hutchinson community college and area vocational school

Hutchinson Community College

and Area Vocational School

Systems Portfolio

June 2010

Expanding the tradition

of excellence through learning and collaboration

TABLE OF CONTENTS

Overview O-1 Helping Students Learn 1-1 Accomplishing Other Distinctive Objectives 2-1 Understanding Students‘ and Other Stakeholders‘ Needs 3-1 Valuing People 4-1 Leading and Communicating 5-1 Supporting Institutional Operations 6-1 Measuring Effectiveness 7-1 Planning Continuous Improvement 8-1 Building Collaborative Relationships 9-1 Index to PEAQ Criteria I-1

Hutchinson Community College June 2010

Overview O-1

OVERVIEW

Hutchinson Community College‘s mission is to expand the tradition of excellence through

learning and collaboration. The college values ACCESS achieved through low tuition costs,

state-of-the art facilities and virtual learning options; LEARNING for faculty, staff and students

at all levels of preparedness; and COLLABORATION in which the college is a responsive and

agile participant in a broad variety of relationships including active advisory committees and

business and industry partnerships. HCC‘s vision is to be the premier two-year educational

institution in Kansas delivering accessible opportunities for learning, growth and improved

quality of life.

HCC offers a broad range of academic opportunities including pre-baccalaureate studies, career

preparation, and short-term training programs that address workforce needs. In the 2008-2009

year more than 8,800 persons enrolled for credit classes; another 7,500 participated in non-

credit instruction, primarily workforce training and retraining. Thirty-two technical programs -

allied health, trades and computer-supported curricula - prepare students for entry-level

positions. In the last three years HCC has awarded an annual average of 600 Associate

degrees and 90 one-year Certificates.

The College was established in 1928 by referendum to serve as a postsecondary extension of

the Hutchinson Public Schools. Following the passage of the 1965 Higher Education Act, the

college became one of 16 public community colleges in Kansas with that number growing to 19

by 1969. Through the years HCC has grown and diversified into a comprehensive two-year

public postsecondary institution capable of addressing the post-secondary education needs of

the entire region. HCC‘s student body is considerably younger than the students at community

colleges of similar size (CCSSE Data 2006 - 50% of HCC students are 18-21 years old; 40% of

students at cohort colleges are in this age range.)

In 1992 the college absorbed the skilled trades programs of the Central KS Area Vocational

School. This merger strengthened the college‘s presence in the communities of McPherson

(Practical Nursing program), Newton (instruction in Building Trades, Welding, and Machining)

and in Hutchinson (Machining, Auto Collision Repair, Auto Mechanics, and Building Trades).

Secondary and postsecondary students attend class together in high school locations in the

latter two communities. The result has created improved efficiencies in instruction and provides

a seamless transition for students to complete an Associate of Applied Science degree.

The main campus, located at 1300 North Plum in Hutchinson, Reno County, has eight

classroom / administrative buildings. Nearby are Davis Hall, a multi-story classroom building

and residence halls for 400 students. Fire training grounds, farm ground, greenhouse facility

and classroom buildings are located south of Hutchinson on the site of a former military base.

Leased facilities throughout the college‘s state-designated service area - Reno, McPherson,

Harvey, and part of Rice County - house administrative and classroom facilities. The service

area (outlined on the accompanying map) has a population of approximately 135,000 residents.

HCC is the only public postsecondary institution within a 50-mile radius of Hutchinson.


Overview O-2

A seven-member board, elected by the county voters, governs the college. Reno County is the

taxing base for the college, providing approximately 46% of our public budget. HCC and all

public community and technical colleges are coordinated by the Kansas Board of Regents.

1. What are your goals for student learning and shaping an academic climate? What

are your key credit and non-credit instructional programs, and educational systems,

services, and technologies that directly support them?

The college‘s goals for student learning are academic success and the ability to assess the

attainment of student learning.

Our institution-wide student learning outcomes were developed in a collaborative process lead

by the Dean of Instruction in 2002. All credit courses identify which of the four learning

outcomes are addressed in course content and assessment activities. HCC‘s desired outcomes

for students who complete a degree or certificate are

I. Demonstrate the ability to think critically and make reasonable judgments by

acquiring, analyzing, combining, and evaluating quantitative and non-quantitative

information.

II. Demonstrate the skills necessary to access and manipulate information through

various technological and traditional means.

III. Demonstrate effective communication through writing and speaking.

IV. Demonstrate effective interpersonal skills.

The college‘s goals for shaping an academic climate focus on learning, program improvement

and expansion, and being responsive to identified needs. The Dean of Instruction has led HCC

in the cultivation of a ‗learning college‘ environment. Professional learning is provided for all

faculty at the beginning of each semester. Understanding and engaging students has been a

primary focus in recent years. As need is identified, resources are made available for faculty to

participate in discipline-specific development to gain knowledge and effective facilitation skills in

the classroom. Administrative and support staff are expected to annually complete 20 clock

hours of learning applicable to their work.


Overview O-3

Evaluation is used as a learning tool. Faculty evaluation is conducted in accordance with the

schedule outlined in the Master Agreement. New faculty members are evaluated each

semester for three years and tenured faculty are evaluated on a three-year rotation. Annually,

all other fulltime employees are provided feedback about their performance in a formal

evaluation conducted by their supervisor. The CCSSE and Noel-Levitz Student Satisfaction

Survey (each administered biennially) provide feedback concerning student experiences at HCC

and enable institutional leaders to learn what is important to students and their level of

satisfaction.

The college values revision and expansion of curricular offerings to meet current and projected

needs. A formalized process for reviewing each academic area has been established. Faculty

responsible for a program (academic or technical) report the program‘s level of activity, and

challenges and opportunities for growth. Triennially, program faculty members present their

findings to the President, Dean of Instruction, and Director of Learning Outcomes and

Assessment. This setting allows for informal discussion of the program‘s successes and future

needs.

Selected faculty members participate in reviews with colleagues from across the state to

compare learning outcomes in general education courses and selected technical programs.

These efforts are initiated by the Chief Academic Officers and the Kansas Board of Regents.

Career and Technical Education (CTE) programs are created and/or improved in response to

needs identified in the workplace. In recent years program expansion has occurred in the

Associate Degree and Licensed Practical Nursing programs in response to the projected

nursing shortage. Each program now has an on-line component to increase student access.

Programs have been developed to prepare students for careers as Pharmacy Technicians and

Physical Therapist Assistants in response to industry demand.

