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ComprehensiveSelf-Evaluation

Submitted toNorthwest Commission on Colleges and Universities

March 1, 2012

Kalispell & Libby, Montana

Table of Contents

Institutional Overview 1 Preface 2 Chapter One: Mission, Core Themes, and Expectations 4

Eligibility Requirements 2 & 3 5 Mission (Standard 1.A) 6 Core Themes (Standard 1.B) 9

Transfer Preparation Core Theme 10 Workforce Preparation Core Theme 13 Developmental Education Core Theme 16 Community Education Core Theme 18

Chapter Two: Resources and Capacity 20

Eligibility Requirements 4 to 21 21 Governance (Standard 2.A) 26 Human Resources (Standard 2.B) 34 Education Resources (Standard 2.C) 39 Student Support Resources (Standard 2.D) 50 Library and Information Resources (Standard 2.E) 62 Financial Resources (Standard 2.F) 66 Physical and Technological Infrastructure (Standard 2.G) 71

Chapter Three: Institutional Planning 79 Chapter Four: Core Theme Planning, Assessment and Improvement 82

Eligibility Requirements 22 & 23 83 Transfer Preparation Core Theme 84 Workforce Preparation Core Theme 91 Developmental Education Core Theme 98 Community Education Core Theme 103

Chapter Five: Mission Fulfillment, Adaptation, and Sustainability 109 Eligibility Requirement 24 110 Mission Fulfillment (Standard 5.A) 111 Adaptation and Sustainability (Standard 5.B) 113

Conclusion 116 List of Appendices 118 References 119

Flathead Valley Community College Page 1 Comprehensive Self-Evaluation March 1, 2012

Institutional Overview Flathead Valley Community College (FVCC) was established in 1967 as a comprehensive, public

two-year community college. The College district includes Flathead and Lincoln counties and serves a population of nearly 108,000 distributed over an area larger than the state of Massachusetts. FVCC is the largest of Montana’s three community colleges and is the only institution of higher learning in its Northwest Montana service region. The main campus is located in Kalispell, and the Lincoln County Campus is in Libby.

Originally located in an assortment of buildings in downtown Kalispell, FVCC moved to its

current main campus in 1990. Today, the main campus is comprised of eight buildings incorporating over 203,000 square feet, situated on 216 acres. The Lincoln County Campus is housed in a spacious 27,400 square-foot facility. Both campuses are surrounded by panoramic views of the Rocky Mountains. Close proximity to Glacier National Park and several national forests and wilderness areas enhances the setting. Student housing is available off site near the main campus.

As a comprehensive community college, FVCC offers transfer programs, career and technical

education, customized workforce training, developmental education and community education. FVCC’s Associate of Arts and Associate of Science transfer degrees are articulated with the colleges and universities in Montana. FVCC offers over 50 career and technical programs. Customized training opportunities are available for businesses. Developmental courses in mathematics, reading, and writing are complemented with student support services. Continuing education programming is offered year-round for professional development and lifelong enrichment.

FVCC employs 50 full-time faculty and additional adjunct faculty as needed to meet student

demand. Faculty are organized into Occupational Trades programs plus five divisions: Business, Social Sciences, Math and Science, Health Sciences, and Humanities.

Credit-seeking student headcounts varied over the last decade from 3,083 (FY 2007) to 4,153 (FY

2010) while full-time equivalent (FTE) students have ranged between 1,175 (FY 2001) and 2,076 (FY 2010). During Fall 2011, 2,495 student enrollments translated to 1,723.2 FTE. Additionally, 2,812 non-duplicated students registered for non-credit open enrollment courses during FY 2011. In-district students comprised 89.9% of the Fall 2011 student body, and 81.9% of students sought degrees. The median student age was 24. A little more than half (51.8%) of students were enrolled full-time, and the male to female ratio was 38 to 62.

FVCC receives funding from local, state, and federal sources. Projected student enrollments are

the basis of the formula used to determine state appropriation. FVCC’s FY 2012 operating budget is approximately $16.5 million.

FVCC is governed by a seven-member Board of Trustees elected by the citizens of Flathead

County. An advisory board represents the Lincoln County service region. FVCC operates under the general supervision of the Board of Regents of the Montana University System. The current president has served in that position since 2001. College Council, representing faculty, staff, and students, provides advice to the president on college issues.


Preface FVCC submitted its Year One Self-Evaluation Report under the revised standards of the

NWCCU on March 1, 2011, and received the following two recommendations from the peer evaluation team:

1. The College is encouraged to further define/refine indicators of achievement that represent an acceptable and specific threshold of mission fulfillment. (Standard 1.A.2)

2. The College is encouraged to further refine its indicators of achievement by setting realistic and strategic performance targets in order to ensure that results are meaningful and measurable for evaluating the accomplishment of each objective for each core theme. (Standard 1.B.2) Since receiving the evaluator’s recommendations, FVCC has reviewed and substantially revised

the indicators of both mission fulfillment and core theme objectives. The revised indicators provide meaningful and measurable results to evaluate the accomplishments of the College. Intended outcomes also were revised to reflect the College’s commitment to quality and to provide aspirational yet realistic performance measures.

Institutional Changes Since Last Report

Student FTE is down 7.9% for Fall 2011 after record high enrollments the previous year.

Fiscal Year FTE Student Headcount 2007 1,265 3,083 2008 1,360 3,230 2009 1,557 3,475 2010 2,076 4,153 2011 2,105 4,087

The graduation of Trade Adjustment Act (TAA) workers completing retraining contributed to the

recent enrollment decline. If TAA students are excluded from the comparison, then enrollment has remained stable over the last year. The College has still seen a dramatic increase in enrollment since 2007.

Students in FY 2011 were younger, more likely to be female, and more likely to be attending

part-time than they were the previous year. Planning was completed for the Spring 2012 groundbreaking for the Center for Nursing and

Health Science. Approximately 32,000 square-feet in size, the facility will be home to the nursing, medical assistant, physical therapy assistant, paramedicine, surgical technology, and emergency management programs as well as anatomy and physiology classes, faculty offices, and classroom space. The new 10,000 square-foot Maintenance and Storage Building was completed in early Spring 2012.

Off-site, but nearby, housing was offered to students at the main campus for the first time during

Fall 2011. Fifteen two-bedroom units, plus one single bedroom unit reserved for the housing assistant, are fully occupied.

The College acquired six additional adjacent acres to the south and sold almost nine acres on the

north side of the campus to the State of Montana for a road to relieve congestion in the neighboring retail center.


The previous vice president of instruction and accreditation liaison officer retired on June 30,

2011. The new vice president of instruction and student services and accreditation liaison officer was hired and began on August 1, 2011.

The Associate of Arts degree is now available entirely online. Additional academic program

changes since the last report include: Additions Deletions

Emergency Management, AAS Plumbing, AAS Associate of Science, Nursing- RN Health Care Office Management, AAS Patient Relations Specialist, Certificate Physical Therapy Assistant, AAS (pending) Medical Coding, CAS Administrative Support Professional, AAS Welding and Inspection Technology, AAS Nondestructive Testing, Certificate

Reviews of Mission and Core Themes

FVCC’s mission statement was approved by the Board of Trustees on July 8, 2003. As part of the strategic planning process, the mission statement has been reviewed periodically since then by the trustees, College Council, faculty, and staff. The College’s core themes were approved by the Board of Trustees on July 26, 2010, and the objectives and indicators were approved by the Board of Trustees on December 20, 2010, prior to submission of the Year One Report. Revised objectives and indicators for the Comprehensive Self-Evaluation Report were approved by the Board of Trustees on January 23, 2012.


Chapter One: Mission, Core Themes and Expectations

NWCCU Standards of Accreditation, Revised 2010

Standard One – Mission, Core Themes and Expectations The institution articulates its purpose in a mission statement and identifies core themes that

comprise essential elements of that mission. In an examination of its purpose, characteristics and expectations, the institution defines the parameters for mission fulfillment. Guided by that definition, it identifies an acceptable threshold or extent of mission fulfillment.

FVCC’s Cycle of Continual Improvement

The revised standards of NWCCU catalyzed the articulation of FVCC’s process for continual improvement. Mission fulfillment and core theme objective specify the intended destination and establish the course of planning.


Eligibility Requirements 2 & 3 (Executive Summary) Authority (E.R. 2)

The institution is authorized to operate and award degrees as a higher education institution by the appropriate governmental organization, agency, or governing board as required by the jurisdiction in which it operates.

Flathead Valley Community College has formal authority from the state of Montana to grant

degrees as authorized in Title 20: Education, Chapter 15: Community College Districts, Montana Code Annotated.

Mission and Core Themes (E.R. 3)

The institution's mission and core themes are clearly defined and adopted by its governing board(s) consistent with its legal authorization, and are appropriate to a degree-granting institution of higher education. The institution's purpose is to serve the educational interests of its students and its principal programs lead to recognized degrees. The institution devotes all, or substantially all, of its resources to support its educational mission and core themes.

FVCC’s mission statement was approved by the Board of Trustees on July 8, 2003. The mission

statement has been reviewed periodically since then as part of the strategic planning process as well as the revised accreditation process. The mission was reviewed by College Council, the Accreditation Steering Committee, the College President, and the Board of Trustees during 2010. The College’s core themes were approved by the Board of Trustees on July 26, 2010, and the objectives and indicators were approved by the Board of Trustees on December 20, 2010. Objectives and indicators were modified after the College’s Year One Report evaluation, and the revised objectives and indicators were approved by the Board of Trustees on January 23, 2012.

The mission and core themes are appropriate to higher education as each is focused on an aspect

of education traditionally delivered by institutions of higher education. The College’s budget and institutional plan demonstrate that resources are directed toward achievement of its educational objectives.

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Mission (Standard 1.A) Mission Statement (1.A.1)

In 2002, the existing FVCC mission statement was condensed from a longer version developed by College Council in FY 1999. The current mission statement was approved by the Board of Trustees in July 2003, and since then, the trustees have reviewed it periodically as part of the strategic planning process. The mission was reviewed as the basis for the new accreditation standards by College Council, the Accreditation Steering Committee, the College president, and the Board of Trustees during 2010.

The mission statement is published widely, appearing on the College website, in the Academic Catalog, Faculty Handbook, and in the Annual Report. The president and other College representatives refer to the mission statement in public presentations.

Flathead Valley Community College promotes excellence in lifelong learning, FVCC’s Mission Statement:

focused on student success and community needs.

The FVCC mission statement is brief and easily understood. Its four component parts are lifelong learning, student success, community needs, and a standard of excellence. The mission is appropriate for a comprehensive two-year public community college and collectively provides context for all of FVCC’s supporting programs and services by accomplishing the following:

• It recognizes education as FVCC’s central purpose; • It encompasses the diverse aspects of learning offered at FVCC; • It focuses FVCC’s efforts on students and assisting them in achieving their goals; • It acknowledges FVCC’s responsiveness to community needs; and • It sets a standard of excellence for which to strive.

Acceptable Threshold of Mission Fulfillment (1.A.2) The foundation of the College’s mission is to provide quality programs and courses that allow

students to be successful in the context of community needs. Therefore, mission fulfillment at FVCC can be defined as “student success.” The definition of mission fulfillment was developed based upon feedback from the entire College gathered during employee In-service meeting occurring over the past two years. The Accreditation Steering Committee, with approval from the president, finalized the definition of mission fulfillment based upon discussion and synthesis of College input. The Board of Trustees approved the mission fulfillment indicators on December 20, 2010. Mission fulfillment indicators were revised in response to the NWCCU evaluation of the Year One Report. Trustees had opportunities for input at two retreats on June 20, 2011 and January 10, 2012. The Board approved the revised mission fulfillment indicators on January 23, 2012.

“Student success” is achieved when students are enriched by the education offered and helped by

institutionally-integrated systems of support. Quality instruction and meaningful curriculum should provide assessable gains in student knowledge, thinking abilities, and skills. Student support services should increase learning skills, academic engagement, informed course selection, as well as provide instructional material resources. Combined, the College’s programs and services should lead to student success.

Student success is evaluated using four indicators:

• Transfer students’ grades at their receiving institutions; • Wages of career and technical graduates; • Course-level success rate of degree-seeking students; and • Overall student satisfaction with FVCC.

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The Continual Improvement Group defined acceptable levels of mission fulfillment for each

indicator based in part upon previous student performance data using external sources such as IPEDS and Noel-Levitz for national comparison. Mission fulfillment is evaluated in Chapter Five of this report. Data used in the evaluation is located in the Mission Fulfillment Assessment Report (Appendix C).

Indicator 1: Transfer students’ grades at their receiving institutions

One of the essential elements of FVCC’s mission is to provide lower-division courses designed to

prepare students to successfully transfer to bachelor’s degree-granting institutions. An indicator of the transfer students’ levels of preparation is the grades they earn their first semesters on four-year campuses.

FVCC’s definition of mission fulfillment for this indicator is: Using a five-year average, 85% of

the grades earned by former FVCC students enrolled in Montana University System classes during their first semesters after transferring from FVCC will be A, B, or C grades. The Montana University System (MUS) Data Warehouse is the source of the information used to evaluate this indicator.

Indicator 2: Wages of career and technical graduates

Currently, FVCC offers a total of 52 Associate of Applied Science degrees, Certificates of

Applied Science, and short-term Certificate programs designed to prepare students for immediate entry into the workforce. FVCC measures the effectiveness of its workforce preparation programs by analyzing the wages earned by recent graduates. All else being equal, if FVCC offers high-quality career and technical programming oriented to the needs of the regional economy, students should be employed in high wage jobs, which will be demonstrated by the data.

FVCC’s definition of mission fulfillment for this indicator is: Wages of FVCC graduates will be

higher than the average new hire wages in Flathead County. Wages of recent FVCC graduates are available from the Montana Department of Labor and Industry unemployment records through a memorandum of understanding. The U.S. Department of Labor and Industry’s Local Employment and Household Dynamics provides the source for the comparison data.

Indicator 3: Course -level success rate of degree-seeking students

The third indicator recognizes that, as a community college, the definition of program-level

success varies from student to student depending upon the student’s individual intentions. By focusing on course-level success rates, the College attempts to discern the value of student support available. Course success rates, while not a perfect measure can be used as indicators of student support, teaching quality, and curriculum value.

FVCC’s definition of mission fulfillment for this indicator is: The course level success rate will

be above 75%. Grades of A, B, C, S, and SA are considered successful. Grades of AU are removed from the denominator. The College’s student information software (CAMS) provides the data to evaluate this measure.

Indicator 4: Overall student satisfaction with FVCC

An important indicator of success is students’ overall satisfaction rating with their FVCC experience. Students should be satisfied with their educational experience so the fourth and final indicator measures overall student satisfaction. The College uses two questions from the Noel-Levitz student satisfaction survey as indicators of overall student satisfaction. These Noel-Levitz questions are:

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1. Rate your overall satisfaction with your experience here thus far; and 2. All in all, if you had it to do over, would you enroll here again?

FVCC’s definition of mission fulfillment for this indicator is: The College will exceed the average Noel-Levitz score on both questions. The Noel-Levitz student satisfaction survey provides national comparison data to evaluate this indicator.

In summary, FVCC’s mission is to promote excellence in lifelong learning, focused on student

success and community needs. The College has chosen to define mission fulfillment in terms of student success and has chosen four student success indicators to measure mission fulfillment. Mission fulfillment is achieved when all four of the indicators meet the College’s acceptable thresholds for mission fulfillment.

Mission Fulfillment Objective

Students are enriched by the education offered and helped by institutionally-integrated systems of support.

Mission Fulfillment Indicator Acceptable Threshold for Mission Fulfillment

1 Transfer students’ grades at their receiving institutions

85% or more will earn good grades in their first semester after transfer.

2 Wages of career and technical graduates Graduate wages will be higher than the average new hire wages in Flathead County.

3 Course-level success rate of degree-seeking students 75% or more will earn good grades.

4 Overall student satisfaction with FVCC Rating will exceed the Noel-Levitz national average.

Mission fulfillment is the highest level at which FVCC evaluates the institutional focus on teaching and learning. The objectives of the College’s four core themes further develop mission objectives. The mission statement, mission fulfillment objective, and core theme objectives provide a clear picture of what the College intends to achieve. The mission fulfillment and core theme objective indicators measure achievement of those intentions. The Institutional Plan positions the capacity of College resources to deliver achievement of intentions. Planning, assessment, and improvement are developed within each of these areas. The rest of the comprehensive report explains how this work is accomplished at FVCC.

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Core Themes (Standard 1.B) Core Theme Identification (1.B.1)

FVCC has identified four core themes that individually manifest essential elements of its mission focus on lifelong learning. FVCC’s core themes embrace four aspects of lifelong learning that collectively provide a comprehensive educational resource for the community. Each of the core themes addresses the goals and needs of a specific student population. In order for the college to provide consistent quality learning opportunities that successfully span a spectrum of lifelong learning, it is necessary for FVCC to ensure the success of the students represented within each of the four core themes. Embedded within each of the core theme objectives are the College’s mission-based standards of excellence and a focus on student success and community needs.

FVCC’s four core themes are:

1. Transfer preparation: provides educational programs and courses that prepare students to transfer to other postsecondary institutions;

2. Workforce preparation: provides career and technical educational programs and courses that prepare students for valuable employment opportunities;

3. Developmental education: provides instruction in basic reading, writing, and math skills to enable academically underprepared students to progress to a college curriculum; and

4. Community education: provides personal enrichment learning opportunities that enhance the cultural, economic, and social well-being of the community. Tools the College uses to assess indicators include a student information system (CAMS), an

assessment and planning management system (WEAVEonline), and a student satisfaction survey (Noel-Levitz). Non-credit programs use an additional student information system called ACEware.


Transfer Preparation Core Theme Core Theme Objectives and Indicators (1.B.2)

The purpose of this core theme is to provide educational programs and courses that prepare students for successful transfer to other postsecondary institutions. Transfer education is an essential element of the mission focus on lifelong learning. As explained in the Institutional Assessment Plan, the Transfer Preparation Core Theme Shepherd is responsible for overseeing the evaluation of the achievement of the core theme objectives and the maintenance of the core theme plan. Based on data, the shepherd makes recommendations regarding core theme improvements to the Continual Improvement Group. The shepherd for the Transfer Preparation Core Theme is the vice president of the Faculty Senate.

Transfer with the purpose of further education was the intention of 67% of degree-seeking students enrolled at FVCC during the Fall 2011 semester. The Transfer Preparation Core Theme includes all programs, classes and services designed with the end goal of preparing students to transfer into baccalaureate programs. At FVCC, the Associate of Arts (AA) and Associate of Science (AS) degrees are the two options designed for students intending to transfer.

Four objectives develop the connection between the elements of the College mission and the purpose of the Transfer Preparation Core Theme. Each objective connects transfer preparation as an aspect of lifelong learning with student success and/or community needs. The objectives are:

1. Students are offered relevant curriculum applicable to post-FVCC educational goals; 2. Students receive high-quality instruction that prepares them for success at the baccalaureate level; 3. Students are provided the support necessary to maximize their educational time investments; and 4. Students are provided opportunities that bridge educational institutions.

Each objective uses one to four indicators to measure its achievement. The Continual Improvement Group established the intended indicator outcomes after reviewing historic data, discussing the results with respect to the College mission’s commitment to excellence, and, when applicable, comparing the College to external standards for performance such as IPEDs or Noel-Levitz. The Transfer Preparation Core Theme is evaluated in Chapter Four of this report. Data used in the evaluation is located in the Transfer Preparation Core Theme Assessment Report (Appendix D).

Objective 1: Students are offered relevant curriculum applicable to post-FVCC educational goals. (One indicator measures achievement of this objective.)

Students receiving AA or AS degrees from FVCC are automatically considered juniors at Montana University System universities and are considered to have fulfilled general education requirements. FVCC students completing specific transfer programs should have academic standing comparable to native enrollments in the specific programs at the receiving institutions.

A single indicator evaluates achievement of this objective by measuring the percentage of FVCC AA/AS degree curriculum content applicable to post-FVCC educational goals. A comparison of the FVCC Academic Catalog with the appropriate Montana University System (MUS) institutional catalog provides an assessable means of evaluating this indicator.

Transfer Preparation Core Theme, Objective 1: Students are offered relevant curriculum applicable to post-FVCC educational goals.

Indicator Intended Outcome

1 Percent of programs listed in FVCC Academic Catalog that, upon completion, result in identical transfer standing equivalent to native enrollments at the transfer institution

100% of FVCC AA/AS programs listed in Academic Catalog will result in identical standing.

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Objective 2: Students receive high-quality instruction that prepares them for success at the baccalaureate level. (Four indicators measure achievement of this objective.)

Indicator 1 measures the quality of instruction by examining course level success. Good instruction should increase course-level success. The College’s student information system (CAMS), filtered for transfer students only, provides assessable and verifiable data with which to evaluate this indicator.

Indicator 2 measures student preparedness for the baccalaureate level by examining how well former FVCC students perform at their receiving institutions. Through a data-sharing memorandum of understanding with the Montana University System’s Data Warehouse, the College’s institutional researcher obtains the completion-rate data. This provides an assessable and verifiable means of evaluating this indicator.

Indicator 3 evaluates student learning outcomes for general education. Since the general education component is an important part of any baccalaureate or associate degree, this is a valid indicator of students’ preparation for further educational success. The general education curriculum at FVCC follows Montana Board of Regents policy, thus ensuring that any student completing the general education requirements for AA or AS degrees at FVCC will have this core accepted as meeting the general education lower division requirements for baccalaureate degrees at any public institution in Montana. Student works from all sections of general education courses should be evaluated. The full process for general education assessment is found in the Institutional Assessment Plan (Appendix B). The College’s student information system (CAMS) and assessment software (WEAVEonline) provide assessable and verifiable data to evaluate this indicator.

Indicator 4 measures students’ perception of quality of instruction. Data from the Noel-Levitz Survey provides an assessable and verifiable means of evaluating this indicator. (i.e. Question 18, filtered for transfer student responses: “The quality of instruction I receive in most of my classes is excellent.”)

Transfer Preparation Core Theme, Objective 2: Students receive high-quality instruction that prepares them for success at the baccalaureate level. Indicator Intended Outcome 1 Student course success rates 75% or more A,B,C, S, or SA grades

2 Student performance in first semester courses at Montana University System transfer institutions

85% A, B, or C grades in the first semester after transfer

3

Percent of students demonstrating adequate performance on general education learning outcomes, sampled across all sections of general education courses.

80% or more of students assessed demonstrate adequate performance with scores of 3 or better on general education criteria

4 Student perception of teaching quality Meet or exceed the Noel-Levitz national average

Objective 3: Students are provided the support necessary to maximize their educational time investment. (Two indicators measure achievement of this objective.)

Indicator 1 connects adequate student support with a higher level of student success in degree completion. Students receiving adequate support outside the classroom are more likely to stay in school and transfer. The Integrated Postsecondary Education Data System (IPEDS) provides assessable and verifiable data to evaluate this indicator.

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Indicator 2 directly measures how students perceive the level and quality of the support they receive. Relevant sections from the Noel-Levitz Survey, sorted for transfer student responses, provide an assessable and verifiable means of evaluating this indicator.

Transfer Preparation Core Theme, Objective 3: Students are provided with the support necessary to maximize their educational time investments. Indicator Intended Outcome

1 Student transfer, completion and retention rates at FVCC Compare favorably to IPEDS peer group

2 Student perception of support quality Meet or exceed the Noel-Levitz national average

Objective 4: Students are provided opportunities that bridge educational institutions. (Three indicators measure achievement of this objective.)

Local students should understand the importance of higher education to their continued success and be provided with opportunities to continue and/or complete their educational goals. The first indicator gauges the educational bridge from high school to college by measuring FVCC’s capture rate of local high school graduates and combines that with the number of FVCC students declaring a transfer objective. This indicator reflects how well the College communicates to local high school students the value of programs available to them at FVCC. The capture rate and number of students pursuing baccalaureate degrees should increase while the career and technical degree- or certificate-seeking students hold steady or increase. The National Student Clearinghouse provides assessable and verifiable data to measure this indicator.

The second indicator measures whether college credit received at FVCC prior to high school graduation makes students more likely to further their postsecondary studies. The Running Start program at FVCC, which provides eligible high school juniors and seniors the opportunity to earn college credits, should inspire more students to pursue college degrees at FVCC or any other institution of higher education. The College’s student information software (CAMS) and the National Student Clearinghouse provide assessable and verifiable data, and the National Center for Higher Education Management System (NCHEMS) provides comparison information.

The third indicator measures the effectiveness of the College’s efforts to bridge educational continuation for students with transfer intentions. Effective coordination of advising, transfer facilitation, and articulation agreements should increase transfer rates. The National Student Clearinghouse provides assessable and verifiable data to measure this indicator.

Transfer Preparation Core Theme, Objective 4: Students are provided opportunities that bridge educational institutions.

Indicator Intended Outcome 1 Capture rates of local high school graduates Increasing capture rate

2 Percent of former FVCC Running Start students who, upon graduation, enrolled in postsecondary institutions

Meet or exceed the national college continuation rate

3 Percent of declared transfer students that transfer to another institution Continual improvement

The Transfer Preparation Core Theme is further explained in Chapter Four and includes: descriptions of the programs and services that comprise the core theme; information on how the programs and services are planned; College resources used to accomplish core theme objectives; assessment of core theme objectives; and recommendations for improvement. The Transfer Preparation Core Theme Assessment Report which includes the assessment data is located in Appendix D.



Workforce Preparation Core Theme Core Theme Objectives and Indicators (1.B.2)

The purpose of this core theme is to provide students with career and technical educational programs and courses that prepare the students for valuable employment and that enhance their professional development. Valuable employment is defined as positions that have local, regional, or national workforce demand and that pay more than average salaries for the local region. Career and technical education is an essential element of the mission focus on lifelong learning.

As explained in the Institutional Assessment Plan, the Workforce Preparation Core Theme Shepherd is responsible for overseeing the evaluation of the achievement of the core theme objectives and the maintenance of the core theme plan. Based on data, the shepherd makes recommendations regarding core theme improvements to the Continual Improvement Group. The shepherd for the Workforce Preparation Core Theme is the president of the Faculty Senate.

Successfully completing an Associate of Applied Science (AAS) degree, Certificate of Applied Science (CAS), or Certificate to obtain work in the local community was the goal of 33% of degree- or certificate-seeking students enrolled at FVCC during the Fall 2011 semester. With 52 career and technical associate degree and certificate programs, FVCC is responsive to changing workforce needs in the community. Another important component of workforce preparation is offering non-credit courses and customized training to meet the needs of the local business community to upgrade employee job skills.

Four objectives develop the connection between the College mission and the purpose of the Workforce Preparation Core Theme. Each objective connects career and technical education as an aspect of lifelong learning with student success and/or community needs. The objectives are:

1. Students are offered specific career and technical pathways, and programs aligned for timely completion;

2. Students are offered workforce training aligned with community needs; 3. Students have the skills necessary to be successful in their chosen occupations or careers; and 4. Valuable, short-term skills-training is offered for businesses and individuals.

Each objective uses two to four indicators to measure achievement of the intended outcomes. The Continual Improvement Group established the intended outcomes after reviewing historic data, discussing the results with respect to the College mission’s commitment to excellence, and, wherever applicable, comparing the College to external standards for performance such as IPEDs or Noel-Levitz. The Workforce Preparation Core Theme is evaluated in Chapter Four of this report. Data used in the evaluation is located in the Workforce Preparation Core Theme Assessment Report (Appendix E).

Objective 1: Students are offered specific career and technical pathways, and programs aligned for timely completion. (Four indicators evaluate achievement of this objective.)

Career and technical programs are designed so that students have clear expectations of what is required and that the course offerings are aligned so students may efficiently progress through the programs. Indicators 1 and 2, course-level progress and program completion, are measures of student progress. The College’s student information software (CAMS) provides the data to measure both indicators.

Indicator 3 compares the number of credits at graduation with the time needed for completion. Many College students are enrolled part-time and may take years to complete degrees or certificates so time it takes to earn degrees or certificates is not an accurate evaluation method. However, if programs are specifically described and adequately aligned then students will be less likely to use unnecessary time

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taking courses not directed toward degree requirements. The College’s student information software (CAMS) provides the data to measure this indicator.

The fourth indicator gauges the educational bridge from high school to college by measuring FVCC’s capture rate of local high school graduates and combining that with the number of FVCC students declaring career and technical degree objectives. This indicator reflects how well the College communicates to local high school students the value of programs available to them at FVCC. The capture rate and the number of students pursuing career and technical degrees or certificates should increase while the transfer degree-seeking students hold steady or increase. The National Student Clearinghouse provides assessable and verifiable data to measure this indicator.

Workforce Preparation Core Theme, Objective 1: Students are offered specific career and technical pathways, and programs

aligned for timely completion. Indicator Intended Outcome

1 Career and technical student course level success rate 80% or more A,B,C, S or SA grades

2 Student completion rates at FVCC Meet or exceed IPEDS peer group rate 3 Number of credits at graduation 120% or less of credits required for degree 4 Capture rates of local high school graduates Increasing capture rate

Objective 2: Students are offered workforce training aligned with community needs. (Two indicators evaluate achievement of this objective.)

Career and technical programs provide training in areas of employment needs. Indicator 1 measures the percent of students seeking jobs who obtain employment in their degree or certificate fields. Montana Department of Labor and Industry Unemployment Insurance records, available to FVCC through a data-sharing memorandum of understanding with the state; the FVCC student information software (CAMS); and the graduate placement survey provide an assessable and verifiable means of evaluating this indicator.

Indicator 2 measures how many of FVCC’s programs require experiential education such as internships and externships. Experiential learning directly benefits students by providing practical insights into the local career applications of their fields of study. The data source is the Academic Catalog.

Workforce Preparation Core Theme, Objective 2: Students are offered workforce training aligned with community needs.


1 Percent of graduates seeking jobs who obtain jobs in their fields

75% or more of graduates seeking jobs will obtain them in their fields.

2 Percent of AAS programs with required experiential education such as internships and externships

100% of AAS programs require experiential learning.

Objective 3: Students have the skills necessary to be successful in their chosen occupations or careers. (Four indicators evaluate achievement of this objective.)

Students completing career and technical programs should be satisfied with their employment preparation, and the community should affirm the value of their training. Indicator 1 measures the student perception of the teaching quality. Data from the Noel-Levitz Survey provides an assessable and verifiable means of evaluating this indicator. (i.e. Question 18, filtered for career/technical student responses: “The quality of instruction I receive in most of my classes is excellent.”)


Indicator 2 measures graduates’ level of satisfaction with the job preparation provided by their career and technical degrees or certificates. FVCC’s graduate survey, administered annually, is the data source for this indicator.

Indicators 3 and 4 measure the College’s career and technical training and whether it meets the community’s definition of adequate job preparation. Indicator 3 uses the student evaluations routinely completed by internship providers to evaluate the adequacy of the student’s job preparation. Indicator 4 uses advisory board surveys to confirm adequate student job preparation.

Workforce Preparation Core Theme, Objective 3: Students have the skills necessary to be successful in their chosen occupations or careers.


1 Student perception of teaching quality Meet or exceed the Noel-Levitz national average

2 Graduates surveyed report satisfaction with their overall job preparation for the workforce

A rating of 4 or above for all three degree/certificate levels

3 Internship providers surveyed report FVCC career and technical program interns meet or exceed overall job preparation expectations.

At least 90% will be satisfied or very satisfied (average of all evaluation categories).

4 Advisory boards report competence in student’s overall job preparation.

100% of advisory committees will report satisfaction with overall job preparation provided by training.

Objective 4: Valuable, short-term skills-training is offered for businesses and individuals. (Two indicators evaluate achievement of this objective.)

Businesses and individuals should have short-term training options to enhance technical job skills and the ability to work effectively with others.

The first two indicators measure the student’s perceived value of the programs offered by counting enrollments and course cancellation rates. The Continuing Education Center’s student information software (ACEware) provides an assessable and verifiable means of evaluating these indicators.

Indicator 3 evaluates student perception of teaching quality. Student surveys administered by the Continuing Education Center are the data source for indicator 3.

Workforce Preparation Core Theme, Objective 4: Valuable, short-term skills-training is offered for businesses and individuals.

Indicator Desired Outcome 1 Enrollments in short-term skills training Increasing enrollments

2 Cancellation rate for open enrollment, non-credit business workshops and computer classes 25% or lower cancellation rate

3 Student perception of teaching quality for open enrollment, non-credit business workshops

90% or more of students surveyed are satisfied or very satisfied.

The Workforce Preparation Core Theme is further developed in Chapter Four and includes: descriptions of the programs and services that comprise the core theme; information on how the programs and services are planned; College resources used to accomplish core theme objectives, assessment of core theme objectives; and recommendations for improvement. The Workforce Preparation Core Theme Assessment Report, which includes the assessment data, is located in Appendix E.



Developmental Education Core Theme Core Theme Objectives and Indicators (1.B.2)

The purpose of this core theme is to provide instruction in basic reading, writing, and mathematics skills to enable academically underprepared students to progress to college curriculum. Developmental education is an essential element of the mission focus on lifelong learning. As explained in the Institutional Assessment Plan, the Developmental Education Core Theme Shepherd is responsible for overseeing the evaluation of the achievement of the core theme objectives and the maintenance of the core theme plan. Based on data, the shepherd makes recommendations regarding core theme improvements to the Continual Improvement Group. The shepherd for the Developmental Education Core Theme is the director of the TRIO program.

Almost 90% of Fall 2011 first-time freshmen tested into one or more developmental courses. This makes developmental reading, writing, and mathematics instruction a critical component of student success at FVCC. The ability of many students to graduate in either the workforce preparation programs or transfer preparation programs hinges upon success in these developmental courses.

Three objectives develop the connection between the elements of the College mission and the purpose of the Developmental Education Core Theme. Each objective connects developmental education as an aspect of lifelong learning with student success and/or community need. The objectives are:

1. Students progress in developmental courses and transition to higher-level education courses; 2. Students receive high-quality instruction that prepares them for success at the college level; and 3. Students are provided the support necessary to maximize their educational time investments.

Each objective in this core theme has two indicators to measure achievement of the intended outcome. The Continual Improvement Group established the intended outcomes after reviewing historic data, discussing the results with respect to the College mission’s commitment to excellence, and, wherever applicable, comparing the College to external standards for performance such as IPEDs or Noel-Levitz. The Developmental Education Core Theme is evaluated in Chapter Four of this report. Data used in the evaluation is located in the Developmental Education Core Theme Assessment Report (Appendix F).

Objective 1: Students progress in developmental courses and transition to higher-level education courses. (Two indicators evaluate achievement of this objective.)

Students should graduate in a timely fashion enabled by effective movement through developmental courses and on to regular College programs. Indicator 1 focuses on the reliability of the placement and advising process. The student information system (CAMS) provides an assessable and verifiable means of evaluating this indicator.

Indicator 2 evaluates whether the developmental course(s) have prepared students for success at the college level. The student information system (CAMS) provides an assessable and verifiable means of evaluating this indicator.

Developmental Education Core Theme, Objective 1: Students progress in developmental courses and transition to higher-level education courses.

Indicator Intended outcome

1 Percent of students indicating a need for remediation as demonstrated by placement testing that register for the recommended developmental courses

100% correct placement

2 Percent of students successful in 100-level courses after completing developmental coursework

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overall student success rate.

Objective 2: Students receive high-quality instruction that prepares them for success at the college level. (Two indicators measure the achievement of this objective.)

Effective progress is enhanced by the quality of instruction each student receives. Quality instruction will enhance student success. Indicator 1 measures the quality of instruction through student success at the course level. The student information system (CAMS) provides an assessable and verifiable means of evaluating this indicator.

Indicator 2 measures student perception of instructional quality. During Spring 2011, FVCC developed and administered a student survey about instructional support and quality. The survey was administered to most developmental education students and provides an assessable and verifiable means of evaluating this indicator. The survey will be repeated annually in the spring.

Developmental Education Core Theme, Objective 2: Students receive high-quality instruction that prepares them for success at the college level.

Indicator Intended outcome 1 Developmental-level course grade outcomes 70% or more A,B,C,S, or SA grades

2 Student perception of teaching quality in developmental courses

Satisfaction comparable to transfer and workforce results

Objective 3: Students are provided the support necessary to maximize their educational time investments. (Two indicators measure the achievement of this objective.)

The third objective of the Developmental Education Core Theme also focuses on student success. Student support systems are in place to provide students with the extra help they require to succeed in their developmental courses and progress onto regular college courses.

Indicator 1 connects better support to higher completion rates. The student information system (CAMS) provides an assessable and verifiable means of evaluating this indicator.

Indicator 2 determines if students believe they have the needed support available. The Spring 2011 survey on instructional support and quality provides an assessable and verifiable means of evaluating this indicator. The survey will be repeated annually in the spring.

Developmental Education Core Theme, Objective 3: Students are provided the support necessary to maximize their educational time investments.

Indicator Intended outcome 1 Course completion rates 70% or more A,B,C,S, or SA grades

2 Student perception of support quality Satisfaction comparable to transfer and workforce results

The Developmental Education Core Theme is further developed in Chapter Four and includes: descriptions of the programs and services that comprise the core theme; information on how the programs and services are planned; College resources used to accomplish core theme objectives; assessment of core theme objectives; and recommendations for improvement. The Developmental Education Core Theme Assessment Report, which includes the assessment data, is located in Appendix F.



Community Education Core Theme Core Theme Objectives and Indicators (1.B.2)

The purpose of this core theme is to provide personal enrichment learning opportunities in order to enhance the cultural, economic, and social well-being of the community. Community education is an essential element of the mission focus on lifelong learning programs. As explained in the Institutional Assessment Plan, the Community Education Core Theme Shepherd is responsible for overseeing the evaluation of the achievement of the core theme objectives and the maintenance of the core theme plan. Based on data, the shepherd makes recommendations regarding core theme improvements to the Continual Improvement Group. The shepherd for the Community Education Core Theme is the executive director of economic development and continuing education executive director.

Community education at FVCC includes adult non-credit classes, credit classes taken by non-degree students, Senior Institute for students ages 62 and older, Kid’s College for students ages five to twelve, community lectures, theatre, multicultural activities, Chef’s Table, and other events. During FY 2011, over 3,300 individuals enrolled in non-credit community education classes on both FVCC campuses. Approximately 22% of the College’s credit FTE is attributable to non-degree students. Community lectures and other campus activities engaged many more leisure learners.

Two objectives develop the connection between the College mission and the purpose of the Community Education Core Theme. Both objectives connect community education, an aspect of lifelong learning, with the other core mission elements: student success and community needs.

1. The community is offered quality and diverse programming for personal enrichment; and 2. Community education offerings provide a positive campus experience.

Both objectives in this core theme have indicators to measure achievement of the stated goals. The Continual Improvement Group established the intended outcomes after reviewing historic data and discussing the results with respect to the College’s mission commitment to excellence. The Community Education Core Theme is evaluated in Chapter Four of this report. The Community Education Core Theme Assessment Report is located in the Community Education Core Theme Assessment Report (Appendix G).

Objective 1: The community is offered quality and diverse programming for personal enrichment. (Two indicators measure the achievement of this objective.)

Indicator 1 measures program diversity by a review of the types of programming, variety of subjects, delivery methods, and pricing. Diverse programs provide lifelong learning opportunities of broad interest and availability to the community. The Continuing Education Center (CEC) student information software (ACEware) provides assessable and verifiable data to measure this indicator. Additional program data is provided by the multicultural program coordinator, theatre faculty, the Foundation, and the Art Department. Non-degree seeking credit registration data is available through the student information software CAMS.

Indicator 2 measures program quality by surveying students’ perceptions of teaching. Personal enrichment learning is optional for students; therefore teaching quality is often the deciding factor in whether students remain engaged in learning. The surveys, kept on file in the CEC, are readily assessable and verifiable.

Community Education Core Theme, Objective 1: The community is offered quality and diverse programming for personal enrichment.

Indicator Desired Outcome

1 Community education program diversity review

Community education programs will offer diversity in subjects taught, audiences targeted, methods of

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delivery, and prices charged.

2 Community education student perception of teaching quality

90% of community education students surveyed will rate their instructors as either good or excellent.

Objective 2: Community education offerings provide a positive campus experience. (One indicator measures the achievement of this objective.)

Welcoming leisure learners to campus builds community connections. These connections facilitate the exchange of information and help identify emerging community needs. A hesitant student who finds a welcoming campus environment while taking non-credit courses may choose to take more courses for personal enrichment.

The indicator for fulfillment of this objective is student perception of a welcoming campus environment. In order to establish a verifiable measure, the CEC developed a student perception survey. The CEC administered the survey to enrolled continuing education students during the week of April 18, 2011 and will be repeated annually.

Community Education Core Theme, Objective 2: Community education offerings provide a positive campus experience.

Indicator Intended Outcome 1 Student perception of welcoming campus

environment 90% or more of community education students surveyed will report a positive campus experience.

The Community Education Core Theme is further developed in Chapter Four and includes: descriptions of the programs and services that comprise the core theme; information on how the programs and services are planned; College resources used to accomplish core theme objectives; assessment of core theme objectives; and recommendations for improvement. The Community Education Core Theme Assessment Report, which includes the assessment data, is located in Appendix G.



Chapter Two: Resources and Capacity

NWCCU Standards of Accreditation, Revised 2010

Standard Two – Resources and Capacity By documenting the adequacy of its resources and capacity, the institution exhibits the potential

to fulfill its mission, accomplish its core theme objectives, and achieve the goals or intended outcomes of its programs and services, wherever offered and however delivered. Through its governance and decision-making structures, the institution establishes, reviews regularly, and revises, as necessary, policies and procedures which promote effective management and operation of the institution.


The College’s capacity and resources are directed toward the programs and services which put planning into practice.


Eligibility Requirements 4 to 21(Executive Summary) Operational Focus and Independence (E.R. 4)

The institution's programs and services are predominantly concerned with higher education. The institution has sufficient organizational and operational independence to be held accountable and responsible for meeting the Commission's standards and eligibility requirements.

FVCC’s programs and services are predominantly concerned with higher education, as evidenced

in the Academic Catalog, on the College website, as well as the core themes and institutional plan. The College has organizational and operational independence to meet and be held accountable to NWCCU’s standards and eligibility requirements. FVCC is governed and controlled by a locally-elected Board of Trustees with clearly defined authority, roles, and responsibilities as identified in the Montana Code Annotated Title 20, Chapter 15 and FVCC Board Policy, Chapter II.

Non-Discrimination (E.R. 5)

The institution is governed and administered with respect for the individual in a nondiscriminatory manner while responding to the educational needs and legitimate claims of the constituencies it serves as determined by its charter, its mission, and its core themes.

Board Policy, Chapter VI, Human Resources provides a structure for governance and

administration within a respectful framework. Compliance with all applicable laws is balanced with the fair and equitable treatment of all employees and potential employees, and where applicable, to students and the public.

Institutional Integrity (E.R. 6)

The institution establishes and adheres to ethical standards in all of its operations and relationships.

Board Policy, Chapter I cites the College’s Code of Ethics and commitment to the student, the

public, and the profession. The College establishes through policy and adheres through practice to ethical standards in all of its operations and relationships.

Governing Board (E.R.7)

The institution has a functioning governing board responsible for the quality and integrity of the institution and for each unit within a multiple-unit institution to ensure that the institution's mission and core themes are being achieved. The governing board has at least five voting members, a majority of whom have no contractual or employment relationship or personal financial interest with the institution.

FVCC is governed by a locally-elected seven-member Board of Trustees. None of the trustees

have any contractual, employment, or financial interest in the institution. Although the trustees thoroughly discuss issues and their diverse opinions, once action is taken, the Board of Trustees acts solely as a committee of the whole. Board Policy, Chapter I articulates the trustees’ commitment to the College.

Chief Executive Officer (E.R. 8)

The institution employs a chief executive officer who is appointed by the governing board and whose full-time responsibility is to the institution. Neither the chief executive officer nor an executive officer of the institution chairs the institution's governing board.






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The College employs a full-time president, who serves as the institution’s chief executive officer

and is appointed by the Board of Trustees. Neither the president nor any executive officers of FVCC chair the Board of Trustees.

Administration (E.R. 9)

In addition to a chief executive officer, the institution employs a sufficient number of qualified administrators who provide effective leadership and management for the institution's major support and operational functions and work collaboratively across institutional functions and units to foster fulfillment of the institution's mission and achievement of its core themes.

In addition to the president, FVCC employs the following administrators: vice president of

instruction and student services, vice president of administration and finance, executive director of institutional advancement, executive director of institutional research, executive director of human resources, executive director of management information systems, and executive director of economic development and continuing education. The Continual Improvement Group (CIG) consists of the vice president of instruction and student services, vice president of administration and finance, executive director of institutional research, dean of students, director of extended learning, faculty development and assessment specialist, and the core theme shepherds. The CIG makes recommendations on planning and improvement based upon institutional assessment to Executive Staff. The administrators comprise Executive Staff, the group making recommendations to the president on College operations including planning, organization, management, and assessment.

Faculty (E.R. 10)

Consistent with its mission and core themes, the institution employs and regularly evaluates the performance of appropriately qualified faculty sufficient in number to achieve its educational objectives, establish and oversee academic policies, and ensure the integrity and continuity of its academic programs wherever offered and however delivered.

The College employs full-time and adjunct faculty in accordance with the standards set by the

Montana Board of Regents in numbers sufficient to achieve its education objectives, oversee academic policies, and ensure the integrity and continuity of its academic programs, wherever offered and however delivered. FVCC provides regular and systematic evaluation of faculty performance, in accordance with established pre-tenure, post-tenure, and adjunct faculty evaluation policies and procedures, ensuring teaching effectiveness and the fulfillment of institutional and other faculty responsibilities.

Educational Program (E.R. 11)

The institution provides one or more educational programs which include appropriate content and rigor consistent with its mission and core themes. The educational program(s) culminate in achievement of clearly identified student learning outcomes, and lead to collegiate-level degree(s) with degree designation consistent with program content in recognized fields of study.

The College’s principal programs lead to formal degrees: the Associate of Arts (AA), the

Associate of Science (AS), and the Associate of Applied Science (AAS). These programs, wherever offered and however delivered, are consistent with the College mission and core themes and contain appropriate rigor and content. The College has developed policies, procedures, and assessment practices to review and verify mission alignment, content, and rigor, all of which are further discussed in Standard 2.C. FVCC identifies and publishes expected student learning outcomes for its programs and degrees in the Academic Catalog.

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General Education and Related Instruction (E.R. 12) The institution's baccalaureate degree programs and/or academic or transfer associate degree

programs require a substantial and coherent component of general education as a prerequisite to or an essential element of the programs offered. All other associate degree programs (e.g., applied, specialized, or technical) and programs of study of either 30 semester or 45 quarter credits or more for which certificates are granted contain a recognizable core of related instruction or general education with identified outcomes in the areas of communication, computation, and human relations that align with and support program goals or intended outcomes. Bachelor and graduate degree programs also require a planned program of major specialization or concentration.

The Associate of Arts and Associate of Science degree programs, designed for students planning

to transfer, require completion of a core of general education requirements. The general education core curriculum, published in the Academic Catalog, provides an integrated course of study comprised of writing, communications, mathematics, humanities, social sciences, natural sciences, global issues, and fine arts. Associate of Applied Science and Certificate of Applied Science (CAS) programs require a core of related instruction which is built into the program listings: communication, interactions, and quantitative literacy. The requirements for the AAS and CAS programs can be found in the Academic Catalog, along with the specific courses meeting the related instruction requirements and outcomes.

Library and Information Resources (E.R. 13)

Consistent with its mission and core themes, the institution maintains and/or provides access to library and information resources with an appropriate level of currency, depth, and breadth to support the institution's programs and services wherever offered and however delivered.

The College houses the FVCC library on the main campus. In addition, a small branch, operated

at the Lincoln County Public Library under a memorandum for services, serves the College students of the Lincoln County Campus (LCC.) In addition to the information resources provided by the libraries, including electronic resources and interlibrary loan, additional media resources are available through the media center on the main campus. Resources are appropriate to support College programs and services, wherever offered and however delivered, further described in Standard 2.E.

Physical and Technological Infrastructure (E.R. 14)

The institution provides the physical and technological infrastructure necessary to achieve its mission and core themes.

The College maintains the physical and technological infrastructure necessary to achieve its

mission and core themes, further described in Standard 2.G.

Academic Freedom (E.R. 15) The institution maintains an atmosphere in which intellectual freedom and independence exist.

Faculty and students are free to examine and test all knowledge appropriate to their discipline or area of major study as judged by the academic/educational community in general.

The College, in its policies and procedures, maintains an atmosphere in which academic and

intellectual freedoms and independence exist. Academic freedom policies are outlined within Board Policy, Chapter VIII and the collective bargaining agreements.

Admissions (E.R. 16) The institution publishes its student admission policy which specifies the characteristics and

qualifications appropriate for its programs, and it adheres to that policy in its admissions procedures and practices.


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FVCC is a comprehensive community college with an open admission policy. Eligibility

requirements for enrollment in both degree and certificate and non-degree programs are clearly stated in the Academic Catalog, on the College website, and related publications. Procedures and practices are reviewed for adherence to policy.

Public Information (E.R. 17)

The institution publishes in an Academic Catalog and/or on a website current and accurate information regarding: its mission and core themes; admission requirements and procedures; grading policy; information on academic programs and courses; names, titles and academic credentials of administrators and faculty; rules and regulations for student conduct; rights and responsibilities of students; tuition, fees, and other program costs; refund policies and procedures; opportunities and requirements for financial aid; and the academic calendar.

The Academic Catalog, College website, and other official publications are available to students

and the public and clearly state the College mission and core themes; admission requirements and procedures; grading policy; information on academic programs and courses; names, titles, and academic credentials of administrators and faculty; rules and regulations for student conduct; rights and responsibilities of students; tuition, fees, and other program costs; refund policies and procedures; opportunities and requirements for financial aid; and the academic calendar.

Financial Resources (E.R. 18)

The institution demonstrates financial stability with sufficient cash flow and, as appropriate, reserves to support its programs and services. Financial planning reflects available funds, realistic development of financial resources, and appropriate risk management to ensure short-term solvency and long-term financial sustainability.

The College demonstrates a stable funding base, financial resources, and plans for financial

development adequate to carry out the mission and goals within a balanced budget with a conservative level of debt, further described in Standard 2.F.

Financial Accountability (E.R. 19)

For each year of operation, the institution undergoes an external financial audit, in a reasonable timeframe, by professionally qualified personnel in accordance with generally accepted auditing standards. Results from the audit, including findings and management letter recommendations, are considered in a timely, appropriate, and comprehensive manner by the administration and governing board.

Financial audits are conducted annually by an independent accounting firm coordinated and hired

by the State of Montana Legislative Audit Division. The independent auditors evaluate the internal controls and perform audit procedures on the financial activities of the College. The independent auditor presents any findings and recommendations to the FVCC Board of Trustees upon completion of the audit. Audit reports also are submitted to the Montana State Legislature’s Audit Committee for their review and approval. There have been no major findings, and the financial statement opinions have been unqualified for many years.

Disclosure (E.R. 20)

The institution accurately discloses to the Commission all information the Commission may require to carry out its evaluation and accreditation functions.






The College discloses to NWCCU any and all information the Commission may require to carry out its evaluation and accreditation functions. Relationship with the Accreditation Commission (E.R. 21)

The institution accepts the standards and related policies of the Commission and agrees to comply with these standards and policies as currently stated or as modified in accordance with Commission policy. Further, the institution agrees that the Commission may, at its discretion, make known the nature of any action, positive or negative, regarding the institution's status with the Commission to any agency or members of the public requesting such information.

FVCC accepts the policies and standards of NWCCU and agrees to comply with these standards

and policies as currently stated or as modified. The College understands that NWCCU may make known information about its accreditation status.


Governance (Standard 2.A) Authority and Input (2.A.1, 2.A.2)

Flathead Valley Community College (FVCC) is a public community college with a service region comprised of Flathead and Lincoln Counties. FVCC is governed and controlled by a locally-elected Board of Trustees with clearly defined authority, roles, and responsibilities as identified in the Montana Code Annotated Title 20, Chapter 15 and FVCC Board Policy, Chapter II. The Board of Trustees is charged with establishing College policies and selecting a president to administer the operations of the College.

