed to facilitate the sharing of programs that are delivered on multiple campuses. information with staff and students about collabo- With the expectations of our current senior leader- rations throughout the community. ship, our efforts toward a data-based decision-making environment, and our experience in setting met- The College is expanding the use of Microsoft Of- rics as we have done for the 2008-09 annual goals, fice SharePoint to exchange information about in- we will continue to improve our collaborations with ternal/external partnerships. We are also increasing students and other stakeholders that lead to greater internal access to the SalesLogix software program, success in helping students learn.

AQIP CATEGORY 9 103 Building Collaborative Relationships 104 Cuyahoga Community College JUNE 2008

LIST OF FIGURES

Institutional Overview page Figure 1-18 Technology Investment, by Type of Investment, Fiscal Years 2006-08 27 Figure 0-1 Cuyahoga County, Ohio, and the City of Cleveland, and Cuyahoga County Community College Campus Locations 1 Figure 1-19 2003 Cohort of Ohio Community College Students 28

Figure 0-2 Mission, Vision, Values, and Goals 2 Figure 1-20 Developmental Education FTE at Cuyahoga Community College and Other Ohio Community Colleges 28 Figure 0-3 Cuyahoga County/City of Cleveland Residents Living in Poverty 2 Figure 1-21 First-time Full-time Student Persistence 29

Figure 0-4 Cuyahoga Community College Students Taking Developmental Education Courses 3 Category 2 Figure 0-5 Distance Learning Options Available to Students 3 Accomplishing Other Distinctive Objectives

Figure 0-6 Growth in Distance Learning, 1975-2007 4 Figure 2-1 Healthcare Employers in Northeast Ohio, Ranked by Number of Employees 32 Figure 0-7 Cuyahoga Community College: Student Demographics, Fall 2007 5 Figure 2-2 Distinctive Objectives Alignment with Cuyahoga Community College’s Strategic Plan, Goals, Figure 0-8 Cuyahoga Community College: Students and Objectives 33 Receiving College-Awarded Financial Aid and Year-to-Year Percentage Increase 6 Figure 2-3 WEDD/Corporate College Open Access and Contract Training Student Enrollments, Fiscal Years 2006-2008 36 Figure 0-9 Cuyahoga Community College, Collaborations by Sector and Nature of Collaboration 6 Figure 2-4 Health Careers Graduates, Associate Degree Programs, Fiscal Year 1997-1998–2006-2007 37 Figure 0-10 Cuyahoga Community College, Employees as of November 1, 2007 7 Figure 2-5 Credit Health Careers Graduates, Certificate Programs, Academic Years 1997-1998 through 2006-2007 38 Figure 0-11 Cuyahoga County/City of Cleveland Population, 1950-2006 and Projected to 2030 8 Figure 2-6 WEDD Center for Health Industry Solutions Enrollments by Program, Fiscal 2006 and 2007 39 Figure 0-12 Cuyahoga Community College Fiscal Year 2008 Revenue by Source 8 Figure 2-7 Health Careers Initiative: Youth Career Exposure– Summer Exploration Program Participants 41 Figure 0-13 Cuyahoga Community College Organizational Chart 9 Figure 2-8 Health Careers Initiative: Registered Nurse and Radiography, Students Graduated and Currently Category1 Enrolled (2006 and 2007 Cohort Groups) 41 Helping Students Learn Figure 2-9 Health Professions: Associate Degrees Awarded in Ohio 41 Figure 1-1 Cuyahoga Community College General Figure 2-10 Top 25 Associate Degrees: Health Professions and Education Outcomes 11 Related Clinical Sciences 42 Figure 1-2 Number of Degrees and Certificates Offered 12 Figure 2-11 National Council Licensure Examination-Registered Figure 1-3 Distance Learning Offered at Nurse (NCLEX) results for Ohio, 2007 42 Cuyahoga Community College 12 Figure 1-4 Curriculum Development and Review Process 15 Category 3 Figure 1-5 Helping Students Select Appropriate Programs 17 Understanding Students’ Figure 1-6 Faculty Competency Grid 18 and Other Stakeholders’ Needs

Figure 1-7 Percent of Completed Program Outcomes/ Figure 3-1 Cuyahoga Community College, Key Stakeholders 43 Maps by Division 22 Figure 3-2 Noel-Levitz Student Satisfaction Inventory Scales Figure 1-8 Health Care Program Licensure Examination Pass Rates 24 in Order of Importance to Students 47