Hutchinson Community College and Area Vocational School offers three Associate degrees:

Associate in Arts – freshmen/sophomore level coursework in preparation for transfer to a

four-year institution

Associate in Science – meeting the requirements of the Kansas Public Community

College Kansas Regents Transfer and Articulation Guide guaranteeing students who

successfully complete this degree will transfer to any Kansas Regents institution with

junior standing

Associate in Applied Science – two-year programs of study preparing students for entry

level work in a technical field

In addition, HCC offers coursework for

Certificates in career and technical education (generally one-year courses of study)

Business training and retraining

Continuing education in various professions


Overview O-4

Adult Basic Education/GED completion

Personal enrichment (non-credit and credit courses)

All credit hour coursework is the responsibility of the eight academic departments. The

Business and Industry Institute offers short-term, customized training to area companies for

credit or non-credit, depending upon the company‘s preference. HCC offers a limited schedule

of non-credit, personal enrichment coursework.

Transfer coursework is offered at the freshmen and sophomore level. Department chairpersons

intentionally maintain relationships with colleagues at the four-year degree-granting institutions

in Kansas to assure HCC course content meets expectations at the receiving schools.

Approximately, 40% of all credit hour instruction is prerequisite or required courses in one or

two-year career and technical education programs. These programs of study are listed below.

The college also grants certificates to students in the technical areas printed in italics. Certificate

curricula are comprised of the core courses; the degree curriculum incorporates a broader array

of coursework including general education. Advisory committee input – each CTE program has

an advisory committee that meets twice yearly - enables programs to be responsive to current

workforce needs.

Career and Technical Education Programs

Agricultural Diesel Mechanics

Auto Collision Repair

Auto Mechanics

Banking

Building Trades Technology

Business Administrative Technology

Business Management/Entrepreneurship

Chemical Technology

Computer Drafting

Computer Support Specialist

Criminal Justice

Early Childhood Education

Electronic Engineering Technology

Emergency Medical Services

Farm and Ranch Management

*Certificate only, no degree, is awarded

Fire Science

Health Information Technology

Machine Technology

Manufacturing Engineering Technology

Nursing – Associate Degree

Paralegal

Paramedic

Pharmacy Technician*

Physical Therapist Assistant

Practical Nursing*

Radiology

Surgical Technology*

Telecommunications

Visual Communications

Welding Technology


Overview O-5

Our primary course delivery method continues to be face-to-face in classrooms and lab settings.

To date, HCC has been able to meet student demand for additional course sections (both face-

to-face and on-line) as enrollment has increased. In this decade the growth of on-line courses

has increased tremendously. Only 1.8% of all credit hour courses were offered online in 2001.

In the Fall 2009 semester, 29% of all coursework was offered via the world wide web, serving

44% of our student body. (Many students enroll in both online and face-to-face classes.)

Classroom-based instruction is web-supported as well. Faculty may electronically post syllabi,

assignments, and supplementary materials. Students can access their coursework, tuition

accounts, and academic records via the DragonZone portal.

HCC‘s on-line course development is completed by college faculty who also teach face-to-face

classes. On-line course development is supported by instructional designers in the Instructional

Technology /Distance Education Department.

Students have access to technology when using academic support services. The Rimmer

Learning Resource Center is open 90 hours per week during the academic year and houses 81

computing workstations for student use. The college‘s Information Technology Services

Department maintains 44 student computer labs (collectively housing more than 600

workstations) located throughout the campus and at outreach sites. HCC has programs for

academic tutoring, decentralized advising, student orientation and supplemental instruction.

2. What key organizational services, other than instructional programs, do you provide

for your students and other external stakeholders? What programs do you operate

to achieve them?

The college Vision Statement addresses the institutional commitment to provide opportunities

for learning, growth and improved quality of life. Four areas of service enable HCC to serve

varying constituencies: Athletics, Community Service, Fundraising and Service to Business.

Student athletes participate in twelve intercollegiate sports (six men‘s, six women‘s) within the

Kansas Jayhawk Community College Conference. Our athletic program enables approximately

250 student athletes to compete at the collegiate level (almost all of whom are on athletic

scholarship) and fosters community involvement. The National Junior College Athletic

Association (NJCAA) National Division I men‘s basketball tournament is played each March in

the Hutchinson Sports Arena, a large facility owned by the city and maintained by the college.

The college sponsors community service programs to address community needs and provides

enriching cultural activities for the community at large. The Volunteer Center matches

volunteers with non-profit entities to expand their capacity to meet community need. In program

year 2009, 828 volunteers contributed over 90,800 hours to 103 non-profit and governmental

organizations in Reno County.

KHCC, the college‘s public radio station, was established in 1979. With the addition of KHCD-

FM in 1988 and KHCT-FM in 1992 the network‘s name changed to Radio Kansas. The station

serves approximately one million listeners across the central one-third of Kansas with classical

music and nationally-produced public radio programming.


Overview O-6

The Dillon Lecture Series was created in 1981 to honor community leaders Ray and Stella

Dillon and provide out-of-classroom educational experiences for youth and the community.

Speakers of national prominence address issues in the arts, politics, science, and sports. Three

or four speakers are scheduled each year and have included Maya Angelou, Olympia Dukakis,

Lech Walesa, Robert F. Kennedy, Jr., Robert Ballard, Mario Andretti, Whitey Herzog, F. Lee

Bailey, and Doris Kearns Goodwin.

Fundraising enables community members and alumni to aid current and prospective students

and to support capital campaigns that increase our capacity for quality learning environments.

The President leads an ongoing campaign to fund construction projects. In the last ten years

the college has renovated or expanded the student union, the library, and three classroom/lab

buildings. The HCC Endowment Association fundraises and awards academic scholarships to

current and prospective students.

HCC has established or partnered to create programs that provide services to business. The

Business and Industry Institute (B & I) is a rapid response entity, providing training and

consultation for business and industry, primarily within the college service area. The institute

uses expertise from the college to serve clients and coordinates customized training as

requested. On a limited basis, B & I provides training throughout the state.

The Workforce Development Center (WDC) operates under a contract with the Local Area 1

Workforce Investment Board to oversee One-Stop and Workforce Investment Act activities in

sixty-two western Kansas counties. The center distributes Workforce Investment Act (WIA)

funding to aid job seekers in gaining skills needed for employment and matches applicants with

existing job openings. The WDC administers the Kansas WorkReady Certificate and provides

other job seeker and employer services.

3. What are the short- and long-term requirements and expectations of the current

student and other key stakeholder groups you serve? Who are your primary

competitors in serving these groups?