The College decision-making structures are based on a shared governance model. College

Council, with representation from all departments throughout the campus, serves as an advisory committee and makes recommendations to the president on issues related to the College. The Continual Improvement Group (CIG) has campus representation and oversees institutional assessment. The president holds monthly forums to discuss campus issues.

Compliance with NWCCU Standards (2.A.3)

FVCC continually reviews and assesses the impact of collective bargaining agreements, legislative actions and external mandates. The Board of Trustees and shared governance committees, such as College Council and the Continual Improvement Group, review the College’s institutional and assessment plan to ensure the College is in compliance with the Commission’s Standards for Accreditation. College personnel serve as NWCCU evaluators, providing the College with employees who are knowledgeable of the standards. The Board of Trustees studies the impact of collective bargaining agreements, legislative actions, and external mandates.

Governing Board

Governing Board Composition, Roles, Committee of the Whole (2.A.4, 2.A.5) FVCC is governed by a locally-elected seven-member Board of Trustees. None of the trustees

have any contractual, employment or financial interest in the institution. Although the trustees thoroughly discuss issues and their diverse opinions, once action is taken, the Board of Trustees acts solely as a committee of the whole. Board Policy, Chapter I articulates the Board of Trustees’ commitment to the College.

Board Policies (2.A.6)

In accordance with Board Policy, the Board of Trustees establishes, reviews, and revises policies as necessary. Policy revisions have been made each year for over a decade, with the revision dates recorded in the updated policy.

Chief Executive Officer Accountability (2.A.7)

The Board of Trustees evaluates the president twice each fiscal year. Board Policy, Chapter II clearly identifies the roles and responsibilities of the president who is delegated the authority and responsibility to implement and administer policies approved by the Board of Trustees.

Board Performance Evaluation (2.A.8)

The Board of Trustees evaluates its performance on an annual basis, recorded in the Board minutes in either May or June of each year.









Leadership and Management

Leadership System, Chief Executive Role, Administrator Roles (2.A.9-2.A.11) The Board hires the president who has developed a team of qualified administrators who are

responsible and accountable for the planning, organization, management, and assessment of the institution. The FVCC president is a full-time chief executive officer. The president does not serve as a member of the governing board. In addition to the president, FVCC employs the following administrators: vice president of instruction and student services, vice president of administration and finance, executive director of institutional advancement, executive director of institutional research, executive director of human resources, executive director of management information systems, and executive director of economic development and continuing education. The Continual Improvement Group (CIG) consists of the vice president of instruction and student services, vice president of administration and finance, executive director of institutional research, dean of students, director of extended learning, faculty development and assessment specialist, and the core theme shepherds. The CIG makes recommendations on planning and improvement based upon institutional assessment to Executive Staff. The administrators comprise Executive Staff, the group making recommendations to the president on College operations.

Policies and Procedures

Academics Academic Policies (2.A.12)

Academic policies are outlined in Board Policy, Chapter VIII. Policies include academic freedom, academic integrity, curriculum, program review, grading standards, faculty qualifications, degrees and certificates, advisory committees and institutional accreditation. Board Policies are available on the FVCC website. In addition, academic policies are communicated to students, faculty, and staff through the Academic Catalog, the Student Handbook, the Faculty Handbook, and appropriate collective bargaining agreements.

Library and Information Resource Policies (2.A.13)

Library departmental policies regarding access to and use of library and information resources, regardless of format, location, and delivery method, are published and enforced. The policies are located on the College Ethernet system available to employees on the campus-shared storage computer drive. These policies are enforced by library, media center, and management information systems personnel.

Transfer-of-credit Policy (2.A.14)

FVCC has outlined policy and procedures for the transfer of credits, outdated coursework, general education core transfer, and minimum course grades. The acceptance of transfer credits is summarized in the Academic Catalog and on the College website. An appeal process, which is available in the Academic Catalog and on the College website, is provided for students disputing a decision regarding the acceptance of transfer credits.

The College maintains articulation agreements with all Montana University System institutions,

as well as many other Colleges and universities, to facilitate efficient mobility of students between institutions. The transfer advisor is charged with maintaining and updating agreements and facilitating transfer for students. The College is a participant in the Montana University System Common Course Numbering Project which has increased the efficiency of the transfer process.



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Students Student Rights and Responsibilities (2.A.15)

Students’ rights and responsibilities—including academic dishonesty, appeals, grievances, and accommodations for students with disabilities—are clearly stated in the Academic Catalog, Student Handbook, Faculty Handbook, and on the College website. Adjunct and full-time faculty are encouraged to address academic dishonesty as well as include an Americans with Disabilities Act statement in their syllabi. Additionally, many faculty teaching courses that require research papers spend time addressing proper citation to deter inadvertent plagiarism.

The Academic Catalog addresses student responsibilities including defining academic good

standing, listing deadlines to withdraw from courses with or without a refund, and outlining residency and graduation requirements. In concert with these expectations, the Academic Catalog also lists the process to appeal these standards or decisions (i.e. medical withdrawals, financial aid appeals, transfer of credits, graduation petitions). These expectations and procedures also are available on the College website. In case students choose not to refer to the Academic Catalog or the College’s website, specific policies are typically stapled to relevant student documents. For example, the Business Office payment plan is stapled to each student’s bill, the Bookstore’s refund policy is stapled to each student’s receipt, and the financial aid policies are enclosed with the student’s award letter.

Upon completion of the COMPASS or ASSET placement assessment, advisors will discuss the

various resources and people including disabilities services, available to help the prospective student succeed at FVCC. New students are informed of their rights and responsibilities, including academic dishonesty, at new student orientation. In addition, the orientation leaders will readdress availability of services. Like on-campus students, fully-online students are encouraged, but not required, to attend new student orientation. However, each is required to take the COMPASS or ASSET at a nearby college, unless he/she has successfully completed a college-level writing and math course. Initial academic advising begins with the respective program director. Extended learning staff members can and often do advise fully-online general studies students. However, the majority of fully-online students seek advising through their respective advisors.

A task force with student, faculty, and staff representation is currently reviewing the Student

Code of Conduct and FVCC Policy 701 Student Appeals. Policy 701 was last amended in 1995. Policy 701 also is readily available on the College website and in the offices of educational services, admissions and records, the FVCC library, and in the Academic Reinforcement Center lab at Lincoln County Campus. The student appeals process is administered in a fair and consistent manner as prescribed in Policy 701. The policy outlines its purpose, defines “complaint,” lists the steps for both informal and formal resolutions, and specifies the time limits for filing a complaint as well as maintaining the findings of fact and resolutions.

Admission and Placement Policies (2.A.16)

Flathead Valley Community College maintains an “open door” policy for those who are 16 years of age or older. As explained in the Academic Catalog, FVCC encourages individuals to seek admission into the College if they feel their educational needs will be met by the programs and services offered by the College. Students may apply for admission at any time throughout the year.

Application for admission to a degree or certificate program is open to anyone who has earned a

high school diploma from an accredited high school or receives a GED certificate and has completed program prerequisites. Exceptions may be made for students enrolled in high school dual enrollment courses or students who can establish the “ability to benefit” by successfully completing the COMPASS placement assessment. Per federal guidelines, students may prove the “ability to benefit” by successfully




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passing six or more College-level credits as non-degree students. The registrar must approve any exceptions to admission.

The procedure for applying for admission and remaining in good standing is clearly stated and

readily available in the Academic Catalog, on the College website, and in respective brochures, flyers, and packets. Applications for admission including restricted-entry programs (i.e. Running Start, Scholars Program, Culinary Arts AAS, Paramedicine AAS, Practical Nursing AAS, Radiologic Technology, Surgical Technology AAS, Pharmacy Technology certificate, Nursing ASN, and Physical Therapy Assistant [pending]) are available on the College website and/or in the Admissions Office at the main campus and Student Services Office at the Lincoln County Campus. Students seeking admission to the Medical Assistant AAS must do so directly with the program director on a first-come, first-served basis. All restricted entry programs clearly state the admission deadline on the application packet, program brochures, College website, and in the Academic Catalog.

All non-degree students wanting to register for courses requiring math, reading, or writing skills

as well as all degree-seeking, certificate-seeking, and Running Start students must take the COMPASS or ASSET placement assessment prior to registering for classes. Advisors use the results to evaluate and ensure each student’s prerequisite knowledge, skills, and abilities are at a level commensurate for success. Course prerequisites are clearly stated in the course descriptions, available in the Academic Catalog, and on the College course schedule, and College website. Prerequisite requirements for restricted entry programs also are stated in the Academic Catalog, program brochures and application packets, and on the College website.

Placement scores are regularly reviewed by the Learning Resources Center, the executive director

of institutional research, assessment and planning, and faculty. The most recent adjustment to the COMPASS scores occurred during Spring 2011 as a result of common course numbering and a statewide initiative to align math placement scores within the Montana University System.

Based upon analysis of data connecting student success to date of course registration, the final

registration date for courses will shift from three weeks into the semester to two weeks into the semester with an instructor’s signature beginning Fall 2012. Students will continue to register for courses within the first week of the semester without needing instructors’ signatures. With the absence of a cut-off deadline to apply for admission before a semester begins, advisors assess late applicants’ readiness to attend College in terms of academic and financial commitment prior to developing a schedule. If appropriate, advisors will encourage late-registering students to either delay their start dates to the following semester or pursue lighter credit loads to support student success.

The Academic Catalog specifies the requirements for students to remain in good academic

standing, graduate, and be eligible for financial aid. Additionally, the Academic Catalog lists the requirements for students to matriculate through restricted-entry career and technical education programs. Students who fail to achieve a 2.0 cumulative grade point average are placed on academic probation which can lead to academic suspension. Each student on academic probation is required to meet with a retention advisor to develop a signed remediation plan before he/she is allowed to register for classes. The academic probation and suspension policy is clearly stated in the Academic Catalog, Student Handbook, and on the College website. The financial aid eligibility, rights, and responsibilities also are included in the Academic Catalog, Student Handbook, and on the College website. Furthermore, students receive a copy of their financial aid rights, responsibilities, and the appeal process with their award letters.

The requirements for students to continue to progress in a restricted-entry program or to appeal

one’s status in the program are clearly outlined in the respective admissions packet and handbook. The


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readmission policy and appeals process for general admission, financial aid, and restricted-entry programs are administered in a fair and timely manner.

Co-Curricular Activities (2.A.17)

Board Policy, Chapter VII states the College’s relationship to co-curricular activities and the responsibilities for club recognition and disbursement of funds. Chapter VII outlines the College’s support of student publications and freedom of speech and press.

Additionally, the recognition of extracurricular opportunities, including student government, the

student newspaper, service and academic clubs, intramurals, and athletics, is included in the Academic Catalog, Student Handbook, the College website, and on Facebook. Club announcements are often posted in the Privy Press, a weekly newsletter posted in every bathroom stall on campus and on campus bulletin boards. Clubs are invited to recruit new members at each new student orientation and at special campus events for students as well as host information tables in the Blake Hall foyer throughout the year. To coordinate and maximize the efforts of each student organization, the coordinator of student activities and development facilitates monthly student organization meetings to collaborate and share ideas.

Human Resources

Human Resource Policies & Procedures (2.A.18) Board Policy, Chapter VI contains the human resources policies, located on the College website.

The human resource policies are reviewed by the Human Resource (HR) Office on a regular basis. HR submits recommendations for policy changes to the president; ultimately the Board of Trustees will determine policy changes. Policy changes occur more frequently when legislatures enact changes to Montana Code or federal employment law. Compliance with all applicable laws is balanced with the fair and equitable treatment of all employees and potential employees, and where applicable, to students and the public.

The Human Resources Office maintains an employee handbook located on the College website.

This handbook provides a reference for employees in procedures and resources frequently needed by employees. The handbook is introduced to new employees during new employee orientation, usually held on their first day of employment.

Employee Information (2.A.19)

Full-time faculty, adjunct faculty, and classified support staff are all included in collective bargaining agreements (CBAs) that are specific in defining acceptable conditions of employment, work assignments, rights and responsibilities, and procedures for performance evaluations. Promotion and termination procedures are specified in the CBAs and also in Board Policy, Chapter VI. The CBAs are available on the College website. In addition, printed copies are available upon request in the HR Office. Rights and responsibilities of administrative and professional employees not included in the collective bargaining units are located in the Board Policies. Position descriptions are provided to non-faculty employee positions to be apprised of the duties and responsibilities of the positions they occupy. These position descriptions become the basis for performance evaluations on an annual cycle.

Confidentiality of Human Resource Records (2.A.20)

Permanent employee HR records are kept under double-locked storage in fireproof cabinets in the HR Office. Temporary employee HR records are stored in secure files in the HR Office. Access to these records is limited to only appropriate authorized personnel and the individual employee as required by law. Confidentiality is maintained in compliance with federal and state laws, and FVCC policy.

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Institutional Integrity

Institutional Representation (2.A.21) Flathead Valley Community College represents itself clearly, accurately, and consistently through

its announcements, statements, and publications. It communicates its academic intentions, programs, and services to students and the public and demonstrates that its academic programs can be completed in a timely fashion. It regularly reviews its publications to assure integrity in all representations about its mission, programs, and services.

Specifically, FVCC:

• Reviews and continually updates its Academic Catalog, class schedules and individual program information through the following mediums:

o Printed and electronic versions of its annual Academic Catalog; o Electronic publications of its semester course schedules; the publication of the schedules

is announced in newsprint tabloids that are mailed to all residents in the Flathead County service region in advance to each relative semester; LCC distributes dual-sided newsprint course schedules to all Lincoln County residents with one side dedicated to credit classes and the other side to community/continuing education opportunities.

o Program brochures that are available on campus, at local high schools, and at community events where FVCC is represented;

o Electronic academic and career and technical program pages are updated in real time on the College website; and

o Press releases containing program information and application deadlines; • Updates Student Handbook annually; published copies are available for students free of charge

and on the College website, effective Fall 2011; • Updates and maintains information published on the College website on a daily basis; • Distributes press releases to local, and occasionally statewide, community college, higher

education media; • Reviews academic programs on a five-year rotation; the Program Review Committee makes

recommendations to the Curriculum Committee; results are available in the Curriculum Committee minutes which are published on the College website and are shared with division Chairs and advisory committee members; and

• Publishes information about the Montana University System Common Course Numbering Project on the College website and in the Academic Catalog; all courses, as they undergo the common course numbering process, are published on the College website.

Ethical Standards (2.A.22)

Board Policy, Chapter I cites the College’s Code of Ethics and commitment to the student, the public, and the profession. FVCC addresses complaints and grievances in a fair and timely manner in accordance with board policy and collective bargaining agreements. Collective bargaining agreements can be found on the College website.

Conflict of Interest Policy (2.A.23)

Board Policy, Chapter II addresses conflict of interest. In addition, all trustees and employees are subject to federal and Montana law.

Intellectual Property Policies (2.A.24)

Intellectual property policies are outlined in the full-time faculty collective bargaining agreement.






Accreditation Status Representation (2.A.25) The College accurately represents its current accreditation status in relevant communication,

including the College website.

Contracts with External Entities (2.A.26) When entering into contractual agreements with external entities, FVCC conforms to Montana

state law, adheres to institutional policies, and complies with NWCCU’s Standards for Accreditation.

Academic Freedom Academic Freedom Policies (2.A.27)

The College has a long tradition of and a deep commitment to academic freedom. The welfare and strength of the College and society at large depend upon the search for truth and its free expression. To this end, the College shall recognize and protect full freedom of inquiry, teaching, research, discussion, study, publication, and for artists, the creation and exhibition of works of art, without hindrance, restriction, equivocation, and/or Board or administration reprisal.

Academic freedom policies are outlined within Board Policy, Chapter VIII and the collective

bargaining agreements. Pursuit of Knowledge (2.A.28)

FVCC Institutional Values reflect support for an environment that supports independent thought while respecting the views of others. The following institutional values are posted at both campus locations, in the Academic Catalog, and on the College website:

• Treat people fairly; • Value diversity; • Communicate openly and honestly; • Listen with an open mind; • Learn from everything; • Respect, trust and encourage others; • Lead by example; • Insist upon integrity; • Encourage and reward risk taking and innovation; • Work as a team and value individuality; • Have fun; and • Take responsibility.

Presentation of Scholarship (2.A.29)

Per the collective bargaining agreement, faculty members “teach each class according to the highest professional standards.” Faculty members and students follow the College’s policy on academic integrity which is published in the Academic Catalog and on the College website.

Financial Policies and Integrity (2.A.30)

The College adheres to guidelines established by the Board of Trustees, the Montana Board of Regents of Higher Education and legislative authority. The Board oversees the College’s management of financial resources and planning; monitors operating budgets; fund balances and College debt. All financial functions of the College are organized under, and report to, the vice president of administration and finance who reports directly to the president and is responsible for the budget, accounts payable, accounts receivable, general accounting, internal and external audits, grants fiscal management, risk










management, purchasing, and management of physical plant, and College assets. Board Policy, Chapter IV includes sections on fiscal accountability and integrity.

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Human Resources (Standard 2.B) Sufficient Qualified Support and Operations Personnel (2.B.1)

As of December 2011, FVCC employs 186 regular employees, consisting of 50 full-time faculty, 21 administrative staff, 73 professional staff, and 42 classified staff. With fluctuating student numbers, the need for adjunct instructors ebbs and flows from semester to semester. All positions are reviewed and approved by appropriate department heads and administration before filling. Job descriptions are on file electronically in Human Resources (HR) and are available to all employees for classified, administrative, and professional positions. Supervisors are expected to review job descriptions annually with employees during performance reviews and to adjust the descriptions to reflect current and accurate requirements for knowledge, skills, and abilities as appropriate.

All positions are reviewed annually by HR to ensure compliance with Fair Labor Standards Act

and Equal Opportunities Employment Act. Individual employees or their supervisors can request a review of their positions for reclassification purposes by completing and submitting a Reclassification Request Form. Reclassification requests are reviewed in May and November of each year by Executive Staff.

Generally, but not exclusively, the need for additional personnel in any area is identified by

supervisors, department heads, or advisory committees and is presented to the Budget Committee during the annual budgeting process. The Budget Committee recommends personnel additions to the president.

The president has authority to approve all hiring of personnel. Before any new hire takes place,

an Employment Requisition Form, accompanied by the job description of the proposed new position, must be approved and signed by the supervisor of the new position, the department head, the vice president of administration and finance, the executive director of human resources, and the president. The hiring process then takes place using search committees according to College policies and procedures and collective bargaining agreements.

Administrator and Staff Evaluations (2.B.2)

Classified Employee Evaluations Montana is the only state in the United States that is not governed by at-will employment

contracts. Therefore, as allowed by Montana state law, every new hire is subject to a six-month probationary period.

For regular employees, the performance evaluation process includes both a self-evaluation and

supervisor evaluation. Performance criteria evaluated include quality of work, quantity of work, job knowledge, working relationships, and supervisory skills, if applicable. If these criteria are found to be satisfactory, the evaluation also allows for supervisor and employee comments on specific achievements, recommended areas for development, and goal setting. The performance evaluation is reviewed and signed by the employee and supervisor, then forwarded to HR for placement in the employee’s personnel file. Supervisors are encouraged to review the performance evaluations with employees at least quarterly and are required to review at least annually. During the month of May, each classified employee’s job performance is reviewed, and a written performance rating is prepared using the same criteria and procedure as stated above.

Administrative and Professional Employees

Annual performance evaluations are conducted in May for all administrative and professional employees. The process includes self-evaluation and supervisor evaluation. Performance elements for administrative and professional employees include leadership skills, job knowledge, communications and




interpersonal skills, teamwork, accountability and commitment, planning and organization, problem-solving, and decision-making skills. Each employee is asked to complete a self-evaluation prior to the performance evaluation meeting. During that meeting, discussion and feedback are provided concerning the employee’s personal development, successes, and challenges in meeting job performance goals for the past year, and, if necessary, follow-up of any recommended areas of improvement. Further discussion and documentation of job performance goals and professional development/training goals for the coming year then takes place.

Both the employee’s self-evaluation and the supervisor’s completed documents are signed by the

employee and the supervisor and forwarded to the next-level supervisor for final sign-off. Both copies are forwarded to HR for placement in the employee’s personnel file.

Professional Development (2.B.3)

The College provides ongoing professional development opportunities for faculty, administrators, and staff to advance professional growth, skill level, and proficiency. As an extension of the evaluation and goal-setting process, professional development is encouraged, budgeted for, and provided both in-house and externally as appropriate.

Many departments include a professional development budget for development activities within

that employee group. There is also a campus-wide fund for individual development activities. Individual employees can apply for funding to attend courses, conferences, or other appropriate activities as approved by the Professional Development Committee. The collective bargaining agreements include provisions for funding and granting approvals for external professional development activities. Memberships in professional associations appropriate to the occupation of the employee are sponsored by the College, and membership fees are reimbursed by the College.

Internally, FVCC provides numerous professional development activities. At least twice annually,

an all-employee In-service meeting is held for information sharing, guest speakers, training sessions, and interactive discussions with the entire FVCC community. Tuition waivers and release time are provided for employees to take credit classes, online classes, and some non-credit classes at FVCC. Since 2009, all new faculty and professional staff have been invited to attend an Introduction to Flathead Valley Community College course which meets for three hours, one day per week, for an entire semester. This course is designed to orient new faculty and staff to the FVCC culture, policies, and procedures. New faculty and staff receive release time to attend this class as part of their teaching loads or regular work day. Faculty and staff become familiar with FVCC’s assessment methods, advising, the student database and faculty portal, technology available to FVCC faculty and staff, as well as the functions of all departments on campus. Each faculty member is assigned a mentor and begins their tenure portfolio as part of the course.

FVCC hired a faculty development and assessment specialist in January 2011 to oversee on-

campus faculty professional development specific to teaching and learning. This individual coordinates workshops, trainings, and brown bag discussions for both full-time and adjunct faculty through the Teaching Excellence Center. The goal of the faculty professional development program is to provide opportunities, leadership, and support for FVCC faculty to implement effective pedagogies, develop innovative curricula, and enhance student learning and engagement. Faculty members are provided opportunities to develop pedagogical skills in the following areas:

• Instructional strategies that promote student engagement; • Assessment of student learning; • Effective use of technology in teaching; • Syllabus and curriculum design;

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• Classroom management techniques; • Teaching community college students; and • Scholarship of Teaching and Learning.

In addition to the professional development sessions coordinated through the Teaching

Excellence Center, FVCC faculty and staff will occasionally hold brown bag seminars, lectures, or workshops for the purpose of professional development of FVCC employees. Also, the College has hosted the annual Best Practices in Higher Education in Montana Conference since May 2010. This two-day conference is sponsored by Montana TRIO programs and is attended by higher education professionals from across the state. A variety of sessions are offered that are of interest to faculty, administrators, student services, TRIO staff, tribal college educators, and high school counselors. Several FVCC employees present and/or attend sessions each year.

FVCC also employs an instructional technology specialist who provides training for faculty

specifically in online instruction. This person teaches two online courses, Developing Online Courses and Teaching Online Courses. All faculty members who plan to teach fully online courses or hybrid courses with a significant amount of the course content online are required to successfully complete these two courses during the semester prior to their online courses being offered. A variety of online tutorials on the use of FVCC’s online course management system are available to faculty.

Perhaps the most prominent development opportunities on the campus are provided to faculty

through paid sabbatical leaves. Each year, up to three faculty members who meet eligibility requirements, can receive paid leave for one or two semesters to pursue professional development opportunities. There often are additional external funding sources available for professional development opportunities.

Professional development leave is available to all full-time exempt, professional, and

administrative employees who have completed six consecutive years of employment. Employees returning from professional development leave are reinstated to their former or equivalent positions.

Sufficient Qualified Faculty (2.B.4)

FVCC follows Montana Board of Regents policy on faculty qualifications. All faculty members employed at FVCC, both full-time and adjunct, meet qualifications appropriate to the type of courses being taught. The same standards apply to online or distance learning faculty. Transfer courses require a master’s degree or higher in the area of instruction, or a master’s degree in a closely-related field with nine graduate credits in the area of instruction. Non-transfer courses can be taught by faculty holding bachelor’s degrees. Credentials are verified by the Educational Services Department upon hiring a new faculty member. Instructors in career and technical programs are required to have the appropriate combination of practical experience and certifications and education equal to degree work as determined by industry standards and credentialing bodies.

FVCC is confident that it employs sufficient numbers of qualified faculty to meet its educational

objectives. Faculty job descriptions are on file for many areas of academic specialty and are reviewed or rewritten when positions fall vacant. Full-time faculty are generally engaged for advanced courses, and adjunct faculty numbers fluctuate on a semester-by-semester basis according to enrollment numbers, class size, and needs of students. Classes are evaluated individually for effective teaching ratios. The director of educational services is responsible for evaluating those needs. The use of adjunct faculty allows the College to keep introductory classes small by offering more sections of a popular class, provide backup for absent full-time faculty, and to teach advanced courses in specialty areas or during vacancies.



Faculty Workload (2.B.5) Faculty responsibilities and workloads are set by collective bargaining agreement (CBA) and

industry standards. Full-time faculty are contracted to teach a credit/contact hour load based on a 15 credit hour-per-semester system. The academic contract year ranges from 162 to168 days, including at least six days for student advising, In-service meetings, professional development, and committee and community service. Overload assignments are arranged by mutual agreement between the instructor and the vice president of instruction and student services. Full-time faculty members are eligible for pay-grade advancement after each additional 10 semester credits of applicable course work.

Currently, there are five divisions in the academic areas. Each division has a division chairperson

who is elected by the division members for a term of up to three years. Division chairs receive a stipend and are provided with six credit hours of release time as designated by CBA. Duties of the division chairperson are defined by CBA. In addition, the occupational trade programs faculty operates under the director of career and technical education.

Faculty committees work with administration to develop and oversee policies and procedures to

ensure the integrity and continuity of the academic programs. Division chairs and faculty senate leadership are members of Curriculum Committee. Full-time and adjunct faculty members participate on College Council. Faculty members also participate on committees such as Budget, Program Review, Distance Learning, and Safety.

Faculty Evaluation (2.B.6)

Pre-tenured Faculty Evaluation Newly hired tenure-track faculty members follow a three-year process that allows them to apply

for tenure. Each faculty member completes a portfolio and submits it to the Tenure Review Committee at the end of each of the first three years of employment. The Year One portfolio is due by June 1 of the evaluation period. Contents of the portfolio include philosophy of education, self-evaluation, and classroom evaluations. Classroom evaluations include student evaluations in all classes, Small Group Instructional Diagnosis (SGID, a method that provides feedback using small group topic discussion among students) in one class (both semesters), mentor observation (first semester), and Tenure Review Committee member class observation (second semester). After the portfolio has been submitted and reviewed, the Tenure Review Committee provides feedback to the faculty member. In addition the faculty member meets with the vice president of instruction and student services to discuss commendations, recommendations, goals for the next year, and any remediation.

The Year Two portfolio is due by June 1 of the evaluation period. Contents of this portfolio are to

include committee membership, professional development activities, reflection on the philosophy of education, reflective self-evaluation and classroom evaluations. Classroom evaluations include student evaluations in all classes (both semesters), SGID in one class (both semesters), Tenure Review Committee member class observation (first semester), and vice president of instruction and student services class observation (second semester). The feedback mechanism to the faculty member from the Tenure Review Committee and the vice president of instruction and student services is identical to year one.

The Year Three portfolio is due by September 15 of the fourth academic year of service. Contents

of this portfolio differ slightly from the previous two years. It must include external service activity, committee membership with committee chair evaluation, professional development activities, reflection on the philosophy of education, reflective self-evaluation, evaluation of one selected course’s materials, and classroom evaluations. Classroom evaluations only occur during the fall semester and include student evaluations in all classes with a SGID in one class, and a Tenure Review Committee member class observation in the second semester.




The Tenure Review Committee (TRC) provides probationary faculty with necessary guidance

and support to improve performance throughout the process, including yearly feedback. TRC reviews the three-year tenure submission portfolio and provides a recommendation to the vice president of instruction and student services by October 15 of the fourth academic year. The vice president of instruction and student services provides a recommendation to the College president by November 1, who then provides a recommendation to the Board of Trustees. The Board of Trustees makes tenure decisions at the November board meeting.

Post-tenured Faculty Evaluation

Tenured faculty members participate in the post-tenured faculty evaluation process. Each tenured faculty member is required to submit a completed portfolio every five years. Contents of this portfolio include self-evaluation, peer observation, year three vice president of instruction and student services classroom observation or small group instructional diagnosis (SGID), and student evaluations. Student evaluations are completed in the third and fifth year of the five-year cycle. Self-evaluations are to include instructional evaluation, College service, community service, and professional development activities. The portfolio is to be submitted to the vice president of instruction and student services by October 1 following the fifth year of the evaluation period. The vice president reviews the portfolio, meets with the faculty member before the end of the fall semester and provides commendations and recommendations, which may include remediation and/or targeted plans for professional development. The Faculty Personnel Committee is notified when all conferences are complete. If no remediation is required the portfolio is returned to the faculty member and a new cycle begins.

Adjunct Faculty Evaluation

Under the direction of the vice president of instruction and student services, division chairs are responsible for the evaluation of the adjunct faculty in their division. Each adjunct faculty member is required to provide a course syllabus to the Educational Services Department each semester. Student evaluations are conducted each semester the adjunct faculty member teaches. Classroom observation is completed in the first semester, and upon satisfactory review, every sixth semester thereafter. Each faculty member is required to provide a written self-evaluation to his/her division chair prior to classroom observation. The division chair reviews the evaluation document and holds a conference with the adjunct faculty member to provide commendations, recommendations, and remediation if necessary. If remediation is not required, the document is returned to the adjunct faculty member’s personnel file and a new cycle begins.

Continuing Education Faculty Evaluation

All new non-credit instructors are evaluated through a student evaluation form.




Education Resources (Standard 2.C) Appropriate Content and Rigor (2.C.1)

Flathead Valley Community College’s educational programs include transfer degrees, two-year career and technical degrees, workforce certificates, developmental education, and continuing education. These programs, wherever offered and however delivered, are consistent with the College mission and contain appropriate rigor and content. The College has developed policies, procedures, and assessment practices to review and verify mission alignment, content, and rigor.

New programs are reviewed by the Program Review Committee, Faculty Senate, Curriculum

Committee, FVCC Board of Trustees and, when appropriate, the Montana Board of Regents. Curriculum is reviewed for appropriate content, academic level, mission alignment, and clearly-defined student learning outcomes. Existing programs are reviewed by the Program Review Committee on a five-year cycle. Program review includes an analysis of student learning outcomes assessment, course syllabi, program accreditation, national test pass rates, enrollment and completion data, faculty qualifications, facilities and equipment, graduate employment data, and advisory committee minutes. The program review process is fully explained in the Institutional Assessment Plan (Appendix B). New programs are approved by the Curriculum Committee, FVCC Board of Trustees, and, when appropriate, the Montana Board of Regents.

Career and technical degree and certificate program directors meet with their program advisory

committees each year. Advisory committee input, the graduate student survey, and employer satisfaction surveys provide valuable feedback to program advisors/directors in terms of academic rigor, technical preparation, and alignment of program objectives. The student learning outcomes for each career and technical degree and certificate program are stated in the Academic Catalog, and on the College website. Each program is designed to be comprehensive in length for an entry-level position in the respective field of study. Numerous degree programs, particularly in the Health Sciences Division, have national program accreditations that ensure rigor and adherence to professional standards.

Expected Learning Outcomes (2.C.2)

FVCC identifies and publishes expected student learning outcomes for its programs and degrees in the Academic Catalog. Each credit course has student learning outcomes that are approved by the Curriculum Committee and listed on the approved course profile. Faculty members are instructed to include these student learning outcomes in the course syllabus distributed to each student. Information on developing the course syllabus is provided in the Faculty Handbook and at faculty orientation.

The goal of general education at FVCC is to prepare students for transfer while developing the

breadth and depth of intellect to become more effective learners. The general education curriculum is organized into eight categories (writing, communications, mathematics, humanities, social sciences, natural sciences, global issues, and fine arts). Each general education category has a broad student learning outcome. At the Fall 2011 faculty In-service, faculty met in groups according to each general education category and articulated learning outcome statements for each category and the components of these learning outcomes, which serve as evaluation criteria. The components identify what to look for in student work in order to determine whether or not students are meeting the outcomes.

The goal of related instruction at FVCC is to prepare students for productive careers by

developing skills in the areas of communications, computations, and human relations that align with and support program specific outcomes. Related instruction courses are embedded within the Associate of Applied Science (AAS) and Certificate of Applied Science (CAS) program curricula and are organized into three categories (communication, quantitative literacy, and interactions). The Academic Catalog lists








the student learning outcomes for each career and technical degree and certificate program and the components associated with each related instruction requirement. Program flyers, which are printed for each career and technical program, also list the program outcomes.

FVCC is a participant in Montana’s statewide transfer initiative and Common Course Numbering

Project. All undergraduate courses in Montana public colleges and universities that have at least 80% common learning outcomes will share the same course titles, prefixes, and numbers. All courses that undergo the common course numbering process are posted online. The common course learning outcomes for each course are displayed on the Montana University System website, which is accessible to the public.

Awarding of Credit and Degrees (2.C.3)

Awarding of credits is based on documented achievement of student learning outcomes. All credits and degrees are awarded according to institutional policies published in the Academic Catalog. Course prerequisites and degree requirements for each degree are also clearly stated in the Academic Catalog. All degrees and certificates meet the definitions and requirements of the Montana Board of Regents consistent with similar programs offered elsewhere in Montana’s public colleges and universities.

Advisors work with each student to ensure that the degree plan meets all institutional policies and

requirements. When a student applies for graduation, the registrar/admissions coordinator reviews and determines whether all graduation requirements have been met and certifies completion. Student appeals regarding completion of a graduation requirement are reviewed by the Curriculum Committee.

Degree Program Design (2.C.4)

The Associate of Applied Science (AAS) degree is a career and technical degree and is the only degree FVCC awards with an area of emphasis. To earn an AAS from FVCC, students must meet the following requirements: 1) complete a minimum of 64 semester credit hours; 2) maintain a minimum final cumulative grade point average of 2.0; and 3) earn at least 20 semester credits from FVCC. To earn an AAS in Practical Nursing, students must complete a minimum of 50 semester credit hours. In addition to the technical program requirements, each AAS degree also requires coursework in three related instruction categories: communications, interactions, and quantitative literacy, which are built into the program listings. A Certificate of Applied Science (CAS) requires a minimum of 30 semester credits for completion. The three related instruction requirements are embedded within CAS program curricula.

The Associate of Arts (AA) and Associate of Science (AS) are general transfer degrees. Each

degree indicates that the student has completed a course of study equivalent to the first two years of a bachelor’s degree. These degrees do not officially include a major or minor course of study, with the exception of the Associate of Science in Nursing (ASN). To earn an AA or AS, a student must meet the following requirements: 1) complete a minimum of 60 semester credit hours (100 level or above); 2) maintain a minimum final cumulative grade point average of 2.0 and a grade of C- or better for all general education core requirements; 3) earn at least 20 semester credits from FVCC with the final 10 credits earned at FVCC; and 4) satisfy the general education core (31+ credits). The graduation requirements and courses that satisfy each general education requirement are clearly listed in the Academic Catalog. Per Montana Board of Regents policy, any FVCC student completing all FVCC general education core requirements can transfer to any institution within the Montana University System and be guaranteed the lower division general education core requirements for that institution have been met.

New degree program proposals are reviewed by the appropriate division, Program Review

Committee, Faculty Senate, Curriculum Committee, FVCC Board of Trustees, and Montana Board of Regents (for certificates of more than 29 semester credits). Review includes need for the programs,




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anticipated student demand, impact on existing programs, proposed curriculum and program level student learning outcomes, resources required, and student learning outcomes assessment. Career and technical programs are developed in partnership with industry representatives who provide input through advisory committees. Program requirements, wherever and however delivered, are the same.

The Academic Catalog lists the specific degree requirements and specific semesters students

should enroll in each course to graduate in a timely manner for all career and technical programs. Additionally, the course descriptions, listed in the back of the Academic Catalog, indicate the semester(s) each course is offered. For students wishing to transfer with AA or AS degrees, several pages in the Academic Catalog are devoted to suggested courses of study for various majors and receiving transfer institutions. As with the career and technical programs, the transfer pages also outline a recommended list of courses for each year or semester.

Requirements for admission and graduation are clearly outlined in the Academic Catalog and on

the College website.

Faculty Role in Curriculum Development (2.C.5) Faculty exercise a major role in the design, approval, and implementation of the curriculum

through their participation in course and program development, division meetings, Faculty Senate, the Curriculum Committee, and Program Review Committee.

The Curriculum Committee establishes academic policies and procedures for the College and

approves all program and course proposals and revisions. The committee meets monthly and is co-chaired by the vice president of instruction and student services and the Faculty Senate president. Additional committee members include the division chairs, a representative from the Learning Center, Faculty Senate vice president, director of extended learning, and a representative from Student Services. Additional non-voting faculty/staff often attend meetings. Curriculum Committee information, including minutes and course and program approval forms, is found on the College website.

Faculty plays an active role in the selection of new faculty by identifying faculty needs at division

meetings, by assisting with the prioritization of faculty needs (through the Division Chair Committee, led by the vice president of instruction and student services) for submission to the president, and by serving on selection committees for new faculty members. Selection committees for full-time faculty are typically comprised of five members, including one faculty member from outside of the division, one non-faculty representative, the division chair, and two faculty members from within the division. The selection committee is typically chaired by the division chair.

Full-time faculty members play an active role in the selection of adjunct faculty. Upon receiving

the application materials (cover letter, resume, application, and transcripts), Human Resources forwards the packet to the director of educational services for initial screening and verification of meeting minimum qualifications for faculty at two-year colleges per Montana Board of Regents’ Policy 730. Files of applicants meeting minimum qualifications are stored in the prospective adjunct files in educational services. As a need arises, the division chair or appropriate full-time faculty member will interview the prospective instructor before extending an offer to teach.

Faculty members have the primary responsibility for the assessment of student learning outcomes

at the course and program levels. In addition, faculty members play a significant role in assessment efforts on campus through service on the General Education Team and through participation in assessment training, In-service assessment activities, and new faculty training. The General Education Team provides leadership for student learning outcomes assessment in general education by reviewing the general education outcome statements and the components of each outcome, providing guidance to




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faculty members, collecting and making public the results of assessments, and presenting suggested changes to the general education curriculum to the Curriculum Committee.

The Teaching Excellence Center on campus provides best practices resources for course

development and assessment practices. In January 2011, the College hired a faculty development and assessment specialist who is charged with providing assistance to faculty in all assessment activities. This individual, who comes to the position with full-time college teaching experience, works with faculty on course and program development and provides advice and support to the Program Review Committee and General Education Team. Part of the curriculum review process includes a review of student learning outcomes by the faculty development and assessment specialist before a new or revised course profile is submitted to the Curriculum Committee. In addition, the assessment specialist is coordinating the development of the College’s new online assessment software, WEAVE, and assisting faculty with the organization and input of information into the new system.

Integration of Library and Information Resources (2.C.6)

The FVCC library solicits input from all faculty members at the beginning of each semester regarding instructional needs for its bibliographic collection. Library staff members provide literacy information and instruction in the usage of library resources to classes and instructors as requested. The number of sessions has increased from 28 in 2006 to 58 in 2010. Additionally, library staff members have crafted specific scavenger hunt exercises to challenge students in various classes to sharpen their information searching skills. The staff members tailor these exercises to fit the individual instructor’s methodology and/or discipline.

FVCC library staff has expanded its role in the delivery of these sessions to include both library

site visitation and instruction and classroom presentations featuring screen shots of its various online periodical databases and discussions on how these can benefit student learning processes. The result has been a steady and gradual increase in the number of online retrievals on the various vendor-based services. Specifically, the library experienced 17,501 retrievals in 2010; 6,607 in 2009; 10,449 in 2008; 12,073 in 2007; and 11,639 in 2006.

The College librarian is an FVCC faculty and Faculty Senate member, and teaches a Montana

History class each year. This facilitates the partnership between library personnel and faculty, ensuring that information resources are integrated into the learning process.

Students at the Lincoln County Campus (LCC) utilize the Lincoln County Library whose director

is an FVCC adjunct faculty member. Lincoln County Library staff members explain the resources, which include all FVCC online vendor-based subscriptions available to LCC students. Lincoln County Library also is a member library of the Montana statewide consortium. All bibliographic records within the consortium are available to 133 member libraries, including the FVCC library.

Credit for Prior Experiential Learning (2.C.7)

Credit for prior experiential learning and work experience is outlined in the Academic Catalog. A student who believes he/she possesses skill proficiency due to work experience can request a substitute course or can register and pay for a course challenge. For a course substitution, the appropriate faculty reviews the student’s credentials that support proficiency, and if satisfied the student meets the class requirements, the faculty member can approve a substitute class of equal or greater academic or technical content to be completed in substitution for the required class. This can include independent study course offerings. For course challenges, the appropriate faculty member for the class approves a challenge criteria equivalent to a final test, project, and/or skill performance test. The course challenge form is available on the College website or in front of Admissions and Records Office.

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Transfer of Credit (2.C.8) The acceptance of transfer credits is summarized in the Academic Catalog and on the College

website. Policy and procedures are outlined for the general transfer of credits, outdated coursework, general education core transfer appeal process, and minimum course grades (consistent with Montana University System policy 301.5).

Upon receipt of a student’s official transcripts from other institutions, the FVCC Admissions and

Records Office staff evaluates the transcript and provides written notification of the credits accepted. An appeal process is provided for students disputing a decision regarding the acceptance of transfer credits. The appeals policy and procedure are outlined in the Academic Catalog.

FVCC maintains regular contact with other Montana colleges and universities to accommodate

changes in curriculum and programs in order to provide a smooth transfer to upper-division coursework. Written transfer agreements with all six Montana University System institutions, as well as many other colleges and universities, are available from advisors or in the Admissions and Records Office.

Students who complete the FVCC general education core requirements can transfer to any

institution within the Montana University System and be guaranteed the transfer institution’s lower division core requirements have been met. In addition, the Montana Common Course Numbering Project, while not complete, has increased the ease of transfer for students in Montana.

Undergraduate Programs

General Education and Related Instruction (2.C.9) The goal of general education at FVCC is to prepare students for transfer while developing the

breadth and depth of intellect to become more effective learners. This goal is best articulated by the Montana University System Core Curriculum (MUS Core). Students enrolled in MUS Core courses may transfer up to 30 semester credits to participating Montana institutions. Because of this statewide agreement, the general education curriculum at FVCC follows the direction of the Montana University System’s General Education Council. This council has outlined the goal of general education and its importance in undergraduate education after the Association of American Colleges and Universities (AACU) Liberal Education and America’s Promise (LEAP) Essential Learning Outcomes. Using the MUS Core Curriculum as a guideline, FVCC developed criteria for its general education courses. These criteria are used to determine which courses are included in the general education curriculum. The FVCC general education core criteria were most recently reviewed and approved by the FVCC Curriculum Committee in April 2011.

The general education core curriculum provides an integrated course of study comprised of

writing, communications, mathematics, humanities, social sciences, natural sciences, global issues, and fine arts. Each general education category has a broad student learning outcome (Table 1). At the Fall 2011 faculty In-service, faculty met in groups according to general education category and articulated learning outcome statements for each category and the components of these learning outcomes, which serves as evaluation criteria. The components identify what to look for in student work in order to determine whether or not students are meeting the outcomes.

Table 1. General education categories and outcomes General Education Category

Outcome Statement Students will be able to . . .

Writing Demonstrate organization, coherence, and clarity in writing. Communications Evaluate purpose and audience to create well-developed, supported, and








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stylistically fluent responses. Mathematics Use mathematical techniques to problem solve. Humanities Examine the nature of human experience and/or artistic expression. Social Sciences Evaluate the legitimacy of multiple perspectives to reach an informed conclusions. Natural Sciences Apply scientific concepts and methods of inquiry.

Global Issues Demonstrate awareness of themselves as a member of a multicultural global community.

Fine Arts Examine the role of the Arts as a reflection of culture. As a part of the requirements to earn an AA or AS degree, a student is required to complete 30+

credits (100 level and above) of general education core courses comprised of: writing (3 credits); communications (3+ credits); mathematics (3+ credits); humanities (6+ credits); social sciences (6+ credits); natural sciences (6+ credits); global issues (3+ credits); and fine arts (3+ credits for the AA degree). The Academic Catalog defines and describes what a course must include in order to meet the general education requirements in each area and lists the courses approved as meeting those requirements for both AA and AS degrees.

The transferable core for both AA and AS degrees supports FVCC’s institutional goal to deliver

high-quality and relevant education. FVCC also provides the opportunity for students to complete the Montana University System Transferable Core (MUS Core), which allows them to transfer to any institution within the Montana University System without being required to take additional general education courses at the lower-division level. The MUS Core is comprised of 30 credits and includes: six credits of natural sciences (at least one of the classes must have a laboratory experience); six credits of social sciences/history; three credits of mathematics; six credits of communication (both written and oral); six credits of humanities/fine arts; and three credits of cultural diversity. The general education courses are easily identified by the designators following the course number found in the course descriptions in the Academic Catalog and listed in the online class schedule on the College website.

As a part of the requirements to earn a CAS or an AAS degree, students are required to complete

three related instruction requirements, which are built into the following program listings: communication, interactions, and quantitative literacy. The requirements for the AAS and CAS programs can be found in the Academic Catalog, along with the specific courses meeting the related instruction requirements and outcomes. Learning outcomes for each related instruction category were defined by faculty during the Fall 2011 faculty In-service (Table 2).

Table 2. Related instruction categories and outcomes Related Instruction

Category Outcome Statement Students will be able to . . .

Communication Express, interpret, or modify ideas to communicate effectively. Quantitative

Literacy Understand and apply quantitative concepts and reasoning using numerical data.

Interactions Collaborate effectively with others in complicated, dynamic, and/or ambiguous situations.

General Education Assessment (2.C.10)

General education assessment at FVCC includes assessment of the general education core curriculum for AA and AS degrees, which is organized into eight categories with a required number of credits from each category (categories listed in Table 1 above). The overall structure of FVCC’s general education assessment system is shown in Figure 1.



During the Fall 2011 faculty In-service, faculty established a broad learning outcome for each general education category (Table 1). These outcomes integrate the previously adopted College-wide abilities within the general education curriculum. The College-wide abilities were used as a reference to develop the components of each outcome. Faculty teaching general education courses within a category agreed on the components, which serve as evaluation criteria. The components identify what to look for in student work in order to determine whether or not students are meeting the outcomes. It is important that faculty agree on the criteria by which students will be evaluated in order for courses within one general education category to assess for the same outcome using the same criteria.

Figure 1. The structure of general education assessment at FVCC, illustrates the relationship to

the College mission statement and core theme of transfer preparation. Each outcome may have several components, which may be demonstrated by a single learning object, though several learning objects may be evaluated for each outcome.

Each course within the general education core provides instruction on the general education

learning outcome for the category under which the course is listed. Each of the outcomes is assessed every semester. Assessment methods vary by area and may include scoring common assignments according to a rubric, using student surveys assessing their learning experiences, and/or evaluating student performances according to a rubric.

A General Education Team of five faculty members oversees the assessment of the eight general

education learning outcomes (Table 2).

Table 3. General Education Team member responsibilities Member 1 Member 2 Member 3 Member 4 Member 5

Writing Mathematics Humanities Social Sciences Natural Sciences Communications Fine Arts Global Issues

Mission

Core Theme: Transfer Preparation

General Education Goal

Learning Object

Outcome 1 Outcome 2

Component

Component

Component

. . . etc.


Faculty members are appointed to the General Education Team by the Faculty Senate Board of Directors, subject to approval by the vice president of instruction and student services. Faculty members serve three-year terms, and membership is staggered to ensure continuity among new and returning members. The faculty development and assessment specialist serves as the committee chairperson. The Learning Center selects a representative to attend General Education Team meetings and act as a liaison to the Learning Center.

The General Education Team is responsible for the following:

• Reviewing the general education/related instruction outcome statements and components of each outcome;

• Compiling and reviewing general education assessment results; • Sharing results of assessment cycles with faculty; providing support as needed; • Reviewing the general education curriculum and proposing changes to the Curriculum

Committee; and • Formally reviewing each general education category with faculty every three years.

Each general education category is formally reviewed by the General Education Team on a three

year cycle. The General Education Team member for the category being reviewed works with the assessment specialist to compile the assessment results and compose a summary report. This report is distributed to instructors of courses within that category, and a copy is sent to the vice president of instruction and student services. The assessment specialist holds a meeting with the appropriate faculty during Fall In-service to discuss the report and recommend actions. Minutes from this meeting are recorded in WEAVEonline and distributed to the appropriate faculty members and the vice president of instruction and student services.

The Curriculum Committee reviews new and revised general education courses to ensure they

meet the general education core criteria and address the general education student learning outcomes. The learning outcomes are reviewed by the academic division and the faculty development and assessment specialist before being submitted to the Curriculum Committee. Course profiles are available on the College Ethernet system (campus-shared storage computer drive) for all instructors who teach a specific course and course learning outcomes are entered in WEAVE.

Through the program review process, general education assessment data is reviewed for each

transfer discipline on a five-year cycle with recommendations for improvement made to the Curriculum Committee and the appropriate division.

Related Instruction Assessment (2.C.11)

Related instruction assessment includes assessment of the related instruction student learning outcomes for CAS and AAS programs, which are organized into three categories (Table 2). The overall structure of the College’s related instruction assessment system is shown in Figure 2.

The goal of related instruction is to prepare students for a productive career by developing skills

in the areas of communications, computations, and human relations that align with and support program specific outcomes. Related instruction courses are embedded within the AAS and CAS program curricula and are organized into three categories, each with a broadly defined student learning outcome (Table 2).

Each course within a related instruction category provides instruction on the learning outcome for

the category under which it is listed. Each of the outcomes is assessed every semester. Assessment methods vary by area and may include scoring common assignments according to a rubric, using student



surveys assessing their learning experiences, and/or evaluating student performances according to a rubric.

Figure 2. The structure of related instruction assessment at FVCC, illustrates the relationship to the College mission statement and core theme of workforce preparation. Each outcome may have several components, which may be demonstrated by a single learning object, though several learning objects may be evaluated for each outcome.

The three related instruction learning outcomes are formally reviewed within the context of CAS

or AAS programs during program review. The Program Review Committee reviews all CAS and AAS programs on a five-year rotation. Program Review Committee recommendations are forwarded to the Curriculum Committee and the vice president of instruction and student services for action.

Upon hiring new faculty, division chairs are asked to evaluate credentials and complete the Full-

time/Adjunct Faculty Credential Approval form, in support of Montana Board of Regents’ Policy 730. This policy requires that “faculty who teach related instruction or developmental course work need not have a master’s degree, but must have a bachelor’s degree in the teaching field or a closely related discipline.” A credential approval form is signed by the division chair and maintained in the faculty file.

Continuing Education and Non-Credit Programs

Credit and Non-Credit Continuing Education (2.C.16) FVCC offers non-credit continuing education and adult basic education programs appropriate to

its mission and the needs of area residents and employers. Community education is one of the College’s four core themes.

Mission

Related InstructionGoal

Learning Object

Outcome 1 Outcome 2

Component

Component

Component

. . . etc.

Core Theme: Workforce Preparation



The Continuing Education Center (CEC) offers personal and work-related classes to enrich and

provide opportunities for lifelong learning and skill development. Offerings vary each semester and address a variety of topics including arts and photography, astronomy, culture and history, language, communications and writing, finance, fitness and health, cooking, dance, home and family, education, music, recreation, general computer skills, and specific applications such as bookkeeping, computer security, digital photography, and website development software.