Figure 1-9 Job Placement Rates of Graduates 24 Figure 3-3 Non-Returning Students to Cuyahoga Community College 48 Figure 1-10 Percent of Graduates Who Were Continuing Their Education 24 Figure 3-4 CCSSE Benchmark Summary: 2006 48

Figure 1-11 Graduates Who Would Recommend the College 24 Figure 3-5 Cuyahoga Community College CCSE Benchmark History: Active and Collaborative Learning 49 Figure 1-12 Cuyahoga Community College Current Accreditations and Accrediting Organizations 25 Figure 3-6 Student Success Workshop Participation 49

Figure 1-13 Capstone Course Pass Rates 25 Figure 3-7 New Student Orientation Participation (In-Person and Online) 49 Figure 1-14 2006 Noel-Levitz Student Satisfaction Inventory: Instructional Effectiveness 26 Figure 3-8 Cuyahoga Community College Term to Term Retention 49

Figure 1-15 Average Requests for CurricUNET Per Day by Month 27 Figure 3-9 Most Common Transfer Schools of Cuyahoga Community College Students 50 Figure 1-16 Curriculum Proposal Completeness 27 Figure 3-10 Cuyahoga County Voter Results for Cuyahoga Figure 1-17 Curriculum Proposal Review Time 27 Community College – Levy History 51

AQIP SYSTEMS PORTFOLIO A-1 List of Figures Cuyahoga Community College JUNE 2008

Category 4 Category 7 Valuing People page Measuring Effectiveness Figure 4-1 Cuyahoga Community College Figure 7-1 Cuyahoga Community College: Planning an Total Remuneration Philosophy 59 Institutional Effectiveness – Routine Data Collected and Analyzed 82 Figure 4-2 Cuyahoga Community College Full-Time Employee Benefits 60

Figure 4-3 Fundamental Workplace Characteristics 62 Category 8 Planning Continuous Improvement Figure 4-4 Workshop/Training Attendance (2002 – 2007) 62 Figure 8-1 2005-2010 Strategic Plan Goals 87 Figure 4-5 Full-Time New Hires 63 Figure 8-2 Current Action Project Alignment with Figure 4-6 Employee-Student Gender Strategic Goals 88 Demographic Comparison 64 Figure 8-3 Budget Process Milestones 89 Figure 4-7 Employee-Student Ethnicity Demographic Comparison 64 Figure 8-4 Key Results of AQIP Action Projects 91 Figure 8-5 Cuyahoga Community College 2008-09 Annual Goals 91 Category 5 Leading and Communicating Figure 8-6 Comparative Data on Strategic Metrics 92 Figure 8-7 Three-Year Success Measures for First-time, Figure 5-1 Cuyahoga Community College: Key Leadership Full-time Degree Seeking Students at Ohio’s Public Groups and Roles 66 Community Colleges: Fall 2003 Cohort 93 Figure 5-2 Cuyahoga Community College: Key Methods/ Figure 8-8 Time and Credits to Associate Degree for Non-Transfer Vehicles for Communication 67 Students Graduating in Fiscal Year 2005-2006 93 Figure 5-3 Retirement Projections: Administrators and Faculty, 2008-2012 71

Figure 5-4 Cuyahoga Community College Diversity, Category 9 Sexual Harassment and Civil Treatment Training Building Collaborative Relationships Employee Participation 71 Figure 9-1 Cuyahoga Community College – Key Collaborative Figure 5-5 Cuyahoga Community College: Internal/External Relationships 96 Faculty Hiring Statistics, FY 2007-08 71 Figure 9-2 Credit Transfer Agreements: High School Figure 5-6 Phone Resolutions 72 and Career Centers 97

Figure 5-7 Customers’ Perception of College Employees 72 Figure 9-3 Major K-12 Youth Serving and Early College Programs 97 Figure 9-4 Registered Apprenticeship and Union Partners 98 Category 6 Figure 9-5 Subsequent Enrollment of Cuyahoga Community Supporting Institutional Operations College Students, Fall 1998 to Spring 2007 100 Figure 9-6 North Coast Tech Prep Enrollment Growth, 1997-2007 101 Figure 6-1 Key Student and Administrative Support Service Processes and Needs 74 Figure 9-7 Cuyahoga Community College Percent of Market Share of Cuyahoga County Spring High School Figure 6-2 Counseling Center Contacts 76 Graduates Entering Public Colleges and Universities Figure 6-3 Student Use of My Tri-C Card 76 in Ohio During the Summer or Fall Term 101