Hutchinson Community College has identified the following student and stakeholder groups and

determined their general needs and expectations. These were determined through formal

surveying, an external marketing study, student focus groups, input from advisory committees,

and in-house discussions among faculty and staff.

All Students Short- and - Long Term Requirements/Expectations

Prospective Students

Traditional (ages 16-24)

Non-traditional (25+)

Accurate and timely communication in multiple modes – on-line, print, face to face,

phone

Campus atmosphere of welcome and interest

Accessible opportunities for learning, growth and improved quality of life

Scholarship and financial aid assistance

Current Students

Full-time (12+ credit hours)

Part-time (1-11 credit hours)

Course schedule compatible with life style

Appropriate learning environments

Accurate advising

Co-curricular and intercollegiate activities


Overview O-7

First-year

Returning

Assistance to achieve academic and career success

Transfer coursework accepted at receiving institutions

Course offerings that lead to certificate, diploma, other recognized endorsement for

immediate employment, or skill upgrade

Safe campus environment

Auxiliary services provided in a timely manner

Fair and equitable treatment in administration of college policies (e.g., academic

appeal)

Targeted student groups have specific requirements and expectations as well.

Selected Student Groups Requirements / Expectations

Honors Challenging coursework that is engaging

Transferability to four-year institutions

Developmental Assessment into appropriate level of instruction

Coursework preparation for college-level classes

Transfer Contacts with four-year institution personnel

Transferable coursework

General / Undecided Majors Career exploration opportunities

Accurate advising

Broad curriculum choices

Career / Technical Education Currency in curricula

Labs that simulate workplace

Assistance with job placement

Student Athletes Opportunities to participate in sports

Supportive coaching staff

Access to four-year institutions‘ sports programs

Academic and athletic skill development

Students with Documented

Disabilities

Assistance with appropriate accommodations

Students in On-line Courses Access to library, tutoring, advising services and prompt

communication with faculty

The expectations of HCC‘s external stakeholders are listed below.

External Stakeholders Short- and Long-Term Requirements/Expectations

Parents Relevant, quality education

Safe environment

Affordability

Employers Well-trained entry-level employees

Accessible, low-cost training for incumbent workers

Alumni Life-long learning opportunities

Opportunities to support college programs

Maintenance /accessibility to academic records

Community Members / Taxpayers Cost-effective, quality education

Responsiveness to community needs

Identification with college, e.g., athletic and fine arts events

and interaction with students and staff


Overview O-8

Legislators Quality education

Well-educated workforce

Responsible fiscal management

Responsiveness to community/state needs

Hutchinson Community College aggressively recruits students for transfer and for career

education. There are many opportunities for education in Kansas. In addition to a host of

proprietary organizations, the state supports 19 public two-year colleges, six technical colleges,

six universities and a municipal university. Military recruitment and the job market (though

lessened at this time due to general economic conditions) also vie for students who are the

target market for HCC.

4. What are your administrative, faculty, and staff human resources? What key factors

determine how you organize and use them?

All Hutchinson Community College personnel are categorized as either faculty, administrative or

hourly. The college employs 114 fulltime, tenured-track faculty and 200 to 250 part-time faculty

each semester as demand for coursework dictates. Eighty administrative staff support a variety

of program areas: community services, student services, academic support, athletics, and the

administrative functions of the college (e.g., physical plant, business office). Approximately 180

hourly staff (primarily maintenance and clerical) support the academic and administrative

functions of the college.

Personnel are organized by major function area, each headed by a Dean or the President.

(Organizational Chart in Category 5). The Dean of Instruction is responsible for all teaching and

learning functions, the Dean of Finance & Operations is responsible for administrative functions

that support both students and staff needs, the Dean of Student Services is responsible for

support services to students, and the Dean of Workforce Development/Outreach is responsible

for business and industry training and coursework that is offered off-campus. The President

directly supervises offices that serve the entire campus (e.g., Human Resources, Institutional

Research, Special Projects). Clerical personnel are located in most work units to support

administrative and teaching staff.

The physical location of classrooms and labs partially dictate where faculty and support

personnel are housed. Generally, faculty offices are located near their general teaching area,

e.g., fire science and agriculture personnel are housed at South Campus, a rural facility that

provides space for large instructional labs and outdoor firefighting simulation. Clerical and

maintenance staff are assigned to each building. When possible, a single clerical person may

support faculty from several academic departments who are co-located. Information

Technology technicians are assigned to support specific academic and administrative offices

and computer labs.

The growth of on-line enrollment has led the college to employ an increasingly larger number of

part-time faculty. Personnel who live within driving distance are provided shared office space.


Overview O-9

Many part-time on-line instructors come to campus only for specific meetings or professional

development and have no need for office space.

5. What strategies align your leadership, decision-making, and communication

processes with your mission and values, the policies and requirements of your

oversight entities, and your legal, ethical, and social responsibilities?

HCC employs multiple leadership and communication strategies to fulfill its mission, vision and

values. So students may access postsecondary education at an affordable cost, the President

actively participates in the Kansas Legislative and postsecondary governance processes. He

testifies before committees as requested and collaborates with the Community College Council

of Presidents to assure continued public funding. HCC‘s senior leadership, in collaboration with

the Board of Trustees, assures resources are sufficient to meet operating costs and payroll, to

support construction and renovation expenses, and the expansion of on-line and face-to-face

coursework and programming for the benefit of students and area residents.

In order to maintain currency in learning, program areas are reviewed jointly by the President,

Dean of Instruction, Director of Learning Outcomes and Assessment and appropriate faculty

every three years. This periodic review of all program areas (both technical and transfer)

enables HCC to maintain currency in course offerings for the benefit of students who are

preparing for careers or for transfer. Professional learning is offered to all faculty members and

student services personnel at the beginning of each semester. Administrative and hourly staff

are provided time away from job responsibilities to complete 20 clock hours of professional

development annually. Funds are also made available for staff to enroll in six hours of credit

coursework each semester.

HCC personnel collaborate with high school, postsecondary and business partners. Annually,

articulation agreements are updated with area high schools. Each year, department

chairpersons and senior administrators visit one of Kansas‘ public four-year institutions.

Personnel build professional relationships with host school colleagues for the benefit of HCC

students transferring to four-year Kansas colleges. Industry representatives serving on CTE

advisory committees collaborate with program personnel to improve course offerings and

student learning.

Communication at HCC is enhanced by participation in the college‘s committee structure. Four

institution-wide committees – Teaching and Learning, Professional Development and Training,

Regulatory Compliance/Due Process, and Institutional Effectiveness - provide an effective

process for stakeholder input from all areas of the college community and is the primary

strategy used to create or revise procedures that affect multiple work areas and to draft policies

for recommendation to the Board of Trustees.