In addition, workforce training offers open enrollment workshops in the areas of business

management, employee relations, and technical skills. Contract training is arranged for regional employers to address their particular needs through workshops or classes delivered on campus or at the workplace. Non-credit continuing education such as renewal units for teachers to maintain certification, is offered for working professionals.

CEC courses are non-credit and offered on a self-support model. CEC non-credit courses are

taught by adjunct instructors who have specialized experience or industry certification. Consistent with the College’s mission to provide lifelong learning opportunities for the community, the CEC provides Kid’s College (Kiddie College on the Lincoln County Campus) in the summer, community lectures, workshops, and events for all ages.

The FVCC Adult Basic and Literacy Education (ABLE) program offerings include adult basic

education (ABE), general education development (GED) and English as a second language (ESL) classes. Students are placed in the appropriate classes based on the Test of Adult Basic Education (TABE) or BESTPlus for ESL students. Classes are free of charge. The ABLE course offerings are supported by a combination of federal, state, and local funds. FVCC is an approved GED testing site on both its main and Lincoln County campuses.

The Adult Learning Center currently has eight adjunct faculty teaching at five locations in

Flathead and Lincoln counties. The main site is on the College’s Kalispell campus, plus an extension site at its Lincoln County Campus. As these courses are at high school level or below, they are all non-credit. Enrollment records are maintained through the Montana Adult Basic and Literacy Education (MABLE) database, which is maintained by the Montana Office of Public Instruction.

Continuing Education and Academic Quality (2.C.17)

CEC courses are taught by adjunct instructors who have specialized experience or industry certification in the subject area. Instructors are highly involved in course development. Non-credit courses are typically more focused and shorter in duration than credit courses. The Continuing Education Curriculum Committee composed of CEC staff members reviews and recommends courses to be offered. New courses are evaluated at the course conclusion. Additionally, computer and business courses are evaluated each time they are offered.

FVCC credit courses are all approved through the academic division and the Curriculum

Committee and meet the same requirements, regardless of how delivered and where offered.

Continuing Education Units (2.C.18) Continuing Education Units are offered by the Continuing Education Center at Flathead Valley

Community College. The Continuing Education Unit (CEU) is a nationally-recognized unit of measure for non-credit continuing education programs. It is used to document learning that differs from traditional academic learning experiences and has become vital as a means of determining the value of learning experiences in continuing education and training. The programs meet quality standards, including course content, instructors, and materials. They are awarded according to guidelines from the professional


association or agency from which the participants seek certification. When requested, the Continuing Education Center provides documentation meeting the requirements (attendance records, course outlines, instructor qualifications, course evaluations, and evidence of student attainment of identified learning outcomes) of the CEU-accepting organization.

Additionally, renewal units for educators are awarded for attendance at special workshops that are

of interest to educators. These are offered with approval from the Montana Office of Public Instruction for teacher certification renewal. Annual provider status is continued upon complete reporting of all activities for the period of July 1 through June 30 of each year.

Continuing Education Records (2.C.19)

The Continuing Education Center uses its own student manager software, ACEware. The software contains the database of courses offered and students enrolled. Reports are generated as needed in the areas of accounting, demographics, courses, and registrations. Students may request Continuing Education transcripts to document continuing education units (CEUs) earned. Instructor application materials and course descriptions are kept on file in the Continuing Education Center.


Student Support Resources (Standard 2.D) Learning Environments (2.D.1)

Over the course of the past few years, the Kalispell campus has transformed from institutional white walls and sterile linoleum floors to inviting carpeted floors and warm-colored walls with study nooks, comfortable chairs and tables throughout many of the buildings, creating an inviting learning environment both inside and outside of the classroom. In addition, recent remodel projects include the Blake Hall foyer, Learning Resource Center (LRC) foyer, Eagle’s Nest cafeteria, bookstore, the Language Arts Lab, the Scholars wing and student lounge. A prominent feature and focal point of the LRC foyer is an art display proposed and created by students in the Spring 2010 tile making course. Study areas include computers and/or wireless Internet access. The College is studying expansion of the remodel to the rest of campus, including the library and Ross Hall.

FVCC maintains a low faculty-to-student ratio by design, creating a classroom environment

conducive for student engagement. The capacity for most classrooms is 32 students whereas computer and science labs are designed for 20-24 students.

On the main campus, the Math Lab and Language Arts Lab are available throughout the weekday

with a full-time Math Lab assistant, full-time Language Arts Lab assistant, and part-time reading assistant who provides students with technical assistance on a drop-in basis or by appointment. The Math Lab is open on Saturdays throughout the academic year. Likewise, the Academic Reinforcement Center (ARC) Lab at the College Lincoln County Campus (LCC) is staffed throughout the week for students needing technical assistance.

Computer labs on the main campus are located in the Business and Social Sciences Building,

Science and Technology Building/Ross Hall, Arts and Technology Building, and Occupational Trades Building and are available for student use when classes are not meeting. Students at LCC also have access to two computer labs and wireless internet access in the student lounge and frequently visited coffee shop.

The FVCC library also provides a welcome environment conducive to studying. The Library

accommodates 98 students with its numerous tables, desks, couches, computer stations, and two study rooms. Additionally, students can access a current supply of textbooks on the reserve shelves for free. Similarly, through a partnership with the Lincoln County Library, faculty at LCC may request textbooks and supporting materials to be purchased on behalf of the College and made available for students at the library in Libby. Additionally, students may check out graphing calculators from the media center to use throughout the semester for various math classes.

FVCC also offers a broad range of classes to meet student needs and abilities. Classes range from

remedial courses to transferable 100 and 200 level courses, honors courses, and a number of 200-level courses that articulate to 300-level courses at the Montana four-year universities. Faculty enhance classroom instruction, regardless of course level, in a variety of ways including collaboration (i.e. learning communities and team teaching), supplemental instruction, online enhanced face-to-face courses, and the incorporation of new equipment and technologies in the classroom. In Fall 2011, 97 course sections of traditional, face-to-face classes were online-enhanced. Carl Perkins, TRIO, and Title III grants have played a key role in the development and coordination of learning communities and supplemental instruction opportunities for faculty and students. The number of learning communities offered has increased from three cohorts in Fall 2008 to seven in Fall 2011 supporting undecided, developmental, nursing, culinary arts, pharmacy technology, and engineering majors.


Each semester, the Equipment Fee Committee, comprised of the division chairs, director of educational services, and vice president of instruction and student services, meets to review and prioritize proposals that will enrich classroom experiences with up-to-date equipment through funds collected through the student equipment fee. Recent purchases include: smart pens for students with learning disabilities; an IV training arm and laptop computers for the medical assistant program; medical instruments for the surgical technology program; a milling system for the goldsmithing and jewelry arts program; centrifuges for the biology program; a stream bottom view bucket for the natural resources program; plasma cutters for the welding program; and digital cameras for photography students.

Creating an effective learning environment also extends to online classes. The College typically

offers over 150 fully online or blended and enhanced courses per semester. During fiscal year (FY) 2011, the College experienced a 4% enrollment increase in online full-time equivalent (FTE) representing a 16% increase in online enrollments from the previous fiscal year. Although a student services widget existed on the Desire-to-Learn (D2L) site on the site’s launch date, a survey conducted in Spring 2010 indicated that students did not use the widget before starting their online courses or when they could not solve their problems. As a result, the eLearning Committee/Title III Distance Learning Committee supported the development of a mandatory tutorial for online students. During Summer 2011, four faculty members piloted the 90-minute tutorial requiring students to achieve 80% proficiency before being able to access and begin their online courses. The Title III Distance Learning Committee reviewed the data from the Summer 2011 tutorial pilot and made two recommendations for FY 2012:

1. The tutorial would not be mandated in every class that uses D2L (online or blended and enhanced courses) until the technology is developed to ensure that students who have taken and passed the tutorial are not required to take the tutorial each time they take an online class; and

2. The tutorial is made available to students without the mastery tests.

In response to the second recommendation, the Extended Learning Division now houses the tutorial on the online education pages of the website providing open access to all FVCC students. It also has posted an announcement, including a link to the tutorial, on every student’s D2L homepage encouraging students to view the tutorial if they were taking online classes for the first time and to use the tutorial as a reference while taking classes. The announcement includes a link to the tutorial; and posted the tutorial announcement on the College’s Facebook and Twitter pages. Faculty using D2L were given the option of having the tutorial posted in their course content for student access without the mandated mastery tests. Student Safety and Security (2.D.2)

The main campus has a campus-wide emergency alert system that can be heard both inside and outside of all buildings. The Lincoln County Campus (LCC) also utilizes a system to alert faculty and staff. Recently, the College launched an additional emergency notification system that communicates instantaneous alerts to students, faculty, and staff at both campuses. Additional safety and security measures are in place.

The College works diligently to provide safe learning and working environments for students and

employees on both campuses. During hours of operation, the maintenance staff and custodial staff serve as ex-official security escorts, maintaining a campus presence before the first class begins and long after the last classes concludes. Each maintenance staff and custodial staff is accessible by cell phone. On occasion, the College will hire plain-clothed law enforcement officials to monitor potentially controversial events, meetings, forums, and activities. All buildings on the Kalispell campus are secured before and after normal hours of operation. Similarly, the campus doors are locked before and after normal hours of operation at LCC.

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The 12-member Safety Committee meets monthly to identify and address campus safety and security issues, review comments submitted in the safety suggestion box, educate students and employees of safety issues, and physically walk through each building on a rotating basis to identify potential safety issues. A Command Team led by the safety committee chair is responsible for preparing for potential campus incidents, managing emergency situations, and analyzing opportunities for improvement. Often, sectionals during the annual College-wide In-service include a session on dealing with difficult students, diffusing hostile situations, or reviewing the College emergency plan.

The College complies with reporting requirements of the Clery Act. Crime statistics are readily

available from the dean of students in student services, the director of physical facilities, and the executive director of institutional research, assessment and planning, and on the College website. Although crime statistics are updated annually and readily available at the offices specified above, the most current report has not always been posted on the College website. Recognizing a consistent need for transparency, the crime statistics will be current and easier to find effective summer 2012.

Recruitment, Admission and Matriculation (2.D.3)

FVCC is an open enrollment campus that offers remedial coursework, 100 to 200 level courses, and The Scholars Program at FVCC, as well as a handful of courses that articulate to 300 level courses through the statewide common course numbering initiative supporting over 50 career and technical education degrees and certificates and limitless transfer options. Students 16 years of age and older are eligible to apply for admission to FVCC with a high school diploma or GED. Prospective students without either credential may be admitted to FVCC per the “ability to benefit” guidelines. The Running Start program provides students the opportunity to earn college credits while in high school. Running Start students must place into college-level courses according to appropriate achievement on the COMPASS or ASSET placement assessment.

Recruitment efforts extend across Montana during the annual three-week Montana Postsecondary

Educational Opportunities Council (MPSEOC) tour in the fall with additional emphasis of FVCC’s main service region and neighboring counties throughout the year. Annually, for the past four years, FVCC has organized the county-wide College for a Day event geared for 900 high school juniors. In Spring 2011, a series of smaller customized College for a Day events were offered to area high schools located outside Flathead County. Throughout the academic year, the College recruiter visits neighboring high schools and hosts numerous campus visits and tour groups year round. A variety of other events coordinated and held on campus each year (i.e. Service Learning’s Seussville University, Continuing Education’s Kids College), indirectly assists with recruiting future students to FVCC.

The College also receives funding from various grants which play a role in recruiting and

retaining students within certain populations and majors. Targeted programs include two TRIO grants (Upward Bound and Student Support Services), a Community Based-Job Training grant through the U.S. Department of Labor (Strengthening the Indigenous Nursing and Emergency Workforce), two National Science Foundation grants (for a new biotechnology transfer program and EnGIneering Flathead’s Future: A project for Veterans interested in engineering, computer science, alternative energy, electrical, construction or welding careers).

Recruitment materials, including the Academic Catalog and College website, accurately portray

FVCC and list programs of study available. Restricted entry program requirements are clearly stated in the Academic Catalog, on the College website, in program brochures and corresponding application materials. Prerequisite requirements are set to ensure students abilities to benefit and succeed. Or, in the case of partnering facilities, background checks and/or additional immunization requirements ensure students will be accepted for placement at the facilities prior to the students beginning to invest their time and money into programs. Restricted-entry programs and classes include nurse’s aide training, culinary

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arts, medical assistant, paramedicine, practical nursing, radiologic technology, surgical technology, health information technology, and pharmacy technology.

Graduation and program requirements are clearly stated in the Academic Catalog, program

brochures, and on the College website. Students and faculty can complete degree audits with a click of a button in the student and faculty portals accessible anytime, anywhere for the following: Associate of Arts, Associate of Science, Business Administration Associate of Applied Science, Criminal Justice Associate of Applied Science, Culinary Arts Associate of Applied Science, Electrical Technology Associate of Applied Science, Goldsmithing and Jewelry Arts Associate of Applied Science, Graphic Design Associate of Applied Science, Paramedicine Associate of Applied Science, Radiologic Technology Associate of Applied Science, Surgical Technology Associate of Applied Science, Welding and Inspection Technology Associate of Applied Science, Business Administration Certificate of Applied Science, Electrical Technology Certificate of Applied Science, Graphic Design Certificate of Applied Science, Personal Trainer Certificate of Applied Science, Auto Body Technology Certificate, Gerontology Certificate, Health Information Technology: Implementation and Maintenance Specialist Certificate, Patient Relations Specialist Certificate, Pharmacy Technology Certificate, and Welding Technology Certificate. Degree audits will be available for all certificates and degree programs by the end of 2012.

All incoming degree-seeking students without math or English transfer credit must take the

COMPASS or ASSET assessment to determine appropriate placement in college-level courses upon applying for admission to the College. The placement assessment is available at both campuses, free of charge. Immediately following the assessment, a Learning Center advisor reviews the placement scores and completes a college success plan which maps out the student’s curricular pathway. As the advisor completes the success plan with the student, the advisor discusses auxiliary services and resources available including the Language Arts lab, tutors, transfer advising, learning communities, new student orientation, and program requirements. The student will receive a copy of the success plan, while the original is scanned in the Learning Center to be filed with the student’s new student orientation packet and stored electronically in the student’s records. At LCC, the coordinator of student services, extended learning, the director of extended learning/Lincoln County Campus, or one of the two full-time faculty will review the placement scores, provide academic advising, and discuss relevant services, deadlines, and program requirements to the prospective student.

All new degree- or certificate-seeking students must attend a new student orientation to register

for classes prior to general registration. New student orientation (NSO) was revamped in Summer 2010. Instead of offering four large, arena-style orientations, the College now offers 15 smaller new student orientation sessions capped at 45 students throughout the summer. To ensure students receive the same information at each orientation, all NSO advisors must attend one of two advisor training sessions each summer prior to NSO. Students attending NSO are introduced to College policies and procedures, program and graduation requirements, deadlines, and campus resources. The coordinator of student services, extended learning organizes a similar NSO on the Lincoln County Campus. “College Success Strategies” and “Transition to College”, two optional courses (except for students in the pharmacy technology and culinary arts programs), also orient new students to the College.

At week six, each student receives a postcard in the mail indicating his/her academic advisor.

This card includes the advisor’s photograph, email, phone number, and office location. The student is encouraged to contact his/her advisor to schedule an appointment.

For the first time in Fall 2011, copies of the Student Handbook were made available to students

for free, both on the College website and in hardcopy format throughout both campuses. Students were notified of the availability of the Student Handbook through new student orientation announcements, e-



Advisor Weekly, Privy Press, and campus-wide email. The Student Handbook contains important information regarding College policies, campus resources, pertinent deadlines, and the Academic Calendar. The Academic Catalog is available to students in the Learning Center, Admissions and Records Office, Student Services Office at LCC, and on the College website.

Program Elimination (2.D.4)

Whenever significant curriculum changes occur or a program moves into moratorium or elimination as a result of recommendations from program review, Curriculum Committee, or a career and technical advisory committee, the academic advisor for the respective program notifies the students in the program of the changes and the relevant timeline. Most importantly, the advisor develops a plan of study for each student to complete the program in a timely manner. The most recent examples of programs being placed in moratorium or eliminated occurred in Spring 2011 as a result of the program review process. After considering the program review’s analyses and recommendations, the Curriculum Committee voted to place the Customer Service Certificate in moratorium and eliminate the Marketing/Sales Certificate effective Fall 2011 partly due to the fact that less than five students had graduated from either program since its inception.

All curriculum changes must be approved by the Curriculum Committee, comprised of faculty,

Learning Center advisors, and a representative from Student Services. The Admissions and Records staff members are apprised of changes and assist program advisors in alerting students of the changes as needed or requested. Program moratoriums and eliminations are announced when appropriate in e-Advisor Weekly which is updated every Monday afternoon.

Program changes and moratoriums are noted in the Academic Catalog as well as on the College

website in the respective program pages. Since the Academic Catalog is a student’s contract when he/she begin his/her education at FVCC, the student has a right to use the initial catalog for up to five years prior to graduation. If a student opts to use a catalog still in effect prior to the significant change(s), the advisor will work with the student to identify appropriate course substitutions or directed study courses. If a student was enrolled more than five years before his/her graduation, the student must select a catalog program in affect during the five year period prior to his/her expected graduation.

Current and Accurate Information (2.D.5)

The College strives to publish accurate, complete information to prospective and current students as well as to the community through the Academic Catalog, semester tabloids, the Student Handbook, program brochures, and on the College website. The list of regularly updated items includes:

• Admissions requirements and procedures; • Grading policies; • Information on academic programs and courses, including degree and certificate program

completion requirements, expected learning outcomes, required course sequences, and projected timelines to completion based on normal student progress and the frequency of course offerings;

• Names, titles, degrees held, and conferring institutions for staff and full-time faculty; • Rules, regulations for conduct, rights, and responsibilities; • Tuition, fees, and other program costs; • Refund policies and procedures for students who withdraw from enrollment; • Opportunities and requirements for financial aid; • Academic Calendar; and • Additional program costs and requirements are included in the Academic Catalog, on the College

website, and in program brochures. These items as well as program learner outcomes, student dress code requirements (where applicable), and facilities’ rules of conduct also are integrated in application materials and/or specific program (i.e. practical nursing) Student Handbooks.

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Eligibility Information for Licensure and Entry into Professions (2.D.6)

The Academic Catalog, program brochures, program-specific application packets for restricted entry programs, and the College website accurately outline program requirements, prerequisites (if any), application deadline (if required), and licensure information (if required by the state or industry) for each program offered. Restricted-entry programs with a selective, competitive admissions process include culinary arts, medical assistant, paramedicine, pharmacy technology, practical nursing, registered nursing, radiologic technology, surgical technology, and registered nursing. Once approved by the Commission on Accreditation in Physical Therapy Education (CAPTE), the physical therapist assistant program also will adhere to a competitive, restricted-entry admissions process. Although both tracks of the health information technology program are restrictive entry, an unlimited number of students can be admitted to the program each semester.

Programs leading toward licensure, certification, or requiring additional supervised work

experience or apprenticeship placement are indicated in the Academic Catalog, program brochures, and the College website, and include: auto body technology, electrical technology, heating ventilation and air conditioning, heavy equipment operator, information technology, information technology web technology, medical assistant, medical transcription, paramedicine, personal trainer, pharmacy technology, physical therapist assistant (pending approval), practical nursing, radiologic technology, registered nursing, substance abuse counseling, welding technology, and nondestructive testing.

Records Retention (2.D.7)

The retention of student records, including provision for reliable and retrievable backup of those records, is of high concern. The registrar is primarily responsible for administering policies and procedures pertaining to all student records. All original student records from 1967, the College’s first year of existence, through the present day are stored in Blake Hall, in the Admissions and Records Office, primarily in the associate registrar/system analyst’s office. Student records will soon be stored in a locked closet, to be completed in early March 2012. With the advent of newly acquired transcript paper not requiring an embossed stamp, the need for a secure locked closet is ever more important.

All electronic and scanned records are backed up nightly, on a tape stored securely off campus

each week. Although all records are accessible electronically, not all original documents (i.e. grade rosters) are scanned, and thereby stored electronically. All original student records and documents including grade rosters and third-week reports have been scanned and are stored for 1967 through Fall 1998. Original grade rosters from Spring 1999 to the present still need to be scanned with a goal of being up to date by the end of December of 2012.

All grade changes and independent and directed study forms are in the process of being scanned

into student’s electronic records in lieu of being filed in the paper files. Similarly, immunization records and incoming college transcripts are scanned and stored electronically with student’s records.

Student rights, confidentiality, and release of student records as prescribed by the Family

Educational Rights and Privacy Act (FERPA) are clearly articulated in the Academic Catalog, Student Handbook, Faculty Handbook, and on the College website. New full-time and adjunct faculty receive FERPA training during new faculty orientation. The Admissions and Records Office often provides informal FERPA training to new employees who have access to student records. Formal FERPA training also is provided periodically during College-wide In-service. The annual Student Services/Learning Center retreat held in May 2011 centered on FERPA. Students are informed of their rights during new student orientation, in the Academic Catalog, the Student Handbook, and on the College website. As a resource for faculty and staff, a PowerPoint slideshow is now accessible on the shared-storage computer drive.





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Financial Aid (2.D.8)

The College provides an effective and accountable program of financial aid consistent with the College’s mission, student needs, and institutional resources. In fact, during fiscal year 2011, the Financial Aid Office made awards to and/or processed assistance for 2,290 students totaling $15,822,757. Of the 2,801 degree- or certificate-seeking students in 2010-2011, 2,070 (74%) received some type of aid processed through the Financial Aid Office. The office attempts to award student financial aid prior to the tuition payment deadline each semester and continues to award funds throughout the year as files are completed and processed. Moreover, the College received an unqualified audit with no comments or exceptions for its most recent audit completed in Spring 2011, demonstrating the College’s accuracy and accountability for awarding and processing scholarships, grants, and loans. The Flathead Valley Community College Foundation works diligently to organize fundraisers and solicit donors for gifts throughout the year in support of student scholarships.

The Academic Catalog, College website, and various brochures available for current and

prospective students provide detailed information regarding the various forms of financial assistance, namely, federal and state aid (including grants, loans, and work study), scholarships, and tuition waivers available to students through the College. Eligibility requirements for financial aid, scholarships, and tuition waivers also are clearly stated in the Academic Catalog, on the College website, and in brochures along with priority deadlines and steps to apply. The Financial Aid Office, Learning Center, Language Arts Lab, and Student Assistance Foundation work collaboratively to assist students in completing the FAFSA and/or scholarship applications through individual appointments, group workshops, or College Goal Montana events on both campuses. Through a single application available online or in the College scholarship brochure, students can apply for 50 merit-based and 33 need-based scholarships. A separate application is required for students to apply for another 35 scholarships, stipends, and tuition waivers.

Financial Assistance (2.D.9)

The College complies with federal requirements for entrance and exit loan counseling through group and online sessions. The Financial Aid Office mails students, who do not attend a group exit loan counseling meeting, a packet that includes information on how to access a summation of their debt. The office works in tandem with the Student Assistance Foundation, also located in Blake Hall, to provide students multiple opportunities and means to complete the required entrance and exit loan counseling sessions.

The College regularly monitors its loan default rate. Even though the cohort rate has increased

slightly over the past two years due to the poor economy, the FVCC default rate consistently remains below the national and Montana community college averages as shown below.

FVCC Montana Community College

Average National Average

2009 6.5% TBA 8.8% 2008 3.5% 4.2% 7% 2007 1.9% 2.5% 6.7% 2006 2.1% 2.8% 5.2%

Academic Advisement (2.D.10)

Motivated through a Title III grant, the advising model recently moved to a “split intake” model piloted in Summer 2010 and fully implemented in Summer 2011. Academic advising begins immediately following the completion of the college placement exam. All new degree-seeking students, Running Start students, and non-degree-seeking students (wanting to register for courses with math or writing


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prerequisites) are required to take the COMPASS or ASSET placement assessment ensuring appropriate placement into courses.

Within minutes of answering the last question on the assessment, each student meets with an

advisor in the Learning Center who reviews the test scores, discusses the student’s educational goals, and develops a schedule for the upcoming semester while completing an individualized student success plan. At LCC, depending availability, the prospective student will meet with the director of extended learning/Lincoln County Campus, the coordinator of student services, extended learning, or one of the two full-time faculty members. During the initial advising session, the advisor also points out graduation and program requirements as well as campus resources available for student success (i.e. Math and Language Arts Labs, transfer advisor, and tutoring). The student will receive a copy of the student success plan while the original remains in the Learning Center to be included in the student’s new student orientation packet. Through student feedback and the Title III grant, the format of new student orientation has also evolved in recent years to provide a more tailored approach and foster personal connections between students and advisors.

The professional advisors and counselors in the Learning Center are trained to advise students

pursuing AA or AS degree as well as all career and technical degrees and certificates. By assisting new degree-seeking students throughout their first semesters of college, the dedicated advisors can provide students the support they need (i.e. career advising, tutoring, disability services, etc.) improving the likelihood for student success.

Degree- and certificate-seeking students are assigned faculty advisors midway through the first

semester. After that time, the Learning Center serves as a back-up resource for students who are unable to meet with their advisors or who need additional support. At the Lincoln County Campus, the director of extended learning and the coordinator of student services provide back-up advising support for the two full-time faculty. With full-time faculty off-contract during the summer when most new students matriculate, the new advising model works well for new students who were often frustrated in the past as they attempted to contact their faculty advisor without success during the summer.

As a supplement to academic advising provided by the professional and faculty advisors, the

Academic Catalog, program brochures, and College website clearly and accurately list all program and graduation requirements and are readily available to students. Dependent upon the student’s majors, both students and advisors can complete degree audits for any of the following programs anytime, anywhere through the student/faculty portals: Associate of Arts, Associate of Science, Business Administration Associate of Applied Science, Criminal Justice Associate of Applied Science, Culinary Arts Associate of Applied Science, Electrical Technology Associate of Applied Science, Goldsmithing and Jewelry Arts Associate of Applied Science, Graphic Design Associate of Applied Science, Paramedicine Associate of Applied Science, Radiologic Technology Associate of Applied Science, Surgical Technology Associate of Applied Science, Welding and Inspection Technology Associate of Applied Science, Business Administration Certificate of Applied Science, Electrical Technology Certificate of Applied Science, Graphic Design Certificate of Applied Science, Personal Trainer Certificate of Applied Science, Auto Body Technology Certificate, Gerontology Certificate, Health Information Technology: Implementation and Maintenance Specialist Certificate, Patient Relations Specialist Certificate, Pharmacy Technology Certificate, and Welding Technology Certificate. By the end of 2012, degree audits will be available for all degree and certificate programs.

Two tools were recently created to better support student development and success throughout the

semester between visits with advisors. Launched in May 2011, the Eagle Watch blog keeps students and advisors informed of upcoming deadlines, campus resources, and relevant campus activities. When the new College website was launched in November 2011, the Eagle Watch blog converted to the e-Advisor





Weekly. The counselor, the advising and retention coordinator, and dean of students meet weekly to update the online resource. With the newly updated website, the Eagle Watch blog has transformed to the e-Advisor Weekly. Also, with the December 2011 launch of e2Campus, faculty, staff, and students also can opt-in to the Tuesday Academic email reminders. The Early Alert program implemented in spring 2011, on a trial basis with the Math Department, proved successful for students and faculty in identifying and remedying academic or classroom engagement issues before it was too late for a successful course completion. Outcomes of the trial run included personal contact with students and enhancing a course with supplemental instruction. Beginning Fall 2012, the Early Alert system will be available to all instructors on a voluntary basis.

Each summer the advising and retention coordinator facilitates two two-day advisor training

sessions for new faculty advisors along with two one-day refresher advisor training workshops for seasoned faculty advisors prior to new student orientation to ensure all advisors are knowledgeable, current, and adequately prepared to successfully perform their duties. Seasoned advisors typically mentor new faculty prior to advising solo. The Learning Center advisors stay current throughout the academic year by inviting various departments or instructors to the weekly staff meetings to discuss program changes, new classes, etc. Additionally, the Learning Center representative serving on Curriculum Committee keeps the Learning Center advisors and counselors informed of the outcomes from each meeting. Likewise, the director of extended learning/Lincoln County Campus shares updates from monthly Curriculum Committee meetings with the faculty and staff at LCC. Available to all faculty and advisors, the Advisor (Wiki) Handbook easily is accessible on the College website. The regularly reviewed and updated resource manual includes the roles of the advisor and advisee along with a step-by-step approach to advising. Lastly, the Advising Huddle, launched in November 2011, is a new weekly gathering of college advisors and other college employees from admissions, registration, financial aid, institutional advancement/public relations and other areas to learn about a specific academic program. Each week a different program director is invited to talk about his/her program in great detail discussing program prerequisites, application requirements, sequencing of classes, and job placement.

Co-Curricular Activities (2.D.11)

The College’s mission includes a goal of promoting programs and activities that enhance the cultural and social well-being of its students and community. Therefore, activities planned are consistent with the College’s mission and core themes, and the College ensures that these activities are governed appropriately. The coordinator of student activities and development organizes weekly information tables, facilitates a monthly book club, promotes healthy lifestyles activities, plans Welcome Week events each semester, and serves as a resource for the 15-plus student clubs and organizations on campus.

Each student club has at least one faculty or staff advisor and must go through the Student

Government allocation process to receive funding. All student organizations receiving funds are governed by a set of bylaws, including Student Government. For fiscal year 2012, $52,000 was allocated to 13 groups and student organizations. Allocation requests totaled over $64,000. Student Government is self-governed and advised by the dean of students, coordinator of student activities and development, and at least one faculty. FVCC Board Policy, Chapter VII states the College’s relationship to co-curricular activities and the responsibilities for club recognition and disbursement of funds. Student Government enriches the social well-being of the student body by planning free multiple events each year including barbeques, ice cream socials, pong or magic tournaments, laser tag, a campus-wide cook-off, welcome week events, and an end-of-year party free to students.

In addition to competitive sports, namely, men’s and women’s cross country and logger sports

teams, the College offers a wide variety of intramural opportunities free to students, faculty, and staff. Last year, over 170 students and college employees participated in activities ranging from Wii and Halo tournaments, folf, table tennis, and bowling, to dodge ball, volleyball, and basketball teams. Over 200

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individuals including nine college employees participated in at least one intramural activity during Fall 2011.

The coordinator of multicultural services and study abroad programs, FVCC Theatre, and student

clubs champion culturally-enriching opportunities for students and the community. The coordinator of multicultural services organizes several enlightening presentations and lectures each year ranging from a Native American round dance and a birthday celebration recognizing the Dalai Lama to Irish folklore and contemporary Russian issues. Additionally, students and community members are provided the opportunities to participate in reasonably-priced, credit-based study abroad programs varying in nature and duration each year. Study abroad opportunities for fiscal year 2012 learning adventures include Ecuador, London, and Venice. FVCC Theatre produces a minimum of four productions each academic year and two productions during the summer. Other clubs support the arts through art shows, sales, and lectures by visiting artists, and sponsoring the annual FVCC’s Got Talent.

Auxiliary Services (2.D.12)

The College’s auxiliary services, the cafeteria, bookstore, Early Childhood Center, and student housing, supports the College’s mission and positively contributes to the campus community and climate.

The cafeteria, better known as the Eagle’s Nest Cafe, is operated by Thomas Cuisine, a contracted

vendor. The company surveys its patrons at least once a year and makes changes to the menu accordingly. Prices are set at or below market value, and the College receives a small percentage of the sales. Faculty, staff, and students speak highly of Thomas Cuisine’s food, friendly staff, and catering service.

The bookstore which includes Campus Grounds Cafe are college controlled and operated,

adhering to a break-even budget. The bookstore staff strives to provide excellent customer service and works hard to keep book prices at a minimum, clearly communicates refund policies, process book orders expediently with faculty input, and purchase back as many books as possible. The bookstore also extends its services to the College’s Lincoln County Campus. The bookstore manager regularly follows the National Association of College Store’s listserv to stay abreast of current topics and upcoming changes in the industry, as well as to ensure the bookstore’s policies and practices align with industry standards. Additionally, all textbooks are posted on the bookstore website prior to general registration. The bookstore welcomes student and faculty feedback and suggestions.

The Early Childhood Center (ECC), approved and constructed through local taxpayer support, is

one of the newest buildings on the Kalispell campus. In operation for over three years, the ECC runs at full capacity with a waiting list at most times. FVCC students, faculty and staff, and community have priority in that order. The ECC typically maintains a ratio of 40% FVCC students and employees to 60% community members. In addition to a regular suggestion box, the center surveys families and ECC staff on a regular basis. Furthermore, the ECC strives for excellence through its participation in the Montana Best Beginnings Stars to Quality program, a continuous quality improvement program for early childhood education in Montana and the center’s goal to become accredited through the National Association for the Education of Young Children in 2012. To keep families engaged and connected to the center, ECC staff organizes and hosts at least one activity per semester in addition to individual parent teacher conferences each spring and fall. When staffing vacancies occurs, the search committee consists of college employees and parents of children attending the center.

By design the College is a commuter campus, both in Kalispell and Libby. However, through a

five-year lease agreement with Northwest Healthcare, the College is renting 16 two-bedroom apartments effective August 2011. Within the first week of operation, the apartments were at 60% occupancy with 100% of the students (traditional freshman) coming from towns outside of Flathead and Lincoln counties.


Within approximately two months of operation all 15 units housed tenants. The apartments are located within one mile walking distance to campus and are staffed with a student housing assistant residing in the sole one-bedroom apartment. The housing assistant hosts at least one event per semester to create a sense of community for the student tenants. Through this partnership with Northwest Healthcare, the College intends to break even with its investment while providing a service to students. Throughout the year, the housing assistant will solicit feedback from the tenants and will bring forth the suggestions and comments to the Student Housing Committee which meets as needed. The committee membership currently includes the dean of students, vice president of administration and finance, director of physical facilities, registrar, director of financial aid, and student housing coordinator.

Intercollegiate Athletics and Club Sports (2.D.13)

The College currently supports men’s and women’s cross country teams and the reigning national champion logger sports, a co-ed team club sport. Approximately 45 students competed for FVCC in fiscal year 2011. Admission requirements and procedures, academic standards, and degree requirements are the same for student athletes as the general student body.

Financial aid awards made available to student athletes adhere to the same institutional policies

and procedures that apply to other students. For fiscal year 2012, athletic-related financial aid is limited to the equivalent of seven in-district tuition waivers for men’s cross country; seven in-district tuition waivers for women’s cross country; and 18 in-district tuition waivers for logger sports. Cross country coaches distribute the tuition waivers as they see fit based on commitment, athletic ability, and financial need. For logger sports, the coach distributes waivers depending on the number of students involved and the level of commitment. All logger sports recipients of waivers must practice a minimum of four hours per week with the team and attend all extra work outings (i.e. fundraisers, family expo demonstrations, and community service projects). Tuition waivers for cross country are awarded at the end of the semester whereas tuition waivers are disbursed at the middle of the semester for logger sports.

Athletes receiving scholarships must maintain enrollment in 12 credits or more throughout the

semester (versus six credits for athletes without FVCC scholarships). Participation in any one sport is unlimited; however, scholarships only are available for two seasons per student for cross county, but currently unlimited for logger sports. Verification of eligibility for cross country includes a physical exam form stating “full/unlimited participation,” signed eligibility checklist, and verification of health insurance. Logger sports athletes are currently exempt from this requirement. Athletes on scholarship must be enrolled in 12 credits by the fifteenth classroom date of the semester, whereas non-scholarship athletes must be enrolled in six credits by the same deadline. Regardless of scholarship status, student athletes may register for one credit each season of participation in club sports up to a total of two credits for each sport. Cross country athletes are limited to two seasons (fall semester only) of scholarship eligibility, whereas logger sports athletes currently are provided unlimited seasons/years of scholarship eligibility.

Consistent with other students, all athletes are assigned academic advisors based on their major.

The Learning Center advisors serve as initial advisors for incoming freshman and back-up advisors after the student’s first semesters of college. As with the general student body, the Language Arts Lab, Math Lab, and other auxiliary services, including tutoring, is available for those students who chose to take advantage of those services. Distance Learning Identity Verification (2.D.14)

The College utilizes the same identity verification process for distance learning students as traditional face-to-face students through the admissions and registration process. Once a student registers for an online or Desire2Learn enhanced course, the student receives an email with his/her unique


username and password. Students are instructed to change their password once they login for the first time.


Library and Information Resources (Standard 2. E) Access to Library and Information Resources (2.E.1)

The library is a component of Educational Services. The library staff is under the direct supervision of the vice president of instruction and student services. The library is located in the Learning Resource Center (LRC). The College’s Media Center, located in the same building, shares the library’s Integrated Library System (ILS), SirsiDynix, and integrates its bibliographic holdings into the shared circulation/cataloging modules. This allows the library’s online public access catalog (OPAC) to reflect the holdings of the library, chiefly print media, as well as the holdings in the Media Center, chiefly non-print media. A small branch, operated at the Lincoln County Public Library under a memorandum of understanding for services, serves the College students of the Lincoln County Campus (LCC).

The library, as an instructional arm of the College, is dedicated to developing the emotional,

educational, intellectual, and social well-being of students, public, faculty, and staff. The library provides a physical and digital space for the analysis, discussion, and exchange of ideas and information as well as a gathering point for learning and expanding knowledge and skills. The library services are based upon two objectives: 1) to collect and make available instructional materials needed by its patrons to support the College curriculum; and 2) to provide a place that promotes study, inquiry, and informational and recreational reading and learning for its patrons. Thus, the library addresses all four of the College’s core themes.

The library and media center collections currently hold 53,888 titles (books, reference works, e-

books, videos, and other associated formats), 124 serial titles, and 9,180 microfiche serial back files. The library subscribes to seven online periodical databases through various commercial vendors, providing virtually millions of serial article titles. The library maintains 23 standing order titles, mainly reference serial titles.

The library encompasses just over 9,000 square feet. Available seating, in various configurations,

is 105. Ten public access computers, one networked laser printer and five online public access catalogs (OPACs) comprise the personal computer workstations available to patrons operating from the campus network. The library provides wireless network access, therefore expanding access for laptop users. A small textbook collection allows in-house access to selected course textbooks purchased from the College bookstore. With the library operating at full capacity, space limitations chiefly constrain the expansion of services and collections.

Operational budgets determine levels of service and the ability to hold or provide access to library

resources. Current budgetary allowances for the Library total $272,666. The library extends its services and branding through the College website. All online periodical

databases are accessible to patrons off-campus via links to vendor sites. Passwords are provided by the library. This provides opportunities for unlimited use of library tools as a way to expand capacity and resources. The library’s web-based OPAC also is available through the College website. The library markets its webpage as the chief browser for students seeking clean access to the “hidden Internet” comprised of vendor-based, peer-reviewed serial articles and abstracts from proven and reputable sources. These tools form a core of defensible information sources that differ from conventional Internet-based sites.

As noted in the FVCC Library Collection Management Guidelines, the Library seeks acquisitions

gathered from a variety of sources. Library Journal, with critical and professional reviews, forms the principal foundation for library selections. These choices are supported by faculty and instructor


recommendations and staff-generated requests. Additionally, the library responds to new programs and modified courses that require subject-specific books, DVDs, monographs, serial databases, and reference works. The library also routes publisher’s catalogs to instructors for suggested additions for their teaching areas. The library maintains an “ask us” portal on its webpage by which patrons can make suggestions for new items for the library or submit reference questions for library staff.

The library continues to expand its offering of online periodical databases in conjunction with the

Montana State Library in Helena and as members of the Montana Shared Catalog. Recent years saw the addition of the Comprehensive Index to Nursing and Allied Health Literature (CINAHL) databases for the expanded nursing curriculum and Environment Complete and Small Engine Repair offered through the State Library for all Montana libraries.

E-books are a new addition to the library holdings and services. These are provided free to

Montana libraries through the Montana Shared Catalog (MSC), a statewide consortium that digitally blends all of the holdings, including approximately 3,800 titles, of the 133 member libraries. These are available through the web-based OPAC for all patrons.

One of the ways that the library provides services to its patrons is by offering to proctor tests,

both online and hard copy. This usually involves increased staff time, careful scheduling, coordination, and dedication of one staff computer workstation. This has been surprisingly popular with public patrons and is seen as a beneficial outreach service.

Prior to 2010, the library received funds through the Montana State Library as a form of

reimbursement for per-item interlibrary loans as a way of stimulating and rewarding libraries for resource sharing. This practice has been eliminated in favor of a process that diverts those funds toward a cost-share program that pays for libraries to participate in Online Computer Library Center (OCLC) services and products. OCLC is a bibliographic utility that manages the machine readable catalog records of Library materials. This expands the College’s capacity to identify and obtain over 66 million items from libraries worldwide in the WORLDCAT database.

A significant achievement was reached in 2009 when the Lincoln County Public Library (LPL)

joined the MSC as a formal member for bibliographic resource sharing, resulting in LPL holdings merging with the holdings of 133 MSC members statewide. This allows patrons in Lincoln County and Lincoln County Campus (LCC) students to access nearly 750,000 bibliographic records such as references works, books and monographs, audio recordings, DVDs, VHS videos, ebooks, periodicals and other instructional materials. This is a significant expansion of access to Library materials for LCC students.

The library is open 57 hours per week. Unlimited on-line access to the Library periodical

databases is available. The Learning Resource Center (LRC) lobby is available for after hours and provides an environment conducive to study and research. In addition to offering wireless Internet access to the library on-line periodicals databases and catalog, the LRC lobby was remodeled in FY 2009 with new carpet, soft lounge seating, coffeehouse style tables and chairs, new lighting, and an extended speaker system from the Library’s SIRIUS radio system. This remodel expands the Library’s seating capacity by 32 and enables virtually unlimited hours of operation whenever the LRC building is open.

The library, in conjunction with Management Information Services (MIS), has created triple

access for library patrons to obtain all library resources. This includes web access, campus network access, and wireless access.


In the past five years, the library has installed new computer workstations for its patrons to bring the total capacity to five web-based online public access catalogs, 10 student workstations and one system laser printer. These stations all mount on the College’s network backbone and feature individual user computer storage drives, student class drives and folders, email and other proprietary software, and unlimited Internet access. The library does not filter access points on any of these workstations, believing that the ability to deliver on the core themes and objectives can only be achieved in an unrestricted searching environment.

Contemporary Literary Criticism, the hard-copy subscription and only multivolume collection in

Northwest Montana, became more accessible in 2009 with the addition of an online version from the library webpage. Thus, there is a two-point access for this valuable collection: conventional print and non-print via the Library’s vendor link.

Planning for Library and Information Resources (2.E.2)

The library regularly utilizes input supplied by employees and students gathered from the Noel-Levitz survey to guide management decisions. Further, the library utilizes input derived from student satisfaction surveys. The most recent student satisfaction survey was conducted by the library during Fall 2011. Other informal surveys have been conducted on an infrequent basis as assessment tools to gather student opinions and trends. The library uses Director’s Station software provided by the integrated library system (ILS) vendor to track and analyze collection usage. This software provides data that enables library staff to make key decisions about collections and patrons. The library director currently assesses circulation and service patterns to guide management decisions and formulate ideas for further policy modifications using data from Director’s Station.

Additional data utilized in decision making includes statistics derived from circulation and

cataloging activity which is gathered by the library’s ILS WorkFlows Client software. For example, average annual circulations total 10,008; average annual gate counts are 74,174; interlibrary loan items average 241 sent and 359 requested; 34 tests were proctored; 55 bibliographic instruction sessions were conducted; and 23,440 cumulative online serials were retrieved (five-year averages.) Similarly, there has been a steady and gradual increase in the number of online retrievals on the library’s various vendor-based services. Specifically, the library recorded 11,639 retrievals in 2006, 12,073 in 2007, 10,449 in 2008, 16,607 in 2009 and 17,501 in 2010.

The library increased access to information from both standardized print-source formats and

electronic and digital formats without any measured loss in either when it comes to actual use. Students still enter the library, utilize interlibrary loan services, circulate books and videos, and need information literacy sessions. At the same time, newer access points such as online serial vendor sites and more flexible learning platforms such as laptop computers have dramatically expanded the way library patrons find and utilize materials to enhance their learning experiences.

Instruction and Support for Use of Library and Information Resources (2.E.3)

Library personnel are readily available to instructional staff to provide bibliographic instruction and research sessions on an as-need basis as no formal course exists that provides similar instruction. The Library sends reminders via campus-wide email to all faculty members at the commencement of each semester urging their participation in the bibliographic instruction provided by the library staff. Success has been sporadic and is often based on department and division themes. Bibliographic instruction and information literacy instructional sessions are tailored to meet the needs of individual classes, instructor needs and library goals. The library averages 55 such classes per year. The library has seen a measured increase in the number of bibliographic sessions that have been conducted. These sessions consist of the following options for instructional staff: 1) in-class instruction for specific classes on the use of all library resources, on-line tutorials, and strategies for discerning valid support materials for their studies; 2)


library visitation sessions including the above coverage; 3) individual reference sessions with students on class-specific assignments; and 4) scavenger hunts aimed at improving student learning outcomes in the usage of various library-related materials and geared toward raising student knowledge about available instructional materials. Information literacy sessions have increased from 28 in 2005 to 58 in 2010.

Whenever the College adds new faculty members or expands its curriculum, the library is a

partner in the professional development of newly-hired personnel by offering its services, staff, and collections to those in the process of developing new course assignments and goals for their classes.

All faculty members are encouraged to engage their students in library skill-building to enhance

positive learning outcomes. All are encouraged to integrate some form of information literacy into their courses. However, no formal policy is in place that delineates the inclusion of information literacy and library skills into the curriculum.

The library staff is comprised of the director who holds a Master of Library Science and Master

of Arts in American History, two library technicians and two to five student workstudy employees. Staff is supplemented by three Media Center employees providing access to non-print materials. These personnel resources comprise the most important component in the delivery of library services because, without well-trained and dedicated employees, no library can properly define success. Accordingly, the library has the capacity to deliver quality library content from an informed and skilled employee base.

Evaluation of Library and Information Resources (2.E.4)

The library systematically assesses the adequacy of its services through annual Noel-Levitz student and staff surveys coupled with periodic student satisfaction surveys. The library measures circulation trends, monthly usage statistics, collection usage, and patron patterns using Director’s Station. In 2010, a new 3M security system and gate counter replaced its 20-year-old predecessor. The new gate counter enables the library to continue tracking library usage and identify peak times.

Removing outdated materials is an ongoing library evaluation process to ensure that the

collection has adequate materials on hand to meet the changing needs of students and the evolving curriculum. On an average year, the library will withdraw 633 items from the collection based on targeted criteria and aimed at providing a fresh and usable collection of educational materials. The input of faculty subject specialists is sought to determine which materials to withdraw.

The library continues to maintain a strong membership in the Montana Shared Catalog. The

Library was one of the original 17 libraries that pioneered this consortium and is dedicated to the continuation of the cooperative enterprise. Because the College library is an active member of this consortium and partners with the Montana State Library in Helena on shared purchasing of online commercial databases, it benefits from the inherent quality control vested in Montana State Library operations. Examples of quality control include the ongoing effort by the Montana State Library to evaluate Requests for Information or Requests for Proposals from commercial vendors offering updated products. This bid process insures that member libraries, like the College library, will receive updated, fresh, and reliable information services for its patrons.

All library policies, which form the basis for day-to-day operational matters, are posted on the

College’s shared storage computer drive enabling College employees to examine, provide comments, or supply suggestions as a way of community ownership in library operations. These 12 foundational policies identify procedures that range from library fines to patron confidentiality.



Financial Resources (Standard 2.F) Financial Stability (2.F.1)

FVCC maintains fiscal stability through sound financial systems which incorporate generally accepted accounting practices issued by the Governmental Accounting Standards Board (GASB). The College adheres to guidelines established by the FVCC Board of Trustees, the Montana Board of Regents of Higher Education and legislative authority. The Board oversees the College’s management of financial resources and planning, and monitors operating budgets, fund balances, and College debt.

The financial goal of the College is to ensure that financial resources are available and utilized

effectively to accomplish the College’s mission as well as goals and objectives of each program while maintaining fiscal stability. Long-range considerations within the budget process include:

• Expending resources to maintain institutional stability; • Evaluating options for expansion and support of new programs in light of fiscal resources and the

institutional mission; and • Hiring sufficient personnel, providing ongoing staff development, and meeting new demands for

student services. Sufficient program and service support includes maintain adequate staffing and up-to-date

equipment, classrooms, and labs to meet academic and student needs. The College has maintained support of its existing programs and services even as College programs have expanded.

For fiscal year 2012, the College’s approved budget was comprised of 41% state allocated funds,

39% tuition and 20% local mill levy support. Having three sources of funding provides the College a relatively stable fiscal operating environment. Tuition increases have been minimal for the last three years: 0% in FY 2010; 2.2% in FY 2011; and 2.1% in FY 2012. Over the last 10 years, the value of the local mill levy has increased due to development in Flathead County. During the mid-part of the last decade the rate of growth was 6 to 9% per year. That rate has slowed dramatically. The College is forecasting that the mill value will increase in the 2 to 5% range over the next two to three years.

State funds are allocated to the College every two years through a full-time equivalent (FTE)

driven formula. While this formula is subject to legislative modification, it does provide a level of predictability for state appropriations for the upcoming biennium. Due to the increase in student FTE over the last two years, the 2011 legislature approved an increase in state funds to FVCC for fiscal years 2012 and 2013. The hiring of the executive director of institutional research, planning and assessment in 2010 has enhanced the College’s enrollment forecasting and has provided for a greater availability of data for the decision making process.

FVCC maintains sufficient cash flow to meet its operational demands throughout the fiscal year.

Montana state statute allows community colleges to maintain a fund balance equal to 10% of the current fiscal year’s total current unrestricted expenditure budget. FVCC has consistently maintained this fund balance for the last five years. This fund balance allows the College to maintain an adequate cash balance for any timing issues that could arise with local mill levy collections or tuition collections.

In the establishment of the current unrestricted budget for each fiscal year, the College has

averaged a three percent expenditure contingency reserve over the last 10 years. This reserve provides resources for unexpected expenditures. Towards the end of a fiscal year, if the contingency reserve funds have not been needed for their original purposes, they are applied to prioritized equipment and campus repairs or renovations.


The College’s student accounts receivable are current and are actively managed. Federal and state grants are well managed with timely draw-downs of funds.

Some debt was incurred in the construction of three buildings in 2007 and 2008. A mandatory

student building fee provides the institutional funds to repay the State of Montana INTERCAP loan used for construction. Bonds issued in 2002 for the construction of the new buildings are paid through a mandatory county mill levy. The construction debt will be fully retired in February 2017.

The College invests resources into the maintenance and repair of campus buildings and grounds

each fiscal year. The ongoing commitment to the College’s physical assets reduces deferred maintenance liabilities. An annual review of the College’s property/liability insurance coverage is conducted to ensure the campus maintains adequate coverage of its buildings and has the appropriate level of liability coverage.

Cash balances are invested in, and managed by the county in the local government investment

pool program. These funds are conservatively invested. The College’s controller is part of the county’s investment committee, which meets quarterly to monitor activity and review earnings.

Risk management procedures also are in place on the campus. The College’s Safety Committee

meets regularly to review policy and procedures and recommend steps the College can to take to create a safer campus for students and staff. This committee also works closely with the Montana State Fund to review workplace safety issues and educate College personnel on the importance of workplace safety. The number of worker compensation claims is consistently low. Classroom and lab safety is important to College faculty; students are well educated in safe operations of tools and equipment. Safety officers are present on all heavy equipment operation sites and accompany all student drivers in the College’s Commercial Truck Driver course. Campus safety tips are provided monthly throughout the campus in the Privy Press bathroom stall newsletter. The College also employs a coordinator of instructional safety and chemical hygiene to ensure student labs are safe and well run. Resource Planning and Development (2.F.2)

Two primary considerations drive the expense forecast for the College’s budget: personnel costs and operating expenses. Personnel costs are consistently 72 to 76% of the budget. Increasing operating expenses are directly related to the increase in campus square footage and academic program growth. As mentioned in the previous section, funding for the College’s FY 2012 budget comes from 41% state allocations; 39% tuition; and 20% local property taxes. The current mix of revenue represents a shift away from state funding with a great reliance upon tuition. Both state funding and tuition are directly related to enrollments while local funding is not.