Figure 6-4 Cuyahoga Community College Purchase Order Figure 9-8 Federal Grants Awarded: July 2006 through Cycle Time, Fiscal Years 2006, 2007, and 2008 76 December 2007 102

Figure 6-5 Cuyahoga Community College Energy Savings, Figure 9-9 Global Corporate College: Founding and Fiscal Year 2007 and 2008 and Target 77 Associate Members 102 Figure 6-6 Noel-Levitz College-Wide Results: Categories Most Relevant to Supporting Institutional Operations 78

Figure 6-7 Enrollment Management Priority Areas and Initiatives 79

AQIP SYSTEMS PORTFOLIO A-2 List of Figures Cuyahoga Community College JUNE 2008

GLOSSARY OF TERMS AND ABBREVIATIONS

AACC – American Association of Community GED – General Educational Development Colleges AAUP – American Association of University HCI – Healthcare Careers Initiative Professors HEDIS – Health Plan Employer Data and Information Set ABLE – Adult Basic and Literacy Education HMO – Health Maintenance Organization ACT – American College Testing HR – Human Resources ADA – Americans with Disabilities Act AEC – Academic Excellence Center IPEDS – Integrated Postsecondary Education AFSCME – American Federation of State, Data System County and Municipal Employees IR – Institutional Research AQIP – Academic Quality Improvement ITS – Information Technology Services Program

ARP – Alternative Retirement Plan JATC – Joint Apprenticeship and Training Committee A/SA – Academic and Student Affairs

ASAC – Academic and Student Affairs Council LERN – Learning Resources Network ASC – Advanced Security Center LMS – Learning Management System ATC – Advanced Technology Classroom

ATD – Achieving the Dream NCCBP – National Community College Benchmark ATL – Alliance for Teaching and Learning Project NCLEX – National Council Licensure Examination CADRE – Curriculum and Degree Requirements NISOD – National Institute for Staff and Organizational CCC – Cuyahoga Community College Development CCSSE – Community College Survey of Student Engagement OAN – Ohio Articulation Number CMSD – Cleveland Metropolitan School District OBOR – Ohio Board of Regents COMPASS – Computer-Adapted Placement OBOR HEI – Ohio Board of Regents Higher Education Assessment and Support Services Information (System) CSU – Cleveland State University OC3 – One College Customer Care ODBC – Open Database Connectivity DARS – Degree Audit Reporting System OII – One Institutional Intelligence DMO – Dental Maintenance Organization OPERS – Ohio Public Employees Retirement System of Ohio ELI – Executive Leadership Institute EOC – Educational Opportunity Center PACE – Pathways and Access to College Entry EOT – End of Term PASS – Partnerships for Achieving Student Success ERP. – Enterprise Resource Planning PEP – Performance Excellence Process ESU – Equated Semester Units PIL – Professional Improvement Leave EVP – Executive Vice President PPO – Preferred Provider Organization

FAQs – Frequently Asked Questions QM. – Quality Matters™ FBS – Finance and Business Services FTE – Full-Time Equivalent READI – Readiness for Education at a Distance Indicator continued

AQIP SYSTEMS PORTFOLIO A-3 Glossary of Terms and Abbreviations Cuyahoga Community College JUNE 2008

SAC – Staffing Advisory Committee SEIU – Service Employees International Union SEMAA – Science, Engineering, Mathematics and Aerospace Academy SFA – Student Financial Assistance (Division) SGA – Student Government Association SSDS – Support Staff Development Systems STNA – State Tested Nurse Assistant STRS – State Teachers Retirement System (of Ohio)

T&D – Training and Development TAG – Transfer Assurance Guide TLC – Technologies Learning Center Tri-C – Cuyahoga Community College TSCE – Technical, Supervisory, and Confidential Employees TTI – Technology Training Institute

UH – University Hospitals (Health System) UTC – Unified Technologies Center

VoIP – Voice Over Internet Protocol

WEDD – Workforce and Economic Development Division WELCOA – Wellness Councils of America WIB – Workforce Investment Board

YTA – Youth Technology Academyy

AQIP SYSTEMS PORTFOLIO A-4 Glossary of Terms and Abbreviations

Cuyahoga Community College 700 Carnegie Avenue Cleveland, Ohio 44115 800-954-8742 www.tri-c.edu