Committee meeting minutes are maintained on the college‘s intranet site, Webservices, to

enhance communication across the institution. The president prepares a ‗state of the college‘

address at each semester‘s inservice, an all-employee Convocation is held each spring, and the

President sends a weekly email communication entitled First Monday to inform staff of current


Overview O-10

issues and upcoming events and to recognize staff accomplishments. The president hosts

multiple breakfast meetings, inviting all faculty and staff on a rotating basis during the academic

year. In these small group settings, informal conversation and the exchange of ideas takes

place.

Formal assessment of the college environment is gathered on a biennial basis through the

administration of the PACE (Personal Assessment of the College Environment) survey to all

faculty and staff. All Board of Trustee meetings are open to the public. Their agenda and

supporting materials are distributed electronically to all staff prior to the scheduled monthly

meeting. Each meeting‘s agenda provides two opportunities for faculty, staff, or public input.

Hutchinson Community College has maintained continuous institutional accreditation since the

early 1960‘s. All seven Allied Health programs are accredited by their discipline‘s accrediting

body. Annually, the institution is granted an unqualified audit by an external accounting firm.

Each spring a randomized sample of classes, both face to face and on-line, are surveyed using

the Noel Levitz Student Satisfaction Survey or the Community College Survey of Student

Engagement. Both student and staff survey results are shared formally in Administrative

Council and then examined more closely by the Institutional Effectiveness Committee to

determine possible areas for improvement.

The college is an equal opportunity employer. The Affirmative Action Officer is responsible for

institutional compliance with Title VII, Title IX, and the Americans with Disability Act regulations.

An Accommodations Coordinator works with students and faculty to provide appropriate

accommodations for student learning.

6. What strategies align your key administrative support goals with your mission and

values? What services, facilities, and equipment do you provide to achieve them?

HCC‘s administrative support goals are threefold: accessible facilities and information to

support recruitment and learning; academic, personal and financial support for students; and

collaborations for the benefit of learning.

College facilities are well maintained by physical plant staff and meet ADA and Fire Marshall

requirements. In 2008 and 2010 the outreach facilities in the communities of Newton and

McPherson (respectively) were upgraded to consolidate most classroom and all administrative

services in single locations. In the last twelve years, the college‘s Student Union, Science Hall,

Advanced Technology Center, Welding Center, and Industrial Technology Center have been

renovated to improve learning and office environments. Institutional information (student, fiscal,

administrative) is maintained electronically and is accessible to staff and faculty via password-

protected systems. Students may access their personal information via DragonZone, HCC‘s

on-line portal that provides students‘ personal financial, course, textbook and grade information;

the course add/drop procedure; on-line and web-supported course content; campus email; and

student-controlled parent/guardian access rights.


Overview O-11

Student services programs offer career advising and academic and personal counseling. HCC

employs a decentralized advising system; 74 of our 130 faculty members who have fulltime or

adjunct status are academic advisors. Advisors initially complete eight hours of training and two

additional hours annually to assure quality and accurate service. The college‘s financial aid

and endowment offices help students fund their education. The department of Academic

Support coordinates campus-wide tutoring services, library services, and supplemental

instruction.

Hutchinson Community College is intentional to participate in collaborations that benefit

learning. The Business and Industry Institute creates and maintains relationships with entities

needing a trained workforce. Each of the college‘s 32 Career and Technical Education

programs (listed in Overview Question #1) have an advisory committee comprised of industry

representatives to advise faculty on curriculum and equipment needs to best prepare students

for the workplace. The college partners with the local (Hutchinson) school district to share

football and soccer facilities and with the City of Hutchinson for use of the city-owned Sports

Arena for basketball and large-crowd events, including the Dillon Lecture Series. The college

values and actively seeks collaborations with other educational entities: area high schools, other

technical and community colleges, and Kansas four-year institutions.

Our newest partnership will begin in Fall 2010 when the college‘s Practical Nursing program will

offer instruction in Salina (a community of similar size to Hutchinson located approximately one

hour north). HCC was invited to collaborate with the Salina Area Technical College when

community need for this level of nursing education was identified. The HCC program was

selected because of its history of licensure pass rates and reputation for student success.

7. What determines the data and information you collect and distribute? What

information resources and technologies govern how you manage and use data?

Multiple entities and processes, both internal and external, help the college define what data

and information are collected and distributed. The college must be accountable to state and

federal agencies to prove students are enrolled in credit hour coursework for which

reimbursement is claimed. External state and federal organizations and their need for student-

related information are listed below.

External Public Organizations Purpose or mandate

Kansas Board of Regents State aid reimbursement/public accountability

KS Postsecondary Database (KSPSD) Accounting of students‘ demographic information and academic progress

Federal Financial Aid (Dept. of Ed.) Financial aid distribution

Integrated Postsecondary Educational Data System (IPEDS)

Institutional information available to the public

Student Support Services (TRIO program – Dept. of Ed )

Proof of student activity and academic progress and services provided

Other Grant Funders and Stakeholders Institutional accountability and evidence of appropriate expenditures


Overview O-12

College-related data validates the work of the college, both academic and administratively.

Student data defines each person‘s existence, maintains their demographic and contact

information, and serves as the official record of their learning so the college can determine the

appropriate awarding of credits, certificates and degrees. Employee-related information is

maintained similarly. To assure data are secure, all personal information is password-protected.

In many institutions of higher education, proprietary software and hardware capabilities dictate

office processes for securing, storing, and manipulating data. At HCC, information systems are

engineered to meet office processes and information demands; process drives information

technology rather than technology driving process. This approach requires programming time

by a knowledgeable and willing staff and enables HCC to collect, sort and manipulate data at a

level not possible at other institutions.

Specific data collection and distribution is also determined by the desires of multiple stakeholder

groups. Internal stakeholders need specific information maintained in order to serve selected

populations – contact information for advisory committee membership, area companies desiring

workforce training, and prospective student and donor files, to name a few.

All data gathering systems are the responsibility of and under constant examination by

Information Technology Services (ITS) personnel in collaboration with end users for the purpose

of making improvements to meet the demands of college stakeholders. Individual college roles

and levels of authority dictate access to information. All HCC employees can view information

available to the public via the college‘s public website, www.hutchcc.edu. All other college-

related information is only accessible with usernames and passwords. Access to data is further

discussed in 7P1.