Class and program fees are reviewed annually to ensure the appropriate amounts are being

charged for particular classes or programs. This ensures the funding for consumable expenditures is maintained.

FVCC administrators evaluate student enrollment numbers and have eliminated or placed in

moratorium several academic programs in the recent years. Operationally, support areas are reviewed for ways to make them more efficient.

Enrollment management continues to be a major focus for the College. The executive director of

institutional research, planning, and assessment provides student data, which assists in the decision-making process. The volatility of the local economy makes projecting student FTE challenging. The College uses high school graduation rates, financial aid applications, admission applications, local economic indicators, and experience to predict enrollments.


Retention plays an important part in enrollment management. The College received a U.S.

Department of Education Title III Grant in 2010 that has helped support student success and has enhanced student retention and advising.

The College works closely with local Montana legislators to ensure that state funding is provided

to the College. Likewise, the College works closely with the community to ensure that local postsecondary education needs are being met. Twice in the history of the College, local taxpayers have approved bond levies to finance the construction of campus buildings. The most recent bond levy financed the construction of the Occupational Trades, Arts and Technology and Early Childhood Center buildings. The relationship between the community and FVCC is strong, and the College is viewed as an asset to the community.

With the continued importance of obtaining additional outside funding, the College hired a grant

resource development coordinator in 2009. Since then, the College successfully obtained numerous grants and continues to develop other grant funding opportunities. During the grant development process, grant opportunities are evaluated for their alignment with the College’s mission and strategic direction. The grant officer consults with targeted areas and Executive Staff. Once a grant is awarded, the grant program director works with Business Office personnel to ensure accountability and financial integrity of the grant.

In addition, the college receives Carl Perkins and TRIO funding. These targeted grants, serving

specific student populations, play an important role in providing student services. Donations to the College are processed through the Flathead Valley Community College

Foundation. Student scholarships have been the primary focus of the Foundation for the past 10 years. During that time, the Foundation increased the endowment for student scholarships from $603,808 in 2001 to $2,996,967 in 2011. Many donations represent specific requests by donors for scholarships in targeted programs.

The FVCC Foundation raised nearly $1 million for the three new buildings. In June 2011 the

Foundation received a $4 million gift toward the construction of a new nursing and health science building.

Nursing and career and technical programs, among others, have received equipment donations

from local businesses. Financial Planning Policies, Guidelines, and Procedures (2.F.3)

The College follows an established timeline and process for the development of the annual budget. The process begins with the College’s Budget Committee which is comprised of individuals from the various area of campus including faculty, classified and professional staff, and students. Campus departments submit proposals for additional resources needed for the upcoming fiscal year. The Budget Committee holds meetings where department directors present the reasons for the additional resource requests. The Budget Committee prioritizes requests based on the strategic direction and needs of the College and makes recommendations to the president.

The Budget Committee also makes recommendations on tuition and fee increases for the next

academic year. Increases to tuition and fees recommended by the Budget Committee are presented for input to student government and open student forums. The Budget Committee provides the prioritized list for expenditures and proposed tuition and fees, along with student comments, to the president for approval of the draft budget. The draft budget is established and delivered to the College Board of

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Trustees for their review and approval. Two budget readings at Board of Trustees meetings provide the opportunity for public comment. The locally-approved budget is presented to the Montana University System Board of Regents for review and final approval.

The budget development process provides opportunities for input from the various constituencies.

Timely and Accurate Financial Information (2.F.4)

The College has implemented effective policies and internal controls to ensure the timeliness and accuracy of financial information. All revenues and expenses are fully controlled by the College with the exception of agency funds, which are not the property of the College but are funds held in trust as custodian for the particular entities involved (i.e. student clubs). All revenues are deposited daily, credited to the proper accounts in the accounting system, and monthly reports of all income and expenses are produced and reviewed by the controller and vice president for administration and finance. Campus managers with budgetary authority have access to budgetary reports through an online portal. Any discrepancies discovered are quickly resolved. Expenditures require the approval of the head of the operational department being charged, and all expenditures are reviewed by Business Office staff. Expenditures from grants also are reviewed by the grant accountant who has responsibility for monitoring grant expenditures for eligibility and allowability.

Monthly reconciliations of bank statements are conducted and coordinated with the Flathead

County Treasurers’ Office. Accounting functions and information are managed and compiled through the College’s financial management system software, Microsoft Dynamics GP, which has been in use since July 2007.

Policies, internal controls, staffing, and established procedures ensure that timely and accurate

financial information is maintained. The College adheres closely to established accounting guidelines that include redundancies and built-in checks and balances, which help the College detect potential fraud and material mistakes. The Business Office hires professionally qualified and experienced accounting staff. Capital Budgets (2.F.5)

The College’s capital planning is discussed and updated through the campus Master Planning Committee and Executive Staff. The work of these committees is presented to the Board of Trustees Facility Committee by the president. This process takes into account the changing needs of academic programs and services to students and is tied to the College’s mission and strategic direction. The Master Planning Committee uses the College’s long-term vision to guide expansion of campus services and facilities. The committee is appointed by the president and usually includes the vice president of instruction and student services, the vice president for administration and finance, director of the physical plant, and representation from other areas of campus.

Capital projects reviewed include construction and remodel as well as significant repairs and

maintenance to existing facilities. This process resulted in three new buildings being constructed in 2007, which doubled the square footage of the campus. Smaller renovation projects are selected based on a prioritized list of campus needs. The College receives no state funding for construction of campus buildings. All campus buildings have been built with Flathead County general obligation bonds paid by local mill levy revenue, fundraising, and funds borrowed through the State of Montana INTERCAP Loan Program. Repayment of debt acquired for capital construction is funded entirely from the mandatory building fee account and places no drain on the current operating resources available for educational purposes.

Academic equipment needs are addressed through an Equipment Fee Committee, which is

charged with prioritizing the equipment needs on campus and allocating the equipment fee revenue to


address those needs. The committee, comprised of faculty department chairs, makes its recommendation to the vice president of instruction and student services. The College also has been successful in receiving several grants to purchase equipment and will continue to research and apply for additional grant opportunities.

Non-academic equipment is funded through the mandatory grounds and maintenance fees and

through the general fund budget.

Relationship between General Operations and Auxiliary Enterprises (2.F.6) The auxiliary operations are self-contained, and the institution does not depend on them as

funding sources. Any surplus funds in the auxiliary operations are used to purchase new equipment and renovate or expand operations. FVCC’s auxiliary enterprises include the campus bookstore, Early Childhood Center, Eagle’s Nest (food service), and student housing. External Financial Audit (2.F.7)

Financial audits are conducted annually by an independent accounting firm coordinated and hired by the State of Montana Legislative Audit Division. The independent auditors evaluate internal controls and perform audit procedures on the College’s financial activities. The independent auditors present any findings and recommendations to the College Board of Trustees upon completion of the audits. Audit reports also are submitted to the Montana State Legislature’s Audit Committee for their review and approval. Fundraising Activities (2.F.8)

The Flathead Valley Community College Foundation is responsible for College fundraising. The Foundation is an independent, non-profit organization under the Internal Revenue Service 501(c)(3) designation. It is governed by a Board of Directors selected from the private sector and three ex-officio representatives from campus. Established in 1976, the Foundation’s sole purpose is to advance the mission of the College by raising, managing, and distributing private charitable contributions. The Foundation solicits gifts from alumni, friends, faculty and staff, corporations, organizations, and private foundations on both an annual and capital basis.

The development efforts are conducted in a businesslike and professional manner by qualified

staff. The Foundation staff is experienced, trained, and regularly participate in continuing professional education courses and conferences specific to the field of fundraising for institutions of higher education. All fundraising activities conducted by the Foundation for the benefit of the College are approved by the College president and are coordinated with many departments and programs within the College.

The Foundation maintains an endowment investment policy as approved by the Foundation Board

of Directors in accordance with the Uniform Management of Invested Funds Act and generally accepted accounting principles. The investment performance and spending of endowed funds is monitored by the Foundation’s Finance Committee that meets regularly throughout the year. The Foundation receives an annual audit by an independent accounting firm. The College and the Foundation have a relationship that is formalized by an operating agreement. This agreement identifies and guides the relationship with regards to operations and fundraising.


Physical & Technological Infrastructure (Std. 2.G) Physical Facilities (2.G.1)

Campus facilities are sufficient in quality and quantity to support the intent of the mission and core themes and ensure a dynamic and productive learning and working environment for students, faculty, staff, and the community.

The College moved to the new main campus in 1990 after 23 years in an assortment of old

buildings in downtown Kalispell. The Lincoln County Campus in Libby moved to its current location in 2001 and is located in a single modern building. All facilities are well-maintained to ensure they provide an attractive, welcoming, safe, secure, and accessible learning environment.

The College’s main campus includes eight buildings on 216 acres on the north side of Kalispell.

Four buildings were built in 1990: Blake Hall (administration); Ross Hall (science and technology classrooms, labs, and faculty offices); Business and Social Sciences Building (classrooms, Scholars Program, computer labs, and faculty offices); and Learning Resource Center (library, student advising and support, classrooms, and faculty offices).

Three more main campus buildings were added in 2007: Arts and Technology Building (theatre,

community meeting rooms, culinary arts instructional kitchen, community education offices, specialized art facilities and gallery, classrooms, and faculty offices); Early Childhood Center (childcare facility and teaching observation); and Occupational Trades Building (welding, metal manufacturing, wood manufacturing and electrical technology working bays, classrooms, and faculty offices).

The Maintenance and Storage Building was completed in early 2012 and is the eighth building on the

main campus. Additional main campus teaching, office, and storage space is provided in temporary buildings

and rented space. Temporary and rented space includes: a Quonset hut (heavy equipment program and logger sports storage); the “East Wing” trailer (faculty and staff offices); and rented space in the former Montana Department of Natural Resources and Conservation building (auto body, electrical, building trades programs, and faculty offices).

The Lincoln County Campus is housed in the former U.S. Forest Service building. The 27,400-

square-foot building received a $2 million upgrade prior to its opening in 2001. Facilities within the buildings described above include:

• Classrooms: 45, ranging in size from 600 to 1,000 square feet. Twenty-two are general classrooms; three classrooms are configured for distance teaching including two for interactive television and one for MetNet; and one classroom is home to the Scholars Program;

• Labs and studios: 23; • Computer labs: 18, including two at the Lincoln County Campus and one graphic arts computer

lab; • Offices: 48 staff; 59 faculty, including 12 adjunct faculty; • Meeting rooms: Eight, ranging from 200 to 3,200 square feet; • Library : 9,055 square feet; • Theatre; • Culinary arts instructional kitchen; • Cafeteria;

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• Bookstore; • Server and mechanical rooms; • Multiple storage rooms; and • Student areas: lounge, gathering, and common areas.

Adequate parking is available at both campuses All instructional areas employ state-of-the-art audio-visual systems to enhance instruction. The

College’s distance learning system ties together its two campuses as well as smaller, outlying institutional partners.

Student housing is available off-site from the main campus in 16 units leased from Northwest

Healthcare. The apartments are in close proximity to the College, Kalispell’s medical center, residential areas, and retail services.

The College welcomes community use of both campuses. The main campus has grown from its

original 37 acres in 1990 to the present size of 216 acres. The campus is well maintained and home to a native plants arboretum. Campus beautification is ongoing with 20 to 30 trees planted every year. Trails connect to a county-wide system. In the winter a cross-country ski trail is groomed for community use. A pedestrian tunnel connects to the Kid Sports complex across the highway. The College partners with Nourish the Flathead, a local nonprofit organization, to provide a community garden. Produce from the community portion of the garden is used by the Early Childhood Center, the culinary arts program, and local food banks. The campus is used by the Kalispell Police Department and Flathead County Search and Rescue for training exercises.

As an active community partner, the College supports the use of its buildings by public groups.

The Facilities Use Manual defines policies and procedures for non-College uses. Students in the natural resource and heavy equipment operations programs both benefit from the

laboratory provided by the big campus. The Logger Sports arena and a folf course are both located on campus. A poplar farm on campus provides another learning opportunity for natural resources and statistics students and the Service Learning program.

All buildings are Americans with Disabilities Act compliant and the Disabilities Services Office

assists students with special requirements. The College actively supports the Safety Committee which meets monthly to determine methods

of ensuring the safety and security of its campus infrastructure and users. Meetings include monthly tours with outside experts of the physical plant to ensure compliance with safe practices and emergency preparedness. The committee is composed of members from academic and non-academic departments representing each of the buildings and both campuses. Representatives from the College’s insurance carrier and the state worker’s compensation insurance fund also attend Safety Committee meetings.

Ongoing consideration of emergency preparedness led to the creation of the Command Team in

2011. If a crisis incident were to occur, the Command Team would manage the College response. The Command Team recently developed a table-top program for campus practices. The first exercise was held during a College-wide In-service on January 12, 2012. Post-incident evaluation is a critical part of the Command Team’s mission, and the table top program provides an opportunity to practice. The Command Team includes the president, vice president of instruction and student services, vice president of administration and finance, dean of students, executive director of human resources, director of



management information services, the director of physical facilities, paramedicine and emergency management instructor, director of marketing and communications, marketing and public relations coordinator, campus counselor, and criminal justice instructor.

Lock downs and fire drills have been conducted. Fire and security systems are monitored.

Several security cameras are located on campus. Parking lots are well lit. An electronic notification system became operational in 2011 and provides rapid multi-device communications with faculty, staff, and students in case of emergency. A safety suggestion box is located in the lobby of the administration building and is monitored by the director of physical facilities.

During the long winter season, added efforts are employed to ensure safe and ice-free sidewalks

and parking lots. Parking lots are plowed after two inches of snow has fallen. During inclement weather sidewalks and campus approaches are sanded by 8 a.m.

College staff continually seeks ways to better accommodate student needs through enhancing and

adapting to-ever changing educational requirements. This includes assessing space needs for department growth in current and future programs. When needs are identified, the director of physical facilities prepares a response for each need. Administration then meets with anticipated users to confirm that the proposals meet the identified needs. Final approval is made by the president.

Hazardous Materials Policies and Procedures (2.G.2)

Staff ensures that hazardous and toxic materials are purchased, used, stored, and disposed of in a safe manner. The director of maintenance services takes oil to the landfill for recycling. Batteries and fluorescent tubes are returned to the suppliers for safe disposal. A licensed hazardous waste facility disposes of campus hazardous chemical waste. Another licensed contractor disposes of medical and biological waste as needed.

Policies and procedures for the safe use of hazardous chemicals are outlined in the Chemical

Hygiene Plan. The College employs a full-time chemical hygiene officer who purchases chemicals and regularly teaches safe handling practices and disposal of all campus hazardous and toxic materials. Every employee who works with chemicals, including work-study students, has a copy of the Chemical Hygiene Plan and is trained by the chemical hygiene officer. Material safety data sheets and a chemical inventory are located in all instructional areas where chemicals are stored and used.

The College holds cardio-pulmonary resuscitation, automated external defibrillator (AED), and

first aid classes every fall and spring. The classes are open to all College employees free of charge. Policies and procedures are focused on preventing unsafe practices. The chemical hygiene officer

is responsible for reviewing the Chemical Hygiene Plan. Complaints are handled on an individual basis by the chemical hygiene officer.

Physical Development Master Plan (2.G.3)

The College Master Plan serves as a basis for further campus development. It is regularly reviewed and updated by the Master Plan Committee for uses and future physical development of the expanding campus property. The Master Plan Committee encourages divisional and campus-wide input in this process. The Board of Trustees Facility Committee regularly participates in master planning exercises.

Campus Equipment (2.G.4)

Instructional equipment is sufficient in quantity and quality to support teaching objectives. Funding for instructional equipment is provided by a mandatory equipment fee. Instructors make

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requests to their division chairs for instructional equipment. Division chairs present their division requests to the vice president of instruction and student services for review. The vice president of instruction and student services and the division chairs compose the Equipment Fee Committee. The vice president makes recommendations to the committee for final approval. The goal of the Equipment Fee Committee, which meets twice a year at semester’s end, is to determine proper expenditures that best support all educational programs, while adhering to the annual budget. Equipment fees can be increased if they become inadequate. The last equipment fee increase was a result of an adjustment for inflation in 2010.

The College provides adequate and well-functioning equipment to assist both the maintenance

and custodial staffs. This helps to ensure that students, faculty, staff, and the community have the best environment to promote their varied endeavors.

The College’s physical plant and the Management Information System Departments work closely

to manage, update, and replace technology-based systems. These systems include building temperature controls, state-of-the-art phones, and security alert systems.

Energy savings and green initiatives and practices are promoted and supported by both student

and staff committees and individual volunteers. These include a robust recycling program, use of environmentally-safe cleaning agents, and several physical plant energy saving retrofits.

Technology Systems and Infrastructure (2.G.5)

The College’s technological infrastructure is a multi-layered construct upon which sits the systems used, in part, by the College to fulfill its mission and accomplish its core theme objectives. The basal system, or physical layer, of the campus infrastructure provides voice and data communications for operational functions including telecommunications, security camera feeds, teleconferencing, facility environmental controls, and administrative and academic data services via the campus local area network (LAN). This base includes connectivity between campus buildings via a fiber optic system that is currently configured and used for 1000BASE-SX communications and will support up to 10GBASE-SR when such bandwidth is required in the future. The buildings on both College campuses have been constructed, or in the case of older buildings, retrofitted with a minimum cabling capacity of 1000BASE-T to the desktop. Wireless network connectivity for Internet access is available in all buildings on both campuses. The connection between the Kalispell campus network and access to the Internet is via a 30Mb/s telecom provided metropolitan area network (MAN), and the connection between the Libby campus network and access to the Internet is via a 10Mb/s telecom provided MAN.

Systems available via the campus network include application servers, authentication servers,

web servers, client computers, printers, and print queue management systems. These devices make up the systems used to manage the routing and communications between the systems on the network and the systems used for interfacing with and bridging together this collection of systems.

In 2007, the College undertook a modernization effort affecting its principal academic records

and fiscal management systems, converting its administrative information system from Datatel Colleague to Three Rivers CAMS. This is the College’s core data system and includes web-based portal access for students, advisors, and teaching faculty, from anywhere, anytime via a campus network or remote Internet link. The portals provide a convenient means for online registration, payments, access to online courses, grade monitoring, campus notifications, and like functions. The web-based interfaces for access to other College systems (i.e. event scheduling and community education course offerings, registration, and payments) have undergone major revision upgrades in the past two years.


The College’s distance education systems were consolidated in 2008 to provide a course delivery system with a single point of access for clarity and ease of use by students. The Distance Education Committee, comprised of teaching faculty, administrators, and system support staff, chose Desire2Learn. The system launched online beginning Spring 2009 for use by courses taught in online, blended, and enhanced modes. The Pearson MyLabsPlus system was launched online the following year, primarily for textbook augmentation in courses taught in enhanced mode. Enrollment data synchronization bridges were implemented between these remote delivery systems and the CAMS system to make access consistent across all platforms for students and faculty, wherever offered and however delivered.

The task of equipping all general use classrooms with computer-based lecterns and ceiling-

mounted digital projectors was completed during the Spring 2011 semester. These classrooms also include amplifiers and wall or ceiling-mounted speakers and VHS/DVD equipment. Five classrooms are equipped with Smart Board interactive whiteboards. The College has one classroom on the Kalispell campus and two classrooms on the Libby campus that are configured for Internet Protocol (IP) address-based instructional teleconferencing and augmented with three portable teleconferencing units.

The College has 11 general use computer labs, nine on the Kalispell campus and two on the

Libby campus, with a total of 239 computers workstations. The computers are used for instruction of computer-based courses in the College’s transfer and workforce preparation programs and open lab use when available. Each has an installed software base that includes an operating system, word processor, spreadsheet, and database applications, and program-specific software necessary for courses taught in a particular lab. During an active academic term, the general use computer labs are open from 7 a.m. to 10 p.m. Monday through Friday and from 8 a.m. to 3 p.m. on Saturdays, except for holidays and days associated with holiday weekends.

Computer-augmented facilities with focused uses on both campuses include the Language Arts

Lab, Math Lab, Adult Basic Education Labs for developmental education, Surveying Lab, and First Interstate Workforce Training Lab for workforce preparation and community education. Computer usage is varied among academic programs and includes document and tabular data creation and manipulation; 2D and 3D computer graphics and animation systems; mathematical modeling; medical patient simulators; and design and Computer Numerical Control tool path operations for welding and plasma cutting systems, wood milling systems and jewelry wax mold milling systems. There are a total of 411 computers available on both campuses for student use as of the beginning of Fall 2011, approximately one computer for every five to seven FTE.

Each full-time instructors have a desktop computer, laptop computer, or both. All adjunct

instructor offices are equipped with desktop computers (25 in total). All regular administrators and staff members who use computers in their work have a desktop computer, laptop computer, or both.

Access to resources on the campus network requires username/password authentication by all

users, including faculty, student, staff, and administrators. Several computer workstations are available for non-authenticated, community patron use in the library. These systems are attached to the College’s special use network, GuestNet, providing Internet access for personal wireless laptop use by students and College guests. The GuestNet network is isolated from the primary campus network and systems. Acceptance of the College’s Acceptable Use Policy is required by all users for successful login to the College’s primary campus network. Policies pertaining to Management Information Systems(MIS) are included in Board Policy, Chapter XIII.

The campus network center and server rooms are located in physically-secured rooms, which are

equipped with dedicated environmental control systems and uninterrupted power supply units. Watch dog and facility environmental alarm systems are in place to alert MIS and physical plant staff if

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abnormal conditions exist. Remote access systems are in place to allow for remote emergency intervention for a majority of circumstances during off hours. Data on all campus servers is backed up daily, and two generations of a full weekly backup dataset are kept in an off-site vault. All major hardware and software components used for core services, and classroom applications are maintained via annual maintenance and license contracts for reliable and consistent availability.

Support of the College’s technological infrastructure is, primarily, under the umbrella of the

Management Information Systems Department, Media Center, and the Extended Learning Division. Exceptions include the voice telecommunications system, which resides on a portion of the campus network but is serviced by the external telecommunications provider, CenturyLink, and the physical facility’s environmental control and security camera systems, which reside on the campus network but are administered by the Business Services Office. The College has a support base in place that includes 12 technicians, analysts and instructional specialists from both campuses, providing approximately one technology support person for every 20 members of the full-time faculty, adjunct faculty and staff, when the employee roster is 250.

Effective Use of Technology (2.G.6)

A number of opportunities exist for faculty, students, staff, and administrators to access instruction and support in the effective use of technology. In general, technicians are available on both campuses to troubleshoot problems and provide assistance when needed. The College’s small institution atmosphere allows for a casual “just pick up the phone” support approach, but a formal helpdesk is in place for problem solving, scheduling, and follow-up of one-on-one assistance and tutorial services. Step-by-step help documents are available for the most common and frequently-asked questions about campus technology via the MIS Helpdesk website.

Faculty training and support resources include access to focused instruction and assistance in the

use of technology geared toward particular programs. Technology support is available for both classroom instruction and courses developed with distance and extended learning components. The College’s full-time instructional technology specialist, located on the Kalispell campus as a service of the Extended Learning Division, provides assistance in developing courses with distance and extended learning components. Formal instruction is available to members of the faculty in distance course development as hands-on online credit courses. Instruction is augmented with access to 24/7 helpdesk support via telephone and email from the core distance delivery provider Desire2Learn and the textbook augmentation provider MyLabsPlus.

The Media Center provides faculty training in the use of the classroom computerized lectern

systems and interactive television (ITV) units as a rudimentary component in the process of obtaining a key to the cabinets. Training and support in the use of common campus technology and the faculty and advising portals is provided by staff members from the departments associated with the subject matter and often in collaboration with the Teaching Excellence Center, a professional development resource on the Kalispell campus for faculty. The center provides a peer-based resource for the exchange of ideas and the exploration of new teaching techniques. The center is equipped with computerized lectern and Smart Board technology.

Student access to computer resources is an integral part of many academic programs. The

instruction of the essential technical elements needed to successfully grasp a particular subject is woven into the curriculum. Students who need assistance in the use of technology that is not required in their academic program can receive help or guidance from their respective instructors, MIS, and the Media Center. Introductory and focused instruction is available to students in the use of many of the most commonly used software applications via the College’s for-credit computer applications short courses.


Instructions for first-time logins are posted in the general access computer labs for students who do not receive these instructions as a part of their regular course work. Help is available from the MIS helpdesk located in the center of the four-room computer lab complex in the Business and Social Sciences Building. All registered students have user login accounts and access to services that include personal folders/directories and pertinent course folders/directories. The servers that house these services can be accessed on campus through the campus network or remotely from off-campus via an appropriate secure file transfer software application. In addition to campus computers, access to the student portal and distance learning systems follows the same first-time login steps, providing consistent methods for student access wherever and whenever they may be using these resources.

Specialized helpdesk services and support for the College’s online distance education systems

include a focused assistance center located in the offices of the Extended Learning Division. The helpdesk provides answers to specific questions from students regarding the use of the core distance delivery system Desire2Learn and the Pearson textbook augmentation system MyLabsPlus. Both providers of these systems include 24/7 helpdesk support, available to students via email and telephone.

Staff and administrators have access to the same training and support resources available to

faculty and students, and have a rich peer-based support group of users associated with each of the College management and operations systems. One-on-one and group instruction at software vendor training sites and/or in webinar form is available for detailed topics with specialists from primary system vendors such as CAMS. Instruction is augmented with user documentation, publications and user-group conferences. Instruction and assistance also is available from the MIS helpdesk and staff for most topics.

Technological Infrastructure Planning (2.G.7)

Planning for the College’s technological infrastructure was changed in 2007 from a large generic committee approach to smaller focus groups. This change yielded a more effective planning method for flexibility and growth in programs with an emphasis on computer-based needs, such as the computer-aided design, graphics, and animation programs. The Computer Fee was renamed the Technology Fee, and the scope was broadened to include a greater range of computational technology services and components for classrooms, labs, and instructional toolsets. The Board of Trustees approved the Budget Committee’s recommendation to adjust the fee accordingly, beginning in Fall 2007, to meet the College’s growing programs and projected needs. The Technology Fee is adjusted annually for inflation.

The focused planning approach has proven to be effective. It primarily involves only those

affected by and interested in a particular planning effort. Perspectives of both the user constituents and those who bind and support the planned components to the greater campus system are included. Focus groups exist for each grouping of computer labs and organizational system units. The general use computer labs are grouped by principal usage type and academic disciplines. The associated focus group participants include instructors currently teaching in the particular computer lab grouping and MIS support staff. Student input is gleaned, and level of involvement determined by the faculty participants of each lab focus group.

Planning for non-general use tier-two computer-based teaching facilities is conducted

independently by each academic department and computational needs made known to the director of management information systems for inclusion to the overall campus plan. The organizational systems focus groups include student records, fiscal operations, and general operations departments. Focus group participants include principal system users and department directors. Most planning input is based upon the proactive needs voiced by those most aware of current trends within particular focus areas. That input is supplemented by consulting each focus group when decisions concerning version and system upgrades are necessary. The core themes and institutional perspectives of the focus groups are checked by the


oversight body most apropos for particular planning efforts and may include the Curriculum Committee, pertinent academic divisions, administrative departments, and Executive Staff.

The software used in the computer labs is assessed formally each academic year and informally

each semester. Software assessment is a coordinated effort by the affected classroom instructors and the classroom scheduling, and MIS installation teams for current and preferred software releases, textbook availability, and procurement. Planning participants are consulted via email to ensure software listing accuracy. All principal software systems are licensed and maintained via annually renewable contracts funded by the Technology Fee for academic systems and by the general fund for administrative systems.

Technology Update and Replacement (2.G.8)

The College’s technology update and replacement plan is based upon a two-tiered strategy. Tier-one systems are installed in areas that have a high level of computational demand and are generally new systems. Tier-two systems are installed in areas where processing speed is less critical. Systems used for administrative and general campus management are replaced using a linear age-based schedule, where the oldest systems are replaced first in the replacement cycle. These systems include faculty and staff desktop computers, servers and network systems, printers and so forth. Faculty and instructional-related systems are funded via the Technology Fee and staff systems are funded via the general fund.

Computer systems located in general use computer labs and available for use by all students are

tier-one systems. They are replaced on a three-year cycle to provide the most current technology. The 2012 academic year is the “third year” for tier-one systems in the three-year replacement cycle. The three-year-old systems are then transitioned into tier-two systems in areas where performance is less critical, allowing the College to get the most use possible, within reason, from each system. These systems are funded via the Technology Fee.

Many classrooms and labs are equipped with special instructional delivery equipment including

computer-based instructor lecterns, ceiling- or cart-mounted digital projectors, TV, VHS/DVD, special sound systems, document cameras, Smart Board interactive whiteboards, lectern Sympodiums (SMART Podium Interactive Pen Displays), graphing calculators, and ITV systems. These systems are replaced using a linear age-based schedule, where the oldest or poorest performing systems are replaced first. The lectern computers are funded via the Technology Fee, and the audio visual systems are funded via the Equipment Fee. The Equipment Fee Committee allocates a fixed amount for audio visual and ITV equipment each year and is chaired by the vice-president of instruction and student services.


Chapter Three: Institutional Planning

NWCCU Standards for Accreditation, Revised 2010

Standard Three – Planning and Implementation The institution engages in ongoing participatory planning that provides direction for the

institution and leads to fulfillment of its mission, accomplishment of its core theme objectives, and achievement of the identified goals or intended outcomes of its programs and services. The resulting plans reflect the interdependent nature of its operations, functions, and resources in achieving intended results. The institution demonstrates that its planning and implementation processes are sufficiently flexible to address unexpected circumstances with the potential to impact the institution’s capacity to accomplish its core theme objective and fulfill its mission. It demonstrates that its plans are implemented and influence practice, resource allocation, and application of institutional capacity.


The Institutional Plan harnesses the College’s resources and capacity to implement College plans. Plans include mission fulfillment and core theme objectives as well as the goals of the Institutional Plan itself. The Institutional Assessment Plan explains how assessment is conducted at all levels, from institutional assessment to degree and program assessment up to student achievement. The indicators established for mission fulfillment and core theme objectives, and in development for the Institutional Plan goals, form the basis around which data is collected to document assessment. Recommendations for planning revisions are based on data-driven discussion and analysis. Roles and responsibilities are defined in the Institutional Assessment Plan to ensure that data-based recommendations lead to improvements in student learning and institutional effectiveness.


Comprehensive Institutional Planning (3.A.1)

The FVCC Institutional Plan (Appendix A) is intended to serve as a roadmap for continuous improvement over the next five years. FVCC has made significant progress since its establishment in 1967. Community members, faculty, staff, and students can be justifiably pleased with the rich learning community that FVCC has become. While FVCC is an excellent community college, there is always room for improvement, and the institutional plan explains how it will be achieved.

The FVCC Institutional Plan has four goals each supported by strategies and tactics. The

institutional goals are intended to enhance the College’s ability to fulfill its mission and achieve its core theme objectives. Many of the institutional goals and strategies directly align with and support core theme objectives. Other goals and strategies indirectly support the core theme objectives by developing and stewarding the College’s resources and capacity.

The following are the College’s four institutional goals:

Goal 1: Deliver quality and relevant education. Academic programs at FVCC provide students with excellent preparation for further study or employment; Goal 2: Provide student resources and support. All FVCC students are provided resources and support services that enhance their abilities to be successful in their educational pursuits; Goal 3: Cultivate resources enabling mission fulfillment. FVCC cultivates sufficient resources to fulfill its mission; and Goal 4: Exercise wise resource stewardship. FVCC exercises wise stewardship of its resources by assuring resources are used efficiently and effectively.

The institution’s focus on resource development and wise stewardship ensures that the College is

able to meet unexpected circumstances yet still maintain its commitment to quality education and sufficient services to enhance student success.

Opportunities for Input (3.A.2)

Broad participation is inherent in the planning processes at FVCC. College Council, Executive Staff, Student Government, Faculty Senate, Continual Improvement Group, and the Board of Trustees all have roles in identifying processes and resources to achieve core theme objectives, institutional goals for programs and services, and mission fulfillment.

During fiscal year 2003, FVCC sought broad College input during the process of reviewing its

mission and goals. Administration, staff, faculty, students, and trustees contributed to the process. At that time, the mission statement was revised, and a set of strategic goals were identified.

Until recently, each College department and academic division annually created goals and action

plans based upon the strategic goals. College Council reviewed and approved these goals and action plans in the fall and reviewed and submitted progress reports to the Board of Trustees in the spring.

In the manner described above, the entire College was engaged in planning to achieve the

institution’s strategic goals. Recently, the Northwest Commission of Colleges and Universities’ revised standards provided

the opportunity to update the College’s strategic goals with an institutional plan. Extensive College-wide input was acquired while identifying the core themes, defining core theme objectives, articulating plans for core theme achievement, and examining the resources and processes the College brings to accomplishing the core themes. Planning exercises with College Council, Student Government, Executive Staff, and Faculty Senate during spring 2011 provided additional input. Minutes from Board of



Trustee planning retreats were reviewed. Finally, a core group of administrators and faculty drafted an institutional plan based upon the College-wide input. The executive director of institutional research, assessment, and planning conducted individual interviews with a sample of advisors, full-time faculty, and adjunct faculty at the College to confirm the general plan.

College Council approved the Institutional Plan draft on December 7, 2011. The Institutional Plan

was approved by the Board of Trustees on December 19, 2011.

Data-based Evaluation (3.A.3) The Institutional Plan goals are entered into the WEAVEonline data management system which is

used campus-wide. Each department and academic division has identified goals and entered them into WEAVEonline. Within the program, the departmental goals are linked to institutional plan goals. In accordance with the Institutional Assessment Plan (Appendix B), the Continual Improvement Group meets annually in July to review departmental assessment reports to confirm institutional progress.

Priorities and Resource Allocation (3.A.4)

Results of the annual institutional assessment are intended to inform and provide direction to the Budget Committee, vice president of administration and finance, president, and the Board of Trustees in determining resource allocation.

The transition from monitoring progress on the former strategic plan to evaluating achievement

on the new institutional plan will be complete in July 2012 when the Continual Improvement Group meets to evaluate institutional goals. Departmental and divisional reports will be generated from the WEAVEonline program and used in the evaluation process.

Emergency Preparedness and Contingency Planning (3.A.5)

The College’s emergency planning focuses on mitigating the likelihood of emergency or catastrophe and developing effective responses in the case an emergency should occur. The Safety Committee meets monthly to ensure proactive methods are in place to reduce the likelihood of danger to employees or students. The Command Team meets monthly to plan for the emergency responses. The Command Team also designs exercises to raise awareness for potentially threatening circumstances and to increase preparedness through practice of safe procedures. Every College employee receives a copy of the Emergency Management Plan. In the event of a catastrophic event that significantly interrupts normal institutional operations, contingency planning for continuity and recovery of operations is focused on safeguarding the management information systems. Data from all principal systems is backed-up every 24 hours, and a full dataset is transferred to a secure off-site vault. The plan also includes potential relocation of the College servers in the event of a prolonged electrical outage.

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Chapter Four: Core Theme Planning, Assessment, and Improvement


Standard Three – Planning and Implementation The institution engages in ongoing participatory planning that provides direction for the

institution and leads to fulfillment of its mission, accomplishment of its core theme objectives, and achievement of the identified goals or intended outcomes of its programs and services. The resulting plans reflect the interdependent nature of its operations, functions, and resources in achieving intended results. The institution demonstrates that its planning and implementation processes are sufficiently flexible to address unexpected circumstances with the potential to impact the institution’s capacity to accomplish its core theme objective and fulfill its mission. It demonstrates that its plans are implemented and influence practice, resource allocation, and application of institutional capacity.

Standard Four – Effectiveness and Improvement The institution collects data related to clearly-defined indicators of achievement, analyzes those

data, and forms evidence-based judgments of achievements of core theme objectives. It regularly and systematically applies clearly-defined evaluation procedures to appraise the relationship of Institutional Planning, resources, capacity, and practices to the objectives of its core themes; and assesses the extent to which it accomplishes those objectives and achieves the goals or intended outcomes of its programs and services. It uses assessment results to effect improvement and disseminates it findings to its constituencies.

FVCC’s Cycle of Continual Improvement The College’s entire cycle of continual improvement is encompassed in this chapter as each core

theme is examined from the perspectives of planning, assessment, and improvement. Core theme planning utilizes the Institutional Plan to organize the College’s resources and capacity to implement the programs and services that enable achievement of the core theme objectives. The results of core theme planning are evaluated by institutionally-defined indicators according to the processes outlined in the Institutional Assessment Plan. Based upon assessment, the CIG recommends improvements for institutional effectiveness and student achievement to the president. Recommendation approval begins another cycle of planning, implementation, assessment, and revision.


Eligibility Requirements 22 & 23 (Executive Summary) Student Achievement (E.R. 22)

The institution identifies and publishes the expected learning outcomes for each of its degree and certificate programs. The institution engages in regular and ongoing assessment to validate student achievement of these learning outcomes.

The College has identified and published expected learning outcomes for each of its degree and

certificate programs. Regular and ongoing assessment validates achievement of these learning outcomes.

Institutional Effectiveness (E.R. 23) The institution systematically applies clearly defined evaluation and planning procedures,

assesses the extent to which it achieves its mission and core themes, uses the results of assessment to effect institutional improvement, and periodically publishes the results to its constituencies. Through these processes it regularly monitors its internal and external environments to determine how and to what degree changing circumstances may impact the institution and its ability to ensure its viability and sustainability.

The College’s core theme plans and Institutional Plan demonstrate data-driven planning

procedures. Planning is adaptive and responsive to internal and external factors. The Institutional Assessment Plan documents the College’s assessment procedures and how they affect core theme and institutional planning.


Transfer Preparation Core Theme Core Theme Objectives and Institutional Plan Goals Align (3.B.1)

The purpose of the Transfer Preparation Core Theme is to provide educational programs and courses that prepare students for successful transfer to other postsecondary institutions. The following four objectives of the core theme state what the College’s intentions are to achieve the purpose. The Institutional Plan explains how the College intends to accomplish those objectives.

The four Transfer Preparation Core Theme objectives combine the theme’s purpose with the

College mission by focusing on curriculum, instruction, support services, and seamless transitions from high school to community college to baccalaureate institution. The four objectives were identified by the College for this core theme:


The Institutional Plan has four main goals, each supported by broad strategies and focused tactics

intended to accomplish the goals. Institutional Plan goals either directly embrace the objectives of the core themes or indirectly support the core theme objectives by providing for institutional needs. The four goals of the Institutional Plan are:

1. To deliver quality and relevant curriculum: Academic programs at FVCC provide students with excellent preparation for further study or employment;

2. To provide student resources support: All FVCC students are provided resources and support that enhance their abilities to be successful in their educational pursuits;

3. To cultivate resources enabling mission fulfillment: FVCC cultivates sufficient resources to fulfill its mission; and

4. To exercise wise resource stewardship: FVCC exercises wise stewardship of its resources by assuring that they are used efficiently and effectively. The development of measures to evaluate the achievement of the Institutional Plan goals is

underway and should be completed by Summer 2012 to satisfy the annual evaluation process described in the Institutional Assessment Plan.

Planning for the programs and services that comprise the Transfer Preparation Core Theme is

guided by the goals of the Institutional Plan and the objectives of the core theme. Both the goals and objectives are directly connected in their commitment to ensuring that curriculum content is valuable; instruction is effective; assessment is meaningful; learning experiences are enhanced; and bridges between education institutions are maximized.

Planning also includes student support, which is another direct connection between the

Institutional Plan and the core theme objectives. In addition, planning considers mechanisms for delivering valuable enrollment advice and providing academic support and resources for student learning.

The Institutional Plan indirectly supports the objectives of the Transfer Preparation Core Theme

by developing resources and managing operations to function effectively and efficiently.

Contributing Components of the Transfer Preparation Core Theme (3.B.2) The programs comprising the Transfer Preparation Core Theme include the Associate of Arts

(AA) and Associate of Science (AS) degrees which serve as generic transfer degrees and represent the


general education core. A student who completes the general education core of the AA and AS degrees is considered to have completed the lower division general education core of the Montana University System (MUS) transfer institution per Montana Board of Regents Policy 301.10 whether or not they have completed the AA or AS degree. Thus, the College has chosen to look at the general educational core independent of, as well as within, the AA and AS degrees. In addition, the College has included transfer curricula for majors within the programs at baccalaureate institutions articulated with FVCC to support the Transfer Preparation Core Theme.

Services integrally connected to the transfer preparation programs include the categories of

curriculum design and learning outcomes; student support and community connections; instruction; and grants.

• Services within curriculum design and learning outcomes include: the Curriculum Committee; Program Review Committee; General Education Team; Distance Learning Committee; division chairs; Educational Services Office; Extended Learning Division; academic advisors; Running Start program; Faculty Senate; and the Continual Improvement Group.

• Student support and community connections services include: the Mathematics and Language Arts Labs; Tutoring Center; disabilities services and assessment specialist; library; Service Learning Office; academic advisors; study abroad program; and the Scholars Program.

• Instruction-based services include: the Teaching Excellence Center and Professional Development Committee.

• Relevant grants currently include Strengthening the Indigenous and Emergency Workforce (SINEW); Title III; TRIO; National Science Foundation (NSF) EnGIneering Flathead’s Future; NSF training grant; NSF Nuclear Magnetic Resonance (NMR) Spectroscopy; AT&T Technology and Environment Awards Program and NSF SCoRE Biotechnology.

Data-based Evaluation Guides Planning (3.B.3) Transfer preparation is approached through a variety of coordinated mechanisms, which includes

assessment as a large piece. The College has been shifting to a more data-driven approach since its last accreditation visit. As a result, many of the College’s processes have undergone revision and are reassessed every two to three years including both Curriculum Committee and Program Review Committee processes. Curriculum Committee serves as the final stage and common link for most of these processes. Recommendations from the committee are presented to the vice president of instruction and student services, then the president, then the Board of Trustees, and lastly, the Montana Board of Regents. Faculty Senate president and the vice president of instruction and student services co-chair the committee, providing faculty and administrative co-responsibility for the process.

Transfer Preparation Core Theme planning is informed by the analysis of three inputs: Transfer

Preparation Core Theme objectives indicator measurements; Curriculum Committee recommendations and issues; and WEAVEonline data from all entities linked to the Transfer Preparation Core Theme objectives and indicators. The Transfer Preparation Core Theme Shepherd organizes, analyzes, and creates a preliminary list of recommendations from the data. The data, analysis, and recommendations are discussed by Faculty Senate. All information, including Faculty Senate feedback, moves to the Continual Improvement Group (CIG) for discussion. CIG recommendations are then presented to the president for approval prior to their integration into the plan. The overall planning process, including the timeline, is detailed in the FVCC Institutional Assessment Plan (Appendix B).

Core Theme Objectives Assessment (4.A.1)

For transfer preparation, the first round of planning, assessment, and improvement under the new accreditation standards has a bilateral nature. Some indicators arose out of prior data indicating a need for change; thus these projects have been in process for one or more years. Other indicators arose from a


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campus desire to focus on certain areas of importance with no prior data analysis. This results in the first round of assessment data from Summer 2011 providing the basis for improvement, however leaving little time to enact changes based on recommendations prior to the April 2012 evaluator visit.

WEAVEonline provides the framework within which academic units and non-academic

departments can relate their individual missions to the Transfer Preparation Core Theme objectives and Institutional Plan goals which directly and indirectly support the core theme. WEAVEonline is not yet fully integrated into College processes; however, it will be used to effectively minimize operational silos and focus on results-based evaluation.

Core Theme Programs and Services Assessment (4.A.2)

Actions and recommendations of Program Review Committee move forward to Curriculum Committee for action. Proposals for addition, revision, or deletion of courses and programs involve specific groups that ensure all potential impacts have been addressed prior to arriving at the Curriculum Committee. Those groups include: the Distance Learning Committee; General Education Team; faculty assessment specialist; transfer advisor; divisions; and Faculty Senate, in addition to several of the support service areas previously discussed in this section. Changes regarding transfer issues; general education; program and degree learning outcomes; and other related issues are brought to the Curriculum Committee.

The assessment plan for course, program, and degree learning outcomes, as well as for the

Transfer Preparation Core Theme, is part of the Institutional Assessment Plan (Appendix B). The Continual Improvement Group, which includes all core theme shepherds, oversees institutional assessment.

The Educational Services Office is responsible for all support and oversight for curriculum and

faculty. The extended learning director oversees the Lincoln County Campus operations as well as distance learning and sits on both Curriculum Committee and the Continual Improvement Group.

Student support of instructional areas include the library and media center, which provide

students instructional, research, and reference materials and assistance with information resources both inside and outside the classroom. On the main campus, the Math and Language Arts Labs are available throughout the weekdays. The Math Lab is open on Saturdays throughout the academic year. Likewise, the Academic Reinforcement Center at Lincoln County Campus is staffed throughout the week for students needing technical assistance. In addition the Learning Resource Center on the main campus oversees tutor assignments, provides transfer advice, and houses the disabilities services and assessment specialist. The center’s counselors teach ‘Transition to College’ courses and oversee the learning community process.

Expansion of classroom opportunities includes the learning community course block; Service

Learning and study abroad; and the Scholars Program. Study abroad options include a semester in Italy in addition to shorter duration learning adventures across the globe. The Scholars Program graduated the first class of students in spring 2011. Students who have completed the program automatically are eligible to transfer into the honors programs at The University of Montana and Montana State University. The Service Learning program connects students in a wide variety of disciplines with the community. In addition, several on-campus service learning projects, including Habitat for Humanity Build Day, Seussville University, and the CASA holiday gift drive, take place annually.

Academic advising for transfer students is a critical component of successful transfer preparation.

Full-time faculty members serve as academic advisors in addition to the Learning Resource Center staff. With data indicating the placement and advising system needed improvement, advising became a



significant portion of a Title III grant. The College is currently in its third year of the grant, and significant changes have been made to the College’s advising and placement processes.

Services supporting the instructional component of transfer preparation include a variety of

professional development opportunities for faculty. Full-time faculty may apply to the Full-time Faculty Professional Development Committee for funding to travel to conferences and workshops. Sabbaticals are available for larger projects. Adjunct faculty members have a separate professional development fund they may apply for conference travel. Training in creating and teaching an online course is provided through the Extended Learning Center. The Teaching Excellence Center provides both instructional technology resources as well as professional development opportunities for full-time and adjunct faculty. In addition, Faculty Senate and the Teaching Excellence Center work with the vice president of instruction and student services to provide professional development workshops requested by faculty at both full-time and adjunct faculty In-service workshops. During Spring 2011, efforts began to reorganize these opportunities into a more streamlined process.

Numerous grants connected to transfer preparation provide opportunities focused on increasing

student success. Grants including: the overarching Title III grant focused on overall student retention; those targeting specific audiences based on access issues such as TRIO; and those focused on specific audiences based on disciplines such as science, technology, engineering, and math help provide funding to improve and innovate targeted areas of transfer preparation to increase student access and success.

As stated in the Institutional Assessment Plan, the Continual Improvement Group develops two

college-wide assessment reports each year. The winter report directly assesses achievement of core theme objectives and mission fulfillment. The summer report assesses fulfillment of Institutional Plan goals which provides a complementary, yet indirect assessment of the Transfer Preparation Core Theme by evaluating many of the services that support the core theme.

Student Achievement Assessment (4.A.3)

At the course level, individual instructors are responsible for assessing how well students achieve the course learning outcomes. The Institutional Assessment Plan provides a full discussion of the course-level assessment process.

At the general education level of assessment, the General Education Team, chaired by the

assessment specialist, oversees assessment of the eight general education learning outcomes. Faculty members teaching general education courses within a category agree upon the evaluation criteria. The Institutional Assessment Plan provides a full discussion of the general education assessment process.

Core Theme Programs and Services Support Core Theme Objectives (4.A.4)

The four objectives of the Transfer Preparation Core Theme address relevant curriculum, high-quality instruction, student support, and educational connections that prepare transfer students for success at baccalaureate institutions. The academic programs described in Section 4.A.2 align, correlate, and are integrated into the purpose of the core theme. The services included within this core theme include: curriculum design and learning outcomes; student support and community connections; instruction; and grants. These services directly relate to the objectives and purpose of the Transfer Preparation Core Theme and therefore, are deemed to align, correlate, and be integrated into the core theme.

Institutional Resources and Practices Support Intended Outcomes of Programs and Services (4.A.5)

As evidenced by assessment of the core theme objectives, the resources and capacity of the College are aligned and integrated to support achievement of the objectives and student outcomes


intended by the Transfer Preparation Core Theme. In addition to the programs and services that comprise the Transfer Preparation Core Theme, other non-academic services support this core theme.

Management Information Systems provides technological infrastructure, software, and technical

assistance for students and faculty. Maintenance and physical plant personnel keep classrooms clean, up-to-date, and in good repair. They also work with faculty to create desired laboratory equipment. The coordinator of instructional safety and chemical hygiene oversees academic laboratory, theater, and art studio safety; has oversight of the chemistry stockrooms and chemical preparations, and provides some assistance for preparation of other science labs.

Student Services assists students with financial aid, admissions, and registration; provides

counseling; and oversees student activities including Student Government and athletics. The theatre, student newspaper, and Multicultural Office provide additional student engagement opportunities. In addition, the coordinator of student admissions and Running Start works directly with Faculty Senate president and vice president to coordinate College for a Day each year bringing area high school juniors on campus to explore career with College faculty.

The Business Services Office works with students on payment plan options. The bookstore

supplies books and other required classroom materials as well as school supplies, College apparel, food, an espresso bar, and gift items. The Early Childhood Center provides students with child care options.

Institutional Advancement Office houses grant writing assistance, communications, marketing,

and management of the College website. The Foundation raises money for numerous projects including student scholarships program support, and building campaigns.

The Educational Services Office provides support for all administrative work and

communications related to curriculum, instruction, faculty, evaluations, or student comments. In addition, in conjunction with faculty, academic policies and procedures are reviewed. The Human Resources Office oversees faculty searches and ensures qualifications are met.

Grant opportunities are reviewed in relationship to their applicability to the Institutional Plan

goals which, either directly or indirectly, support the Transfer Preparation Core Theme. The Budget Committee also has integrated core theme objectives into its decision-making process. Each budget request is now required to include an “explanation of how the budget allocation will support one or more of the core theme objectives or Institutional Plan tactics identified as part of FVCC’s accreditation process. Where appropriate, indicate how the budget allocation will positively impact one or more of the indicators used to measure FVCC’s fulfillment of its mission or objectives.”

Appraisal of Assessment Process (4.A.6)

According to the Institutional Assessment Plan, the executive director of research, assessment, and planning is responsible for the bi-annual review of the Institutional Plan, including the processes for assessment.

The revised NWCCU accreditation standards and reporting intervals, the structure of the

Institutional Assessment Plan, and the accountability of the Continual Improvement Group provide the methods by which the College reviews assessment processes to ensure they “appraise authentic achievements and yield meaningful results that lead to improvement.”

Results of Assessment (4.B.1)

The Transfer Preparation Core Theme shepherd is responsible for overseeing the evaluation of the core theme objectives. The shepherd presents the data along with recommendations based upon


analysis of the data to the Continual Improvement Group (CIG). The CIG reviews the recommendations and forwards to the president for approval. The president approves assignments for improvement based upon the data-based evaluations and reviews.

The first Transfer Preparation Core Theme Assessment Report (Appendix D) was submitted by

the core theme shepherd to the CIG on February 1, 2012. Three of the four objectives of the core theme were achieved. Data collection for evaluation of the fourth objective is ongoing but incomplete.

In the report, the core theme shepherd stated, “Overall, based upon my review and assessment of

the following data, as well as preliminary discussions with the CIG on January 12-13, 2012, I have determined that FVCC is providing excellent transfer preparation to students at the College. I find the data used to evaluate achievement of the core theme objectives to be meaningful, assessable, and verifiable. Data collection for assessment of two of the indicators has not yet been completed but is well underway. Since this is the first year of a complete cycle under the new data-driven continual-improvement process, there was no anticipated expectation of indicator results. It is exciting and reaffirming to see the overall positive outlook of the data results.”