Centralized storage and management of college data is vital to the integrity of the college. ITS‘

role is to manage the information of the college (the institution‘s most valuable commodity),

assure information is only accessible to those who need it and have a legal right to it, and to

recover data that may be temporarily lost. The use of the Rights and Roles module (software

that controls data available to each college employee based upon the role of the employee)

enables the college to manage data accessibility.

The college seldom purchases software applications to serve a single or limited number of

users; instead, HCC is migrating to web-based and web portal-only technology in which all

institutional information is centralized and available via password-protected systems. Multiple

software vendors have indicated that HCC is more centralized in its data storage then similar

institutions.

The use of college data and computing infrastructure is governed by the Information Technology

Acceptable Use Policy and Addenda. This policy defines institutional data and infrastructure, its

acceptable use, and outlines punitive action should inappropriate use occur.


Overview O-13

Business and Community

Advisory Committees

Public/private contributors

Taxpayers

Employers

Key Collaborative Relationships

Hutchinson Community College

and Area Vocational School

Main Campus

Newton Center

McPherson Center

Distance Learning

Governance/Accreditation

Higher Learning Commission/AQIP

Kansas Board of Regents

Specialized Accrediting Bodies

Educational Partners

Community Colleges

High

Schools

4-year

colleges and universities

8. What are the key commitments, constraints, challenges, and opportunities with which

you must align your organization’s short- and long-term plans and strategies?

The college‘s commitments, constraints, challenges and opportunities are summarized below.

COMMITMENTS CONSTRAINTS CHALLENGES OPPORTUNITIES Strategic Initiatives – Access, Learning, and Collaboration

Student Success

Superior Advising Services

Course Transferability

Meeting Community and Workforce Needs

State-of-the-art Technology for Employees and Student Learning

State-of-the-art Learning Environments

Open Door Institution

Responsiveness

Main Campus is landlocked in established neighborhood

State Funding is declining as demand for services is expanding

Student level of preparation requires Developmental to Honors level instruction

Reliance on local tax base

Assuring quality in all mediums of instruction

Serving all levels of student preparation

Providing state-of-the-art lab equipment for 32 technical programs

Maintaining campus infrastructure

Hiring and retaining quality CTE faculty

Balancing public funding and tuition costs in order to maintain students‘ ability to access education

Providing adequate scholarships as tuition costs increase

Siemens (global conglomerate) building a manufacturing plant in Hutchinson to serve North America with wind energy equipment

Reputation for meeting needs of community and industry

Technical infrastructure and personnel in place for increased online enrollment

Expansion of Allied Health programs

Expanded outreach facilities in Newton and McPherson

Articulation agreements with area high schools allow marketing of CTE programs to students

Collaboration with other Kansas colleges

9. What key partnerships and collaborations, external and internal, contribute to your

organization’s effectiveness?

Collaboration is foundational to our existence

as stated in HCC‘s mission Expanding the

tradition of excellence through learning and

collaboration. Key collaborative relationships

are of three major types: governance

/accreditation, business and community, and

educational partners. These relationships are

graphically represented on the right.

Governance/Accreditation– HCC has been

continuously accredited by the Higher

Learning Commission since 1963. Various

programs maintain accreditation with the

accrediting arm of their discipline. Our

governing and accrediting stakeholders

challenge us and expect us to continuously

improve for the benefit of students.


Overview O-14

Business/Community – Each Career/Technical Education program has an active advisory

committee that meets twice yearly. These committees, comprised of community members who

have expertise in the discipline, HCC faculty, and college administrators, advise program

personnel concerning workplace issues and offer feedback that enables programs to be current

and provide the best preparation possible for our graduates. Area employers regularly host

students in internship and job shadowing experiences and participate in short-term and

customized training offered by HCC‘s Business and Industry Institute personnel.

The college shares facilities for the benefit of students. The City-owned Sports Arena is

maintained by HCC personnel for sporting and other large crowd events sponsored by the

college or external organizations. The college and Hutchinson school district jointly maintain

and use Gowans Football Stadium and a soccer field located within the city limits. College

baseball and softball games are played on city-owned park grounds.

Educational Partners – Six public and two private school districts in Reno County are HCC‘s

primary feeder schools. 34% of Reno County‘s 2009 high school graduates enrolled at HCC the

semester following graduation. Another fourteen public school districts lie within the remaining

three counties of the college‘s service area. Approximately 12% of these graduates enrolled at

HCC in 2009. Articulation agreements are entered into with area high schools to assure

seamless articulation between secondary and postsecondary technical programs of study.

HCC collaborates with the Hutchinson and Newton school districts to offer instruction of

technical coursework for secondary and postsecondary students (see Overview opening

narrative), and has formal agreements for the acceptance of specific technical coursework

completed during high school toward Applied Science degrees.

College representatives participate in various initiatives and partnerships with other Kansas

higher education institutions as interest and need arises. Selected personnel attend the Kansas

AQIP meetings, generally held twice each year. Senior administrators attend the Council of

Presidents, Kansas Association of Community College Trustees, and Chief Academic and

Business Officer meetings. Faculty and directors attend discipline-specific meetings pertinent to

their position responsibilities. College personnel welcome partnerships that strengthen HCC‘s

mission and align with our vision.

Internal collaborations are supported by our institution-wide committee structure and regularly

scheduled meetings of representative of various departments including Academic Department

Chairpersons with the Academic and Student Support personnel, Administrative Council

(department heads and Deans), and President‘s Council.


Helping Students Learn 1-1

CATEGORY ONE

Processes

1P1. How do you determine which common or shared objectives for learning and

development you should hold for all students pursuing degrees at a particular

level? Who do you involve in setting these objectives?

In 2002, the Assessment Coordinator collaborated with faculty to determine possible student

learning outcomes that align with the institution mission and vision and are considered most

important for students graduating from HCC with an associate degree or certificate. Once major

themes were identified, the list was distributed to all faculty for input and refinement. Following

this input, four institution-wide outcomes were presented to Administrative Council and the

Board of Trustees for final approval. Personnel within the institution believe these outcomes are

foundational and unlikely to change. However if individuals, units, or programs/transfer

academic areas believe that changes need to be made in the institution-wide outcomes, their

proposals would be considered through the college‘s committee structure. (Discussed in

Overview Question # 5 and Category 5)

1P2. How do you determine your specific program learning objectives? Whom do you

involve in setting these objectives?

Program outcomes for technical programs are established by faculty who teach in those

programs with input from various sources. Each program‘s‘ advisory committee membership

validates the outcomes are consistent with workplace expectations and reviews them regularly

to assure currency with industry expectations. Technical program faculty collaborate with

colleagues at other technical and community colleges to formulate common program outcomes

under the direction of the Kansas Technical Education Authority, a Board of Regents committee

charged with state-wide monitoring of technical education. Several technical programs must

also consider external licensing and accreditation criteria when determining program outcomes.

Faculty who instruct in general education/transfer curricula collaborate through the Kansas Core

Competencies Project (a statewide collaboration of public two- and four-year institutions) to

develop common competencies for selected general education courses. Professional

relationships developed during Core Competencies meetings, annual bus trips to four-year

institutions supervised by the Kansas Board of Regents (discussed in Overview Question #5),

and consultation with other Kansas schools assure program learning objectives are consistent

with those at other higher education institutions.

1P3. How do you design new programs and courses that facilitate student learning and

are competitive with those offered by other organizations?

The need for new program/transfer academic areas and new courses is identified by

departments based on input from students, other schools, advisory committees, local

businesses, and administration (discussed in 1P4). Programs/transfer academic areas and

courses are designed and developed by individual instructors or department chairs with input

from a faculty mentor (curriculum coach). Changes must be approved by the department in



which the course or program/transfer academic area will reside, the Director of Learning

Outcomes and Assessment, and the Dean of Instruction. The proposal then moves to the

Curriculum Subcommittee for review and ratification. The Teaching and Learning Committee,

Administrative Council, HCC Board of Trustees and, in the case of technical programs, KBOR,

approves new offerings. If the proposed course or program /transfer academic area is not

accepted at any level of the approval chain, it is referred back to the initiating department. This

process is outlined in figure 1P3.

Figure 1P3

Individual or

department

proposes change

Author meets with

assigned

Curriculum Coach

to develop/revise

proposal

Department, Director of Learning

Outcomes and Assessment, Dean of

Instruction, Curriculum Subcommittee,

Teaching and Learning Committee,

Administrative Council, and HCC Board of

Trustees approve proposal

Proposal involves a

technical program

KBOR approves

proposal

Change entered

into HCC and

KBOR information

systems

Change entered

into HCC pending

course and/or

program inventory

at KBOR

NO

YES

YES

NO

YES

NO

1P4. How do you design responsive academic programming that balances and inte-

grates learning goals, students’ career needs, and the realities of the employment

market?

The impetus for course or program/transfer academic area change is primarily driven by revised

expectations at four-year institutions (for transfer curricula) and changes in the workplace as

identified by advisory committees and area employers (for technical curricula). Demand for

courses and programs/transfer academic areas is partially based on the number of inquiries the

college receives from students and enrollment in similar courses or programs/transfer academic

areas at the institution and at other colleges across the state.



In addition to its traditional face-to-face daytime

offerings, the college participates in a number of

education markets, including coursework offered at

outreach sites, during evening hours, in the

summer, through electronically-mediated

instruction, in customized formats for business and

industry, and through professional continuing

education.

If academic personnel determine on-campus

programs have diminished, alternate means of

delivery, such as online and evening, are pursued.

HCC has received approval from the Higher

Learning Commission to offer all degrees—AA, AS,

and AAS—fully through distance education. Online

courses are also developed in response to market

issues. All courses offered online go through a

rigorous development process using the HCC

approved syllabi from face-to-face courses. The

Instructional Designers in the Instructional

Technology / Distance Education Department meet

frequently with the course developer, offer

suggestions, train in the necessary technology, and

enable the course to go live to students. For online

courses, development is a three phase process:

1. Initiation of development for an identified

course

2. Design and development

3. Activation.

Work in the second phase, Design and Development, is based on accepted practices in

instructional design and includes directing learning based on identified outcomes, offering

multiple learning activities to meet varying needs of students, and assuring content and learning

activities target the associated assessments. To assure the quality of online courses, ITDE staff

use a checklist (created in collaboration with the Academic Department Chairs) for the purposes

of determining technical review and minimum quality standards for online course delivery.

1P5. How do you determine the preparation required of students for the specific

curricula, programs, courses, and learning they will pursue?

The college has adopted mandatory assessment and placement for English Composition and

math courses through College Algebra in an effort to provide students with the best opportunity

for success in these gateway courses.

1P4. When reviewing current literature on allied

health careers, a co-chair of the Allied Health

Department read several articles addressing the

growing need for pharmacy technicians. She

discussed the possibility of developing a Pharmacy

Technician program with the Director of Community

Services/ Special Projects and the Dean of

Instruction about the possibility of developing a

certificate (one-year) program.

The Dean of Instruction was receptive to the idea

and the Allied Health co-chair and the Director of

Community Services organized a focus group.

They met with Hutchinson Hospital, Walgreen's,

Medicine Shoppe, and Dillon's (Kroger‘s - a major

grocery chain) pharmacists, who all agreed that

trained pharmacy technicians were needed in the

area. The Allied Health co-chair spoke with the

State Association of Pharmacists, learning that

pharmacy technicians can improve their

employment opportunities if they are registered.

She gathered information from other colleges with

Pharmacy Technician programs and from the

American Society of Health-System Pharmacists

(ASHP). After several meetings with area

pharmacists, the Allied Health co-chair developed a

curriculum. Since Kroger‘s pharmacy and billing

division is based in Hutchinson, the company

encouraged the Allied Health co-chair to make the

program available fully online so that all Kroger

pharmacies could use HCC‘s program to train

people throughout the country.

After the proposal completed the curriculum

approval process outlined in figure 1P3, the college

hired professional staff to coordinate the program.

The program went online in January 2009.



When developmental classes were first created at HCC, enrollment was voluntary. Reviewing

the success rates of students in both developmental and college-level courses and comparing

those rates with the placement scores of students, it became apparent students scoring at

certain levels were more likely to succeed than those scoring below those levels. Mandatory

testing and placement for English composition and mathematics was instituted in 1991 and

1998 respectively. Now, multiple assessments are employed to determine placement including

ACT scores, ASSET, COMPASS, ACCUPLACER, and Work Keys (for selected technical

programs). Specific cutoff scores are aligned to placement in specific courses as indicated in

Figures 1P5-1 and 2.

Figure 1P5-1 Mandatory English Placement Scores

ACT Score Asset Score Compass Score Course Placement

16 or below 23-40 0-52 EN098 Basic English

17-19 41-44 53-75 EN099 Elements of Writing

concurrently with EN100

English Composition IB

20 or above 45 or above 76-99 EN101 English Composition IA

Figure 1P5-2 Mandatory Math Placement Scores ACT Score Accuplacer Score Compass Score Course Placement

NA 0-24 Pre-Algebra 31-39 MA097 Essentials of Mathematics

NA 25-56 Pre-Algebra 40 or above MA098 Basic Algebra

NA 57-74 Algebra 28-47 MA105 Intermediate Algebra

21 or above 75 or above Algebra 48 or above MA106 College Algebra

The success rates of programs with selective admissions (e.g., nursing) have been compared to

success in prerequisite courses, entrance exam scores, and scores on licensure examinations.