The College-wide Assessment Report (Appendix H) was prepared in February 2012 by the

executive director of institutional research, planning and assessment, on behalf of the CIG. The report was reviewed by Executive Staff and approved by the president. Results were shared internally with all employees. A Faculty Senate meeting, followed by a campus-wide open forum, was held on February 10, 2012 to discuss the results.

Areas of strength within the Transfer Preparation Core Theme noted by the Continual

Improvement Group include: • Transfer students’ grades from the Montana University System show that they are well prepared

for success by FVCC; and • Increased enrollments of local recent high school graduates demonstrate FVCC’s strong

reputation and that outreach to local high schools is effective.

Based upon the Transfer Preparation Core Theme Assessment Report, the CIG recommended that the College:

• Continue collecting sufficient data to analyze the transfer status of FVCC students relative to native students (indicator TP 1.1). Once FVCC has a clearer picture of the transfer system in place, the College should continue to work with other institutions of higher education to improve the seamlessness of transfer for students;

• Complete the restructuring of general education assessment (indicator TP 2.3); • Pursue detailed analysis of data to determine if there is validity to the hypothesis that past

Running Start enrollments in the trades programs have caused a distorted picture; in addition, create a small group, involving the recruiter and Running Start coordinator, who work directly with the Running Start program as well as the Transfer Preparation Core Theme shepherd and the executive director of institutional research, assessment, and planning to study the data and develop an improvement plan (indicator TP 4.2); and

• Collect and analyze additional data to determine why an increasing number of transfer students are not returning to school; based upon the data findings, develop an improvement plan to remedy the decline (indicator TP 4.3).

Assessment Used to Enhance Student Learning and Achievement (4.B.2) The Transfer Preparation Core Theme objectives, Institutional Plan, resources and capacity of the

College, Institutional Assessment Plan, Transfer Preparation Core Theme Assessment Report (Appendix


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D), and College-wide Assessment Report (Appendix H) are all elements of a continual improvement process with the mission focused goal of promoting and supporting student success through learning. The president’s approval of the recommendations by the Continual Improvement Group signals the beginning of a new cycle of planning, implementation, evaluation, and revision, which engages the entire College on behalf of student learning outcomes.



Workforce Preparation Core Theme Core Theme Objectives and Institutional Plan Goals Align (3.B.1)

The purpose of the Workforce Preparation Core Theme is to provide students with career and technical educational programs and courses that prepare the students for valuable employment and that enhance their professional development. The four objectives of the core theme state what the College’s intentions are to achieve the purpose. The Institutional Plan explains how the College intends to accomplish those objectives.

The four Workforce Preparation Core Theme objectives combine the theme’s purpose with the

College mission by focusing on curriculum, student success and community needs. The following four Workforce Preparation Core Theme objectives were identified by the College:


2. Students are offered workforce training aligned with community needs; 3. Students have the skills necessary to be successful in their chosen occupations or careers; and 4. Valuable, short-term skills-training is offered for businesses and individuals.

The Institutional Plan has four main goals, each supported by broad strategies and focused tactics

intended to accomplish the goals. Institutional Plan goals either directly embrace the objectives of the Workforce Preparation Core Theme or indirectly support the core theme objectives by providing for institutional needs. The four goals of the Institutional Plan are:






Planning for the programs and services that comprise the Workforce Preparation Core Theme is

guided by the goals of the Institutional Plan. The core theme objectives and the Institutional Plan goals are directly connected in their commitment to ensuring that instructors are effective; programs align with employment trends; and curriculum delivers valuable skills training.

Planning also includes student support, which is another direct connection between the

Institutional Plan and the Workforce Preparation Core Theme objectives. In addition planning includes mechanisms for providing effective student advising and academic support as well as reviewing enrollment trends and resources available to deliver specific technical programs.

The Institutional Plan indirectly supports the objectives of the Workforce Preparation Core

Theme by developing community partners who share common goals and who can provide additional resources and can review the impact specific technical programs have on the College as a whole and the continued sustainability of those programs.


Contributing Components of the Workforce Preparation Core Theme (3.B.2) The credit bearing programs comprising the Workforce Preparation Core Theme include 25

Associate of Applied Science (AAS) degrees, one Associate of Arts (AA) degree (Substance Abuse Counseling), one Associate of Science (Registered Nursing) 19 Certificates of Applied Science (CAS), and seven Certificates.

Non-credit programs included in the Workforce Preparation Core Theme include open enrollment

business and computer workshops, continuing education units for professionals, customized training for businesses, and computer training. A contract with the Montana Office of Tourism provides frontline hospitality and tourism training across the state through the Montana Superhost program. The Continuing Education Center also has ongoing contracts with Veterans Upward Bound and the Flathead County Office of Emergency Services to facilitate ongoing training.

Customized training is available for the business community through the Continuing Education

Center and provides opportunities for businesses to specify the curriculum content of instruction as well as host the trainings at their facilities.

Services integrally connected to workforce preparation programs include: the categories of

curriculum design and learning outcomes; student support and community connections; instruction; and grants.

Within the curriculum design and learning outcomes category are the Curriculum Committee;

Program Review Committee; General Education Team; Educational Services Office; Extended Learning Center; academic advisors; Running Start program; Faculty Senate; and the Continual Improvement Group.

Student support and community connection services include: the Mathematics and Language Arts

Labs; Tutoring Center; disabilities services and assessment specialist; library; Service Learning; academic advisors; internship coordinator; and the Continuing Education Center.

The instruction-based services category includes the Teaching Excellence Center and

Professional Development Committee. Full-time faculty may apply to the Full-time Faculty Professional Development Committee for funding to travel to conferences and workshops. Sabbaticals are available for larger projects. Adjunct faculty members have a separate professional development fund to which they may apply for conference travel. Training in creating and teaching an online course is provided through the Extended Learning Center.

The Teaching Excellence Center provides both instructional technology resources as well as

professional development opportunities for full-time and adjunct faculty. In addition, Faculty Senate and the Teaching Excellence Center work with the vice president of instruction and student services to provide professional development workshops requested by faculty at both full-time and adjunct faculty In-service workshops. During Spring 2011, work began to organize all of these opportunities into a more connected process.

Grants related to workforce preparation programs and services include Strengthening the

Indigenous and Emergency Workforce (SINEW), Title III, TRIO, National Science Foundation (NSF) Nuclear Magnetic Resonance (NMR) Spectroscopy, and AT&T Technology and Environment Awards Program. Numerous grants connected to workforce preparation are providing opportunities focused on increasing student success. Grants including: the overarching Title III grant focused on overall student retention; those targeting specific audiences based on access issues such as TRIO; and those focused on specific audiences based on disciplines such as science, technology, engineering, and math; or the


SINEW grant which has provided significant support to double the size of the College’s practical nursing, add a registered nursing program to the curriculum, and supply outreach to Blackfeet Community College, help provide funding to improve and innovate targeted areas of workforce preparation to increase student access and success.

Data-based Evaluation Guides Planning (3.B.3)

Planning for workforce preparation is approached through a variety of coordinated mechanisms, of which assessment is a large component. The college has been shifting to a more data-driven approach since its last accreditation visit. As a result, many of the College’s processes have undergone revisions and are reassessed every two to three years including both Curriculum Committee and Program Review Committee processes. Curriculum Committee serves as the final stage and common link for most of these processes. Recommendations are presented to the vice president of instruction and student services, then the president, then the Board of Trustees, and lastly, the Montana Board of Regents. Faculty Senate president and the vice president of instruction and student services co-chair the committee, providing faculty and administrative co-responsibility for the process.

Career and technical degrees and certificates have program directors and advisory committees.

Advisory committee recommendations are included within the program review process. Actions and recommendations of the Program Review Committee move forward to the Curriculum Committee for action. Proposals for addition, revision, or deletion of courses and programs involve specific groups that ensure all potential impacts have been addressed prior to arriving at the Curriculum Committee. Those groups include: the Distance Learning Committee; General Education Team; faculty assessment specialist; and Faculty Senate; in addition to several of the support service areas previously discussed in this section. Changes regarding related instruction, program and degree learning outcomes, and other related issues are brought to the Curriculum Committee.

Workforce Preparation Core Theme planning is informed by the analysis of three inputs:

Workforce Preparation Core Theme objectives indicator measurements; Curriculum Committee recommendations and issues; and WEAVEonline data from all entities linked to the Workforce Preparation Core Theme objectives and indicators. The Workforce Preparation Core Theme shepherd organizes, analyzes, and creates a list of recommendations from the data. The data, analysis, and recommendations are discussed by Faculty Senate. All information, including Faculty Senate feedback, moves to the Continual Improvement Group (CIG) for discussion. CIG recommendations are then presented to the president for approval prior to their integration into the plan. The overall planning process, including the timeline, is detailed in the Institutional Assessment Plan (Appendix B).


For workforce preparation, the first round of planning, assessment, and improvement under the new accreditation standards has a bilateral nature. Some indicators arose out of prior data indicating a need for change; thus projects have been in process for one or more years. Other indicators arose from a campus desire to focus on certain areas of importance with no prior data analysis. This results in the first round of assessment data from Summer 2011 providing the basis for improvement, however leaving little time to enact changes based on recommendations prior to the April 2012 evaluator visit.


The assessment plan for course, program, and degree learning outcomes, as well as for the Workforce Preparation Core Theme, is part of the Institutional Assessment Plan document (Appendix B). The Continual Improvement Group oversees institutional assessment, and all core theme shepherds are group members of this group.





The Educational Services Office houses all support and oversight for credit curriculum and faculty. The extended learning director oversees the Lincoln County Campus operations as well as distance learning and sits on both Curriculum Committee and the Continual Improvement Group.

The Continuing Education Center (CEC) houses all support and oversight for non-credit

curriculum and adjunct faculty. The CEC obtains planning input through business meetings, service partners, and training evaluations.

Student support of instructional areas include the library and media center, which provide

students instructional, research, and reference materials and assistance with information resources to students both inside and outside of the classroom. On the main campus, the Math and Language Arts Labs are available throughout the weekdays. The Math Lab is open on Saturdays throughout the academic year. Likewise, the Academic Reinforcement Center at Lincoln County Campus is staffed throughout the week for students needing technical assistance. In addition the Learning Resource Center on the main campus oversees tutor assignments; provides job placement services; and internship oversight; and houses the disabilities services and assessment specialist.

Expansion of classroom opportunities includes internships and service learning. The internship

and placement coordinator works with faculty and students in career and technical programs with either required or optional internship opportunities. The Service Learning program connects students in a wide variety of disciplines with the community through service projects. In addition, several service learning projects, including Habitat for Humanity Build Day, Seussville University, and the CASA holiday gift drive, take place annually. The building trades regularly undertake community projects, and Chef’s Table provides practical experience for the culinary arts students.

In most cases full-time faculty serve as program directors, thus they serve as academic advisors

for career and technical programs. A few programs have either an adjunct faculty member serving as program director or have an administrative full-time program director. Data indicated the placement and advising system was in need of improvement; therefore, advising became a significant portion of a Title III grant. The College is currently in the third year of the Title III grant, and significant changes have been made to the advising and placement processes.


At the course level, individual instructors are responsible for assessing how well students achieve the course learning outcomes. The Institutional Assessment Plan includes a full discussion of the assessment process at the course level.

Program directors are responsible for assessing program learning outcomes. Career and technical

programs (AAS Degrees and Certificates) have specific program level learning outcomes listed in the Academic Catalog. In addition to completion of course requirements as outlined for specific AAS or Certificate programs, career and technical students complete related instruction requirements, which are built into the program listings. Program learning outcomes also are reviewed during program reviews.

Degree level assessment for the AAS and CAS programs is performed through related instruction

assessment. Related instruction components of AAS and CAS programs are embedded within program curricula and reviewed during program review.


The four objectives of the Workforce Preparation Core Theme address relevant curriculum, high-quality instruction, and student success. The academic programs described in Section 4.A.2 align, correlate, and are integrated into the purpose of the core theme. The services included within


this core theme, also described in 4.A.2, include: curriculum design and learning outcomes; student support and community connections; instruction; and grants. These services directly relate to the objectives and purpose of the Workforce Preparation Core Theme and therefore are deemed to align, correlate, and be integrated into the core theme.


As evidenced by the assessment of the core theme objectives, the resources and capacity of the College are aligned and integrated to support achievement of the objectives and student outcomes intended by the Workforce Preparation Core Theme. In addition to the programs and services that comprise the Workforce Preparation Core Theme, other non-academic services support this core theme.


assistance for students and faculty. Maintenance and physical plant personnel keep classrooms clean, up to date, and in good repair.

They also work with faculty to create desired laboratory equipment. The coordinator of instructional safety and chemical hygiene oversees academic laboratory,

theater, and art studio safety; has oversight of the chemistry stockrooms and chemical preparations; and provides some assistance for preparation of other science labs.

Student Services assists students with financial aid, admissions, and registration; provides

counseling; and oversees student activities including Student Government and athletics. The FVCC Theatre, student newspaper, and Multicultural Office provide additional student engagement opportunities. In addition, the coordinator of student admissions and Running Start works directly with the Faculty Senate president and vice president to coordinate College for a Day each year, bringing area high school juniors on campus to explore careers with College faculty.

The Business Services Office works with students on payment plan options. The bookstore

supplies books and other required classroom materials as well as school supplies, College apparel, food, an espresso bar, and gift items.

The Early Childhood Center provides students with on-campus child care options.

The Institutional Advancement Office houses grant writing assistance, communications,

marketing, and management of the College website. The Foundation raises money for numerous projects including student scholarships, program support, and building campaigns.

The Educational Services Office provides support for all administrative work and

communications related to curriculum and instruction, faculty, evaluations, or student feedback. In addition, in conjunction with faculty, academic policies and procedures are reviewed.

The Human Resources Office oversees faculty searches and ensures qualifications are met.

Appraisal of Assessment Process (4.A.6) In accordance with the Institutional Assessment Plan, the executive director of research,

assessment, and planning is responsible for the bi-annual review of the Institutional Plan, including the processes for assessment.


Institutional Assessment Plan, and the accountability of the Continual Improvement Group provide the


methods by which the College reviews assessment processes to ensure they “appraise authentic achievements and yield meaningful results that lead to improvement.”


The Workforce Preparation Core Theme shepherd is responsible for overseeing the evaluation of the core theme objectives. The shepherd presents the data along with recommendations based upon analysis of the data to the Continual Improvement Group (CIG). The CIG reviews the recommendations and forwards them to the president for approval. The president approves assignments for improvement based upon the data-based evaluation and reviews.

The first Workforce Preparation Core Theme Assessment Report (Appendix E) was submitted by

the core theme shepherd to the CIG on February 1, 2012. Each of the four objectives is being achieved, although a few indicators have not yet achieved intended outcomes.

In the report, the shepherd stated, “Based upon my assessment of the data contained in this

report, as well as preliminary discussions with the CIG on January 12-13, 2012, I find that FVCC is doing well compared to the intended outcomes established by the College in response to the revised standards of NWCCU’s accreditation process. Eleven of the 13 indicators for workforce preparation achieved their intended outcomes.”



Areas of strength within the Workforce Preparation Core Theme noted by the Continual

Improvement Group include: • The high placement rate of program graduates within their fields of study, even in the midst of the

economic downturn; and • The high degree of student satisfaction with workforce programs and instruction as measured by

the Noel-Levitz Survey.

Based upon the Workforce Preparation Core Theme Assessment Report, the CIG recommended the College:

• Monitor the number of credits at gradation for AAS students (WP 1.3) to ensure that the number does not steadily increase. At this point, it does not appear that the average credits at graduation are excessive. For CAS and certificates, further study also should take place to determine if the high number of credits comes from identifying incorrect majors, self-advising and taking the incorrect classes, or more remedial courses than other segments of the student population;

• Continue to hold annual program reviews with their advisory committees and evaluate the need and importance for experiential learning (indicator WP 2.2). At a program’s advisory committee meeting, the inclusion of a required experiential learning course should be discussed and included if believed to be necessary;

• Investigate the cause why CAS graduates’ satisfaction with job preparation does not meet the intended outcome (indicator WP 3.2);

• Ensure that each advisory board survey is completed and the results are recorded as part of the program review process; and the faculty development and assessment specialist would maintain the records (indicator WP 3.4); and




• Monitor the balance between enrollment trends and cancellation rates for short-term training opportunities (indicator WP 4.1 & 2).

Assessment Used to Enhance Student Learning and Achievement (4.B.2)

The Workforce Preparation Core Theme objectives, Institutional Plan, resources and capacity of the College, Institutional Assessment Plan, Workforce Preparation Core Theme Assessment Report (Appendix E), and College-wide Assessment Report (Appendix H) are all part of a continual improvement process with the mission-focused goal of promoting and supporting student success through learning. The president’s approval of the recommendations of the Continual Improvement Group signals the beginning of a new cycle of planning, implementation, evaluation, and revision which engages the entire College on behalf of student learning outcomes.




Developmental Education Core Theme Core Theme Objectives and Institutional Plan Goals Align (3.B.1)

The purpose of the Developmental Education Core Theme is to provide instruction in basic reading, writing, and mathematics skills that enable academically underprepared students to progress to college-level curriculum. The three objectives of the core theme state what the College’s intentions are to achieve the purpose. The Institutional Plan explains how the College intends to accomplish those objectives.

The three objectives selected to deliver upon the intent of the Developmental Education Core

Theme are directly related to the key elements of the College’s mission statement which are lifelong learning, student success, and community needs. Developmental course offerings are driven by community need. Student success is facilitated with support services, quality of instruction, and curriculum content. At the mission fulfillment level, the Developmental Education Core Theme objectives are included in student evaluations, individual course success rates, and degree and certificate achievement. The objectives include:

1. Students progress in developmental courses and transition to higher-level education courses; 2. Students receive high-quality instruction that prepares them for success at the college level; and 3. Students are provided the support necessary to maximize their educational time investments.

The Institutional Plan has four main goals, each of which are supported by broad strategies and

focused tactics intend to accomplish the goals. Institutional Plan goals either directly embrace the objectives of the Developmental Education Core Theme or indirectly support the core theme objectives by providing for institutional needs. The four goals of the Institutional Plan are:






Planning for the programs and services that comprise the Developmental Education Core Theme

is guided by the goals of the Institutional Plan. The core theme objectives and the Institutional Plan goals are directly connected in their commitment to ensure that curriculum content is valuable; instruction is effective; and assessment is meaningful

Planning also includes processes for accurate assessment and placement, a friendly and

welcoming environment, as well as strong academic support including an early alert system and learning communities to improve student success.

The Institutional Plan indirectly supports the objectives of the core theme by developing and

maintaining federal and state grants that leverage College resources as well as consider human resources, fiscal management, and facility needs.


Contributing Components of the Developmental Education Core Theme (3.B.2) Developmental education at the College is offered primarily through the Learning Center through

coordination with appropriate departments. Developmental education begins with the adult basic and literacy education program. The

Montana ABLE mission statement is as follows: Believing that every person has a purpose, value, and potential, Montana Adult Basic and Literacy Education(ABLE) provides free instruction to adults and out-of-school youth to improve their basic skills, attain a general education development (GED), transition to postsecondary education, and/or improve employment status.

The ABLE program is the key to providing a better life to thousands of Montana adults and a

cadre of workers for employers across Montana and is a critical component in moving the state forward. ABLE serves as a bridge from unemployment to employment, basic education to postsecondary education, and lack of self-esteem to a strong sense of self-worth thus transforming individuals, families, communities, and the workplace. The College’s ABLE program provides instruction in reading, writing, math, spelling, study and job readiness skills and English as a second language.

Students who complete the GED test are eligible to enroll as degree- or certificate-seeking

students and to receive state and federal financial aid. FVCC also offers developmental courses for college credit including writing, reading and math

courses below the 100 level. With over 90% of potential students placing into developmental math, these series of classes plays a vital role to student success. A full-time math instructor coordinates developmental education in math.

On the main campus, the Math and Language Arts Labs are available throughout the weekdays.

The Math Lab is open on Saturdays throughout the academic year. Likewise, the Academic Reinforcement Center (ARC) at the Lincoln County Campus is staffed throughout the week for students needing technical assistance.

The Math Lab provides additional support to developmental math students along with individual

and small group tutoring. Supplemental instruction is available to faculty who would like to incorporate that into specific sections of math.

Instruction in developmental writing and reading also is offered through a series of two

developmental courses. The Language Arts Lab provides additional academic support along with individual and small group tutoring. A flexible one-to-three credit class in personalized language arts is available to provide individualized instruction. Small reading support groups are available for students with hearing impairments, head injuries, or post-traumatic stress disorder. Professional instructors teach in the Math and Language Arts Labs and tutoring is provided by a combination of peers and professionals.

College preparatory learning communities organize a series of reading, writing, math, and study

skills classes into a cohesive curriculum that is especially effective for developmental education. Instructors meet for an hour each week to collaborate on assignments, tests, and student issues. Common assignments often are made that incorporate all skills.

An early alert system is in place for developmental math, whereby math instructors can contact a

Learning Center advisor or the Title III advisor if a student is experiencing academic difficulty. The advisor or the faculty member contacts the student, and a remediation plan is developed if needed. The


early alert system is now available to all faculty members following a pilot of the system which focused on math in Spring and Fall 2011.

Testing services include placement testing, which is critical to accurate placement of students in

courses, testing accommodations for students with disabilities and learning disabilities, extended time testing, and career testing for students who are unsure of their direction. Often students with developmental education needs are unclear of all the occupational options available to them.

Personal, academic, and career counseling are available to support student needs, with masters-

level counselors available. The disabilities services and assessment specialist provides the required accommodations for

students with disabilities as well as advocacy with faculty, vocational rehabilitation, and area high schools as students transition to college.


Each year, a summary of placement scores provides information on the number and percent of students who need developmental education first before they can continue on to earn a college certificate or degree. This information provides the Task Force with a clear idea of the needs for levels and numbers of sections. As part of the Continual Improvement Group, the TRIO director reports the findings and planning for developmental education to the CIG, division chairs, and Curriculum Committee.


The Developmental Education Task Force works closely with the Learning Center staff and the director of TRIO who serves as the core theme shepherd and is responsible for leading the assessment coordination and plans for improvement efforts.


The Learning Center plays the lead in planning for developmental education while appropriate departments play essential roles in the process. Advisors and counselors work closely with Student Services as well as faculty to ensure students’ academic needs are met. The mission of the Learning Center is to promote student success; to increase retention, graduation, transfer and placement rates; and to foster an institutional climate conducive to student success.


At the course level, individual instructors are responsible for assessing how well students are achieving the course learning outcomes. The Institutional Assessment Plan includes a full discussion of the assessment process at the course level.


The three objectives of the Developmental Education Core Theme address high-quality instruction and student success. The academic programs described in Section 4.A.2 align, correlate, and are integrated into the purpose of the core theme. The services included within this core theme, also described in 4.A.2, include: curriculum design and learning outcomes; student support and community connections; instruction; and grants. These services directly relate to the objectives and purpose of the Developmental Education Core Theme and therefore, are deemed to align, correlate, and be integrated into the core theme.

Institutional Resources and Practices Support Intended outcomes of Programs and Services (4.A.5)

In addition to the programs and services that comprise the Developmental Education Core Theme, many institutional resources support this theme.



assistance for students and faculty. Maintenance and physical plant personnel keep classrooms clean, up to date, and in good repair.

They also work with faculty to create desired laboratory equipment.

Student Services assists students with financial aid, admissions, and registration; provides advising and counseling; and oversees student activities including Student Government and athletics. In addition, the coordinator of student admissions and Running Start works directly with the Faculty Senate president and vice president to coordinate College for a Day each year bringing area high school juniors on campus to explore career with college faculty.

The FVCC Theatre, student newspaper, and Multicultural Office provide additional student

engagement opportunities.

The Business Services Office works with students on payment plan options. The bookstore supplies books and other required classroom materials as well as school supplies, College apparel, food, an espresso bar, and gift items. The Early Childhood Center provides students with on-campus child care options.

The Institutional Advancement Office houses grant writing assistance, communications,

marketing, and management of the College website. The Foundation raises money for numerous projects including student scholarships, program support, and building campaigns.

The Educational Services Office provides support for all administrative work and communication

related to curriculum and instruction, faculty, evaluations, or student comments. In addition, in conjunction with faculty, academic policies and procedures are reviewed.

The Human Resources Office oversees faculty searches and ensures qualifications are met.

Appraisal of Assessment Process (4.A.6) In accordance with the Institutional Assessment Plan, the executive director of research,

assessment, and planning is responsible for the bi-annual review of the Institutional Plan, including the processes for assessment.




The Developmental Education Core Theme shepherd is responsible for overseeing the evaluation of the core theme objectives. The shepherd presents the data along with recommendations based upon analysis of the data to the Continual Improvement Group (CIG). The CIG reviews the recommendations and forwards them to the president for approval. The president approves assignments for improvement based upon the data-based evaluations and reviews.

The first Developmental Education Core Theme Assessment Report (Appendix F) was submitted

by the core theme shepherd to the Continual Improvement Group on February 1, 2012. After examining the indicators for all three objectives for the Developmental Education Core Theme, the Developmental



Task Force concluded that the College is making satisfactory progress in achieving those objectives but has also made recommendations to improve outcomes.

In the report, the shepherd stated, “Overall, based upon review and assessment of the following

data, as well as preliminary discussions with the CIG on January 12-13, 2012, the Developmental Task Force and I have determined that FVCC is adequately preparing students to move forward to college-level courses at the completion of their developmental courses. I find the data used to evaluate achievement of the objectives to be meaningful, assessable, and verifiable.”



An area of strength in the Developmental Education Core Theme noted by the Continual

Improvement Group includes: • The high level of student satisfaction with both the quality of instruction and support services for

developmental students.

The Continual Improvement Group recommended that the College: • Pursue a policy of mandatory placement in developmental courses based on students’ placement

scores on the COMPASS test; • Review the course profiles and syllabi for WRIT 080 and 095 to ensure appropriate progression

to WRIT 101; • Develop a speed reading course; • Identify courses requiring college-level reading and include COMPASS reading placement as a

prerequisite for those courses; and • Recalculate developmental course completion rates with SR grades counted as successful to

determine whether that makes a meaningful difference in the overall averages.

Assessment Used to Enhance Student Learning and Achievement (4.B.2) The Developmental Education Core Theme objectives, Institutional Plan, resources and capacity

of the College, Institutional Assessment Plan, Developmental Education Core Theme Assessment Report (Appendix F), and College-wide Assessment Report (Appendix H) are all elements of a continual improvement process with the mission-focused goal of promoting and supporting student success through learning. The president’s approval of the recommendations by the Continual Improvement Group signals the beginning of a new cycle of planning, implementation, evaluation, and revision which engages the entire College on behalf of student learning outcomes.





Community Education Core Theme: Core Theme Objectives and Institutional Plan Goals Align (3.B.1)

The purpose of the Community Education Core Theme is to provide personal enrichment learning opportunities for students and members of the community that enhance their cultural, economic, and social well-being. The two objectives of the core theme state what the College’s intentions are to achieve the purpose. The Institutional Plan explains how the College intends to accomplish those objectives.

The two Community Education Core Theme objectives combine the theme’s purpose with the

College mission by focusing on curriculum, instruction, and community needs. The two objectives the College selected for this core theme are:


Planning for the programs and services that comprise the Community Education Core Theme is

guided by the goals of the College’s Institutional Plan as well as the objectives of the core theme. The Institutional Plan has four main goals, each of which are supported by broad strategies and focused tactics intended to accomplish the goals. Institutional Plan goals either directly embrace the objectives of the core themes or indirectly support the core theme objectives by providing for institutional needs. The four goals of the Institutional Plan include:






The objectives of the Community Education Core Theme are directly connected to the

Institutional Plan goals. Planning for the core theme recognizes the institutional goal of quality and relevant curriculum and instruction for personal enrichment. The Institutional Plan and this core theme share the objective of offering the community quality and diverse programming for personal enrichment.

In the role of neutral convener, the College offers public forums on topics of current interest.

Public information and education, which address emerging community issues, are components of this core theme.

Planning for exceptional customer service is fundamental to the Community Education Core

Theme. Data reviewed in planning for community education may include customer service information of value beyond this core theme and is shared with other academic and administrative departments.

Community education serves as a means of cultivating partnerships and developing friends within

the College’s service area. Planning enhances these relationships, thereby developing sufficient resources for effective College operations.


Finally, the Community Education Core Theme contributes to wise stewardship of College

resources. The Continuing Education Center (CEC) maintains self-support for direct program and some staff expenses. Chef’s Table and FVCC Theatre productions bring in program income that offsets program expenses. Community Education Core Theme programs increase the community connection with the College.

Contributing Components of the Community Education Core Theme (3.B.2)

Open enrollment, non-credit courses: Spring, summer and fall non-credit course schedules provide a diverse mix of personal enrichment offerings including leisure skills such as gardening, cooking, and artistic pursuits as well as academic and intellectual subjects including history and cultural explorations. Course lengths vary from one session to as many as 12 classes and are priced according to hours of instruction. Non-credit courses are offered in person and supplemented with online classes contracted through Ed2go, a national supplier of quality Internet-based programming.

Kid’s College/Kiddie College: Kid’s College is a unique subset of open enrollment, non-credit

programming designed specifically for children ages five to twelve. Offered every summer with morning and afternoon classes, Kid’s College and its Lincoln County Campus counterpart, Kiddie College, provide local youth with fun learning experiences and a friendly introduction to the College.

Community lectures and forums: Community lectures and forums are offered every semester

at no cost to the public. The President’s Lecture Series was inaugurated in fiscal year 2012 with four lectures focused on the subject of modern journalism. The college embraces the role of neutral community convener and offers the opportunity for facilitated discussion on occasionally contentious topics as the need arises.

Credit courses taken by non-degree seeking students: The community appreciates the

expertise of the College faculty and some non-degree students take credit course offerings for leisure learning. The senior citizen discount is available to adults 62 years of age and older who register during or after the scheduled senior citizen registration each semester.

Senior Institute: Senior Institute is a self-contained subset of credit course programming

especially designed for community members 62 years of age and older. Hosted each spring, the program includes a selection of one-half-credit courses offered on six consecutive Fridays. Lunch is provided, and program fees are purposely kept low.

Chef’s Table: Chef’s Table is part of the culinary arts program. While providing internship

training for students, Chef’s Table also offers cultural enrichment as guests are instructed on fine food preparation and what goes into creating delicious gourmet meals and a fine dining experience.

FVCC Theatre Program: Several theatre productions are offered each semester and are open to

the public. Community members are sought and consistently audition for acting roles and technical support positions. Strong community involvement is part of the success of the robust and popular FVCC Theatre program.

Art Program: The Art Department offers the community the chance to take classes with visiting

masters; view student and faculty art exhibits; and support art students and the College Art Department through student art sales each year. The Art Department’s popular open house, Art Night, is offered each semester. A semester study abroad program in Venice encompassing art, language, theatre and culture is offered each spring and open to community members. A large percentage of non-degree student credits are attributable to the College’s strong art program.


Multicultural activities: Multicultural and Native American events provide the community

access to distant cultures and varied perspectives. Native American events are emphasized due to proximity to seven reservations in Montana. Most multicultural activities are free. Study abroad programs associated with the multicultural program are offered each year and open to the community.


Community Education is approached through a variety of coordinated mechanisms, which includes assessment of course proposals and instructor qualifications as a large component.

Community Education Core Theme planning is influenced by the indicator measurements of the

core theme objectives and WEAVEonline data from all entities linked to the Community Education Core Theme objectives and indicators. The Community Education Core Theme shepherd organizes, analyzes, and creates a preliminary list of recommendations from the data which moves to the Continual Improvement Group for discussion. CIG recommendations are presented to the president for approval prior to integration into the plan. The overall planning process, including the timeline, is detailed in the FVCC Institutional Assessment Plan (Appendix B).


The Continuing Education Center, which directs the College’s non-credit programming, serves as the focal point for the Community Education Core Theme; however, the theme also includes programs and services housed in Educational Services and Student Services. For purposes of this report, adult basic education is included in the Developmental Education Core Theme, and non-credit workforce and customized training are included in the Workforce Preparation Core Theme.

The Continuing Education Center, the Lincoln County Campus, and the credit programs and

services related to community education all assess program success using different methods. However, program quality, diversity of offerings, and a positive student experience are common outcomes expected from all programs and services within the Community Education Core Theme.

Planning for the Community Education Core Theme is primarily proactive but established

processes are in place which allows the College to maximize last minute opportunities.

Core Theme Programs and Services Assessment (4.A.2) The majority of the Community Education program consists of planned non-credit courses

offered on the main and Lincoln County Campus (LCC). Open enrollment, non-credit classes including Kid’s College (Kiddie College at LCC); credit courses including Senior Institute; community lectures; FVCC Theatre productions; and Chef’s Table menus are planned well in advance.

As each semester’s non-credit class offerings are planned, the Continuing Education Center and

its counterpart at LCC combines data from the most recent semesters with long-term trends to establish a mix of non-credit, open enrollment courses based on community interest. Additionally, the CEC solicits suggestions for courses from students with course evaluations and is receptive to new instructors with subject matter expertise and teaching abilities. The course proposals and suggestions as well as new instructor qualifications are reviewed as part of semester planning. The Continuing Education Center strives for 25 to 35% new course offerings each semester while keeping overall course cancellations below 25% and the percentage of classes which fail to cover direct cost at less than 10%. Variety in subject areas, student audiences, course prices, delivery methods, and scheduling (time of day, day of week) are all part of the decision making process for open-enrollment, non-credit courses.



Course proposals are reviewed by the Continuing Education Center Curriculum Committee for appropriate learning outcomes. Course outlines and learning outcomes are on file in the CEC offices. Instructors are interviewed for personal skills and subject matter expertise. References are required and checked.

In addition to semester open enrollment course planning, the Continuing Education Center has

two staff retreats per year to review and discuss emerging market trends, internal processes, and new program opportunities.

Senior Institute’s planning process is led by the Service Learning program working in concert

with the Educational Services Office. Senior Institute is scheduled annually in the spring, and course offerings are based on student interest and instructor availability. Senior Institute has a specific student audience: only individuals 62 years of age and older are eligible to enroll. All courses are offered at the same time; students chose only one course per Senior Institute term. Senior Institute courses are approved by the Curriculum Committee and intended to offer challenging course material to engage active senior minds. Lunch is provided as part of the program.

The culinary arts, theatre, and art programs are responsible for planning Chef’s Table, FVCC

Theatre productions, and student art shows, respectively. Their decisions are driven by academic requirements and cultural benefits for the entire community.

Multicultural events and community lectures are scheduled each semester. Generally, the

Multicultural Coordinator or the Continuing Education Center are called upon to evaluate speaker opportunities, based upon community interest, quality of the presenter, and similarity to recent events. In the college’s role as neutral community convener the time frame for response can be quite short with planning expedited in favor of rapid response.

The executive director of economic development and continuing education is the core theme

shepherd for the Community Education Core Theme and is responsible for collecting data, analyzing, and suggesting recommendations for improvement based on the indicators for the core theme objective. The shepherd consults with the multicultural coordinator; FVCC Theatre, culinary arts; and art program representatives; Service Learning coordinator; and Continuing Education Center staff prior to referring any recommendations for improvement to the Continual Improvement Group. The CIG discusses any recommendations for improvement and refers their decisions to Executive Staff for approval.


The purpose of the Community Education Core Theme is learning for personal enrichment. The Continuing Education program is non-credit, and student achievement is not formally assessed.


The two objectives of the Community Education Core Theme address high-quality curriculum and instruction as well as a positive campus experience for students. The programs described in Section 4.A.2 align, correlate, and are integrated into the purpose of the core theme. The services included within this core theme include customer satisfaction and community interests. These services directly relate to the objectives and purpose of the Community Education Core Theme and therefore, are deemed to align, correlate, and be integrated into the core theme.


The Continuing Education Center (CEC) staff and direct program expenses are self-supporting outside of the FVCC general fund, but many college resources described in Chapter Two are essential in supporting the CEC and Community Education Core Theme.


The governance structure of the college provides predictability and transparency. The campus and classrooms provide a welcoming environment to students. The custodial and

maintenance staff keeps the campus clean and in good condition, which is essential to providing a positive student experience. The custodial staff handles room configurations by special request.


assistance as well as media support services for all community education staff and support non-credit adjunct faculty and presenters as needed.

The Business Office provides fiscal services, processing and depositing payments. The bookstore

orders books for courses as needed. The Institutional Advancement Office, particularly marketing and communications, provides graphic design services and promotional assistance. Student Services handles registrations for non-degree seeking credit students including Senior Institute. The Human Resources Office provides payroll support services.

Catering requests for workshops and other hospitality needs are delivered by the College’s food

services program or the culinary arts program, with consistently excellent quality.

Appraisal of Assessment Process (4.A.6) According to the Institutional Assessment Plan, the executive director of research, assessment,

and planning is responsible for the bi-annual review of the Institutional Plan including the processes for assessment.




The Community Education Core Theme shepherd is responsible for overseeing the evaluation of the core theme objectives. The shepherd presents the data along with recommendations based on analysis of the data to the Continual Improvement Group (CIG). The CIG reviews the recommendations and forward them to the president for approval. The president approves assignments for improvement based on the data-based evaluations and reviews.

The first Community Education Core Theme Assessment Report (Appendix G) was submitted by

the core theme shepherd to the Continual Improvement Group on February 1, 2012. Both objectives of the core theme were achieved.

In the report, the core theme shepherd stated, “Based upon my review and evaluation of the data

included with this report, plus preliminary discussions with the Continual Improvement Group on January 12-13, 2012, I find that both objectives of the Community Education Core Theme are being achieved. FVCC has robust community education programming that includes a diversity of opportunities for all ages and broad interests. In addition, non-credit students overwhelmingly feel that FVCC offers them a welcoming environment. All three of the indicators identified by the College to evaluate achievement of the core theme objectives were met or exceeded.”


executive director of institutional research, planning and assessment, on behalf of the CIG. The report




was reviewed by Executive Staff and approved by the president. Results were shared internally with all employees. A Faculty Senate meeting, followed by a campus-wide open forum, was held on February 10, 2012 to discuss the results.

Based on these data and other information presented in the Community Education Core Theme

Assessment Report, and following committee discussions, the Continual Improvement Group is satisfied that the programs and services supporting the Community Education Core Theme align with the college mission and the core theme objectives; the objectives have clearly defined goals and/or learning outcomes; the planning and practices for this core theme support a process of data-driven decision making; and that the resources and capacity of the college are sufficiently aligned and integrated to support the objectives.

Areas of strength noted by the Continual Improvement Group include:

• The growth and sustainability of the community education program over time; and • The high degree of student satisfaction with the community education program offerings.

The Continual Improvement Group recommended:

• The Continuing Education Center staff work to improve and standardize some data collection and reporting practices between the main and Lincoln County campuses; and

• The usage of WEAVEonline software to capture student and credit program activities with the community education components.

Assessment Used to Enhance Student Learning and Achievement (4.B.2) The Community Education Core Theme objectives, Institutional Plan, resources and capacity of

the College, Institutional Assessment Plan, Community Education Core Theme Assessment Report (Appendix G), and College-wide Assessment Report (Appendix H) are part of a continual improvement process with the mission-focused goal of promoting and supporting student success through learning. The president’s approval of the recommendations of the Continual Improvement Group signals the beginning of a new cycle of planning, implementation, evaluation, and revision, which engages the entire College on behalf of student learning outcomes.




Chapter Five: Mission Fulfillment, Adaptation, and Sustainability


Standard Five – Mission Fulfillment, Adaptation and Sustainability

Based on its definition of mission fulfillment and informed by the results of its analysis of accomplishments of its core theme objectives, the institution develops and published evidence-based judgments regarding fulfillment of its mission. The institution regularly monitors its internal and external environments to determine how and to what degree changing circumstances may impact its mission and its ability to fulfill that mission. It demonstrates a capability to adapt as necessary its mission, core themes, programs, and services to accommodate changing and emerging needs, trends, and influences to ensure enduring institutional relevancy, productivity, viability, and sustainability.


Review and reflection provide the mechanism through which the results of assessment are integrated into College programs, services, and processes. The Continual Improvement Group (CIG) comes together twice a year to formally review the results of the achievement indicators. The winter CIG meeting focuses on mission fulfillment and core theme objectives while the summer CIG meeting focuses on Institutional Plan objectives. Input is sought from core theme shepherds and departmental directors as well as College Council, Faculty Senate, Student Government, and Executive Staff. Through these processes, the CIG combines data, expertise of faculty and staff, and the opportunity for all employees to contribute through multiple leadership groups.

The CIG’s data-based recommendations are forwarded to the president for review. If approved,

the president, in consultation with faculty and staff, assigns the individuals responsible for the implementation of these specific tasks or projects and approves the resources required to do so. The cycle of continual improvement ensures that the College uses data to revise practices, programs, and services to deliver effective instruction and achieve student success through learning.


Eligibility Requirement 24 (Executive Summary) Scale and Sustainability (E.R. 24)

The institution demonstrates that its operational scale (i.e., enrollment, human, and financial resources and institutional infrastructure) is sufficient to fulfill its mission and achieve its core themes in the present and will be sufficient to do so in the foreseeable future.

FVCC’s operations scale is sufficient to fulfill its mission and achieve its core themes in the

present as well as into the foreseeable future as demonstrated by the College’s attainment of its institutional and core theme objectives as well as by the success of its students.


Mission Fulfillment (Standard 5.A) Assessment of Accomplishments (5.A.1)

FVCC’s Institutional Assessment Plan (Appendix B) describes the College’s ongoing assessment cycle. The main body responsible for reviewing assessment results is the Continual Improvement Group (CIG). The CIG’s membership consists of representation from the College’s Executive Staff, director of the Learning Center, faculty development and assessment specialist, director of Extended Learning, dean of students, and the Faculty Senate president and vice president. As described in the Institutional Assessment Plan, the CIG meets at least twice a year. During these meetings, CIG members receive reports from each of the core theme shepherds on the progress on core theme objectives and indicators. Following the progress review, the group discusses suggestions for improvement. The CIG also receives a report on mission fulfillment from the executive director of institutional research, assessment, and planning. Based on the results of their bi-annual meetings, the CIG issues an assessment report containing recommendations for improvement and resource allocation.

The College’s capacity to collect and utilize data and conduct meaningful assessment has

increased following several key investments the College has made since its last comprehensive visit. The College has invested in the WEAVEonline assessment software package, which allows assessment results tracking at the department, division, and course level and subsequent linkage of results to the College’s Institutional Plan in a systematic way. The College also has created two new positions that play key roles in assessment. The executive director of institutional research, assessment, and planning is responsible for chairing the CIG; compiling data for the College’s mission fulfillment and core theme indicators; facilitating the College’s Institutional Planning process; and disseminating assessment data to interested constituencies, including College faculty and staff, the Board of Trustees, and the community. The faculty development and assessment specialist is responsible for: chairing the College’s Program Review Committee and General Education Team; training faculty on assessment techniques; and assuring that course level assessment of learning outcomes are documented in the WEAVEonline software platform.

The timelines laid out in the Institutional Assessment Plan, coupled with the investments in

personnel dedicated to assessment ensure that assessment remains a priority of the College. Reviews of assessment results have been a prominent topic at faculty and all employee In-service days, and all employees have been provided opportunities to contribute to the College’s assessment efforts through their department’s or division’s use of the WEAVEonline software. FVCC has processes in place and resources allocated to assessment ensuring that it is a successful and ongoing initiative of the College.

Determination of Mission Fulfillment (5.A.2)

FVCC determines its level of mission fulfillment based on the following four indicators. They are:

1. Transfer students’ grades at their receiving institutions; 2. Wages of career and technical graduates; 3. Course-level success rates of degree-seeking students; and 4. Overall student satisfaction with FVCC.

The CIG met in August 2011 to set levels of acceptable mission fulfillment on each of the

mission fulfillment indicators. In keeping with the Institutional Assessment Plan, the executive director of institutional research, assessment, and planning submitted a Mission Fulfillment Assessment Report (Appendix C) to the CIG on February 1, 2012.





Within the report, the executive director of institutional research, assessment, and planning stated, “Based upon my review of the data, as well as preliminary discussions with the CIG on January 12-13, 2012, I have determined that the data demonstrates that FVCC is achieving an adequate level of mission fulfillment. Transfer students are prepared for further success at baccalaureate institutions as demonstrated by their grade performance at their receiving institutions. Career and technical graduates are rewarded for their time and effort through increased earning capacity in their occupations and careers. Course-level success demonstrates the value of student support, quality of instruction, and curriculum value. Overall student satisfaction shows that students valued their education experience at FVCC.”

Based on the data analysis in the Mission Fulfillment Assessment Report and departmental

assessment, and following committee discussions, the Continual Improvement Group determined that the College is fulfilling its mission at an acceptable threshold. At the winter CIG meeting, held February 10, 2012 in conjunction with the Accreditation Steering Committee and open to the entire campus, the following areas of strength within the College were identified:

• Achievement of indicators of mission fulfillment; and • Student learning focused environment.

Based upon the Mission Fulfillment Assessment Report and departmental assessment, the CIG

recommended that the College: • Add mission-level fulfillment indicators to reflect the mission-level importance of the

Developmental Education and Community Education Core Themes; • Investigate other measures of student engagement. While the Noel-Levitz Student Satisfaction

Survey provides a comprehensive evaluation of perception and student satisfaction, additional survey tools could provide more quantitative measures of students’ experience. This data could be helpful in making program and service adjustments to improve student learning outcomes;

• Complete development of Institutional Plan intended outcomes; • Monitor implementation of the Institutional Assessment Plan, evaluate adequacy of resources,

and adjust as necessary; • Continue to integrate objectives and indicators into campus data-driven decision making; • Upgrade security systems on Lincoln County Campus; and • Complete secure storage of student records.

The findings of the CIG were reviewed by Executive Staff and approved by the president. The

findings will be presented to the Board of Trustees. Results will be shared internally with College Council, Faculty Senate, and Student Government as well as all employees.


Adaptation and Sustainability (Standard 5.B) Resource Adequacy (5.B.1)

FVCC receives funding from a variety of sources. The state of Montana appropriates dollars to the College via a full-time equivalent (FTE) resident student-driven funding formula. The College also receives from local property tax revenues from its two county service region. In addition, the College excels in securing federal grant dollars to support its mission. These dollars allow the College to pursue innovations that would not be possible using general fund dollars. The local community gives generously to support the College and FVCC student scholarships. FVCC recently received a $4 million gift, which will be combined with $1 million in gifts and donations from community members to build a state of the art nursing and health sciences building. Finally, FVCC students provide resources to the College through tuition and fees. FVCC acknowledges the challenges tuition dollars represent for students and also recognizes the importance of federal, state, and private grants and loans in offsetting the impact of tuition and fees on low-income students.

The College evaluates the adequacy of its resources and capacity through its institutional

planning process, its Budget Committee and its program review process. FVCC’s Institutional Plan is structured around four main goals, one being to “cultivate resources enabling mission fulfillment.” This section of the plan lays out strategies and tactics the College is pursuing in order to sustain and expand its resource base.

The Budget Committee also plays a role in evaluating the College’s resource capacity. The

committee receives requests for new budget allocations from the various divisions and departments at the College. The requests include justifications of how the requested allocations would support the College’s mission and core theme objectives. The committee’s global view of the College’s budget, coupled with its review of budget requests, provide it with a unique perspective on the adequacy of the College’s resource base vis-a-vis the needs of the College community. It uses this perspective in deciding if increases in tuition and fees are needed to expand the College’s resource base and, if so, by what amount. The committee makes recommendations on tuition and fee changes and resource allocation to the president, who then takes the recommendations and complete analysis of the College budget into consideration to formulate the recommendations that are presented to the Board of Trustees for approval.

Another of the four main goals of the Institutional Plan is “exercise wise stewardship.” FVCC

follows a comprehensive assessment plan (Institutional Assessment Plan, Appendix B) in order to evaluate the effectiveness of College resource usage at the course, program, degree, department, and institutional levels. FVCC recognizes that it is not enough to simply add resources, but that the College has a duty to be a good steward of its resources. This section of the Institutional Plan lays out strategies and tactics the College pursues to maximize both its human resources, financial resources, and campus facilities and infrastructure. By following its Institutional Plan and Institutional Assessment Plan, the College seeks to cultivate sufficient resources to fulfill its mission, and assure that those resources are used in a wise and efficient manner.

Cycle of Planning, Assessment and Improvement (5.B.2)

The College’s cycle of planning is laid out in the Institutional Assessment Plan (Appendix B). As stated in the Institutional Assessment Plan, the Institutional Plan will undergo a comprehensive review on a biannual basis. The executive director of institutional research, assessment, and planning is responsible for coordinating the biannual planning cycle. The Continual Improvement Group can request that the Institutional Plan undergo specific changes as necessary as part of its role in assessing mission fulfillment and progress on core theme objectives and indicators. All changes to the Institutional Plan are ultimately approved by the president and Board of Trustees.




FVCC views the Institutional Assessment Plan as a living document that can be “continuously

evaluated for improvement to ensure that data is collected, analyzed, and used efficiently.” The overall adequacy of the plan also is reviewed biannually. Coordinated by the faculty development and assessment specialist, the review process involves receiving input from Executive Staff, faculty division chairs, and the entire campus via breakout sessions during In-service workshops. As a result of the College’s latest review of its assessment processes, the faculty determined it was necessary to fundamentally change how general education learning outcomes are assessed.

The College evaluates the adequacy of its practices and their alignment with the College mission

using data from the Noel-Levitz Student Satisfaction Survey, its student information system, and through ad hoc student surveys. Recent examples of changes in resource allocation and educational practices generated by these evaluations include:

• Changes to math placement test “cut scores” based on an analysis of student grades in developmental math;

• Piloting an emporium model for teaching developmental math based on data showing low success rates in current developmental math courses;

• Installing more general use computers in Library based on Noel-Levitz results showing low satisfaction with the availability of computer labs on campus;

• Sending staff to AdAstra training and exploring class scheduling practices based on a “time to degree” survey showing that class scheduling can be a barrier to timely graduation for some students; and

• Either eliminating or placing programs with low student enrollments or poor performance in moratorium as judged by the Program Review Committee.

The College will continue to expand its capacity for data-driven decision making in recognition

of the resource constraints on higher education in general and the benefits of collecting and evaluating data in order to assess the College’s strengths and areas of improvement in order to better meet the needs of students and the community.

Strategic Positioning (5.B.3)

The College updates its Institutional Plan every two years. As part of that process, it conducts SWOT (Strengths, Weaknesses, Opportunities, and Threats) analyses with the College’s key constituencies. In updating the current Institutional Plan, the College engaged the following groups in SWOT analyses:

• College Council (February 10, 2011); • Faculty Senate Board (February 11, 2011); • Student Government (February 16, 2011); and • Executive Staff (March 21, 2011).

The SWOT analyses provided opportunities for those leadership groups to consider the College in the context of broader trends in higher education, the local economy, and the political environment. In each planning cycle, the College will continue to evaluate the broader external environment as possible influences on master/strategic/long-term planning and core theme objectives and indicators.

FVCC’s initial core themes were drafted by the College Council and then were revised by the

Accreditation Steering Committee and Executive Staff based on input from the entire College community. The Board of Trustees ultimately approved the core themes on July 26, 2010. On a biannual basis, the Continual Improvement Group (CIG) either will review progress on core theme objectives and indicators. In addition, the CIG will either affirm that the core themes are still an adequate representation of the



essential elements of the College’s mission or recommend that the College review its core themes. A recommendation to change the core themes would trigger a comprehensive input process from the entire College community similar to the process that initially was used to generate the original set of core themes. The president or Board of Trustees also can initiate a review of the core themes at any time. A change in the mission statement also would trigger a review of the core themes. At least once before the end of the next accreditation cycle, the College will review its core themes even if the aforementioned mechanisms have not triggered a review.

The Board is satisfied with the College’s current mission statement and did not see a need to

revise it at this time. The Board participates in retreats at least twice a year where they set priorities and strategic direction for the College based on the mission statement. They also attend work sessions and special board meetings around specific issues as needed. The College benefits from having a locally elected Board of Trustees. The trustees are a key link between the College and the community, and they assure that the College’s mission statement continues to be relevant to the needs of the College’s two county service region.


Conclusion The Northwest Commission on College and Universities’ revised accreditation standards

provided a fresh perspective through which to review Flathead Valley Community College’s purpose and performance in education. The accelerated time frame, the seven-year cycle compressed into two years, catalyzed rapid process adaptations. The adaptations will continue to have benefit as the College completes integrating the revised standards into its cycle of continual improvement.

FVCC’s Comprehensive Report explains how the College’s objectives, processes, plans, and

resources support the delivery of quality and relevant curriculum to students in a cycle of continual improvement.

The College’s responsibilities as a comprehensive community college, along with its mission

statement provide the institutional direction that guided the identification of four core themes and their supporting objectives and indicators of achievement.

The core themes clearly encompass the comprehensive community college role. They include:

transfer preparation, workforce preparation, developmental education, and community education. Each of these broad areas of education describes one part of a comprehensive community college purpose.

The College’s mission statement reads: “FVCC promotes excellence in lifelong learning focused

on student success and community needs.” The mission statement is linked to the core themes through objectives which define goals for each core theme in terms of the fundamental elements of the mission statement: quality in all aspects of lifelong learning, student success, and community needs.

FVCC has defined intended outcomes for each core theme objective with indicators of

achievement. These indicators reflect realistic yet aspirational goals for the College’s work in educating students. Wherever possible, the indicators are based on historic data. In a few instances, new measures have been integrated onto the performance dashboard. The indicators are assessable, measurable, and verifiable.

The College defines mission fulfillment in terms of student success since enriching students

through education is the core purpose for the College’s existence. FVCC’s success can be measured by how well students perform once they leave the College as well how they perform while enrolled at the College.

The College’s institutional plan articulates the strategic focus which enables FVCC to accomplish

its mission. The plan embraces the four core themes of education; identifies the student support required to enhance student success; and recognizes the symbiotic relationship between the College and community to meet the needs of the community and the importance of providing of relevant education; exercising wise stewardship; and developing of sufficient resources.

Each core theme has a plan which explains how its objectives will be achieved, assesses whether

they are being achieved, and provides processes for improving performance results. The College’s resources are developed and aligned to implement the strategic focus of the

Institutional Plan and the objectives of the core themes.


FVCC routinely engages in complete, self-reflective, data-driven assessments of the College’s accomplishments. These results are shared both internally and externally.

The College monitors its internal and external operating environment to identify current and

emerging trends and expectations. Based on the analyses of accomplishments and operating environments, the College is able to

revise its curriculum, services, strategic focus, methods for achieving core theme objectives, resource and capacity allocation and even mission.

The local governance structure facilitates timely response to emerging opportunities and

challenges. The nature of the mission, elements of mission fulfillment, core themes, objectives, and indicators

provide the framework for a cycle of continual improvement. Responding to the NWCCU’s revised standards catalyzed a collaborative effort, which engaged

the entire FVCC community. As this part of the process draws to a close, it is important to recognize the high levels of innovation, enthusiasm, and genuine commitment to promoting and supporting student success that faculty, staff, and administration bring to FVCC.


List of Appendices A Institutional Plan

B Institutional Assessment Plan

C Mission Fulfillment Assessment Report

D Transfer Preparation Core Theme Assessment Report

E Workforce Preparation Core Theme Assessment Report

F Developmental Education Core Theme Assessment Report

G Community Education Core Theme Assessment Report

H College-wide Assessment Report

I Key Organizational Charts

J Key College Committees

K Accreditation Timeline









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References Policies

Board of Trustees Policies Library Policies Computer Equipment Acceptable Use Policy

Publications

College Catalog Annual Report Employee Handbook Faculty Handbook Student Handbook Career and Technical Program brochures - Located in the Learning Center, outside BH 105, and in the Student Services area of Lincoln County Campus

People

Organizational Charts Job Descriptions - Available from Human Resources upon request Roster of Technological Infrastructure Support Persons Committee Member Lists

FVCC Plans and Agreements

Institutional Plan Institutional Assessment Plan Master Plan – available in President’s Office Budget Facilities Use Manual Emergency Action Plan Chemical Hygiene Plan Computer Replacement Plan Collective Bargaining Agreements

Reports, Studies and Surveys

Audit Report Monthly Department Reports Board Evaluation Report Student Graduate Survey Results

Operational Procedures, Instructions and Documents

General Use Computer Lab Schedules General Use Computer Lab Software Listings

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Help documents for the most common and frequently asked MIS questions Instructions: Accessing Home or Course Directories from Off-Campus Instructions: Accessing Student Account for the First Time

Meeting Minutes

Board of Trustees Budget Committee Continual Improvement Group - (WEAVEOnline) Curriculum Committee Faculty Senate Board - (WEAVEOnline) Program Review Committees - (WEAVEOnline) Safety Committee Student Government Accreditation Steering Committee

Forms

Curriculum Committee Forms Program Review Template Human Resources Forms

• Position Description Questionnaire • Reclassification Request • Employee Evaluation Forms

o Administrative & Professional o Classified o Pre-tenure Faculty o Post-tenure Faculty o Adjunct Faculty

Maps and Locations

Campus Map Building Plans

• BSS, BH/SCA, LRC & SAT • AT • OT • ECC

General Use Computer Lab Locations Focused Use, Computer Augmented Facilities Locations MIS Helpdesk is located in BSS136

Montana State and University System Documents

Montana Board of Regents Policy 730 Montana Board of Regents Policy 301.10 MUS Common Course Numbering Project Montana Code Annotated Title 20, Chapter 15

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Kalispell & Libby, Montana

www.fvcc.edu

Institutional Plan Page 1FVCC Comprehensive Self-Evaluation Report Appendix A

The FVCCInstitutional Plan


The FVCC Institutional Plan serves as a roadmap for continuous improvement over the next five years. FVCC has made significant

progress since its establishment in 1967. Community members, faculty, staff and students can be justifiably pleased with the rich learning community that FVCC has become. While FVCC is an excellent community college, there are still opportunities for enhancement. The institutional plan tells how it will be accomplished.

Planning

FVCC ensures broad participation from the campus community in its planning process. The College Council, Executive Staff, Student Government, Faculty Senate Board, Continual Improvement Group and Board of Trustees all have roles in identifying processes and resources to achieve the college’s core theme objectives and fulfill its mission.

During FY 2003, FVCC sought broad college input during the process of reviewing its mission and goals. Administration, staff, faculty, students and trustees contributed to the process and product. At that time, the college revised its mission statement and identified a set of strategic goals.

Until recently, each college department and academic division annually created goals and action plans based upon the strategic goals. College Council approved these goals and action plans in the fall and submitted progress reports to the Board of Trustees in the spring.

In the manner described above, the entire college was engaged in planning to achieve the institution’s strategic goals.

The NWCCU’s recently revised accreditation standards provide an opportunity to update FVCC’s strategic goals and institutional plan. The Accreditation Steering Committee sought college-wide input while identifying the college’s core themes, defining core theme objectives, articulating plans for how the core themes are accomplished and examining the resources and processes the college brings to accomplishing the core themes.

A core group of administrators and faculty drafted the institutional plan based upon the college-wide input. The executive director of institutional research, assessment and planning sought input from a sample of advisors, full-time faculty and adjunct faculty at the college to confirm the general direction of the plan.

The draft institutional plan was approved by College Council on December 7, 2011.


GOAL 1 (IP): Deliver quality and relevant education.

Academic programs at FVCC provide students with excellent preparation for further study or employment.

Strategy: Support effective instruction.Tactic 1.1 Provide professional development opportunities for faculty members to

improve their content knowledge and pedagogy.Tactic 1.2 Ensure instructional equipment, supplies, and facilities are up-to-date and

of high quality.

Strategy: Ensure valuable curriculum content and delivery.Tactic 1.3 Improve access through distance education.Tactic 1.4 Assess general education, program, and degree-level student learning

outcomes in a systematic manner.

Strategy: Offer enhanced learning experiences.Tactic 1.5 Embed innovative and active learning experiences within the curriculum.Tactic 1.6 Support service learning and student engagement in the community.Tactic 1.7 Provide opportunities for students to engage in meaningful research.

Strategy: Bridge educational institutions.Tactic 1.8 Promote and facilitate dual-enrollment opportunities.Tactic 1.9 Partner with local high schools to encourage continuation from high

school to college.Tactic 1.10 Work with four-year campuses to create seamless transfer pathways

for students.Tactic 1.11 Integrate adult basic education students into the campus and encourage

them to transition to college.

Strategy: Align business, technical and entrepreneurial education with workforce opportunities.

Tactic 1.12 Reach out to the business community to assure workforce programs align with the demands of the labor market.

Tactic 1.13 Monitor labor market information to assure workforce programs align with the demands of the labor market.

Strategy: Provide quality and diverse programming for personal enrichment.

Tactic 1.14 Offer diverse non-credit programming.Tactic 1.15 Offer culturally-enriching opportunities to the community.Tactic 1.16 Serve as a neutral convener and unbiased source of information on topics

of current community interest.


GOAL 2 (IP): Provide student resources and support.

All FVCC students are provided resources and support that enhance their abilities to be successful in their educational pursuits.

Strategy: Offer valuable enrollment advice.Tactic 2.1 Refine as necessary the student advising model to promote retention and

completion of degree programs.Tactic 2.2 Make employment outlook and labor market information available to

students through advisors and the Career Coach software.Tactic 2.3 Follow student placement procedures to ensure students are placed

correctly in developmental or college level courses.

Strategy: Deliver high-quality customer service.Tactic 2.4 Maintain an accessible and user-friendly application, registration, and

orientation process. Tactic 2.5 Enable students to afford an FVCC education through an effective financial aid process and flexible payment options.Tactic 2.6 Give students access to degree audits. Tactic 2.7 Provide housing options and information to students. Tactic 2.8 Schedule courses in a way that is accommodating for students and

promotes degree completion.

Strategy: Promote student engagement.Tactic 2.9 Offer students a welcoming and safe campus environment that includes

places to gather and study.Tactic 2.10 Increase student engagement through varied extracurricular activities. Tactic 2.11 Encourage students to assume leadership roles in campus life.

Strategy: Provide academic support. Tactic 2.12 Make academic support available to all students. Tactic 2.13 Develop an effective early alert system to improve student retention.Tactic 2.14 Undertake course redesign efforts in areas of concern, particulary in

developmental education.Tactic 2.15 Continue to use learning communities as a retention strategy.

Strategy: Provide resources for student learning.Tactic 2.16 Maintain sufficient library access and resources.Tactic 2.17 Leverage technology in support of student learning.Tactic 2.18 Provide students access to counseling that helps them overcome

individual barriers to success.


GOAL 3 (IP): Cultivate resources enabling mission fulfillment.

FVCC cultivates sufficient resources to fulfill its mission.

Strategy: Student recruitment and marketing.Tactic 3.1 Develop and refine a marketing plan to maximize student enrollment.Tactic 3.2 Maintain FVCC’s Web site as an effective marketing resource for

current students, potential students and the public.

Strategy: Ensure continued state and local funding. Tactic 3.3 Communicate with the legislature, the Governor’s Office and other

state policy makers concerning the college’s funding formula.Tactic 3.4 Communicate effectively with the community to ensure continued

support of FVCC.

Strategy: Develop supplemental college, program and student funding resources.

Tactic 3.5 Pursue funding opportunities from federal, state and private sources which are sustainable and align with the college’s strategic direction and the needs of the community.

Tactic 3.6 Execute capital campaigns to fund infrastructural needs.Tactic 3.7 Raise private funds for student scholarships and program

enhancement grants.

Strategy: Leverage strategic partnerships.Tactic 3.8 Encourage faculty and staff participation in community groups and

efforts.Tactic 3.9 Formalize partnerships with strategic community groups to strengthen

the community.Tactic 3.10 Engage in community-level economic development planning and

implementation to align FVCC programs with community economic needs and outlook and to assess the development of proposed new initiatives.


GOAL 4 (IP): Exercise wise resource stewardship.

FVCC exercises wise stewardship of its resources by assuring that they are used efficiently and effectively.

Strategy: Invest in human resources.Tactic 4.1 Maintain a balance of full-time and adjunct faculty that is educationally

effective and fiscally prudent.Tactic 4.2 Employ work-study students, interns and other students to provide them

with meaningful employment experiences and offset personnel costs.Tactic 4.3 Support professional development opportunities for all employees and

make them aware of these opportunities.Tactic 4.4 Invest in continued improvements to the working environment.

Strategy: Financial management/Fiscal oversight.Tactic 4.6 Follow financial policies and procedures that allow for transparent,

efficient and streamlined stewardship of the community and students’ investment.

Tactic 4.7 Address collection of student accounts aggressively but compassionately.

Tactic 4.8 Design fiscal policies and procedures that work effectively and in accordance with accounting standards.

Tactic 4.9 Provide new fiscal management tools for active management of departmental budgets..

Strategy: Monitor and maintain campus facilities.Tactic 4.10 Utilize campus space efficiently for both staff and students.Tactic 4.11 Allocate adequate resources to the campus’ physical infrastructure,

classrooms, labs and grounds to avoid deferred maintenance.

Strategy: Assess performance and communicate assessment results.Tactic 4.12 Track and regularly share performance results with faculty, staff and

students.Tactic 4.13 Assess resource allocations vis-à-vis institutional and community

priorities.Tactic 4.14 Assess educational outcomes in comparison to other peer institutions.Tactic 4.15 Effectively implement strategic initiatives that extend the role of the

college in our community, and engage in an ongoing cycle of strategic planning.

FVCC Institutional Assessment Plan Page 1 FVCC Comprehensive Self -Evaluation Report Appendix B

Flathead Valley Community College Institutional Assessment Plan

2011 - 2014 Introduction The purpose of assessment in higher education is to improve student learning and development. This document presents a working model of the assessment plan at Flathead Valley Community College. This plan will help guide the College in the continuous cycle of assessment: to gather and use evidence to understand and improve our effectiveness in achieving our objectives, to monitor and improve the environment for student learning, and to increase overall student success. Assessment is viewed as part of an integrated, collaborative learning experience in which there are explicit relationships among institutional, program, and course-level learning outcomes. Regardless of the level at which assessment occurs (institution, program, or course), the overall process is the same (Figure 1). The assessment cycle is a reflective process of planning, implementation, evaluation, and revision. Results at one stage guide activity in the following stage. For example, student learning outcome statements guide the design of course activities and data is collected on student learning. The evaluation of this data then informs course revision.

Figure 1. The overall cycle of assessment includes four stages: Planning, Implementation, Evaluation, and Revision.

The assessment process described here is continuously evaluated for improvement to ensure that

data is collected, analyzed, and used efficiently. Additional assessment tools beyond those described here are periodically reviewed for possible adoption. Therefore, assessment and continuous improvement will always be works in progress. Organization of Assessment

Assessment is about making information-based decisions. The results of assessment activities should have a direct impact on teaching and learning and on the College’s Institutional Plan to fulfill its Mission. Figure 2 depicts the overall assessment system at FVCC and shows how data about student learning flows into decisions made throughout the College. This diagram is read from the bottom up. It highlights three aspects: 1) the various kinds of data about student learning that are collected, 2) how these data are aggregated, analyzed, and disseminated, and 3) how these data are used for decisions, policies, planning, and budgeting.

Articulate Mission /

Outcomes / Objectives

Determine Practices used to

Achieve Objectives

Collect Data / Analyze Results

Recommend Actions


Figure 2. The overall assessment system at FVCC, depicting where data are collected (bottom of diagram), how data are analyzed (middle of diagram), and how data are used to make decisions (top of diagram). Particular roles of entities are listed in Appendix A, deliverables and deadlines are listed in Appendix B, and a general timeline of assessment activities is outlined in Appendix C.

Classroom work/student self assessments collected by instructors in classrooms

Used by them for improvement

Studies conducted within programs(AA, AS, AAS, & CAS)- General Education- Related Instruction


Program Review Committee analyzes, aggregates, & disseminates information; shapes recommendations

Programs / Divisions digest and act on their data

Budget Committee; College Council; Core Theme Shepherds; Curriculum Committee; Director of Educational Services; Executive Director of Institutional Research, Assessment, & Planning; Faculty Development & Assessment Specialist; General Education Team

Data collected institutionally- Surveys (Noel-Levitz)- Retention- Alumni

Studies conducted within academic support- Library- MIS- Learning Center


Together, these entities:- Approve new courses & programs, make changes to existing courses & programs, including how those courses/programs will be assessed- Support assessment measures; fund and/or conduct some measures- Monitor how well assessment system is working and recommend improvements- Aggregate/analyze assessment data from all sources and disseminate appropriately- Recommend actions to enhance student learning, based on data- Keep records and generate reports

Vice President of Instruction and Student Services

Dean of Students

President

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Vice President of Administration and Finance


The goal of assessment is to yield useful information that can help make worthwhile decisions.

Assessment planning thus requires a clear understanding of who will use the findings to make decisions. Appendix A lists the entities who utilize assessment results. It highlights the decisions these entities need to make, the information they need to make those decisions, and where that information comes from. The deliverables for each entity are detailed in Appendix B, and a general timeline for the overall assessment process is outlined in Appendix C.

FVCC began using an online assessment software system, called WEAVEonline, in Spring 2011. The purpose of WEAVEonline is to collect assessment data from all across the College using a standard structure and standard definitions of assessment terms (Table 1). All FVCC employees have access to the WEAVEonline program. Table 1. Assessment terms and definitions used in the WEAVEonline assessment software system.

Assessment The process of answering the question, “Are our efforts bringing forth the desired results?” In higher education, the term assessment is most commonly associated with measuring student learning outcomes.

Entity The entities in WEAVE are the College, divisions, units, departments, programs, degrees, courses, grants, or anything else that is assessed at FVCC.

Mission/ Purpose

A Mission Statement is a general, concise statement outlining the purpose guiding the practices of an entity. It describes the highest aims, intentions, and activities of the entity.

Goal Goals are broad, general statements of what the entity intends to accomplish. Goals describe broad learning outcomes and concepts (what you want students to learn) expressed in general terms (e.g., clear communication, problem-solving skills, etc.). Goals are usually not measureable, but provide a framework for determining the more specific objectives, which are measureable. Goals should be consistent with the mission of the entity and the mission of the College. A single goal may have many specific subordinate objectives.

Outcome / Objective

Outcomes / Objectives describe the intended outcomes of an entity in specific terms that are measureable. Learning outcomes are statements that specify what students should know or be able to do at the end of a learning activity, course, program, or degree. Note: The words outcome and objective are used interchangeably within WEAVEonline.

Measure The method or approach used to evaluate whether the target was achieved (e.g., pre- and post-tests, interviews, evaluations, standardized tests, comparison to standards, surveys, etc.).

Achievement Target

Overall level for satisfactory performance within a reporting period. Achievement targets relate to objectives and are expressed in terms of the measure selected. For example, graduation rates are measured using system data to count the number of students in a specific cohort and identifying the percent who graduate within a particular time period. This is a measure. An achievement target would be a graduation rate increase of X% within one academic year.

Action Plan The end result of the assessment process is an Action Plan, designed to help an entity better accomplish intended outcomes/objectives. An action plan may identify steps to be carried out over a short timeframe (one year) or over a longer range (three years).

Action Plan Tracking

A cumulative record of action plan implementations. This is useful for program review and accreditation reports. Keeping track of action plans and the degree to which they are carried out can be helpful in explaining whether or not achievement targets are met. They provide a useful historical record. When achievement targets are not met, it may be that the action plan could not be carried out for some reason; or that the action plan was implemented, but did not have the desired impact.


Mission and Core Themes Mission Statement: FVCC promotes excellence in lifelong learning focused on student success and community needs.

FVCC offers programming in each of four lifelong learning components: Transfer Preparation, Workforce Preparation, Developmental Education, and Community Education. Each of these four lifelong learning areas is designated as one of four Core Themes. Figure 3 shows the Mission Statement, Core Themes, and Indicators for fulfillment of the Mission.

Figure 3. The Mission of FVCC spans four Core Themes: Transfer Preparation, Workforce Preparation, Developmental Education, and Community Education. Indicators for Mission Fulfillment are shown as a numbered list. The institution level indicators for each Core Theme are listed in Appendix D.

Each Core Theme has a set of objectives and meaningful indicators of achievement that form the

basis for evaluating accomplishment of the objectives of its Core Theme. The objectives and indicators of each Core Theme are listed in Appendix D. Institution Level Assessment

The overall purpose of institutional assessment is to determine the degree to which the College is meeting its Mission and objectives. The revised accreditation standards of the Northwest Commission on Colleges and Universities have guided a fresh approach for FVCC’s self-evaluation process. A nineteen-member Accreditation Steering Committee representing the entire College community was appointed to lead the new process. A main goal of the steering committee is to plan and implement a sustainable self-evaluation process whereby the steering committee is no longer needed. FVCC’s Institutional Plan includes the phase-out of the steering committee by the end of 2012.

FVCC’s Mission is to provide excellence in lifelong learning focused on student success and

community needs. Working from this Mission Statement, the College executed a campus-wide process to identify the institution’s Core Themes. Each academic and administrative department submitted suggestions that were reviewed and synthesized by College Council in conjunction with the Accreditation Steering Committee and Executive Staff. The Board of Trustees approved the four Core Themes:

Flathead Valley Community College promotes excellence in lifelong learning focused on student success and community needs.

Community Education

Transfer Preparation

WorkforcePreparation

Developmental Education

1. Transfer Students' Grades at Their Receiving Institution

2. Wages of Career and Technical Graduates

3. Course Level Success Rate of Degree Seeking Students

4. Overall Student Satisfaction with FVCC

Mission Fulfillment Indicators

Mission


Transfer Preparation, Workforce Preparation, Developmental Education, and Community Education. Objectives for each Core Theme and meaningful indicators of achievement were developed during three all-employee in-services. Several campus-wide forums were hosted to provide enhanced opportunities for feedback.

Altogether, FVCC will be tracking 37 indicators that assess the degree to which the College is

fulfilling its Mission. Four of these indicators measure overall Mission Fulfillment, while the remaining 33 measure the degree to which FVCC is meeting the objectives associated with its four Core Themes. Each Core Theme has been assigned a shepherd, who is responsible for evaluating the level of accomplishment of the objectives of their Core Theme on an annual basis. The institution level indicators for each Core Theme are listed in Appendix D.

The 37 key performance indicators developed as part of the accreditation process will be

uploaded into WEAVEonline and updated on an annual basis. This will allow all employees to have access to the data necessary to assess the College’s progress in fulfilling its Mission. In addition, FVCC will commit time at all employee in-service meetings on at least an annual basis to discuss with faculty and staff our progress on the objectives and elicit feedback on how to improve our performance in the coming year.

The NWCCU accreditation process allows for re-evaluation and modification of our Mission,

Core Themes, and objectives on a continuous seven year cycle. Every seven years, FVCC will formally evaluate whether or not its performance indicators still reflect the Mission of the College and its Core Themes. This seven year cycle will allow the campus community to reaffirm that the indicators are still relevant, discontinue indicators that are no longer relevant, or add new indicators that better reflect FVCC’s changing priorities.

The institutional assessment results are reviewed annually by a Continual Improvement Group,

chaired by the Executive Director of Institutional Research, Assessment, and Planning. This group consists of the Core Theme shepherds, the Vice President of Instruction and Student Services, the Dean of Students, the Vice President of Administration and Finance, the Director of Extended Learning, and the Faculty Development and Assessment Specialist. Assessment results are used to review the Institutional Plan in July of each year. A review of Mission Fulfillment and Core Themes is done in January of each year. After reviewing the assessment results, the Continual Improvement Group will determine if FVCC’s Institutional Plan, Mission Fulfillment, and Core Themes continue to adequately address strategies to improve on our objectives, or if it needs modification to improve progress. This group also will discuss resource allocation as it relates to the institutional performance indicators, to assure that FVCC’s budget continues to align with its Core Themes and objectives as developed during the accreditation process. The Continual Improvement Group also reviews and approves FVCC’s Institutional Assessment Plan, taking into account input from all the campus constituencies they represent. The Assessment Plan will be formally reviewed and modified on a bi-annual basis. The Continual Improvement Group develops an annual College-wide assessment report, which includes an overview of institution level assessment results and recommendations to improve progress on objectives. The report is presented to the Executive Staff in the spring of each year. The President then presents the report to the Board of Trustees. See Appendix C of the Institutional Assessment Plan for a general timeline for the process of institution level assessment. Degree Level Assessment FVCC awards the following degrees: Associate of Arts (AA) degree, Associate of Science (AS) degree, and Associate of Applied Science (AAS) degree. The AA and AS degrees are general transfer associate degrees and do not officially include a major or minor course of study. The AAS degree is an occupational degree and is the only degree FVCC awards in a specified area of emphasis. In addition,


FVCC offers the Certificate of Applied Science (CAS). The CAS requires a minimum of 30 semester credit hours and is assessed similarly to the AAS degree. In accordance with the Northwest Commission on Colleges and Universities (NWCCU) standards, transfer associate degree programs include general education core requirements that integrate basic knowledge and methodology in the humanities and fine arts, mathematical and natural sciences, and social sciences. The degree level learning outcomes for the AA and AS degrees are identical to the general education learning outcomes, as these degrees are general transfer degrees and do not specify a particular course of study. Therefore, degree level assessment for the AA and AS degrees consists of general education assessment, which is detailed in the General Education Assessment section of this document. The AAS and CAS degrees include a core of related instruction requirements in the areas of communication, computation, and human relations that align with and support specific program outcomes. The degree level learning outcomes for the AAS and CAS degrees are identical to the related instruction learning outcomes for those degrees. Therefore, degree level assessment for the AAS and CAS degrees is performed through related instruction assessment, which is included in program review. Program Level Assessment

The program review process is an important opportunity for faculty to actively participate in the growth of their own programs and the growth of the College as a whole. The review process helps to address problems and enhance student learning through specific procedures for examining assessment results and implementing necessary revisions. It also helps us evaluate the role of our programs in supporting FVCC’s Mission and objectives.

Program level learning outcomes state what the student should be able to do upon successful completion of the program. Career and Technical Programs (AAS Degrees and Certificates) have specific program level learning outcomes listed in the Academic Catalog. In addition to completion of course requirements as outlined for the specific AAS or Certificate program, Career and Technical students complete related instruction requirements, which are built into the program listings. The program level learning outcomes for Transfer Curricula (AA and AS) are identical to the general education learning outcomes, as these are general transfer degrees and do not designate a specific course of study (see the general education assessment section).

Programs are reviewed on a 5-year cycle. The program review committee has at least eight

members, including one faculty member from each of the five Divisions. The Dean of Students, the Director of Educational Services, and the Faculty Development and Assessment Specialist serve the committee as ex-officio members. Division Chairs appoint the faculty committee members, subject to approval by the Vice President of Instruction and Student Services and the Faculty Senate Board of Directors. Faculty committee members serve three-year terms and membership is staggered to ensure continuity among returning and new members. The Vice President of Instruction and Student Services appoints a committee chair, who serves a three-year term with possible re-appointment.

Each spring, the program review schedule is revisited and modified, if necessary, so that

programs are reviewed in an appropriate timeframe. Division Chairs and instructors of those programs scheduled for review in the upcoming academic year are notified in the spring prior to their review. A program review orientation is held in early May for all who will be involved in the program review process the following year. The orientation includes an overview of the program review forms, an introduction to all personnel who provide program review information, a list of contacts for support, and a completion timeline. Program review forms are available at G:\EducationalServices\Employees\Faculty\PROGRAM REVIEW\Templates.


The program review committee evaluates the completed review forms and holds a meeting with the program director to discuss their review. The committee makes recommendations to the program director, submits a review summary to the Vice President of Instruction and Student Services as well as the Curriculum Committee, and sets dates to follow-up on any action items. After reviewing the summary of recommendations, the Vice President of Instruction and Students Services holds a meeting with the program director, the chair of the program review committee, and other relevant faculty or staff to follow-up on the recommendations of the committee. A summary report of how assessment data has been used to improve the program is filed in Educational Services.

Proposals for new programs to be considered for adoption at FVCC are first discussed with the Vice President of Instruction and Student Services. If the proposed program is deemed viable for consideration, the program is then reviewed by the program review committee (a form for new program proposals is available at G:\EducationalServices\Employees\Faculty\PROGRAM REVIEW\Templates). The chair of the program review committee provides a summary with a recommendation to the Vice President of Instruction and Student Services and the Executive Staff, who determines whether or not to send the proposal to Curriculum Committee for a vote to adopt the program.

Curriculum mapping is an important tool for program level assessment. WEAVEonline offers an electronic mapping tool that can help ensure individual courses align to program level learning outcomes, including related instruction and general education outcomes. We expect the mapping tool to become a larger component of the program review process over the next three years. General Education Assessment

General Education assessment at FVCC includes assessment of the General Education core curriculum for the AA and AS degrees, which is organized into eight categories with a required number of credits from each category (Table 1). Related Instruction components of AAS and CAS programs are embedded within program curricula, and are reviewed during program review.

In 2003, FVCC identified seven College-Wide Abilities as the outcomes of the General Education

curriculum (Aesthetic Literacy, Communication, Critical Thinking, Global Perspective, Interactions, Quantitative Literacy, and Technology Literacy). These Abilities aligned with the 2003 NWCCU accreditation standards, which required “competence in (a) written and oral communication, (b) quantitative reasoning, (c) critical analysis and logical thinking, and (d) literacy in the discourse or technology appropriate to the program of study.” A cross-disciplinary committee, called the Assessment Board, was established to develop components and criteria for each Ability and to provide guidance to faculty members assessing for the Abilities. Each program or transfer area was asked to develop an assessment model that assessed not only its own disciplinary learning, but also the General Education College-Wide Abilities. This system had two main problems. First, the Abilities were not tied to graduation requirements. This made it difficult to ensure that students who completed a degree received instruction in all Abilities. Second, individual courses might meet only one or a few components of an Ability, making it impossible to document student learning in all components of all Abilities.

A small focus group weighed the options for moving forward with General Education assessment and involved faculty to devise a straightforward plan that will preserve the intent of an Ability-based education, integrate with our current graduation requirements, align with Montana University System guidelines, be meaningful and flexible without overburdening faculty, and meet the revised NWCCU accreditation requirements for General Education assessment. We were able to accomplish this with a few small changes to the overall structure of our General Education assessment system, which is shown in Figure 4.


Figure 4. The structure of General Education / Related Instruction assessment at FVCC, showing the relationship to the College Mission Statement and Core Themes. Each outcome may have several components, which may be demonstrated by a single learning object, though several learning objects may be evaluated for each outcome.

The goal of General Education at FVCC is to prepare students for transfer while developing the

breadth and depth of intellect to become more effective learners. This goal is best articulated by the Montana University System Core Curriculum (MUS Core), described here http://mus.edu/transfer/MUScore.asp. Students enrolled in MUS Core courses may transfer up to 30 semester credits to participating Montana institutions. Because of this statewide agreement, the General Education curriculum at FVCC follows the direction of the General Education Council of the Montana University System. This council has outlined the goal of General Education and its importance in undergraduate education after the Association of American Colleges and Universities (AACU) Liberal Education and America’s Promise (LEAP) Essential Learning Outcomes (http://www.aacu.org/leap/vision.cfm). Using the MUS Core Curriculum as a guideline, FVCC developed criteria for its General Education courses (pgs. 58-59 of the 2011-2012 Academic Catalog). These criteria are used to determine which courses are included in the General Education curriculum. The eight General Education categories are listed in Table 2. Table 2. General Education categories and outcomes. General Education

Category Outcome Statement

Students should be able to . . . Writing demonstrate organization, coherence, and clarity in writing Communications evaluate purpose and audience to create a well-developed, supported, and

stylistically fluent response Mathematics use mathematical techniques to problem solve Humanities examine the nature of human experience and/or artistic expression Social Sciences evaluate the legitimacy of multiple perspectives to reach an informed conclusion Natural Sciences apply scientific concepts and methods of inquiry Global Issues demonstrate awareness of self as a member of a multicultural global community Fine Arts examine the role of the Arts as a reflection of culture

Mission

Core Theme: Transfer Preparation

Core Theme: Workforce Preparation

Related Instruction Goal

General Education Goal

Learning ObjectLearning Object

Outcome 1 Outcome 2 Outcome 1 Outcome 2

Component

Component

Component

Component

Component

Component

. . . etc. . . . etc.


http://www.aacu.org/leap/vision.cfm�


During the Fall 2011 Faculty In-Service, faculty established broad learning outcomes for each General Education category (Table 2). These outcomes integrate the previously adopted College-Wide Abilities within the General Education curriculum. The College-Wide Abilities were used as a reference to develop the components of each outcome. Faculty teaching General Education courses within a category agreed on the components, which serve as evaluation criteria. The components identify what to look for in student work in order to determine whether or not students are meeting the outcome. It is important that faculty agree on the criteria by which students will be evaluated so that courses within one General Education category assess for the same outcome using the same criteria.

The goal of Related Instruction at FVCC is to prepare students for a productive life of work by

developing skills in the areas of communication, computation, and human relation that align with and support program specific outcomes. Related Instruction courses are embedded within the AAS and CAS program curricula and are organized into three categories (Table 3). The previously adopted College-Wide Abilities serve as a reference for developing the components of the outcomes. These components serve as criteria for evaluating student work. Table 3. Related Instruction categories and outcomes. Related Instruction

Category Outcome Statement

Students should be able to . . . Communication express, interpret, or modify ideas to communicate effectively Quantitative Literacy

understand and apply quantitative concepts and reasoning using numerical data

Interactions collaborate effectively with others in complicated, dynamic, and/or ambiguous situations

Each course within the General Education or Related Instruction core provides instruction on the

General Education / Related Instruction learning outcome for the category under which it is listed. Each of the outcomes is assessed every semester. Assessment methods vary by area, and may include scoring common assignments according to a rubric, using student surveys about their learning experiences, and/or evaluating student performances according to a rubric.

A General Education Team of 5 faculty members oversees the assessment of the 8 General Education learning outcomes (Table 4), while the 3 Related Instruction learning outcomes are reviewed within the context of the AAS or CAS programs during program review.

Table 4. General Education Team member responsibilities.

Member 1 Member 2 Member 3 Member 4 Member 5 Writing Mathematics Humanities Social Sciences Natural Sciences Communications Fine Arts Global Issues

The General Education Team replaces the former Assessment Board. Faculty members are appointed to the General Education Team by the Faculty Senate Board of Directors, subject to approval by the Vice President of Instruction and Student Services. Faculty members serve three-year terms and membership is staggered to ensure continuity among new and returning members. The Faculty Development and Assessment Specialist serves as the committee chairperson. The Learning Resource Center selects a representative to attend General Education Team meetings and act as a liaison to the Learning Resource Center.


The General Education Team has the following responsibilities: • Reviews the General Education / Related Instruction outcome statements and components of each

outcome • Compiles and reviews General Education assessment results • Shares results of assessment cycles with faculty; provides support as needed • Reviews the General Education Curriculum and proposes changes to the Curriculum Committee • Formally reviews each General Education category every three years

Each General Education category is formally reviewed by the General Education Team on a three year cycle. The General Education Team member for the category being reviewed works with the Assessment Specialist to compile the assessment results and write a summary report. This report is distributed to Instructors of courses within that category and a copy is sent to the Vice President of Instruction and Student Services. The Assessment Specialist holds a meeting with the appropriate faculty during the Fall In-service to discuss the report and recommend actions. Minutes from this meeting are recorded in WEAVEonline and distributed to the appropriate faculty members and the Vice President of Instruction and Student Services. Course Level Assessment Assessment at the course level involves reflecting on how well students are achieving the course learning outcomes. Individual instructors are responsible for assessment in their courses. Each course at FVCC has a course profile on file in Educational Services (G:\EducationalServices\Employees\Course Profiles). Course profiles are developed by faculty and approved first by the appropriate Division Chair and then through Curriculum Committee. The course profile lists the student learning outcomes, which state what the student should be able to do and /or know after completing the course. Each new instructor receives the approved list of course learning outcomes for each course on their schedule with their contract letter for the upcoming semester. All sections of the same course share common course learning outcomes and a current syllabus from each instructor is filed in the office of the Director of Educational Services. Course profiles and syllabi are revised as needed and formally reviewed every 5 years during program review (see Program Level section).

Course level assessments demonstrate the degree to which students as a whole have achieved the course learning outcomes. This is often accomplished by looking at the results of a few key assignments, generally those completed toward the end of the course. Instructors are encouraged to rely on direct assessments of student learning as much as possible, but to supplement with indirect assessments where appropriate. Direct assessment of student performance clearly shows what students have learned and may focus on: written work or presentations that are assessed using scoring rubrics, exam responses, laboratory reports, analyses of online discussions, standardized tests, and/or licensure/certification exams. Indirect assessments provide signs that students are learning, but exactly what they are learning is less clear. Indirect measures can include: student participation, attendance rates, satisfaction surveys, solicited opinions, and/or grades.

Examples of course level assessments are collected and discussed through program review and through general education assessment. Professional development sessions on outcomes-based assessment are offered during the annual in-service meetings and through workshops held throughout the academic year. The current offerings are listed on the Teaching Excellence Center website and advertised through emails and flyers.

Co-curricular and Academic Support Assessment

Academic support units (e.g., Learning Resource Center, library, bookstore) make important contributions to student learning. Assessment of supporting services involves the development of goals and objectives for each unit that align with FVCC’s Mission and objectives. Each unit develops a plan to assess its progress towards meeting its goals and objectives, usually in the form of a self-study. Results


are shared broadly within the unit and to the appropriate College-wide committees. Indirect evidence, such as data from the Noel-Levitz student satisfaction survey, provides important evidence of students’ satisfaction with supporting units.

The WEAVEonline software system allows faculty and staff to report and share assessment data

via the internet. All FVCC employees have access to the WEAVEonline program and the director of each academic support unit is responsible for posting assessment data for that unit on an annual basis. Each objective for a particular unit can be linked to one or more Core Theme objectives (Appendix A). This allows all employees to have access to the data necessary to assess the College’s progress in fulfilling its Mission. FVCC commits time at all employee in-service meetings on at least an annual basis to discuss with faculty and staff our progress on the objectives and elicit feedback on how to improve our performance in the coming year.

Assessment results from the academic support units are reviewed annually by a Continual

Improvement Group consisting of the Core Theme shepherds, the Vice President of Instruction and Student Services, the Dean of Students, the Executive Director of Institutional Research, Assessment, and Planning, the Vice President of Administration and Finance, the Director of Extended Learning, and the Faculty Development and Assessment Specialist. This group will help determine if the support unit is adequately improving on its objectives and recommend modifications to improve progress.


Appendix A: Roles and Responsibilities of Assessment Entities

Entity Role Information Needed Receives Information From

Students • Participate actively in the program • Complete surveys (Noel-Levitz)

• Course, program, and degree learning outcomes

• Faculty • Staff

Faculty

• Participate in the development and implementation of assessment plan

• Integrate student learning outcomes into curriculum

• Participate in professional development • Consult with Assessment Specialist on

course level student learning outcomes

• Course and program level assessment data

• College-wide assessment reports

• Current best practices

• Students • Program Directors • Faculty Senate Board of

Directors • Program Review Committee • Faculty Development and

Assessment Specialist • VP of Instruction and Student

Services

Staff

• Support students and instructors to improve student learning

• College Mission and objectives

• Course, program, and degree learning outcomes

• WEAVEonline • In-service report • Institutional Planning

Program Coordinators /

Program Directors

• Coordinate with faculty in developing and implementing assessment plan

• Complete program review • Ensure compliance with appropriate

external standards • Identify budgetary needs



• Current best practices

• Students • Faculty • Program Review Committee • Faculty Development and


Services

Division Chairs

• Serve on Curriculum Committee • Follow-up with faculty on program review

recommendations • Make budget requests based on assessment

results

• Completed program review forms


• Faculty • Program Directors • Program Review Committee • Faculty Development and


Services

Program Review

Committee

• Implements program review according to assessment timeline

• Makes recommendations to Program Directors, VP of Instruction and Student Services, and Curriculum Committee

• Completed program review forms

• Program Directors

Directors of

Support Services

• Develop and implement assessment plans that align with College Mission and objectives

• Report assessment results to Continual Improvement Group annually

• Assessment results from support unit


• Student surveys • Continual Improvement Group

General

Education Team

• Reviews Gen Ed/Related Instruction outcomes and components

• Compiles/reviews Gen Ed assessment results

• Coordinates with faculty to implement any necessary changes to Gen Ed assessment

• Reviews Gen Ed Curriculum

• Assessment results from Gen Ed categories

• Faculty • Program Directors • Program Review Committee • Faculty Development and


Services



Faculty Development

and Assessment Specialist

• Facilitates student learning outcomes assessment across the College

• Meets with program directors and division chairs to provide feedback and support

• Facilitates training and professional development in assessment

• Implements the assessment timeline • Monitors the progress of program

academic assessment plans • Serves on program review committee and

CIG • Keeps informed of NWCCU and other

external accrediting agency guidelines • Ensures Assessment Plan is updated



• Faculty • Program Directors • VP of Instruction and Student

Services • Executive Director,

Institutional Research, Assessment, and Planning

Executive Director,

Institutional Research,

Assessment, and Planning

• Facilitates assessment activities throughout the College

• Provides data to College audiences • Ensures assessment proceeds according to

established timelines • Chairs Continual Improvement Group • Monitors the progress of non-academic

assessment plans • Ensures Institutional Plan is updated

• Assessment results from support units


• Student surveys • Directors of Support Services • Continual Improvement Group • Student information system • Various databases

Curriculum Committee

• Approves course and program level assessment

• Course Profiles • Program review

reports

• Instructors • Program Review Committee

Director of Educational

Services

• Oversees the planning and implementation of support services assessment

• Ensures curricula are aligned with College objectives

• Serves on program review committee

• Assessment results from support units


• Directors of Support Services • Continual Improvement Group

College Council

• Disseminate information and gather feedback on non-academic assessment process


• Continual Improvement Group

Budget Committee

• Prioritizes and makes budgetary recommendations based on assessment results and institutional plan



Dean of Students

• Oversees the assessment of student support services

• Prioritizes allocation of funds for student support services

• Course and program assessment data


• Student surveys • Directors of Support Services • Continual Improvement Group

Appendix A, Continued




• Appoints faculty members to serve on assessment committees

• Facilitates faculty discussions on academic assessment

• Recommends modifications for academic assessment to the Vice President of Instruction and Student Services



• Faculty • Continual Improvement Group • VP of Instruction and Student

Services

Core Theme Shepherds

• Evaluate achievement of the Core Theme objectives

• Create and modify Core Theme plans, based on assessment results

• Recommend improvements and action plans

• Indicators • Program Review

reports

• WEAVEonline • Executive Director,

Institutional Research, Assessment, and Planning

• VP of Instruction and Student Services

Continual

Improvement Group

• Determines level of progress on College-wide objectives

• Recommends specific actions to improve progress on objectives

• Develops College-wide assessment reports

• Core Theme assessment reports

• Support services assessment reports

• Core Theme Shepherds • Directors of Support Services

Executive Staff

• Reports to President on assessment related issues

• Prioritizes and makes budgetary recommendations based on assessment results



Vice President of Instruction and Student

Services

• Oversees student learning / curriculum development

• Leads assessment of student learning throughout the College

• Prioritizes allocation of funds for assessment


• Program review summaries

• Continual Improvement Group • Program Review Committee • Curriculum Committee

Vice President, Administration

and Finance

• Approves allocation of funds for assessment


• Continual Improvement Group • VP of Instruction and Student

Services

President

• Advocates for assessment of student learning outcomes throughout the College

• Motivates / implements assessment plan throughout the College

• Links the community, Board of Trustees, and faculty to implement policies

• Prioritizes the resources necessary to develop and maintain a culture of assessment



Board of Trustees

• Provides direction for institutional planning based on assessment results

• Ensures FVCC policies and practices are aligned with community needs and student success


• President

Appendix A, Continued


Appendix B: Deliverables and Due Dates

Entity Consists of Deliverables Due by Students • Students • Complete course, program, and degree

assessments • Ongoing

Faculty

• Instructors, full-time and adjunct • Provide course level assessment results for each General Education course

• January 20 and May 20

Staff • Support staff • Assessment data to Director of support unit

• April 30

Program Coordinators /

Program Directors

• Full-time instructors • Complete program review document, once every 5 years

• One week prior to scheduled program review meeting

Division Chairs

• Full-time instructors

• Follow-up with faculty on program review recommendations

• Timeline set by program review committee

Program Review

Committee

• 5 full-time faculty members, one from each Division

• Assessment Specialist • 2 Administrators • Chair appointed by VP of Instruction

and Student Services

• Bi-annual program review report to Curriculum Committee

• Annual revisions to program review

document

• Last Curriculum Committee meeting of each semester (~December 15 and April 30)

• April 30 Directors of

Support Services

• Professional staff • Assessment results from support unit to WEAVEonline

• May 25

Faculty

Development and

Assessment Specialist

• Professional staff • Plan and implement faculty professional development program

• Assessment plan revisions, biannually • Assessment summary reports by

Program and Division • Assessment reports/presentations for

in-services

• Ongoing • August 30 • September 30 • Biannual inservice

~ August 24 and January 13

Executive Director,


Assessment, and Planning

• Administrator • Create and disseminate assessment reports, as needed

• Institutional Plan revisions, biannually

• Ongoing • August 30

Curriculum Committee

• Division Chairs • VP of Instruction and Student

Services • Faculty Senate President

• Approval of course and program level assessment

• Ongoing

Director of Educational

Services

• Administrator • Assessment results from Educational Services to WEAVEonline

• May 25

College Council

• Representative from each non-academic department

• Feedback on non-academic assessment process

• Ongoing

General

Education Team

• Faculty member from each Gen Ed category

• Faculty Development and Assessment Specialist

• General Education assessment reports by category

• Recommends Gen Ed curriculum changes to Curriculum Committee

• August 20 • Ongoing


Entity Consists of Deliverables Due by

Budget Committee

• Representative from each area of the College, including the student body

• Prioritizes requests for new spending items

• Makes recommendations regarding tuition and fees

• May 25

Dean of Students

• Administrator • Assessment results from Student Support Services to WEAVEonline

• May 25


• Faculty Senate President • Faculty Senate Vice President • Division Chairs • 2 Adjunct Faculty (elected)

• Recommendations to Vice President of Instruction and Student Services

• Ongoing

Core Theme Shepherds

• Faculty Senate President • Faculty Senate Vice President • TRIO Director • Continuing Education Director

• Core Theme assessment reports, recommendations, and action plans to Continual Improvement Group

• May 1

Continual

Improvement Group

• Core Theme Shepherds • VP of Instruction and Student

Services • Dean of Students • Executive Director of Institutional

Research, Assessment, and Planning • VP of Administration and Finance • Director of Extended Learning • Faculty Development and Assessment

Specialist

• College-wide assessment report to Executive Staff

• Revise / update Goals, Outcomes / Objectives, and Performance Indicators for Strategic / Institutional Plan

• Revise / update Core Themes / Objectives and Indicators

• Approve Assessment Plan revisions

• May 30 • July 31 • January 31 • September 30

Executive Staff

• Executive Director, Human Resources • Executive Director, Economic

Development and Continuing Education

• Executive Director, Institutional Advancement

• VP of Administration and Finance • Executive Director, Institutional

Research, Assessment, and Planning • Executive Director, Management

Information Systems • Vice President of Instruction and

Student Services

• Reports to President on assessment related issues

• Prioritizes budget requests that fall outside of the budget committee’s timeline and scope

• Ongoing

Vice President of Instruction and Student

Services

• Administrator • Makes recommendations to the President

• Ongoing

Vice President of

Administration and Finance

• Administrator • Approval of assessment funds • Ongoing

President

• Administrator • Assessment reports to Board of Trustees

• Budgetary decisions

• Ongoing

Board of Trustees

• Seven members elected by the citizens of Flathead County

• Sets priorities • Reviews and approves the Institutional

Plan

• Ongoing

Appendix B, Continued


Appendix C: Assessment Timeline

Date Action Responsible Entity June 1 Beginning of New Assessment Cycle

July

Review assessment data on Strategic / Institutional Plan; Revise / Update Goals, Outcomes / Objectives, and Performance Indicators


July 31

Publication of the Annual College-Wide Assessment Report detailing prior year’s use of results and current action plans


August

Assessment presentations / workshops to faculty and staff at all College in-services

Institutional Researcher, Faculty Development and Assessment Specialist, Vice President of

Instruction and Student Services

August

Student learning assessment results from previous year shared with faculty at all faculty in-service

Faculty Senate President / Vice President, Faculty Development and

Assessment Specialist, Vice President of Instruction and Student

Services

August Assessment presentation at New Faculty Orientation

Director of Educational Services, Faculty Development and

Assessment Specialist August

General Education assessment meetings by Gen Ed category

General Education Team

September Assessment Plan revision / approval (bi-annually)


September Assessment summary reports by program and division prepared and disseminated

Faculty Development and Assessment Specialist

October – December Transfer Program Reviews Program Review Committee

December Transfer Program Review report to Curriculum Committee

Chair of Program Review Committee

January

Assessment presentations / workshops to faculty and staff at all employee in-service

Institutional Researcher, Faculty Development and Assessment Specialist, Vice President of

Instruction and Student Services January Review of Institutional Assessment results on

Core Theme Indicators; Review Objectives Continual Improvement Group

February – April Career and Technical Program Reviews Program Review Committee

April Career and Technical Program Review report to Curriculum Committee

Chair of Program Review Committee

April

Program Review Schedule updated, Division Chairs and instructors notified

Vice President of Instruction and Student Services, Chair of Program

Review Committee May Program Review Orientation Chair of Program Review

Committee May Evaluate level of accomplishment of Core Theme

objectives Core Theme shepherds

May Institutional Assessment report to Executive Staff Continual Improvement Group May Submission of non-academic assessment results

to WEAVEonline Staff and Administrators

May 31 End of Assessment Cycle


Appendix D: Core Theme Indicators

Core Theme 1: Transfer Preparation Shepherd: Faculty Senate Vice President Objective 1: Students are offered relevant curriculum applicable to post-FVCC educational goals. Indicators 1 Percent of programs listed in FVCC academic catalog that, upon completion, result in identical

transfer standing equivalent to native enrollments at the transfer institution Objective 2: Students receive high-quality instruction that prepares them for success at the baccalaureate level. Indicators 1 Student course success rate 2 Student completion rates of first semester courses at Montana University System transfer institutions 3 Percent of students demonstrating adequate performance on General Education learning outcomes,

sampled across all sections of General Education courses 4 Student perception of teaching quality Objective 3: Students are provided the support necessary to maximize their educational time investment. Indicators 1 Student transfer, completion, and retention rates at FVCC 2 Student perception of support quality Objective 4: Students are provided opportunities that bridge educational institutions. Indicators 1 Capture rates of local high school graduates 2 Percent of former FVCC dual enrollment high school graduates enrolled in postsecondary institutions 3 Percent of declared transfer students that transfer to another college


Core Theme 2: Workforce Preparation Shepherd: Faculty Senate President Objective 1: Students are offered specific career and technical pathways, and programs aligned for timely completion. Indicators 1 Career and technical student course level success rate 2 Student completion rates at FVCC 3 Time to degree once students reach 100-level courses 4 Capture rates of local high school graduates Objective 2: Students are offered workforce training aligned with community needs. Indicators 1 Percent of students seeking jobs who obtain jobs in their fields 2 Percent of degree programs with required experiential education such as internships or externships Objective 3: Students have the skills necessary to be successful in their chosen occupations or careers. Indicators 1 Student perception of teaching quality 2 Graduates surveyed report satisfaction with their overall job preparation for the workforce 3 Internship providers surveyed report FVCC career and technical program interns meet or exceed

overall job preparation expectations 4 Advisory boards surveyed report competence in students’ overall job preparation Objective 4: Valuable short-term skills-training is offered for businesses and individuals. Indicators 1 Employer perception of responsiveness 2 Student perception of teaching quality for open enrollment, non-credit business workshops

Appendix D, Continued


Core Theme 3: Developmental Education Shepherd: TRIO Director Objective 1: Students progress in developmental courses and transition to higher-level education courses. Indicators 1 Percent of students indicating a need for remediation as demonstrated by placement testing who

register for the recommended developmental course 2 Percent of students completing developmental course sequence 3 Time to transition from developmental to 100 and higher level courses 4 Percent of students successful in 100-level courses after completing developmental coursework Objective 2: Students receive high-quality instruction that prepares them for success at the college level. Indicators 1 Course level grade outcomes 2 Student perception of teaching quality in developmental courses Objective 3: Students are provided the support necessary to maximize their educational time investments. Indicators 1 Course completion rates 2 Student perception of support quality

Appendix D, Continued


Core Theme 4: Community Education Shepherd: Continuing Education Director

Objective 1: The community is offered quality and diverse programming for personal enrichment. Indicators 1 Community education program diversity review 2 Community education student perception of teaching quality Objective 2: Community education offerings provide a positive campus experience. Indicators 1 Student perception of a welcoming campus environment

Mission Fulfillment Assessment Report Page 1 FVCC Comprehensive Self-Evaluation Report Appendix C

To: Continual Improvement Group From: Dr. Brad Eldredge, Executive Director of Institutional Research, Assessment, and Planning Date: February 1, 2012

Mission Fulfillment Assessment Report

The purpose of mission fulfillment indicators is to articulate a commonly acceptable threshold of mission fulfillment demonstrating that students are enriched by the education offered and helped by institutionally-integrated systems of support. The four indicators of mission fulfillment chosen by FVCC are:

1. Transfer students’ grades at their receiving institutions; 2. Wages of career and technical graduates; 3. Course-level success rate of degree-seeking students; and 4. Overall student satisfaction with FVCC.