This analysis further enables faculty to determine minimum standards required for program

admission.

1P6. How do you communicate to current and prospective students the required

preparation and learning and development objectives for specific programs,

courses, and degrees or credentials? How do admissions, student support, and

registration services aid in this process?

The curricular requirements for each program are made public through the online catalog

http://www.hutchcc.edu/catalog. Students and employees can access learning outcomes for

each course and program via the student and staff portals. Abbreviated versions of syllabi are

available on the public website.

http://www.hutchcc.edu/catalog



All prospective students must complete the online application form and submit previous

transcripts, placement scores and other selected credentials to complete the admission

process. When Admissions Counselors communicate with prospective students, the guidelines

for the programs/transfer academic areas in which the students are interested are provided to

aid in decision-making. Advisors use placement scores and program requirements for academic

and technical programs and courses to convey the preparation required.

To better monitor students‘ academic progress, the Records Department has developed a

degree audit system allowing advisors and students to check electronically if course, program

and degree requirements have been met. As HCC moves to online enrollment, projected to be

fully implemented for selected students in 2010-2011, the system will block students from

enrolling in courses or programs/transfer academic areas for which they do not have the

qualifications. A pop-up window will inform students why they are not able to enroll in the course

or program/transfer academic area.

1P7. How do you help students select programs of study that match their needs,

interests and abilities?

All students are assigned to either a program/transfer academic area advisor or a general

studies advisor. HCC advisors must complete eight hours of initial training and annual refresher

training to aid in the identification of students‘ strengths, weaknesses, interests, assessment

scores and academic background. Advisors may recommend introductory courses to acquaint

the student with the discipline or participation in the field – internship, part-time work, job

shadowing. Advisors who counsel developmental, undecided, and general studies students are

familiar with all of the programs offered at HCC. As the general advisor understands student

needs, interests, and abilities, courses of study are suggested. Students are referred for

services that may aid in the achievement of personal goals. Students who are undecided are

encouraged to enroll in a Career Decision-Making course or to work with a counselor to

determine their skills, interests, values and personality preferences using a variety of

assessments.

As of this writing, the Information Technology Services Department, in collaboration with the

Directors of Advising and of Admissions and the Academic Department Chairs, is developing an

Admissions Wizard (a query system) to help students select their areas of interest, review the

curriculum and be assigned an appropriate advisor. This electronic service is projected to be

functional in the Fall semester 2010. The Wizard is further discussed in 7R2.

1P8. How do you deal with students who are underprepared for the academic programs

and courses you offer?

To ensure student success, HCC mandates placement of students in math and composition

classes (See 1P5). The mandatory reading policy requires students enroll in the developmental

reading program during the first semester if assessment scores do not reflect the likelihood of

success in courses with a heavy reading component. Some selective admissions programs

require additional testing and remediation for students that appear to be at-risk of success. In

2007, the Adult Basic Education (ABE) program at HCC received a grant to help GED students



transition into college classes. At the same time, a taskforce of the Teaching and Learning

Committee reviewed placement scores and considered how the ABE program could assist the

lowest scoring students to improve their performance to a level that would most likely enable

them to be successful in developmental education courses. Collaboration between HCC

developmental education personnel and the ABE program staff has allowed students to close

deficits in their academic background prior to beginning college courses.

IP9. How do you detect and address differences in students’ learning styles?

All first-time, full-time students are required to enroll in the Success Seminar/College Orientation

course. This one-credit hour class includes a unit on learning styles. Students assess their

personal style and identify strategies to improve their likelihood of success. Professional

learning presentations have increased faculty awareness of students' different learning styles

and provided methods to address this diversity. Instructional Designers help instructors create

and apply visual, auditory, and interactive assignments in addition to traditional reading and

discussion components. In 2008, ITDE piloted the electronic use of approaches to address

learning styles: video conferencing, podcasts, audio comments on student work, and video

clips. All HCC courses have a web-supported component so instructors may supplement

information outside the classroom to reach students with diverse learning styles. Currently, over

75% of classrooms are equipped with multimedia devices. Personal Response Systems and

Smart Boards are also available for faculty use to encourage more interactive learning.

1P10. How do you address the special needs of student subgroups (e.g. handicapped

students, seniors, commuters)?

An advisor specifically trained in disability issues is assigned to every self-identified student who

has a documented disability. A minority advisor is available to address the special needs of

minority students. The Student Support Services (SSS) program works with students who are

members of groups at risk of success. Learning communities, Supplemental Instruction (SI)

sessions, Student Learning Assistance (SLA) support, and tutoring are available for students

needing additional instruction. Developmental courses in mathematics, reading, and English

assist under-prepared students, as discussed in 1P8. Advisor training provides information on

working with persons of varying age groups and levels of preparation.

Professional Learning Days in Fall 2007 and Spring 2008 focused on the characteristics and

needs of students born since 1980. Two other professional learning sessions addressed the

needs of students from poverty in order to sensitize faculty to cultural differences and problems

faced by many students in their classrooms.

Technology is available with the online platform (ANGEL) to compensate for the needs of visual

or hearing impaired students. The ITDE Department emails a monthly newsletter to inform

online students of college services. The ANGEL platform also allows students to communicate

in formal and informal manners.



1P11. How do you define, document, and communicate across your organization your

expectations for effective teaching and learning?

The two mechanisms employed to document teaching and learning are teacher evaluations and

assessment of student learning. The current instructional evaluation system (adopted 2008) was

an institutional Action Project and developed over a four-year period using Dr. Raoul Arreola‘s

model. It examines teaching, student development, service, and scholarship or professional

development. Teaching is evaluated on content knowledge, course design, course delivery,

assessment methods, and course management. Instructors are evaluated by students and

supervisors, usually the Department Chairperson. Evaluation areas and weights for each were

determined using input and feedback from faculty and students. The weights given to each role

and each source of evaluation appear in Table 1P11.

Table 1P11: Evaluation of Instruction Components / Weighting

The components of the student learning

assessment plan (in place since 2008) are

student success (percent of students receiving

a grade of A, B, or C), student retention rates

and assessment of specific learning outcomes.