The Institutional Assessment Plan specifies the process by which the College assesses

achievement of its mission fulfillment. The role of the executive director of institutional research, assessment, and planning is to evaluate the indicators of mission fulfillment by comparing their achieved results with the acceptable thresholds for determined by the College and to make recommendations to the Continual Improvement Group (CIG) for improvement. The CIG review these recommendations and forward their action recommendations to the president for approval and assignment.

Based upon my review of the data, as well as preliminary discussions with the CIG on January

12-13, 2012, I have determined that the data demonstrate that FVCC is achieving an adequate level of mission fulfillment. Transfer students are prepared for further success at baccalaureate institutions as demonstrated by their grade performance at their receiving institutions. Career and technical graduates are rewarded for their time and effort through increased earning capacity in their occupations and careers. Course-level success demonstrates the value of student support, quality of instruction, and curriculum value. Overall student satisfaction shows that students valued their education experience at FVCC.


Mission fulfillment indicator 1: Transfer students’ grades at their receiving institutions Acceptable Threshold for mission fulfillment: 85% or more will earn good grades in their first semester after transfer. Assessed Outcome: The acceptable threshold for mission fulfillment was surpassed. 88% of the grades earned by recent FVCC transfer students were successful.

FVCC Students Matched to Fall MUS 4-year Enrollments

Grades A's B's C's D's F's I's & W's

% A, B, or C Grades

Fall 2010 49% 29% 10% 2% 4% 5% 88%

Fall 2009 42% 26% 14% 5% 6% 7% 82%

Fall 2008 42% 29% 15% 3% 5% 5% 86%

Fall 2007 38% 30% 15% 5% 7% 5% 83% Data Source: Montana University System Data Warehouse Discussion: Perhaps the best indicator of preparation for transfer success is the grades students achieve upon transfer. This indicator tracks what percentage of former FVCC students’ grades are C- or higher in their first semester at an MUS four year institution. In the Fall semester 2010, 88% of the grades earned by recent FVCC transfer students were successful. This is above the 85% threshold deemed sufficient by the College. It is also noteworthy that FVCC students had a higher percentage of successful grades than the overall MUS four-year student population, which has averaged 85% “good” grades for several years.

Recommendation: Continue to hire and retain highly qualified faculty, align curriculum with major transfer destinations, and assess student learning outcomes in an effort to maintain this high level of performance into the future.


Mission fulfillment indicator 2: Wages of career and technical graduates Acceptable threshold for mission fulfillment: Graduate wages will be higher than the average new hire wages in Flathead County. Assessed Outcome: The acceptable threshold for mission fulfillment was achieved.

Degree Type

2009 Wages of 2007-08

Graduates

Avg. New Hire Earnings (Flathead

County 2009)

2010 Wages of 2008-09

Graduates

Avg. New Hire Earnings (Flathead

County 2010) AAS $27,060 $19,335 $25,790 $20,820 CAS $19,687 $19,335 $21,556 $20,820 CT $20,688 $19,335 Not Disclosable $20,820

Data Source: Montana Department of Labor and Industry and the U.S. Census Bureau, Quarterly Workforce Indicators Discussion: The ultimate goal of FVCC’s workforce development degree and certificate programs is to prepare students for gainful employment. This indicator is based on the wages of graduates of AAS, CAS, and Certificate programs in the first full calendar year (January to December) following their graduation. The data is obtained by matching FVCC graduates with Unemployment Insurance records from the Montana Department of Labor and Industry. The acceptable threshold of performance is met if wages of recent FVCC graduates are higher than the average wages of all new hires in Flathead County, as determined by the US Census Bureau’s Quarterly Workforce Indicators program. FVCC is currently achieving an acceptable level of performance on this indicator.

While FVCC is meeting an acceptable level of mission fulfillment for this indicator, it is worrisome that the starting wages of CAS graduates exceed the starting wages of all Flathead County new hires by less than $1,000. Recommendations: FVCC has recently taken steps to ensure that these wage numbers improve over time. First, the College purchased an employment and labor market information website called Career Coach. Career Coach allows students to see in real time local and regional job opportunities that align with their program of study. In addition, the Career Coach website provides labor market and knowledge, skills, and abilities information related to every program at FVCC. It is hoped that this software will prompt students to make more informed decisions when selecting a program of study. Second, in the past year, FVCC has strengthened the labor market analysis requirements in both its program review process and the process for creating new programs. I recommend that the College monitor the results of recent changes which should help students choose programs with promising labor market potential and help the College reallocate resources away from programs with lower wage potential towards programs with higher wage potential.


Mission fulfillment indicator 3: Course-level success rate of degree-seeking students

Acceptable threshold for mission fulfillment: 75% or more will earn good grades. Assessed Outcome: The acceptable threshold for mission fulfillment was achieved.

Course-level Success Rate Semester Success Rate

Fall 2005 77.1% Spring 2006 80.4%

Summer 2006 82.7% Fall 2006 76.3%

Spring 2007 80.8% Summer 2007 85.6%

Fall 2007 77.6% Spring 2008 79.8%

Summer 2008 81.7% Fall 2008 78.2%

Spring 2009 80.3% Summer 2009 87.6%

Fall 2009 79.5% Spring 2010 79.2%

Summer 2010 88.0% Fall 2010 78.7%

Spring 2011 79.4% Summer 2011 83.4%

Fall 2011 76.8% Data Source: FVCC student information system (CAMS) Discussion: The College decided that one of the most basic indicators of whether or not instruction is effective is the grades students receive in their courses. While there is always the argument that grade inflation could be encouraged by this type of indicator, other core theme objectives mitigate this threat. Grades of C- or higher, S, or SA were considered successful grades. Withdrawals were considered unsuccessful grades. As can be seen from the results, FVCC students have consistently achieved successful grades at a higher rate than the 75% threshold set as the intended minimum outcome on this indicator. Recommendation: Continue to monitor performance; research summer success rates; provide timely academic feedback to students. While the Fall 2011 success rate was above the threshold for adequate mission fulfillment, it was also at its lowest level since 2006. Overall, the rate does not vary much from year to year. Further research is required to answer the question of why summer success rates are so much higher than fall and spring success rates. It could be that smaller class sizes play a role, or that more committed students attend year round. Recent Noel-Levitz survey results indicate that there is a gap between students desire to receive timely feedback on their academic performance and their satisfaction in this area. More timely feedback could also improve the academic chances of students.


Mission fulfillment indicator 4: Overall student satisfaction with FVCC

Acceptable threshold for mission fulfillment: Rating will exceed the Noel-Levitz national average. Assessed outcome: The acceptable threshold for mission fulfillment was achieved.

Survey Date Overall Satisfaction (FVCC)

Overall Satisfaction (National)

Would you re-enroll (FVCC)

Would you re-enroll (National)

Fall 1998 5.65 NA 6.02 NA Fall 2000 5.57 NA 5.84 NA Fall 2001 5.95 NA 6.38 NA Fall 2003 5.46 NA 5.89 NA Fall 2005 5.6 5.41 5.92 5.66 Fall 2007 5.54 5.43 6.03 5.67 Fall 2009 5.46 5.46 5.83 5.72 Fall 2010 5.57 5.46 6.05 5.72

Data Source: Noel-Levitz Student Satisfaction Surveys Discussion: The campus community felt that one fundamental indicator of how well the College fulfills its mission is overall student satisfaction with the College. FVCC uses two questions on the Noel-Levitz survey to gauge overall student satisfaction. The first asks students to “rate your overall satisfaction with your experience here thus far” and the second ask “All in all, if you had it to do over, would you enroll her again.” FVCC consistently exceeds the national average on these two measures of student satisfaction. Recommendation: FVCC continually outperforms the national average on these two student satisfaction questions. FVCC should continue to monitor the individual items on the Noel-Levitz survey to address area of student dissatisfaction that could bring down the overall satisfaction ratings.

Transfer Preparation Core Theme Assessment Report Page 1 FVCC Comprehensive Self-Evaluation Report Appendix D

To: Continual Improvement Group From: Dr. Janice Alexander, Transfer Preparation Core Theme Shepherd Date: February 1, 2012

Transfer Preparation Core Theme Assessment Report The purpose of the Transfer Preparation Core Theme is to provide educational programs and

courses that prepare students for successful transfer to other postsecondary institutions. The four objectives of this core theme are:


The Institutional Assessment Plan specifies the process for assessment of the objectives of the

core themes. The role of the core theme shepherd is to evaluate data with respect to intended outcomes for each indicator within the core theme; to determine whether the core theme objectives were achieved based upon that evaluation; and to make recommendations for improvement to the Continual Improvement Group (CIG) based upon that determination. The CIG will review the core theme shepherd’s recommendations and forward their action recommendations to the president for approval and implementation.

Overall, based upon my review and assessment of the following data, as well as preliminary

discussions with the CIG on January 12-13, 2012, I have determined that FVCC is providing excellent transfer preparation to students at the College. I find the data used to evaluate achievement of the core theme objectives to be meaningful, assessable, and verifiable. Data collection for assessment of two of the indicators has not yet been completed but is well underway. Since this is the first year of a complete cycle under the new data-driven continual-improvement process there was no anticipated expectation of indicator results. It is exciting and reaffirming to see the overall positive outlook of the data results.

Three of the four core theme objectives are being achieved and taken together the purpose of the

core theme is being met. • Objective 1 has not yet been evaluated due to unanticipated hurdles with data collection for the

single indicator. The indicator has been determined to be of high enough importance to continue to resolve data collection issues.

• Objective 2 indicators show that FVCC is meeting its institutionally identified thresholds for high-quality transfer preparation instruction. FVCC student course success rates, transfer course success rates, and student perception of teaching quality all meet or exceed the threshold. Assessment data of the abilities-based student learning outcomes combined with a change in NWCCU general education outcomes guidelines led FVCC faculty to revise general education outcomes assessment. The current focus under Objective 2 is continued implementation of the recently revised general education outcomes assessment process, with a full cycle of data collection, assessment, and improvement under the revised process completed by June 2012.

• Objective 3 has been met. Data shows FVCC is meeting its institutional identified thresholds for providing adequate support to students so they can maximize their educational time investment.

• Objective 4 shows potential for improvement. Although FVCC is succeeding at bridging educational opportunities by attracting a greater number of high school graduates interested in


transfer preparation to the College, the number of student participating in FVCC/local high school Running Start courses whom transfer to any college are slightly below national college continuation levels for recent high school graduates. In addition, although FVCC students are highly successful upon transfer to other institutions, a lower percentage of FVCC students are transferring upon leaving FVCC. This leaves several areas for needed improvement. Recommendations for improvement are included with the review of data for each indicator.


Transfer Preparation Objective One:

Students are offered relevant curriculum applicable to post-FVCC educational goals. Indicator TP1.1: Percent of programs listed in FVCC academic catalog that, upon completion, result in identical transfer standing equivalent to native enrollments at the transfer institution.

Intended Outcome: 100% of programs listed in FVCC’s Academic Catalog will result in identical standing at transfer institution Assessed Outcome: Data collection ongoing with the expectation that data collection will be completed by the end of Fall 2012. Data Sources: FVCC, MSU-Bozeman, UM-Missoula academic catalogs; Montana University System common course numbering system; and articulation agreements Discussion: If FVCC’s curriculum is relevant to post-FVCC educational goals, then FVCC’s programs and courses should transfer to receiving institutions in such a way that FVCC students are not behind students who began their educational career in the receiving institution. While FVCC’s faculty and transfer advisors spend considerable effort assuring programs stay aligned with FVCC students’ largest transfer destinations, there is no systematic way to document how well FVCC is doing overall on this indicator. Many transfer agreements are not documented but represent “hand-shake agreements” between FVCC and receiving institutions. The recent Montana-wide Common Course Numbering initiative is making a net positive contribution to credit transferability but also creates complication in documenting exceptions to the rule. Articulation agreements are no longer located on the state transfer website, based on the idea that the new Common Course Numbering initiative renders articulation agreements unnecessary. However, there are enough cases where courses are similar but different, yet considered acceptable by transfer institutions, that articulation agreements are still necessary. The two flagship campuses agreed on many courses, but in other cases chose to maintain a separate set of courses, requiring articulation agreements between FVCC and the transfer institutions. Although the transfer advisor contains a wealth of knowledge, not all of it is recorded. FVCC’s faculty development and assessment specialist is currently coordinating the creation of a database that will show program alignment between FVCC’s programs and equivalent programs at Montana State University and the University of Montana. FVCC’s transfer advisor will then update this database to document which discrepancies in program requirements have been successfully overcome through articulation agreements and which discrepancies represent true barriers for FVCC students. Recommendation: Continue with the project to gain enough data to analyze. Once FVCC has a clearer picture of the transfer situation, the College will continue to work with other institutions of higher education to improve the seamlessness of transfer for students.


Transfer Preparation Objective Two:

Students receive high-quality instruction that prepares them for success at the baccalaureate level. Indicator 2.1: Student course success rates. Intended Outcome: 75% or more A, B, C, S, or SA grades Assessed Outcome: Outcome achieved

Transfer Student Course-level Success Rates Semester Success Rate

Summer 2007 81.40% Fall 2007 76.80%

Spring 2008 78.10% Summer 2008 81.60%

Fall 2008 77.00% Spring 2009 80.70%

Summer 2009 85.10% Fall 2009 75.30%

Spring 2010 77.20% Summer 2010 88.10%

Fall 2010 77.40% Spring 2011 77.90%

Summer 2011 79.30% Fall 2011 76.90%

Data & Sources: FVCC student data warehouse Discussion: This indicator is the same as mission fulfillment indicator 3, filtered for transfer students. One of the most basic indicators of whether or not instruction is effective is the grades students receive in their courses. While there is always the argument that grade inflation could be encouraged by this type of indicator, other objectives mitigate this threat. Grades of C- or higher, S, or SA were considered successful grades. Withdrawals were considered unsuccessful grades. Grades of AU were removed from the denominator. As can be seen from the results, FVCC students have consistently achieved successful grades at a higher rate than the 75% threshold set as the intended minimum outcome on this indicator. One area for further study is why grades in the summer semester tend to be higher. Recommendation: Continue to monitor the data which has been consistently meeting the intended outcome. No direct plans to change based on this data however it will be interesting to see if this data shifts in an upward direction based on the current FY 2012 changes implementing an Early Alert system in all courses. In addition, with a shift in Spring 2012 to mandatory mathematics pre-requisite enforcement, anticipated to be extended over the next few years to the rest of the campus, it is predicted this change will also increase success rates.


Indicator TP2.2: Student completion rates of first semester courses at Montana University System transfer institutions

Intended Outcome: Five-year average demonstrates 85% of students grades will be A, B, or C grades in the first semester after transfer Assessed Outcome: Outcome achieved

FVCC Students Matched to Fall MUS 4-year Enrollments


% A, B, or C Grades

Fall 2010 49% 29% 10% 2% 4% 5% 88% Fall 2009 42% 26% 14% 5% 6% 7% 82% Fall 2008 42% 29% 15% 3% 5% 5% 86% Fall 2007 38% 30% 15% 5% 7% 5% 83%

By way of comparison, the grade distribution for all undergraduates attending the MUS is given below.

MUS Students (undergrads attending 4-year Campuses)


% A, B, or C Grades

Fall 2010 40% 30% 15% 4% 5% 6% 85% Fall 2009 40% 30% 15% 4% 6% 6% 85% Fall 2008 40% 30% 15% 4% 5% 6% 85% Fall 2007 39% 30% 16% 4% 5% 6% 85%

Data Sources: FVCC student data warehouse and Montana University System student data warehouse Discussion: Perhaps the best indicator of preparation for transfer success is the grades students achieve upon transfer. This indicator tracks what percentage of former FVCC students’ grades are C- or higher in their first semester at an MUS four year institution. The four year average for FVCC students’ grades is 85%. This is identical to the 85% threshold deemed sufficient by the college. FVCC students had an identical percentage of successful grades compared to the overall MUS four-year student population. Recommendation: Continue to monitor results. An additional year of data collection will allow a five year average to be calculated. It would be interesting to break out the results by length of time spent at FVCC before transfer. In general the data shows that FVCC is preparing students well for transfer to baccalaureate institutions.


Indicator TP2.3: The percent of students having completed the transferable abilities and general education outcomes before they transfer. Intended Outcome: Continual improvement in the percent of transfer students to have successfully (“C” or better) completed courses in each of the transferrable ability areas and each of the general education areas. Assessed Outcome: Outcome not achieved Data Source: CAMS student database Discussion: In 2003, FVCC adopted an abilities-based model of assessment. Each course within the general education curriculum was required to provide instruction on one or more of the college-wide abilities, published in the Academic Catalog. However, the abilities were not directly connected to the general education categories required for graduation. Rather, infusion of the abilities across the entire curriculum was desired. This infusion mechanism made it difficult to assess the abilities-based student learning outcomes within the general education curriculum. A survey of Spring 2011 graduates’ transcripts showed that only 7.4% of graduates completed coursework in all seven abilities. The table below indicates the number of students who completed courses that list a college-wide ability on the course profile.

Frequency of Students Exposed to the College-Wide Abilities Ability Number Exposed % Exposed

Communications 95 100.0% Quantitative 95 100.0% Critical Thinking 92 96.8% Interactions 56 58.9% Global Perspective 55 57.9% Technology 50 52.6% Aesthetic 35 36.8% Data: FY 2011 AA & AS Grads who started at FVCC Note: FVCC had 95 graduates who fit this profile

The areas with 100% compliance were those where the ability was directly correlated to a general education category, such as English Composition under communications, and mathematics under quantitative literacy. The improvement plan was to redesign general education learning outcomes, in line with the new standards, in a way that provided an efficient mechanism to verify outcomes. Fall 2011 faculty In-service was dedicated to this project. Recommendation: Re-structure general education assessment. In Fall 2011, FVCC’s faculty, working with the faculty development and assessment specialist, significantly revised the college’s approach to assessing general education learning outcomes. Learning outcome statements were developed for each area of general education, and faculty teaching general education courses began using common assessments to measure student achievement of general education learning outcomes. A General Education Team, consisting of five faculty members and the faculty development and assessment specialist, are currently collecting assessment results from faculty teaching general education courses.


Results from each general education area will be evaluated. The desired outcome is for 80% of the assessment results to be satisfactory or higher. Pilot results in mathematics and natural sciences from Fall 2011 are shown below. It is anticipated that results from all general education categories will be collected Spring 2012.

General Education Category Percent of students with scores of “C” or better on all criteria

Mathematics 5% Natural Sciences 69% Communications Data collection begins Spring 2012

Writing Data collection begins Spring 2012 Humanities Data collection begins Spring 2012

Social Sciences Data collection begins Spring 2012 Global Issues Data collection begins Spring 2012

Fine Arts Data collection begins Spring 2012 Mathematics: A total of 84 students in four Mathematics courses were assessed in Fall 2011. The courses were M 115 (Probability and Linear Mathematics), M 121 (College Algebra), M 135 (Math for K-8 Teachers), and M 145 (Math for the Liberal Arts). Students were asked to complete two problems. The first was a graphing problem in which students were to correctly graph and interpret a set of data, and the second was a word problem which was to be translated into a quadratic equation and solved. A total of 35 students (42%) scored “C” or better on the first problem, but only two students (2.4%) scored “C” or better on the second problem. Four students (5%) scored “C” or better on all criteria for both problems. The assessment, grading rubric, scores, and example student work are recorded in WEAVE. The mathematics instructors met to discuss the results in February 2012 and will be analyzing the assessment process for the Spring 2012 semester. Natural Science: A total of 186 students in 21 different sections of Natural Science courses were assessed in Fall 2011. The courses spanned a range of physics, chemistry, and biology. Students were asked to complete a laboratory report, case study, or analysis of a research article. Student work was scored based on the following criteria: identification of the hypothesis or purpose of the study, analysis of the data, evaluation of alternative ideas, and reaching an informed conclusion. Overall, 69% of students assessed scored “C” or better on all four criteria. The grading rubric, scores, and example student work are recorded in WEAVE. The natural science instructors will meet to discuss the results and make adjustments to the assessment process for the Spring 2012 semester.


Indicator TP2.4: Students’ perception of teaching quality Intended Outcome: Meet or exceed the Noel-Levitz national average Assessed Outcome: Outcome achieved

“The quality of instruction I receive in most of my classes is excellent.” Transfer Program Students

Fall 2010 Fall 2009 Fall 2007 Fall 2005 Statistical Average 5.77 5.90 5.88 5.69

Very satisfied 83 45 22 55 Satisfied 107 89 39 106

Somewhat satisfied 45 34 11 38 Neutral 19 7 4 15

Somewhat dissatisfied 9 5 3 15 Not very satisfied 8 0 1 1 Not satisfied at all 1 0 0 2

TOTAL 272 180 80 232

Date FVCC

Average Noel-Levitz

Average Fall 2005 5.69 5.54 Fall 2007 5.88 5.56 Fall 2009 5.90 5.59 Fall 2010 5.77 5.59

*The FVCC average only includes students in self-reported transfer majors. The Noel-Levitz national average is for all students. Data Source: Fall 2010, 2009, 2007, and 2005 Noel-Levitz Survey Discussion: A key component of a high quality education is the quality of instruction. This indicator looks at the level of satisfaction with the quality of instruction using the Noel-Levitz survey. Only students who self-identified as transfer students on the Noel-Levitz survey are included in the results. The desired outcome is to exceed the national average on the same Noel-Levitz question. As can be seen in the tables below, FVCC has consistently achieved this outcome. Recommendation: Continue to monitor data. The current data indicates that FVCC is well above the national average.


Transfer Preparation Objective Three:

Students are provided the support necessary to maximize their educational time investments. Indicator TP3.1: Student transfer, completion, and retention rates at FVCC Intended Outcome: Compare favorably to IPEDS peer group Assessed Outcome: Outcome achieved

Cohort 3-year Transfer-

Out Rate IPEDS Peers Transfer-

Out Rate 3-year

Graduation Rate IPEDS Peers 3-year

Graduation Rate Fall 1999 26% NA 27% NA Fall 2000 32% NA 18% NA Fall 2001 13% NA 30% NA Fall 2002 20% NA 17% NA Fall 2003 29% NA 23% NA Fall 2004 10% NA 24% NA Fall 2005 37% NA 18% NA Fall 2006 23% 19% 18% 19% Fall 2007 11% 16% 20% 20% Fall 2008 17% NA 27% NA

Note: Rates are for first-time full-time degree seeking students

Cohort Full-Time

Retention Rate IPEDS Peers' Full-

Time Retention Rate Part-Time

Retention Rate IPEDS Peers Part-

Time Retention Rate Fall 2004 49% 33% Fall 2005 45% 29% Fall 2006 57% 27% Fall 2007 54% 28% Fall 2008 29%* 57% 36% 38% Fall 2009 56% 52% 39% 35% Fall 2010 56% 52% 39% 36% Fall 2011 52% 38%

Note: Rates are for first-time degree seeking students *The Fall 2008 full-time retention rate is obviously a reporting error. However, due to the conversion from Datatel to CAMS it is unclear whether a correct rate could be calculated at this time. Data Source: IPEDS (Integrated Postsecondary Education Data System) Discussion: These three measures provide indirect evidence of the effectiveness of student support services at FVCC. Adequate student support services will lead to higher graduation, transfer, and retention rates, all else being equal. In recent years, FVCC’s results on these measures have been very close to the averages of its IPEDS peer group. In the most recent year, FVCC’s graduation and transfer rates improved considerably, while its retention results declined slightly.


Recommendation: Continue to monitor the data. FVCC rates are in line with the IPEDS peer group rates. The retention results should be monitored over the next year to determine if the slight decline is a trend or anomaly. It is anticipated, with the Spring 2012 implementation of a mandatory Early Alert System, combined with enforcement of mathematics pre-requisites, that the rate will trend upward.


Indicator TP3.2: Student perception of support quality

Intended Outcome: Meet or exceed the Noel-Levitz national average Assessed Outcome: Outcome achieved

Student Perceptions of Support Quality at FVCC Fall 2005 Fall 2007 Fall 2009 Fall 2010

Statistical Average 5.73 5.55 5.70 5.70 Very satisfied 27.8% 27.6% 36.2% 29.8%

Satisfied 41.7% 41.3% 31.4% 38.1% Somewhat satisfied 14.8% 14.3% 14.4% 16.9%

Neutral 9.1% 1.2% 8.6% 6.6% Somewhat dissatisfied 4.8% 8.6% 5.2% 6.0%

Not very satisfied 1.3% 4.7% 1.7% 1.1% Not satisfied at all 0.4% 2.2% 2.4% 1.4%

TOTAL 100.0% 100.0% 100.0% 100.0% The data in the table above represent a compilation of responses to 31 Noel-Levitz questions that relate to various aspects of student support, as determined by the dean of students.

Support Quality at FVCC Compared to National Average

Semester FVCC National Average Fall 2005 5.73 5.13 Fall 2007 5.55 5.18 Fall 2009 5.70 5.22 Fall 2010 5.71 5.23

The data the table above compares FVCC results on 26 of the 31 questions identified by the dean of students. Five FVCC specific questions were excluded so that the data could be compared with the national averages. Data Source: Noel-Levitz Survey Discussion: This indicator is an average of the Noel-Levitz student satisfaction ratings on 31 separate questions dealing in one way or another with student support services. For comparison purposes, the 5 FVCC specific questions were dropped and a second table comparing the average of the remaining 26 questions with the Noel-Levitz national averages is also shown. FVCC students are consistently more satisfied with their student support services than students at other community colleges. Recommendation: Continue to monitor. FVCC achievement is currently significantly higher than the national average.


Transfer Preparation Objective Four:

Students are provided opportunities that bridge educational institutions. Indicator TP4.1: Capture rates of local high school graduates

Intended Outcome: Increasing capture rate, increasing number of transfer-intent students, and number of workforce students increasing or steady Assessed Outcome: Outcome achieved

FVCC Enrollments from Local High Schools

High School

Number Enrolled

2011

Transfer 2011

Workforce 2011

Capture Rate 2011

Number Enrolled

2010

Transfer 2010

Workforce 2010

Capture Rate 2010

Columbia Falls 46 40 6 25.0% 34 25 9 19.0%

Glacier 63 57 6 23.8% 40 36 4 15.9% Flathead 62 53 9 21.6% 54 47 7 18.9% Bigfork 7 7 0 9.7% 9 9 0 13.0%

Whitefish 18 15 3 16.8% 18 15 3 15.5% Stillwater Christian 5 4 1 N/A 5 4 1 21.7%

Bridge Academy 3 2 1 8.8% 3 3 0 8.1%

Laser 4 3 1 N/A 4 3 1 8.0% Home

School 6 5 1 N/A 1 1 0 N/A

Lincoln County/ Eureka

5 4 1 7.0% 9 7 2 11.4%

Troy 5 5 0 11.4% 2 2 0 5.1% Total 233 202 31 185 157 28

Data Source: FVCC registrar’s office Discussion: One of the key transition points for students is from high school to college. FVCC seeks to work with local high schools to encourage more recent graduates to attend college in general and FVCC in particular. This indicator shows the “capture rate” of recent high school graduates, the number of graduates who enroll at FVCC during the first fall semester following their graduation. The number of recent graduates enrolling at FVCC increased substantially between fall 2010 and fall 2011. Most students enrolling in FVCC directly following high school intend to eventually transfer to a four-year institution. Recommendation: Continue to monitor; the threshold is currently being met.


Indicator TP 4.2: Percent of former FVCC dual-enrollment high school graduates enrolled in postsecondary institutions the academic year following their time at FVCC Intended outcome: Meet or exceed the national college continuation rate. Assessed Outcome: Outcome not achieved

College Continuation Rate

Cohort Former FVCC Dual-Enrollment Students Enrolling in any college the following year

National Continuation Rate for Recent High School Graduates

Fall 2008 58.0% 63.3% Fall 2009 57.2% Fall 2010 27.8%

Note: Fall 2008 and Fall 2009 data look at students who enrolled in college during the following academic year. Fall 2010 won’t be comparable until Spring 2012 is complete. Data Source: FVCC student information system and the National Student Clearinghouse. Tom Mortenson’s at the Pell Institute is the source of the national continuation rate figure. He calculates the rate every other year and includes it in his Postsecondary Opportunity Newsletter. Discussion: For the two years where complete data is available, the college going rate of former running start students was 57-58%. This is slightly below the national percentage of all high school running start students who enroll in college the Fall semester immediately following their high school graduation of 63.3%. It was noted during the CIG discussion that high running start enrollments in the trades programs in the past (i.e. welding and building trades) may have depressed these rates, given that trades programs tend to attract a demographic that may have a lower college going rate overall. Further research would be needed to confirm this supposition. Recommendation: Pursue detailed analysis of the data to determine if there is validity to the hypothesis that past Running Start enrollments in the trades programs have caused a distorted picture. In addition, create a small group including the recruiter and Running Start coordinator who work directly with the Running Start program as well as the transfer preparation core theme shepherd and the executive director of institutional research, assessment, and planning to study the data and develop an improvement plan.


Indicator TP4.3: Percent of declared transfer students that transfer to another college Intended Outcome: Continual improvement Assessed Outcome: Outcome not achieved; these results are in a decline

Declared Transfer Students Actually Transferring

Transfers Cohort Percentage Fall 2008 195 524 37.2% Fall 2009 205 679 30.2% Fall 2010 197 735 26.8%

This data only looks at students not currently attending FVCC who declared transfer on their application. Data Source: FVCC student information system and National Student Clearinghouse Discussion: This indicator measures the transfer status of all declared transfer majors who were enrolled at FVCC in a given fall semester but did not return for the following fall. The percentage of these students who enrolled in another post-secondary institution by the following fall has declined from 37.2% in 2008 to 26.8% in 2010. Further research is needed to isolate factors contributing to this decline. Unfortunately, a longer time series is not available due to the conversion from the Datatel student information system to CAMS in 2007. Recommendation: Additional data should be collected and analyzed to determine why an increasing number of transfer students are not returning to school. It is difficult to develop an improvement plan without knowing the source of the decline.

Workforce Preparation Core Theme Assessment Report Page 1 FVCC Comprehensive Self-Evaluation Report Appendix E

To: Continual Improvement Group

From: Phil MacGregor, Faculty Senate President and Workforce Preparation Core Theme Shepherd.

Date: February 1, 2012

Workforce Preparation Core Theme Assessment Report

The purpose of the Workforce Preparation Core Theme is to provide students with career and technical educational programs and courses that prepare the students for valuable employment and that enhance their professional development. The four objectives of the core theme are:


2. Students are offered workforce training aligned with community needs; 3. Students have the skills necessary to be successful in their chosen occupation or careers; and 4. Valuable, short-term skills-training is offered for businesses and individuals.


core themes. The role of the core theme shepherd is to evaluate data with respect to intended outcomes for each indicator within the core theme; to determine whether the core theme objectives were achieved based upon that evaluation; and to make recommendations for improvement to the Continual Improvement Group (CIG) based upon that determination. The CIG will review the core theme shepherd’s recommendations and forward their action recommendations to the president for approval and implementation.

Based upon my assessment of the data contained in this report, as well as preliminary discussions with the CIG on January 12-13, 2012, I find that FVCC is doing well compared to the intended outcomes established by the College in response to the revised standards of NWCCU’s accreditation process. Eleven of the 13 indicators for workforce preparation achieved their intended outcomes.

After review and evaluation, I find the data used to evaluate achievement of the Workforce Preparation Core Theme objectives to be meaningful, assessable, and verifiable.

I have assessed that each of the core theme objectives is being achieved although not every indicator for each objective has met its intended outcome.

• For Objective 1, capture rates, course-level success rate, student completion rates, and number of credits are all at or above the intended outcomes showing that students are offered specific career and technical pathways and programs that are aligned for timely completion.

• For Objective 2, students are getting jobs in their fields showing that they are offered workforce training aligned with community needs. The intended outcome for experiential learning was not met but focused advisory committee input could readily determine what type of experiential learning is most valuable.

• For Objective 3, internship providers and students report that they have the skills necessary to be successful in their chosen fields. The intended outcome for advisory committee input has not yet been achieved but the addition of written processes for program directors as they put together their advisory committee meetings so that the feedback from the committee members can be collected and tabulated.


• For Objective 4, enrollments are increasing in short-term skill-training while course cancellation

rates are decreasing showing increase value of the programs offered.

Suggestions and recommendations for improvement are included for each indicator.


Workforce Preparation Objective One: Students are offered specific career and technical pathways, and programs aligned for timely

completion. Indicator WP1.1: Career and technical student course level success rate Intended Outcome: 80% or more A, B, C, S, or SA grades Assessed Outcome: Outcome achieved

CTE Course-level Success Rates Semester Success Rate*

Summer 2007 83.3% Fall 2007 79.0%

Spring 2008 76.3% Summer 2008 73.8%

Fall 2008 81.9% Spring 2009 81.4%

Summer 2009 90.5% Fall 2009 82.0%

Spring 2010 80.8% Summer 2010 90.7%

Fall 2010 81.5% Spring 2011 82.5%

Summer 2011 83.9% Fall 2011 80.9%

*Note: Success is defined as a C- or better, S or SA. Grades of AU are removed from the denominator. Data Source: FVCC student information software (CAMS) Discussion: The rationale behind this indicator is the same as that for the related mission fulfillment and transfer preparation indicators. FVCC decided that one of the most basic indicators of whether or not instruction is effective is the grades students receive in their courses. While there is always the argument that grade inflation could be encouraged by this type of indicator, other objectives should mitigate this threat. Grades of C- or higher, S, or SA were considered successful grades. Withdrawals were considered unsuccessful grades. As can be seen from the results, FVCC workforce students have consistently achieved successful grades at a higher rate than the 80% threshold set as the intended minimum outcome on this indicator Recommendation: Course-level success of career and technical education students declined slightly in Fall 2011 but is still above the intended outcome of 80%. FVCC should continue to monitor these numbers. Advising process revisions and prerequisite enforcement should help maintain and increase this number along with an early alert system being implemented Spring 2012. Summer semesters tended to be significantly higher than other semester until Summer 2011. This percent should be watched and


future research could include a look at why the completion rates are so much higher. Is it the smaller classes, shortened duration, or something else?


Indicator WP1.2: Student completion rates at FVCC Intended Outcome: Compare favorably to IPEDS peer group

Assessed Outcome: Outcome achieved

Three-Year Graduation Rate of Non-Transfer Students Semester FVCC

Graduation Rate IPEDS

Graduation Rate Entering Fall 2007 20.0% 20.0% Entering Fall 2008 27.0% Not Available

Data Source: FVCC student information software (CAMS) Discussion: This indicator provides one piece of evidence regarding the ability of career and technical students to complete their degrees in a timely manner. The indicator measures the three-year graduation rate of the full-time, first-time degree-seeking cohort of entering FVCC students who declare a workforce (non-transfer) major. The most recent IPEDS data is for the fall 2007 cohort and at 20% was the same as the FVCC rate. Given the jump from 20% to 27% for the most recent cohort of FVCC students, it is very likely that the graduation rate of FVCC workforce students will exceed the overall IPEDS graduation rate when the IPEDS data are released. Exceeding the IPEDS graduation rate is the desired outcome for this indicator. It should be noted that the influx of Trade Adjustment Act workers in 2008 probably had a positive impact of FVCC’s recent graduation rate.

Recommendation: As with the overall graduation rate, the graduation rate of students originally declaring workforce preparation majors has improved in the most recent year. FVCCs completion rate is significantly higher than the IPEDs peer group. The most recent peer performance is at 20%. Continued monitoring to watch the trends will occur. It is hoped that the recent improvements with advising and the early alert system implemented from initiatives under the Title III grant will continue to increase this number.


Indicator WP1.3: Number of credits at graduation

Intended outcome: Less than 120% of credits required for degree.

Assessed Outcome: Mixed results

Credits at Graduation by Degree Type

Degree Type Mean Credits at Graduation

Number of Graduates

AA/AAS 101.0 5 AA/AS/AAS/CAC 86.0 1

AA/CAS 88.0 2 AAS 76.6 146

AAS/AAS 108.0 2 AAS/CAS 84.2 5

AS/CT 111.0 1 CAS 53.0 54

CAS/CAS 51.0 1 CT 46.0 10

Note: Data are for FY 2011 graduates.

Data Source: FVCC student information software (CAMS) Discussion: Another piece of evidence regarding the ability of career and technical students to complete in a timely manner is the amount of credits they have acquired at graduation. Excessive credit accumulation could indicate poor advising, frequent major switching, or excessive developmental course taking. It is hard to put an exact figure on the desired outcome for this measure, given that different students have different needs and that it may be advantageous for some students to take more than the required amount of credits while at FVCC given the low cost of attendance. The outcome identified is a base point to begin tracking this approach to program alignment review.

Credits taken to complete the AAS degrees can range from 64 to 75. Using these numbers, the percent of credits ranged from 102% to 120%. Credits taken to complete the CAS degrees could range from 30 to 47. Using these numbers the percent of credits ranged from 113% to 177%. Credits needed to obtain a Certificate range from 16 to 29. The credit range percent is from is 159% to 306%. The AAS degree students do fall within the 120% of credits required for degree while the CAS students are slightly outside this threshold as are Certificate students. New advising processes should help students get placed into the courses that they need for graduation. Percentages were developed for the AAS and the CAS only because there are some degrees listed above that are not in the workforce prep area. For those degrees that represent multiple workforce prep degrees it would be difficult to distinguish which credits do and do not overlap from one program to another without review of each individual transcript. The number of graduates that fall into this category do not contain a statistically significant population and therefore the percentages were not calculated. Recommendation: For AAS degrees, the College should continue to monitor this indicator and address it if the numbers begin to creep up. At this point, it does not appear that the average credits at graduation are not excessive.


For CAS and CT degrees, further study should also take place to determine if the high number of credits comes from students identifying incorrect majors, students who are self-advising and taking the wrong classes, students who have some previous college credits who come back to get the certificate, or if the students take more remedial courses than other segments of the student population.


Indicator WP1.4: Capture rates of local high school graduates

Intended Outcome: Increasing capture rate, increasing number of workforce program-intent students, and number of transfer students increasing or steady. Assessed Outcome: Outcome achieved

FVCC Enrollments from Local High Schools

High School

Number Enrolled

2011

Transfer 2011

Workforce 2011

Capture Rate 2011

Number Enrolled

2010

Transfer 2010

Workforce 2010

Capture Rate 2010

Columbia Falls 46 40 6 25.0% 34 25 9 19.0%

Glacier 63 57 6 23.8% 40 36 4 15.9% Flathead 62 53 9 21.6% 54 47 7 18.9% Bigfork 7 7 0 9.7% 9 9 0 13.0%

Whitefish 18 15 3 16.8% 18 15 3 15.5% Stillwater Christian 5 4 1 N/A 5 4 1 21.7%

Bridge Academy

3 2 1 8.8% 3 3 0 8.1%

Laser 4 3 1 N/A 4 3 1 8.0% Home

School 6 5 1 N/A 1 1 0 N/A

Lincoln County/ Eureka

5 4 1 7.0% 9 7 2 11.4%

Troy 5 5 0 11.4% 2 2 0 5.1% Total 233 202 31 185 157 28

Data Source: FVCC student information software (CAMS) and the Montana University System high school follow-up report.

Discussion: FVCC seeks to attract recent high school graduates into its workforce programs, particularly those that may have shown an interest in a related career pathway in high school. This indicator shows the “capture rate” of recent high school graduates, the number of graduates who enroll at FVCC during the first fall semester following their graduation. The number of recent graduates enrolling at FVCC increased substantially between fall 2010 and fall 2011. Most students enrolling in FVCC directly following high school intend to eventually transfer to a four-year institution, but the number of students declaring a major in a workforce program did increase slightly in fall 2011. The desired outcome for this indicator is that workforce enrollments will at least stay steady, which they did. Recommendation: Local high school graduate enrollments showed good capture rates. With the exception of Stillwater Christian and home school, all schools are at or above the state capture rate for 2011. Only seven percent of recent Montana high school graduates attend a college of technology


immediately following graduation. FVCC should continue its efforts to attract area high school students through the College’s recruiter and other efforts including College for a Day, and also look at efforts to recruit students from the Stillwater and home school populations.


Workforce Preparation Objective Two:

Students are offered workforce training aligned with community needs. Indicator WP2.1: Percent of graduates seeking jobs who obtain jobs in their field.

Intended Outcome: 75% or more of graduates seeking jobs will obtain them in their fields.


Employment of FVCC Career and Technical Education Graduates

Year Employed in Field

Total Employed or Seeking

% Employed in Field

2007-08 40 52 76.9% 2008-09 26 50 52.0% 2009-10 66 106 62.3% 2010-11 85 107 79.4%

Data Source: FVCC Graduate Exit Survey. Discussion: Each year FVCC surveys its graduates to determine their workforce status. Of those graduates employed or seeking employment, the number obtaining jobs in their field ranged from a low of 52.0% in 2008-09 to a high of 79.4% for 2010-11. The recession may have negatively affected the job prospects of the 2009 and 2010 graduating classes and so it is encouraging to see the strong performance of the most recent graduating class on this indicator. FVCC’s program review process is now formally incorporating labor market outlook for FVCC’s programs of study in an effort to assure that graduates have a reasonable chance of finding a job in their field upon graduation.

Recommendations: It is recommended that program directors continue to solicit feedback from advisory committee members to keep programs current and instructors continue professional development activities so that they can also stay current in the field.


Indicator WP2.2: Percent of programs with required experiential education such as internships or externships.

Intended Outcome: 100% of AAS programs require experiential learning.

Assessed Outcome: Outcome not achieved. Currently 15 AAS programs require an internship or externship, five use a simulation/capstone course with three of these courses also having an optional internship, and five have nothing indicated within the program.

Data Source: FVCC Academic Catalog Discussion: This indicator stems from recognition that for workforce training to be effective, it must have an experiential component, be that an internship, clinical experience, or hands-on technical training. At first glance, it looks as if the intended outcome for this indicator has not been met. But with more investigation, this outcome is close to being met.

Of the five programs that have no experiential component indicated, four of them include significant hands on practice simulating the work environment. Examples of this would be the Medical Transcription program which requires students to transcribe over 300 medical documents online and at home which include the same type of documents and is in the same work environment that would be experienced once the student earns their degree. Another program example is Welding. The students perform thousands of welds during their education and then try for welding certification. If they pass the certification tests, then they have welded to the industry standards necessary. One program currently does not have any type of experiential learning component of any type. The director of this program is currently exploring the inclusion of experiential learning into the program.

For the three programs that use an optional internship, a discussion takes place between the advisor and the student to determine whether the simulation, the internship, or both would be most appropriate. Recommendation: It is recommended that each program continue to review yearly with their advisory committees the need and importance for experiential learning. At the time of the advisory committee meeting, the inclusion of a required experiential learning course should be discussed and included if it believes it is necessary.


Workforce Preparation Objective Three:

Students have the skills necessary to be successful in their chosen occupations or careers. Indicator WP3.1: Student perception of teaching quality Intended Outcome: Meet or exceed the Noel-Levitz national average. Assessed Outcome: Outcome achieved

FVCC CTE Students Ratings: “The quality of instruction I receive in most of my classes is

excellent.” Fall

2005 Fall 2007

Fall 2009

Fall 2010

Statistical Average 5.82 5.64 5.17 5.68 Very satisfied 16 18 25 45

Satisfied 31 18 26 63 Somewhat satisfied 14 14 13 29

Neutral 2 4 8 9 Somewhat dissatisfied 2 3 9 12

Not very satisfied 1 2 5 2 Not satisfied at all 0 0 5 1

TOTAL 66 59 91 161 Data Source: Fall 2005, 2007, 2009 and 2010 Noel-Levitz Survey. Satisfaction scale 1 to 7. Discussion: Student will only acquire the skills they need to be successful in their careers if they receive a high quality of instruction. This indicator looks at the level of satisfaction with the quality of instruction using the Noel-Levitz survey. Only students who self-identified as workforce majors on the Noel-Levitz survey are included in the results. The desired outcome is to exceed the national average on the same Noel-Levitz question. Over the last two years, the Noel-Levitz national average on this question was 5.59. FVCC has exceeded this average three of the last four years and while there was a dip below this in 2009, it is encouraging that the college did exceed the average in Fall 2010.

Recommendation: It will be important to continue New Student Orientation, advising, and early alert system efforts along with providing quality educational programs to maintain this average.


Indicator WP3.2: Graduates surveyed report satisfaction with their overall job preparation for the workforce.

Intended Outcome: A rating of 4 or above for all three degree/certificate levels.


FVCC Student Responses on FVCC Graduate Surveys Regarding their CTE Programs Communication Program of

Study Technical

Skills Overall Job Preparation

Overall Satisfaction

FY 2011 AAS 4.18 4.23 4.12 4.05 4.2 CAS 4.25 4.4 4.05 4 4.25

CT 3.67 4.83 4.67 4 4.33

FY 2010 AAS 4.4 4.5 4.3 4.5 4 CAS 3.9 3.9 3.9 3.8 3.6

CT 4 4.6 3.9 4.3 3.7

FY 2009 AAS 4.56 4.3 4.21 4.26 4.32 CAS 4.11 3.9 3.56 4 3.78

CT no responses Data Source: FVCC graduate exit survey, 2009-10 graduating class

Discussion: FVCC’s graduate survey asks graduates to rate their workforce preparation on a scale of 1 to 5 in three areas; technical skills, communication skills, and overall job preparation. The table above illustrates that FVCC graduates are at or above this average satisfaction level for all types of workforce degrees during this last academic year and have improved from the previous year. Only one category, communication for CT programs, out of the 12 individual categories is below 4, attesting to the quality of the training the students are receiving.

Recommendation: To ensure that the positive trend continues, it is important that program directors stay current in their field, articulate the knowledge the students need, and through advisory committees, make sure that the technical and communication skills are appropriate for the level of education.


Indicator WP3.3: Internship providers surveyed report FVCC career and technical program interns meet or exceed overall job preparation expectations. Intended Outcome: At least 90% will be satisfied or very satisfied (average of all evaluation categories). Assessed Outcome: Outcome achieved “How well do you think FVCC training and education prepared the student in the following areas?”

Very Satis-fied

Satis-fied

Satisfied or Very

Satisfied Neutral

Dis-satisfied

Very Dis-satisfied

Rating Average

Response Count

Communication and interpersonal skills

42.1% 47.4% 89.5% 10.5% 0.0% 0.0% 4.32 19

Knowledge and understanding

within the student’s program of study

31.6% 52.6% 84.2% 15.8% 0.0% 0.0% 4.16 19

Technical skills required for

student’s major 36.8% 57.9% 94.7% 5.3% 0.0% 0.0% 4.32 19

Overall job preparation for the

workplace 26.3% 68.4% 94.7% 5.3% 0.0% 0.0% 4.21 19

Data Source: FVCC internship provider survey, 2009-2010

Discussion: FVCC surveys businesses that provide internship opportunities to students to assess their satisfaction with their interns in four preparation categories. Business satisfaction with FVCC interns is evidence that FVCC is adequately preparing students for success in their future careers. The desired outcome on this indicator is for a satisfied or very satisfied rating from 90% of the internship provider in all four categories. In three of the four categories FVCC is at or near 90%. The fourth category is far enough below 90% that it is worth noting that it is necessary to work on this area.

Recommendation: Field trips, guest speakers, and experiential learning should be considered as valuable methods to improve knowledge and understanding within the student’s program of study.


Indicator WP 3.4: Advisory boards surveyed report competence in student’s overall job preparation.

Intended Outcome: 100% of advisory committees will report satisfaction with the overall job preparation provided by training programs.

Assessed Outcome: Outcome not achieved

Data Source: Advisory board surveys Discussion: Although FVCC has developed a standard survey instrument for advisory boards, the survey has not been administered and/or recorded systematically in the past. Therefore, no historical data exists for this indicator.

Recommendation: Going forward, the faculty development and assessment specialist should ensure that the advisory board survey is completed and the results recorded as part of the program review process.


Workforce Preparation Objective Four: Valuable, short-term skills-training is offered for businesses and individuals.

Indicator WP4.1: Enrollments in short-term job skills-training program Intended outcome: Overall increasing enrollments Outcome assessed: Overall enrollments have increased.

Short-term, Job Skills Training Programs and Enrollments FY 2011 FY2010 FY 2009

Program element # offered

Enroll-ments

# offered

Enroll-ments

# offered

Enroll-ments

Business workshops 68 403 57 469 98 493 Computer classes 112 838 152 669 150 757

Customized training 39 599 33 667 39 1037 LCC programs 2 42 1 12 2 17

Certificates 7 11 6 15 4 3 TOTAL 228 1893 249 1832 293 2307

Data source: Student information software (CAMS and ACEware) Discussion: Overall enrollments have increased between FY 2010 and FY 2011 even as the individual programs had varying results. Enrollments have increased in computer classes while declining in business workshops and customized training. Curriculum in business workshops and customized training is generally focused on developing and enhancing higher order soft skills. One likely explanation is that during the recession many employers and employees have been focused on operational essentials and have limited training budgets. Recommendations: The program directors working with advisory committees, the director of workforce training, and the executive director of economic development and community education should continue to monitor and work with economic and workforce development partners in the community to identify valuable, short-term skills-training. Opportunities for short-term, credit bearing certificates should be referred to the vice president of instruction and student services. Non-credit instruction should be implemented by the Continuing Education Center.


Indicator WP 4.2: Cancellation rate for open enrollment, non-credit business workshops and computer classes. Intended outcome: Cancellation rate 25% or less Outcome assessed: Outcome achieved. The intended outcome has been achieved. The cancellation rate for open enrollment, non-credit business workshops was 23.5% and for open enrollment, non-credit computer classes was 11.6%.

FY 2011 FY2010 FY 2009 Business Workshops 23.5% 19.3% 38.8%

Computer Classes 11.6% 34.9% 32.7% Data source: ACE student information software. Discussion: The low cancellation rate in computer workshops is a good example of data-driven action planning. Careful review of enrollment data for FY 2009 and 2010 revealed a distinct student preference for afternoon computer courses. The computer class offerings were adjusted according. In one year, the cancellation rate dropped from 34.9% to 11.6% and student enrollments increased. The non-credit, open enrollment computer courses are offered through the Continuing Education Center. As a self-supporting unit of the College low cancellations are important because they demonstrate an accurate understanding of community needs and reduce wasted overhead expense and effort.

The cancellation rate for non-credit, open enrollment business workshops has also decreased which is positive. This area continues to be challenging to grow but the Continuing Education Center has worked to be more focused in what is offered and eliminated classes with little interest. Recommendation: Improvement for this indicator dovetails with the improvement opportunities for WP4.1. The Continuing Education Center should continue to monitor and work with economic and workforce development partners in the community to identify valuable, short-term skills training.


Indicator WP 4.3: Student perception of teaching quality for open enrollment, non-credit business workshops and computer classes. Intended outcome: At least 90% of students surveyed are satisfied or very satisfied Outcome assessed: Outcome achieved. 97% of the course surveys indicate satisfied or very satisfied with instructor quality.

Student Ratings by Course – Overall Instructor Quality Excellent 23

Excellent/Good 13 Good 1

Fair to Excellent 1 Data source: A random selection of student surveys from 38 non-credit business and computer workshops during 2011 Discussion: High student satisfaction ratings are not a surprise to the Continuing Education Center. Instructors for business workshops and computer classes are carefully evaluated by Continuing Education Center staff before they are hired. Learning outcomes are established prior to the beginning of any workshop or class. Student satisfaction surveys are provided for all business workshops and new computer workshops. Long-running computer workshops with no curriculum changes are evaluated intermittently. The instructor has a chance to review the evaluations prior to returning them to Continuing Education Center staff. Staff reviews each class set of student evaluations looking for valuable feedback and enters highlights of the feedback on a spreadsheet for future reference. Recommendation: The Continuing Education Center should clearly articulate the method by which random class sets are chosen for database entry.

Developmental Education Core Theme Assessment Report Page 1 FVCC Comprehensive Self-Evaluation Report Appendix F

To: Continual Improvement Group From: Lynn Farris, Developmental Education Core Theme Shepherd Date: February 1, 2012

Developmental Education Core Theme Assessment Report

The purpose of the Developmental Education Core Theme is to provide instruction in basic reading, writing, and mathematics skills to enable academically underprepared students to progress to college curriculum. The three objectives of this core theme are:

1. Students progress in developmental courses and transition to higher-level education courses; 2. Students receive high-quality instruction that prepares them for success at the college level; and 3. Students are provided with the support necessary to maximize their educational time investments.


core themes. The role of the core theme shepherd is to evaluate data with respect to intended outcomes for each indicator within the core theme; to determine whether the core theme objectives were achieved based upon that evaluation; and to make recommendations for improvement to the Continual Improvement Group (CIG) based upon that determination. The CIG reviews the core theme shepherd’s recommendations and forwards their action recommendations to the president for approval and implementation.

Overall, based upon review and assessment of the following data, as well as preliminary

discussions with the CIG on January 12-13, 2012, the Developmental Education Task Force and I have determined that FVCC is adequately preparing students to move forward to college-level courses at the completion of their developmental courses. I find the data used to evaluate achievement of the core theme objectives to be meaningful, assessable, and verifiable.

After examining the indicators for all three objectives for the Developmental Core Theme, the

Developmental Education Task Force has concluded that FVCC is making satisfactory progress in achieving those objectives, but has also made recommendations to improve outcomes.

Developmental education at FVCC can be strengthened by making sure that developmental

education instructors are adequately prepared and effective in teaching developmental courses. The College should provide additional professional development focused on the unique aspects of teaching developmental education.

The developmental education program can also be improved by increase the number of learning communities available to students who require developmental education. The program can also benefit by training more faculty in the philosophy and practice of teaching in an effective learning community. Data from learning communities reported in the Title III progress report indicate a very high retention level (82% fall to spring) which reflects student success.

Additional recommendations for improvement are included with the review of data for each indicator.


Developmental Education Objective One: Students progress in developmental courses and transition to higher-level education courses.

Indicator DE1.1: Percent of students indicating a need for remediation as demonstrated by placement testing who register for the recommended developmental course Intended Outcome: 100% correct placement Assessed Outcome: Not achieved :

Course Placement Patterns of FVCC First-Time Freshmen

Math Fall 2008

(#) % Fall 2009

(#) % Fall 2010

(#) % Fall 2011

(#) % Entering Cohort taking math (235) 62.7% (312) 62.9% (268) 66.7% (290)64.0% Taking math without a placement score (41) 17.4% (58) 18.6% (28)10.4%

(22) 7.6%

Entering Cohort with a COMPASS Score

Enrolled in the correct course (135) 69.6% (180) 70.9% (155) 64.6% (125)46.6% Enrolled in a more advanced course (55) 28.4% (62) 24.4% (64)26.7% (133)49.6% Enrolled in a less advanced course (4)2.1% (12)4.7% (21)8.8% (10)3.7% Entering Cohort taking writing (233) 62.1% (323) 65.1% (251) 62.4% (255)56.3% Taking writing without a placement score (43) 18.5% (54) 16.7% (24) 9.6%

(24)9.4%

Entering Cohort with a placement score

Enrolled in the correct course (172) 90.5% (230)85.5% (196)86.3% (203)87.9% Enrolled in a more advanced course (17) 8.9% (36) 13.4% (26) 11.5% (28)12.1% Enrolled in a less advanced course (1)0.5% (3) 1.1% (5) 2.2% (0)0.0% Entering Cohort taking reading (10) 2.7% (28) 5.6% (23) 5.7% (22)4.9% Taking reading without a placement score (0) 0.0% (1) 3.6% (2) 8.7%

(1)4.5%

Enrolled in the correct course (6) 60.0% (25) 92.6% (19) 90.5% (16)76.2% Enrolled in a more advanced course (3)30.0% (2) 7.4% (2) 9.5% (3)14.3% Enrolled in a less advanced course (1) 10.0% (0)0.0% (0) 0.0% (2)9.5%

Data Source: Placement Scores from the CAMS student database Discussion: In examining math placement, it should be noted that in 2008 and 2009 a number of retraining workers with the Job Service TAA program entered with TABE scores for placement rather than the COMPASS. The percent of students taking math without a COMPASS score is decreasing each year. The recent enforcement of appropriate scores or pre-requisites should result in improved rates in the


future. At this time, students can only register for a higher math than their placement score indicates with a full-time faculty member’s signature. What appears to be a step backwards in enrollment in the correct math course in Fall 2011 is actually a reflection of shifting math placement cut-off scores after students had already registered. The math faculty adjusted scores and changed the curriculum for M 061 and 065 in August 2011, after most students had registered for fall. M 061 and 065 previously had the same curriculum but delivery style and pace differed. As of Fall 2011, the two courses are sequential with different placement scores. This anomaly should self-correct Fall 2012. Correct placement in writing reflects a downward trend. The writing faculty and Vice President of Instruction have planned to implement the same mandatory placement process as the math faculty. A closer examination of the data reveals that WRIT 080 was not offered Fall 2008 (then called ENGL15), had 15 students in 2009, 12 in 2010, and 11 in 2011. WRIT 095 had 29 students in 2008 (then called ENGL 78), 66 in 2009, 52 in 2010, and 41 in 2011. Reading has only two courses, ID 31 and ID 51 and the data reflects the availability of the two courses and placement in either one or the other. A more telling statistic would be the number of students who scored into developmental reading but did not register for it. A speed reading course is currently under construction and would be available to students who didn’t score into a developmental reading course but would like to increase their reading speed and comprehension. The numbers in the data are so small as to be insignificant, but still provide the Developmental Ed Task Force with some insight. The Academic Catalog indicates that all courses numbered 100 and above assume college reading levels. This has never been enforced. Recommendations:

1. Re-examine the appropriate placement for math in Fall 2011 to determine if the enforcement of mandatory placement has had a positive impact;

2. Implement mandatory placement for writing and offer sufficient sections of developmental writing;

3. Review the course profiles and syllabi for WRIT 080 and 095 to ensure appropriate progression to WRIT 101;

4. Develop and deliver a speed reading course; and 5. Examine the assumption of college reading level for all courses numbered 100 and above.

Identify courses that truly demand college reading level and include that as a course pre-requisite. 6. Identify a more realistic objective than 100% based on next year’s data.


Indicator DE1.2 Percent of students successful in 100-level courses after completing developmental coursework Intended Outcome: Former developmental education students compare favorably to overall student success rate Assessed Outcome: Outcome achieved

Comparison of Developmental Math Students with Non-developmental Students Students completing M 095 in the Fall who attempted and passed college-level math by the following Fall

Attempted College Level

Passed College Level

Pass Rate Pass Rate for non-DE math students

Fall 2007 84 63 75.0% 80.0% Fall 2008 71 60 84.5% 76.0% Fall 2009 81 62 76.5% 78.9% Fall 2010 126 96 76.2% 74.1%

Students Completing WRIT 095 in the Fall who attempted and passed WRIT 101 College Writing by the following Fall compared to those who entered directly into WRIT 101

Attempted College Level

Passed College Level

Pass Rate Pass Rate for non-DE writing students

Fall 2007 13 11 84.6% 77.5% Fall 2008 16 12 75.0% 81.6% Fall 2009 33 30 90.9% 78.1% Fall 2010 34 28 82.4% 81.0%

Data Source: Placement scores and student grades from CAMS student database Discussion: A comparison of pass rates for students who required developmental education in math, writing, and reading with pass rates for students who entered directly into college-level course work indicated that students who take developmental courses are statistically as likely to pass college level courses as those who did not need them. This result indicates that FVCC developmental courses are adequately preparing students to be successful in college-level courses. Recommendations: Continue to monitor this comparison as well as determining the retention rate for developmental education students compared to those who test into college-level course work. There is an assumption that developmental education students drop out of college at a higher rate than non-developmental students, but there is no data to substantiate that assumption.


Developmental Education Objective Two: Students receive high-quality instruction that prepares them for success at the college level.

Indicator DE2.1: Developmental level course grade outcomes Intended Outcome: 70% or more A, B, C, S, SR or SA grades Assessed Outcome: Outcome only partially achieved

Course Completion Rates in all Developmental Education Semester Completion Rate Total Enrollments Good Grades Summer 2007 60.50% 38 23 Fall 2007 63.89% 468 299 Spring 2008 60.17% 359 216 FY08 62.20% 865 538 Summer 2008 71.60% 67 48 Fall 2008 66.89% 441 295 Spring 2009 67.92% 530 360 FY09 67.73% 1038 703 Summer 2009 81.18% 170 138 Fall 2009 69.16% 668 462 Spring 2010 64.54% 674 435 FY10 68.45% 1512 1035 Summer 2010 81.18% 170 138 Fall 2010 71.59% 690 494 Spring 2011 60.89% 583 355 FY11 68.40% 1443 987 Summer 2011 64.54% 141 91 Fall 2011 69.43% 664 461

Fall 2011 Grades by Course Course Total Enrollments Poor Grades % Poor Grades % Good Grades

ID 31 8 0 0.00% 100.00% ID 51 38 8 21.05% 78.95% ID 61 18 2 11.11% 88.89% M 061 31 10 32.26% 67.74% M 065 115 33 28.70% 71.30% M 090 204 72 35.29% 64.71% M 095 193 67 34.72% 65.28% WRIT 080 12 2 16.67% 83.33% WRIT 095 45 9 20.00% 80.00%


Data Source: Student information software (CAMS) Discussion: The rationale behind this indicator is the same as that for the related mission fulfillment, transfer preparation, and workforce preparation indicators. FVCC decided that one of the most basic indicators of whether or not instruction is effective is the grades students receive in their courses. While there is always the argument that grade inflation could be encouraged by this type of indicator, FVCC feels that the other objectives mitigate this threat. Grades of C- or higher, S, SA, or SR are considered successful grades. The data above demonstrates that developmental course level success has been stable over the past three years. An examination of the data by course indicates that we are meeting our objective in reading and writing but not in all math courses. Recommendations: Continue to include Satisfactory Repeat (SR) grades in the successful category because it is in some students’ best interest to retake developmental courses in reading and writing with slight changes to the curriculum, and these students receive SR grades. Continue to examine new options available for developmental math. Hire a math faculty with specific responsibility for coordinating developmental math courses.


Indicator DE2.2: Student perception of teaching quality in developmental courses Intended Outcome: Satisfaction comparable to transfer and workforce results. (Overall Noel-Levitz score for FVCC is 5.70) Assessed Outcome: Outcome achieved. On a 7 point scale with 7 being “very satisfied” and 1 being “very dissatisfied” students reported: “The quality of the instruction I receive in my below 100 level math class is excellent.”

Level of Satisfaction = 6.230 Level of importance 6.393

“The quality of the instruction I receive in my below 100 level writing class is excellent.” Level of Satisfaction = 6.253 Level of importance = 6.139

“The quality of the instruction I receive in my below 100 level reading class is excellent.” Level of Satisfaction = 6.036 Level of importance = 6.125

Data Source: April 2011 FVCC student survey Overall Noel-Levitz score for FVCC is 5.70 Discussion: The College realizes that developmental students will only successfully transition to college-level courses if they receive a high quality of instruction. The indicator looks at the level of satisfaction with the quality of instruction using a survey designed to mirror the Noel-Levitz survey. Only students who were enrolled in developmental courses are included in the results. The developmental student’s satisfaction actually exceeded the overall FVCC score of 5.70 by a significant. Recommendations: Continue to survey developmental students each spring semester to monitor developmental students’ satisfaction with teaching quality. Add focus groups as an additional source of information about student satisfaction and other input. (Naturalistic research method)


Developmental Education Objective Three: Students are provided the support necessary to maximize their educational time investments.

Indicator DE3.1: Course completion rates Intended Outcome: 70% or more A, B, C, S, SR or SA grades Assessed Outcome: Outcome only partially achieved

Course Completion Rates in Developmental Education Semester Completion Rate Total Enrollments Good Grades

Summer 2007 60.50% 38 23 Fall 2007 63.89% 468 299 Spring 2008 60.17% 359 216 FY08 62.20% 865 538 Summer 2008 71.60% 67 48 Fall 2008 66.89% 441 295 Spring 2009 67.92% 530 360 FY09 67.73% 1038 703 Summer 2009 81.18% 170 138 Fall 2009 69.16% 668 462 Spring 2010 64.54% 674 435 FY10 68.45% 1512 1035 Summer 2010 81.18% 170 138 Fall 2010 71.59% 690 494 Spring 2011 60.89% 583 355 FY11 68.40% 1443 987 Summer 2011 64.54% 141 91 Fall 2011 69.43% 664 461

Data Source: Student information software (CAMS) Discussion: This indicator is the same as DE 2.1. In developing this core theme, the College determined that this indicator was also appropriate for the third core theme objectives, as well as the second, since failing to pass developmental courses would slow students’ progression through the developmental sequence. While there is always the argument that grade inflation could be encouraged by this type of indicator, FVCC feels that the other objectives as well as the use of SA and SR grades mitigate this threat. Grades of C- or higher, S, SR, or SA were considered successful grades. The data above demonstrates that developmental course level success has been stable over the past three years. Recommendations: Continue to include Satisfactory Repeat (SR) grades in the successful category because it is in some students’ best interest to retake developmental courses in reading and writing with slight changes to the curriculum, and these students receive SR grades. Compare to course completion rates (with good grades) with non-developmental courses. Continue to provide supportive services for


developmental courses such as tutoring, math lab, reading, lab, writing lab, supplemental instruction and learning communities.


Indicator DE3.2: Student perception of support quality Intended Outcome: Satisfaction comparable to transfer and workforce results (FVCC Noel-Levitz 6.05 level of importance and 5.57 level of satisfaction) Assessed Outcome: Outcome achieved. On a 7 point scale with 7 being “very satisfied” and 1 being “very dissatisfied” students reported: “Academic support services for below 100 level math classes adequately meet the needs of students.”

Level of Satisfaction = 6.039 Level of importance 6.198

“Academic support services for below 100 level writing classes adequately meet the needs of students.” Level of Satisfaction = 6.132 Level of importance = 6.197

“Academic support services for below 100 level reading classes adequately meet the needs of students.” Level of Satisfaction = 6.018 Level of importance = 6.073

Data Source: April 2011 FVCC student survey Discussion: Students in developmental courses were asked about their overall satisfaction with the supports FVCC offers them. As was the case with the results on teaching quality, developmental students are satisfied with their levels of support. Because developmental students are not identified in the Noel-Levitz survey results, FVCC did a separate survey to obtain these results. Student satisfaction with developmental education is very high. Efforts should consist of doing “more of the same,” providing instructors who are student-involved, exhibit a high degree of caring, and are good at what they do. As mandatory placement for writing is implemented, this requires recruiting more qualified developmental writing instructors, more learning community faculty training, and more professional development opportunities specific to developmental writing. As we determine the best way to implement mandatory reading placement, we should consider blocking students who are not proficient in reading (unless they have completed ID 51 with a grade of SA) from registering for any 100 level course until they have seen a Learning Center advisor or counselor to develop an appropriate semester schedule and a long term academic plan. Recommendation: Continue to survey developmental students each spring semester to monitor developmental students’ satisfaction with their academic supports.

Community Education Core Theme Assessment Report Page 1 FVCC Comprehensive Self-Evaluation Report Appendix G

To: Continual Improvement Group From: Susie Burch, Community Education Core Theme Shepherd Date: February 1, 2012

Community Education Core Theme Assessment Report

The purpose of the Community Education Core Theme is to provide personal enrichment learning opportunities in order to enhance the cultural, economic, and social well-being of the community. The two objectives of the Community Education Core Theme are:


The Institutional Assessment Plan specifies the assessment process for the core theme objectives.

The role of the core theme shepherd is to evaluate data with respect to intended outcomes for each indicator within the core theme; to determine whether the core theme objectives were achieved based upon that evaluation; and to make recommendations for improvement to the Continual Improvement Group (CIG) based upon that determination. The CIG will review the core theme shepherd’s recommendations and forward their recommendations to the president for approval and assignment for implementation.

Based upon my review and evaluation of the data included with this report, plus preliminary

discussions with the Continual Improvement Group on January 12-13, 2012, I find that both the objectives of the Community Education Core Theme were achieved. FVCC has robust community education programming that includes a diversity of opportunities for all ages and broad interests. In addition, non-credit students overwhelmingly feel that FVCC offers them a welcoming environment. All three of the indicators identified by the College to evaluate achievement of the core theme objectives were met or exceeded.

Following the data-based discussions for each indicator are recommendations for improvement.

After reviewing and evaluating the data included within this report, I find the indicators to be meaningful, assessable, and verifiable measures of the core theme.


Community Education Objective One:

The community is offered quality and diverse programming for personal enrichment. Indicator CE1.1: Community education program diversity review Intended Outcome: Community education programs demonstrate diversity in subjects, targeted audience, delivery methods and times, and price. Assessed Outcome: The intended outcome has been achieved. The community is offered diverse programming as demonstrated by variety in subjects and programs, delivery methods and times, and price. Data Sources: Student information software (ACEware and CAMS); reports from Multicultural Services; information from art and theatre instructors; FVCC Foundation (Chef’s Table data). Discussion: Diversity in offerings for personal enrichment are provided through non-credit, open enrollment courses for both adults and children, community lectures, multicultural events, theatre productions, Chef’s Table, and student art shows. Credit courses are open to all; the College does not differentiate how many of the non-degree seeking students in FY 2011 were leisure learners. Senior Institute is a credit program specifically for leisure learners. Number of attendees for student art shows and theatre production are not tallied. Subject Diversity and Targeted Audiences: Non-credit, open enrollment courses include a wide variety of topics. The Fall, Spring, and Summer Continuing Education Center schedules for both the main and Lincoln County Campuses describe the courses in detail. Offerings falling within the Community Education Core Theme are generally developed for adults with the exception of Kid’s College/Kiddie College which is directed toward elementary aged students. Senior Institute is exclusively for adults over 62.

Personal Enrichment Programs FY 2011 offerings Participation Non-credit, open enrollment courses including

Kid’s College/Kiddie College 425 classroom plus

online non-credit listings 1880 (classroom)

356 (online) Computer classes 112 838

Senior Institute 15 255 Community lectures 23 1091 Multicultural Events 4 ~200 Theatre productions 8 Not counted

Chef’s Table dinners 27 1279 Art shows 2 N/A

Delivery Methods and Times: Personal enrichment courses are delivered in the classroom and online. Classroom courses are offered at a variety of times in order to accommodate the interests of the community. On the main campus during FY 2011, 51% of the courses were offered in the evening and 49% were offered during the day. Daytime classes are divided between classes meeting in the morning, midday, and afternoon. Kid’s College and Senior Institute classes are offered only in the daytime. Eight percent of classroom courses are offered during the weekend.


FVCC uses a national vendor, Ed2go, to provide online, non-credit programming. Students registered for 356 online, non-credit courses during FY 2011.

Price: Community education offerings are an important way for the College to connect with the local community and price should not be a barrier to community participation. Community lectures, multicultural events, and student art shows are all free. Theatre productions are $10 for adults and $5 for children and seniors. Senior Institute offerings are generally $34 and include six lunches. The median charge for non-credit, open enrollment courses offered during FY 2011 was $54 and ranged from $15 to $695. Pricing for non-credit, open enrollment courses is based upon course duration and materials costs. Chef’s Table is usually $39 with a few priced at $75. A portion of the Chef’s Table ticket price goes toward the culinary arts program. Online, non-credit courses are $94. For fiscal year 2012 leisure learners taking credit courses pay $130.60 per credit hour unless the student is 62 or over in which case they pay $33.60. Recommendations:

1. Develop processes to coordinate data collection between the main campus and the Lincoln County Campus.

2. Count attendance at theatre, multi-cultural, and art events.

3. Integrate the culturally enriching opportunities provided to the community by the College’s student clubs into this core theme.

4. Continue to explore new programming opportunities such Grandparents College, a multi-

generational learning experience scheduled to begin in July 2012.


Indicator CE1.2: Student perception of teaching quality for open enrollment non-credit courses Intended Outcome: 90% or more of community education students surveyed will rate the instructor as either good or excellent. Assessed Outcome: The outcome has been achieved; 99% of community education students from a random sample of class evaluations rated the instructor as either good or excellent Data Source: Analysis of 20 class evaluations (total of 150 students) randomly chosen from new courses and/or new instructors. Discussion: One way to gauge teaching quality in non-credit courses is student satisfaction. Through the use of class evaluations, the Continuing Education Center (CEC) is able to determine the student’s perception of instructor quality. Due to the large volume of general non-credit classes offered each semester, the CEC doesn’t survey every class. The CEC does survey all new instructors with an end of class written evaluation. The CEC also randomly conducts phone evaluations after the second or third class for new instructors who are offering long-term classes. This allows an early assessment if there are particular issues that need to be addressed. The CEC also evaluates new courses offered by regular instructors. If an instructor makes content or format changes, student evaluations will be conducted to ensure the quality of instruction has not been compromised. Student evaluations are filed in the instructor’s personnel file. Instructors are encouraged to view their evaluations. Most computer workshops are evaluated each semester. Those evaluations are screened and tallied onto a spreadsheet. Evaluations are shared with the instructors and eventually discarded. Recommendation: Lincoln County Campus does not currently evaluate their non-credit classes. Staff members on both campuses should develop processes for evaluating courses at LCC.


Community Education Objective Two:

Community education offerings provide a positive campus experience. Indicator CE2.1: Student perception of welcoming campus environment Intended Outcome: 90% or more of community education students surveyed will report a positive campus experience. Assessed Outcome: The outcome has been achieved; 97% of community education students surveyed reported a positive campus experience. Data Source: Student survey of all non-credit, open enrollment, community education students attending classes during the week of April 18, 2011. The survey summary is available at G:\Comedu\Private\Survey Summary, April 2011.doc. Discussion: Part of providing a positive campus experience is offering a welcoming and comfortable campus environment to community members. The desired outcome for this indicator is that 90% or more of students surveyed will report a positive campus experience. The Continuing Education Center conducted a survey of non-credit students in the spring of 2011 and verified that the desired outcome was achieved. Non-credit students overwhelmingly feel that FVCC offers them a welcoming environment. During the April 2011 survey period, a total of 151 surveys were distributed and returned for general non-credit classes. The Continuing Education Center queried students about their registration experience including registration process and registration staff. Students were also asked about their ease in finding their classroom and the college learning environment. The final question was to find out their overall campus experience. A total of 147 people, or 97% of respondents, reported that their campus experience was positive. Recommendation: Continue to evaluate the student experience using surveys. Building signage should be improved. A few student responses indicated difficulty in finding a particular classroom. The Continuing Education Center noted these concerns in a memo sent to the director of physical facilities and the vice president of administration and finance.

College-wide Assessment Report Page 1 FVCC Comprehensive Self-Evaluation Report Appendix H

College-Wide Assessment Report

Flathead Valley Community College

February 2, 2012


Mission Fulfillment

In early 2010, Flathead Valley Community College began preparing for its upcoming accreditation evaluation visit. This visit will be the College’s first using the newly revised accreditation standards from the Northwest Commission on Colleges and Universities (NWCCU).

The new standards require FVCC to define what it means to the College to fulfill its mission. In response to this requirement, the campus community agreed on four indicators of mission fulfillment. FVCC also set acceptable thresholds for each of these indicators. While FVCC strives to continually improve its performance on these indicators, attainment of performance at or above the identified thresholds signifies an acceptable level of mission fulfillment for the College.

The College’s mission fulfillment indicators, together with their associated thresholds of

acceptable performance and most recent results, are presented in Table 1. Details on time periods, data sources, and time-series data are available in the Mission Fulfillment Assessment Report.

Based on these data and other information presented in the Mission Fulfillment Assessment Report, and following committee discussions, the Continual Improvement Group has determined that the College is fulfilling its mission at an acceptable threshold.

The Continual Improvement Group recommends that mission level fulfillment indicators be added to reflect the developmental and community education core themes. Table 1: Mission Fulfillment

Indicator Acceptable Threshold of Performance

Most Recent Level of Performance

Performance Acceptable

MF1: Transfer students' grades at their receiving institution

85% or more of the grades earned by former FVCC students will be A, B, or C grades

88% Yes

MF2: Wages of career and technical graduates

Wages of FVCC graduates will be higher than the average wages of new hires in Flathead County

AAS Graduates' annual wages $4,939 higher;

CAS Graduates' annual wages $736 higher

Yes

MF3: Course-level success rate of degree-seeking students

The course level success rate will be above 75%

76.8% Yes

MF4: Overall student satisfaction with FVCC

The college will meet or exceed the Noel-Levitz national average on both questions of general student satisfaction.

5.57 on question 1 vs. 5.46 nationally; 6.05 on

question 2 vs. 5.72 nationally

Yes


Core Themes

The revised NWCCU standards also require FVCC to “identify core themes that individually manifest the essential elements of its mission and collectively encompass the mission.” The campus community decided on four core themes. They are transfer education, workforce education, developmental education, and community education. For each of these core themes, the College has identified objectives it works to achieve and meaningful, assessable, and verifiable indicators of achievement for each of the objectives. The Continual Improvement Group examined the performance on the objectives and indicators associated with each core theme and discussed suggestions for improvement. The following section summarizes the assessment results, and suggestions for improvement, that resulted from the Continual Improvement Group’s discussions for each of the four core themes.


Transfer Preparation Core Theme

The Transfer Preparation Core Theme objectives, indicators, and assessment results, are presented in Table 2. Details on time periods, data sources, and time-series data are available in the Transfer Preparation Core Theme Assessment Report.

Based on these data and other information presented in the Transfer Preparation Core Theme

Assessment Report, and following committee discussions, the Continual Improvement Group is satisfied that the programs and services supporting the Transfer Preparation Core Theme align with the College mission and the core theme objectives; the objectives have clearly defined goals and/or learning outcomes; the planning and practices for this core theme support a process of data driven decision making; and that the resources and capacity of the College are sufficiently aligned and integrated to support the objectives.

Areas of strength noted by the Continual Improvement Group:

• Transfer students’ grades from the Montana University System show that they are well prepared for success at FVCC.

• Increased enrollments of local recent high school graduates show FVCC’s strong reputation and that outreach to local high schools is effective.

The Continual Improvement Group recommended: • Continue the effort to gain enough data to analyze the transfer status of FVCC students relative to

native students (indicator TP 1.1). Once FVCC has a clearer picture of the transfer situation, the College should continue to work with other institutions of higher education to improve the seamlessness of transfer for students.

• Complete the restructuring of general education assessment (indicator TP 2.3) • Pursue detailed analysis of the data to determine if there is validity to the hypothesis that past

Running Start enrollments in the trades programs have caused a distorted picture. In addition, create a small group including the recruiter and Running Start coordinator who work directly with the Running Start program as well as the transfer preparation core theme shepherd and the executive director of institutional research, assessment, and planning to study the data and develop an improvement plan (indicator TP 4.2).

• Collect and analyze additional data to determine why an increasing number of transfer students are not returning to school. Develop an improvement plan to remedy the decline (indicator TP 4.3).


Table 2: Transfer Preparation Core Theme Objectives, Indicators, and Assessment Results

Indicator Intended Outcome Most recent level of performance

Outcome Achieved?

Objective One: Students are offered relevant curriculum applicable to post-FVCC educational goals.

TP1.1 Percent of programs listed in FVCC's academic catalog that, upon completion, result in identical transfer standing equivalent to native enrollments at the transfer institution.

100% of FVCC programs listed in Academic Catalog

will result in identical standing

Data collection in progress Unknown

Objective Two: Students receive high-quality instruction that prepares them for success at the baccalaureate level.

TP2.1 Student course success rates.

75% or more A, B, C, S, or SA grades 76.9% Yes

TP2.2 Student completion rates of first semester courses at Montana University System transfer institutions.

85% or more of the grades earned by

former FVCC students will be A, B, or C

grades

88.0% Yes

TP2.3 Percent of students demonstrating adequate performance on general education learning outcomes, sampled across all sections of general education courses.

80% or more of students assessed

demonstrate adequate performance on

general education criteria


TP2.4 Students' perception of teaching quality

Meet or exceed the Noel-Levitz national

average.

5.77 on a 7 point scale vs. the national average of 5.59

Yes

Objective Three: Students are provided the support necessary to maximize their educational time investments.

TP3.1 Student transfer, completion, and retention rates at FVCC

Compare favorably to IPEDS peer group.

FT Retention Rate: 52% (same as peers) Yes


PT Retention Rate: 38% (Peers: 36%) Yes


3-Year Transfer Rate: 17% (Peers: 16%) Yes


3-Year Graduation Rate: 27% (Peers:

20%) Yes


TP 3.2 Student perception of support quality


average.


Yes

Objective Four: Students are provided opportunities that bridge educational institutions.

TP4.1 Capture rates of local high school graduates

Increasing capture rate, increasing

number of transfer-intent students, and

number of workforce students increasing or

steady.

Capture rate increased in 2011. Number of

recent HS grads grew from 185 to 233.

Workforce students grew from 28 to 31

Yes

TP4.2 Percent of former FVCC dual enrollment high school graduates enrolled in postsecondary institutions the academic year following their time at FVCC.

Meet or exceed the national college

continuation rate.

57.2% for most recent FVCC running start

cohort vs. 63.3% nationally

No

TP4.3 Percent of declared transfer students that transfer to another college.

Continual Improvement

Transfer rate has dropped from 37.2% to 30.2% to 26.8% over three years.

No


Workforce Preparation Core Theme

The Workforce Preparation Core Theme objectives, indicators, and assessment results, are presented in Table 3. Details on time periods, data sources, and time-series data are available in the Workforce Preparation Core Theme Assessment Report.

Based on these data and other information presented in the Workforce Preparation Core Theme

Assessment Report, and following committee discussions, the Continual Improvement Group is satisfied that the programs and services supporting the Workforce Preparation Core theme align with the College mission and the core theme objectives; the objectives have clearly defined goals and/or learning outcomes; the planning and practices for this core theme support a process of data driven decision making; and that the resources and capacity of the College are sufficiently aligned and integrated to support the objectives.

Areas of strength noted by the Continual Improvement Group: • The high placement rate of program graduates within their field of study even in the midst of the

economic downturn. • The high degree of student satisfaction with workforce programs and instruction as measured by the

Noel-Levitz survey.

The Continual Improvement Group recommended: • Going forward, the faculty development and assessment specialist should ensure that the advisory

board survey is completed and the results recorded as part of the program review process. • For AAS degrees, the College should continue to monitor indicator WP1.3 and address it if the

numbers begin to creep up. At this point, it does not appear that the average credits at graduation are excessive. For CAS and CT degrees, further study should also take place to determine if the high number of credits comes from students identifying incorrect majors, students who are self-advising and taking the wrong classes, or if the students take more remedial courses than other segments of the student population.

• Evaluate reason why CAS graduates’ satisfaction with job preparation does not meet intended outcome.

• It is recommended that each program continue to review yearly with their advisory committees the need and importance for experiential learning. At the time of the advisory committee meeting, the inclusion of a required experiential learning course should be discussed and included if it believes it is necessary.

• Monitor balance between enrollment trends and cancellation rates for short-term training opportunities.


Table 3: Workforce Preparation Core Theme Objectives, Indicators, and Assessment Results


Outcome Achieved?

Objective One: Students are offered specific career and technical pathways, and programs aligned for timely completion.

WP1.1 Career and technical student course level success rate.

80% or more A, B, C, S, or SA grades 80.9% Yes

WP1.2 Student completion rates at FVCC.

Compare favorably to IPEDS peer group

3-Year Graduation Rate: 27% (above

peers (20%) Yes

WP1.3 Average Number of Credits Earned by FVCC Graduates.

Less than 120% of credits required for

degree.

AAS = 76.6 Credits CAS = 53.0 Credits CT = 46.0 Credits

Yes for AAS, No for CAS and CT

WP1.4 Capture rates of local high school graduates.

Increasing capture rate, increasing

number of workforce program-intent

students, and number of transfer students

increasing or steady.

Capture rate increased in 2011. Number of

recent HS grads grew from 185 to 233.

Workforce students grew from 28 to 31

Yes

Objective Two: Students are offered workforce training aligned with community needs.

WP2.1 Percent of graduates seeking jobs who obtain jobs in their fields.

75% or more of graduates seeking jobs

will obtain them in their fields.

79.4% Yes

WP2.2 Percent of AAS programs with required experiential education such as internships or externships.

100% of AAS programs require

experiential learning. 80.0% No

Objective Three: Students have the skills necessary to be successful in their chosen occupations or careers.

WP3.1 Student perception of teaching quality.


average.


Yes

WP3.2 Graduates surveyed report satisfaction with their overall job preparation for the workforce.

A rating of 4 or above for all three

degree/certificate levels (5 point scale)

AAS = 4.4, CAS = 3.8, CT = 4.3

Yes for AAS and

CT, No for CAS

WP3.3 Internship providers surveyed report FVCC career and technical program interns meet or exceed overall job preparation expectations.

At least 90% will be satisfied or very

satisfied (average of all evaluation

categories)

90.8% Yes


WP3.4 Advisory boards surveyed report competence in students' overall job preparation.

100% of advisory committees will report satisfaction with the

overall job preparation provided by training

programs


Objective Four: Valuable, short-term skills-training is offered for businesses and individuals.

WP4.1 Enrollments in short-term job skills training.

Overall increasing enrollments

Enrollments increased relative to FY 2010

but decreased relative to FY 2009. The cancellation has

improved.

Yes

WP4.2 Cancellation rate for open enrollment, non-credit business workshops and computer classes.

Cancellation rate 25% or less

Cancellation rate for non-credit business

workshops was 23.5% and for non-credit

computer classes was 11.6%

Yes

WP4.3 Student perception of teaching quality for open-enrollment, non-credit business workshops and computer classes.

At least 90% will be satisfied or very

satisfied 97.0% Yes


Developmental Education Core Theme

The Developmental Education Core Theme objectives, indicators, and assessment results, are presented in Table 4. Details on time periods, data sources, and time-series data are available in the Developmental Education Core Theme Assessment Report.

Based on these data and other information presented in the Developmental Education Core Theme Assessment Report, and following committee discussions, the Continual Improvement Group is satisfied that the programs and services supporting the Developmental Education Core theme align with the College mission and the core theme objectives; the objectives have clearly defined goals and/or learning outcomes; the planning and practices for this core theme support a process of data driven decision making; and that the resources and capacity of the College are sufficiently aligned and integrated to support the objectives.


• The high level of student satisfaction with both the quality of instruction and support services for developmental students.

The Continual Improvement Group recommended that the College: • Pursue a policy of mandatory placement in developmental courses based on students’ placement

scores on the COMPASS test; • Review the course profiles and syllabi for WRIT 080 and 095 to ensure appropriate progression to

WRIT 101; • Develop a speed reading course; • Identify courses requiring college level reading and include COMPASS reading placement as a

prerequisite for those courses; and • Recalculate developmental course completion rates with SR grades counted as successful to

determine whether that makes a meaningful difference in the overall averages. Table 4: Developmental Education Core Theme Objectives, Indicators, and Assessment Results


Outcome Achieved?

Objective One: Students progress in developmental courses and transition to higher-level education courses.

DE1.1 Percent of students indicating a need for remediation as demonstrated by placement testing who register for the recommended developmental course.

100% correct placement

Percent enrolling in the correct course:

Math = 43.4%, Writing = 88.2%, Reading = 76.2%

No

DE1.2 Percent of students successful in 100-level courses after completing developmental coursework.

Former developmental students compare

favorably to overall student success rate.

Pass rate for former developmental

students: Math = 76.2% vs. 74.1% of all

students, Writing = 82.4% vs. 81.0% for

all students

Yes


Objective Two: Students receive high-quality instruction that prepares them for success at the college level.

DE2.1 Developmental level course grade outcomes.

70% or more A, B, C, S, or SA grades 66.5% No

DE2.2 Student perception of teaching quality in developmental courses.


Math satisfaction = 6.23, Writing

satisfaction = 6.25, Reading satisfaction = 6.03. Developmental satisfaction exceeds

transfer and workforce satisfaction (on a 7

point scale)

Yes

Objective Three: Students are provided the support necessary to maximize their educational time investments.

DE3.1 Developmental level course grade outcomes.

70% or more A, B, C, S, or SA grades 66.5% No

DE3.2 Student perception of support quality.


Math satisfaction = 6.04, Writing

satisfaction = 6.13, Reading satisfaction = 6.02. Developmental satisfaction exceeds

transfer and workforce satisfaction (on a 7

point scale)

Yes


Community Education Core Theme

The Community Education Core Theme objectives, indicators, and assessment results, are presented in Table 5. Details on time periods, data sources, and time-series data are available in the Community Education Core Theme Assessment Report.

Based on these data and other information presented in the Community Education Core Theme Assessment Report, and following committee discussions, the Continual Improvement Group is satisfied that the programs and services supporting the Community Education Core theme align with the College mission and the core theme objectives; the objectives have clearly defined goals and/or learning outcomes; the planning and practices for this core theme support a process of data driven decision making; and that the resources and capacity of the College are sufficiently aligned and integrated to support the objectives.


• The growth and sustainability of the community education program over time. • The high degree of student satisfaction with the community education program offerings.

The Continual Improvement Group recommended:

• That the continuing education staff work to improve and standardize some data collection and reporting practices between the main and Lincoln County Campuses.

• Use WEAVEonline software to capture student and credit program activities with community education component.


Table 5: Community Education Core Theme Objectives, Indicators, and Assessment Results


Outcome Achieved?

Objective One: The community is offered quality and diverse programming for personal enrichment.

CE1.1 Community education program diversity review.

Community education offerings demonstrate diversity in subjects

taught, delivery methods and times,

and price

A qualitative review of the non-credit

programming offerings suggests that this indicator is being met. See the table and discussion in the full

report for details.

Yes

CE1.2 Student perception of teaching quality for open enrollment non-credit courses.

90% or more of community education students surveyed will rate the instructor as

either good or excellent

99% Yes

Objective Two: Community education offerings provide a positive campus experience.

CE2.1 Student perception of welcoming campus environment.

90% or more of community education students will report a

positive campus experience

97% Yes

Key Organizational Charts Page 1 FVCC Comprehensive Self-Evaluation Report Appendix I

ORGANIZATIONAL CHART

Board of Trustees

Warren Tolley

Executive Director, Human

Resources

Susie Burch

Executive Director, Economic

Development & Continuing

Education

Brad Eldredge

Executive Director,


Assessment & Planning

Kristen Jones

Vice President of Instruction & Student Services

Chuck Jensen

Vice President of

Administration & Finance

Bill Bond

Executive Director,

Management Information

Systems

Colleen Unterreiner

Executive Director,

Institutional Advancement

Faith Hodges

Title III Project

Manager

Jane KarasCollege President

Monica SettlesExecutive Assistant to the President and Dlerk

of the District


Also reporting to Kristen Jones: Apprenticeship Coordinator- Culinary Arts and Instructional Project Coordinator – Sustainable Agriculture

Kristen Jones

Vice President of Instruction and Student Services

Michael Ober

Librarian

Jessica Hopkins

Faculty Development & Assessment

Specialist

Mary Jordt

Director, Educational

services

Pat Pezzelle

Director, Extended

Learning, LCC

Division

ChairsPete Wade

Director, Career & Technical Education

Brenda Hanson

Dean of Students

Myrna Ridenour

Director, Nursing Program

Emily Jense

Executive Assistant to the Vice President of Instruction & Student Services


Brenda HansonDean of

Students

Marlente Stoltz

Registrar

Lynn Farris

Director, Trio

Sharon Randolph

Coordinator, Student

Activities & Development

Laurie Peiffer

Director, Early

Childhood Center

Cindy Kiefer

Director, Financial

Aid

Carrie Burnham

Counselor

Mick Stemborski

Coordinator, Multicultural

Services & Study Abroad

Programs

Jeremy Fritz

Outreach Coordinator,

Career Pathways &

Running Start

Key FVCC Committees Page 1 FVCC Comprehensive Self-Evaluation Report Appendix J

FVCC Committees

Accreditation Steering Committee Purpose: Develop campus processes to meet new NWCCU standards and oversee transition from old to

new NWCCU accreditation process Committee Chair selection: Appointed by College president Co-chairs: Dr. Janice Alexander and Susie Burch Committee members:

Dr. Janice Alexander, Faculty, Chemistry/Forensic Science/Mathematics Coleen Baars, Systems Analyst-College Records Susie Burch, Executive Director, Economic Development and Continuing Education Dr. Brad Eldredge, Executive Director, Institutional Research, Assessment and Planning David Evans, Maintenance Worker II Lynn Farris, Director, TRIO Faith Hodges, Executive Director, Enrollment Planning and Title III (retired 12/31/2010) Dr. Jessica Hopkins, Faculty Development and Assessment Specialist Kathy Hughes, Vice President of Instruction (retired 6/30/2011) Chuck Jensen, Vice President of Administration and Finance Dr. Sue Justis, Faculty, Medical Biology Cynthia Kiefer, Director, Financial Aid Jerry Lundgren, Faculty, Psychology and Human Services Philip MacGregor, Faculty, Computer Applications/Accounting Sharon Nau, Associate Registrar/Systems Analyst Pat Pezzelle, Director, Extended Learning/Lincoln County Campus Dr. David Scott, Faculty, Education/Philosophy/Religion (retired 6/30/2010) Nicholas Thiel, Faculty, Computer Science/Mathematics

Budget Committee Purpose: Assist the College with its planning process by making allocation recommendations based upon

departmental and institutional goals. Committee Chair selection: Appointed by College president Chair: Dr. Brad Eldredge Committee members: Membership includes representation from each area of the college, including a

representative from the student body.

College Council Purpose: Serves as an advisory committee to the College president with focused efforts on institutional

policy, long-term planning, institutional mission, review of annual budget, enrollment management, institutional image and student satisfaction.

Meeting Facilitator: College president appoints or rotating, depending upon committee preference Chair: Dr. Jane Karas Council Membership: College president; part-time and full-time faculty; representatives from Student

Government; and a representative from Educational Services, Student Services, Continuing Education, College Relations, Business Services, Lincoln County Campus, Learning Resource Center, Human Resources and Management Information Systems. Membership contains a balance of classified, professional, and administrative employees.


Continual Improvement Group Purpose: Review all assessment results; evaluate if whether the Institutional Plan, Mission Fulfillment,

and Core Themes are continuing to adequately address strategies to improve on the objectives; discusses resource allocation as it relates to the institutional performance indicators; reviews and updates the Assessment Plan, and submits recommendations to the College president.

Committee Chair selection: Defined by Institutional Assessment Plan Chair: Dr. Brad Eldredge Membership: vice president of instruction and student services, vice president of administration and

finance, executive director of institutional research, assessment and planning; dean of students; director of extended learning, faculty development and assessment specialist, and the core theme shepherds.

Curriculum Committee Purpose: Establish academic policies and procedures for the College, and approve all program and course

proposals and revisions. Committee Chair selection: Defined by Curriculum Committee policies and procedures Co-Chairs: Vice president of instruction and student services and Faculty Senate president (Dr. Kristen

Jones and Phil MacGregor) Membership: Division Chairs; representative from the Learning Center; president and vice president of

Faculty Senate; representative from Student Services; and the vice president of instruction and student services.

Distance Learning Committee Purpose: Provide input on the College’s efforts to provide quality educational experiences to our

extended learning students in online and interactive teleconferencing courses. Committee Chair selection: Chosen by Committee Chair: Rick Halverson Membership: Full time faculty, adjunct faculty and administrators Executive Staff Purpose: Make recommendations to the president on College operations including planning, organization,

management, and assessment. Membership: Vice president of instruction and student services, vice president of administration and

finance, executive director of institutional advancement, executive director of institutional research, executive director of human resources, executive director of management information systems, and executive director of economic development and continuing education.

Faculty Senate Purpose: To be actively involved in all academic matters of the College. The Senate shall endeavor to

recognize, encourage, develop, and maintain professional excellence among its members, as well as academic excellence in educational programs offered by the College.

Committee Chair: Faculty Senate President, defined in Faculty Senate Articles of Organization Chair: Phil MacGregor Membership: Faculty Senate president and vice president, division chairs, two elected adjunct faculty Faculty Senate membership: Full-time and adjunct faculty General Education Team Purpose: Review the General Education/Related Instruction outcome statements and components of each

outcome, compiles and reviews General Education assessment results, shares results of assessment cycles with faculty providing support as needed, reviews the General Education

http://www.fvcc.edu/current-students/student-resources/learning-center.html�

http://www.fvcc.edu/current-students/student-resources/student-services.html�


Curriculum and proposes changes to the Curriculum Committee, and formally reviews each General Education category every three years.

Committee Chair selection: Appointed by the vice president of instruction and student services Chair: Dr. Jessica Hopkins Membership: Faculty member from each Gen Ed category and faculty Development and Assessment

Specialist Personnel Committee and Tenure Review Committee Purpose: Oversee the pre-tenured and post-tenured faculty evaluation process. Committee Chair selection: FVCC Educational Association elections Chair, Personnel Committee: Faculty and Business & Technology Division Chair Karla West Chair, Tenure Review Committee: Faculty, Anita Ho Committee Members: FVCC Educational Association elections Program Review Committee Purpose: Oversees the program review process including revision of forms and procedures; evaluating

current and proposed programs; making recommendations to the program director, vice president of instruction and student services, and Curriculum Committee; and setting follow-up dates for action items.

Committee Chair selection: Faculty Development & Assessment Specialist, as per Institutional Assessment Plan

Chair: Dr. Jessica Hopkins Committee Members: Faculty appointed by the vice president of instruction and student services Safety Committee Purpose: Identify and address campus safety and security issues. Committee Chair selection: Appointed by College president Chair: Kris Long, instructor Membership: Representing all buildings and both campuses. Student Government Purpose: Work toward involving students in the decision-making process on campus by acting as a

liaison with administration and encouraging active participation in campus activities and student organizations, thereby promoting a positive educational environment for the campus community.

Committee selection: Elected by student vote. Leadership (2011-2012): President: Anna Wendt; Vice-president: Jacob Harris; Activity Director: Cord

Thompson; Business Manager: Chris Holmes; Secretary: Tamara Gilham: Sophomore Senators: William Garcia, Robert Putman; and Freshman Senators: Sean Adams, Breezy McKessick, Lauren Stanberry.

Membership: All students enrolled at the College or any of its satellite campuses are members of the Associated Students of the Flathead Valley Community College (ASFVC), also known as Student Government. The Student Government sophomore senators and officers election is held in April while the freshman senators’ election is conducted in September.

Advisors: Student Activities Coordinator Sharon Randolph and Faculty Member Joe Legate

Accreditation Timeline 2010-2012 Page 1 FVCC Comprehensive Self-Evaluation Report Appendix K

FVCC Accreditation Timeline – Revised Standards

Spring 2010 Core Theme input to College Council from all academic division and non-academic departments

February, 2010 Accreditation Co-Chairs Named

March, 2010 Steering Committee Appointed

March 24, 2010 Inaugural Accreditation Steering Committee meeting

April 2010 Standard Two Sub-Committees formed

April 16, 2010 Accreditation Steering Committee meeting • Confirm core theme recommendations

April 23, 2010 Accreditation Steering Committee meeting

• Core themes • Standard Two • Engagement

May 7, 2010 Accreditation Steering Committee meeting

• Core themes • Standard Two • Campus Forum

May 12, 2010 Campus-wide Open House on Accreditation

June 2010 College Council approves Core Themes

July 2010 Board of Trustees approve Core Themes

June 22, 2010 Accreditation Steering Committee meeting

• Core themes • Guiding principles • Standard Two progress • Engagement • Fall in-service preparation

July 20, 2010 Accreditation Steering Committee meeting

• Standards One, Two, Three & Four • Communications • General topics

August 18, 2010 Accreditation Steering Committee meeting

• Preparation for in-service


August 24, 2010 All employee in-service • Accreditation: The New Standards and Process – Ron Baker • Accreditation status update • Campus Discussion – Core Theme Objectives & Indicators

October 19, 2010 All employee in-service

• Accreditation status update • Input on Core Theme Objectives and Indicators

December 20, 2010 Board of Trustees approve Core Theme Objectives and Indicators

December 2010 Standard Two Sub-Committee Section Outlines completed

January, 2011 WEAVE entity tree takes shape

January 13, 2011 All employee in-service

• Accreditation status update • Review of Standard Two section outlines • Resource constraints

February & March, 2011 Institutional Plan input: SWOT exercises with campus leadership

• College Council (2/10/11) • Faculty Senate Board (2/11/11) • Student Government (2/16/11) • Executive Staff (3/21/11)

March 1, 2011 Year One Report submitted to NWCCU

April 15, 2011 Subject Matter Experts complete Standard Two sections using Sub-

Committee outlines and employee input

Spring, Summer, Fall 2011 Academic data entered into WEAVE

Summer & Fall, 2011 Update Strategic Plan to Institutional Plan Develop written articulation of assessment (Institutional Assessment Plan)

August 23, 2011 All employee in-service • Accreditation update • Continual Improvement Group meets to confirm indicator

thresholds

June, 2011 Core Theme Shepherds outline Chapter 4 sections

October 19, 2011 All employee in-service • Accreditation status update • Departmental Goals • Faculty decision re General Education curriculum


October 28, 2011 Board of Trustees approves general concept of Institutional Plan

Executive Staff approves Institutional Plan draft

December 7, 2011 College Council approves Institutional Plan draft Executive Staff approves Assessment Plan

Subject Matter Experts Update Standard Two sections

December 19, 2011 Board of Trustees approves Institutional Plan

December 31, 2011 End of data collection cycle for comprehensive report

January 12, 2012 All employee in-service • Accreditation status update • Continual Improvement group meeting Mission Fulfillment data Core theme data

January 13, 2012 Continual Improvement group meeting

Complete analysis and discussion of data

January 23, 2012 Board of Trustees approve revised Core Theme Objectives and Indicators

February 1, 2012 Mission Fulfillment and Core Theme Shepherd reports submitted to the Continual Improvement Group

February 2012 College-wide Assessment Report released to Executive Staff, President Approved by President, shared with all employees

February 10, 2012 Assessment results and recommendations discussed at: • Faculty Senate meeting • Continual Improvement Group/Accreditation Steering

Committee meeting • Open Forum