The latter is the process of faculty establishing

outcomes for each course, determining

common assessments for those outcomes,

identifying methods to evaluate student

performance on the assessment instruments

that all instructors within the same discipline

use, and establishing performance standards

that demonstrate achievement of the

outcomes. Outcomes and assessments for

each course are listed in the course syllabus.

Faculty are currently aligning course outcomes

to program outcomes and/or institution-wide

outcomes. Embedded assessment has proven

to be the most efficient and cost effective

method for the college to measure student

learning.

1P12. How do you build an effective and efficient course delivery system that addresses

both students’ needs and your organization’s requirements?

Department Chairs, the Virtual Learning Coordinator, and Outreach Coordinators review past

course demand and consider current market influences to build a schedule of courses.

Additional face-to-face and online sections of filled courses are placed on the schedule as

qualified faculty and necessary resources (classroom/laboratory, instructional materials) are

Teaching - 70% Supervisor Students

Content Expertise 75% 25%

Instructional Design 70% 30%

Instructional Delivery 80% 20%

Instructional Assessment 40% 60%

Course Management 20% 80%

Student Development - 10% Supervisor Students

Prepare Students 0% 100%

Provide Information 0% 100%

Determine Curricula 0% 100%

Student Support 0% 100%

Student Planning 0% 100%

Service - 10% Supervisor Students

College Service 100% 0%

Community Service 100% 0%

Scholarship/Professional Development - 10% Supervisor Students

Personal and Professional Development 100% 0%

Up to date in Discipline 100% 0%



available. Occasionally Course by Arrangement enrollment is allowed if a very small number of

students require a specific course to complete a program of study.

Courses of various lengths are offered weekdays, evenings, weekends and during summer

months to meet students‘ diverse schedules. Traditional fifteen-week courses are most

frequently offered. The length of a few courses may vary from a single day to two semesters.

Electronically-mediated instruction is offered through the internet (online), interactive television

(ITV), and video. Online courses are offered on staggered start dates approximately every two

weeks. Interterm sessions are offered following each fall and spring semester.

To meet the needs of students across the state, HCC has developed a collaborative relationship

with other Kansas community colleges and nine area high schools to offer low-enrolled courses

through ITV. HCC provides online coursework for students planning to complete their degrees

through virtual colleges at Fort Hays State University, Kansas State University, Emporia State

University, and Pittsburg State University. Students complete lower level courses through HCC

and meet baccalaureate degree requirements of the regents university. Chapter Nine further

discusses collaborative partnerships with postsecondary institutions.

1P13. How do you ensure your programs and courses are up-to-date and effective?

Advisory committee members for each technical program meet at least twice annually to provide

input into program design and required resources. HCC faculty participate in the Kansas Core

Competencies Project and the state technical program alignment project. When university

expectations change, the college examines the content of its courses to maintain transferability.

HCC employs a program review process to examine the effectiveness of academic programs on

a rotating basis. Every three years each program prepares an in-depth report. Effectiveness is

determined by analysis of the following data:

Number of declared program/academic area concentrators (majors)

Percent of completers employed in the field or transferring to a 4-year institution

Direct instructional cost of program/academic area

Student-to-faculty ratio

Within-course retention in courses with program/academic area prefix

Completer success in courses with program/academic area prefix

Student success achieving course/program outcomes within the program/academic area

Success of students on third party examinations (if applicable)

1P14. How do you change or discontinue programs and courses?

When this need is identified, instructors in the program/transfer academic area follow the

curriculum approval process discussed in 1P3. When review by the advisory committee or

discipline group concludes that a course should be discontinued, the department chair notifies

the Instruction Office to list the title on the retired course list. If review concludes an entire



1P15. For many years faculty have been

concerned about the success (or not) of

students in courses that require heavy

reading. Faculty believed students who

were not proficient in reading (at least at a

high school level) were at risk for

academic success. Therefore, a task

force created by the Teaching and

Learning Committee examined three years

of student data that compared success

(grade of A, B, or C) in Sociology and

Psychology classes with these same

students‘ reading scores. After analysis

and discussion, the task force

recommended a reading cutoff score that

gave students (based upon historical

success data) a better than 50/50 chance

of success in sociology or psychology.

The Teaching and Learning Committee

reviewed and agreed with the

recommendation and presented the

proposal to the Administrative Council

where it was discussed and approved for a

pilot period of time. The Task Force is

continuing to review reading scores and

course success data for correlation. In the

Fall 2010 semester, the task force will

review the entire process and determine if

the current cutoff scores are appropriate to

enhance student success in courses that

require considerable reading.

program should be discontinued, the department chair initiates the Program Retirement Process

to examine various data elements including the history and level of demand by external

stakeholders and students, student enrollment and success data, and the internal effect upon

the college.

When an academic department determines that a course should again be offered after

placement on the course retirement list, the chair notifies the Instruction Office. If no major

changes are needed, the course is again shown as active on the Master Course list. If major

changes are needed, the course goes through the curriculum approval process described in

1P3. Any program brought out of retirement is treated as new and must complete the

curriculum approval process as well.

1P15. How do you determine and address the

learning support needs (tutoring, advising,

placement, library, laboratories, etc.) of your

students and faculty in your student

learning, development, and assessment

processes?

Student needs become known to faculty and staff

through formal surveying, examination of student

success data, and anecdotal feedback. Each spring

the college formally surveys a random sample of

students using the Noel Levitz Student Satisfaction

Survey or the Community College Survey of Student

Engagement. Each survey inquires of student use,

importance and satisfaction of available learning

support services. Survey results are then shared

formally in Administrative Council (monthly meeting

attended by Academic Department Chairs, Deans, and

department heads and chaired by the President) and

then examined more closely by the Institutional

Effectiveness Committee.

Student-driven data, including assessment results,

enrollment, retention and usage, are examined

regularly (each semester or annually) by appropriate

department leaders. This information, coupled with

staff experiences and/or anecdotal feedback can

prompt further examination. If data and preliminary

research information is not satisfactory, the concerns are addressed in the appropriate

committee. Often, learning support needs are addressed in the Developmental Education

Subcommittee or the Department Chair Council in collaboration with the Teaching and Learning

Committee.



If revisions to current services are recommended and involve procedures affecting more than

one area of the college or a change in policy, they are presented to Administrative Council for

review and approval. Courses of action requiring institutional policy change are recommended

by the Administrative Council to the Board of Trustees for final action.

The college library staff regularly examines resource usage data for each academic department.

If a department has ceased or rarely uses particular resources, the Coordinator of Library

Services meets with personnel in that specific department to determine how to better serve the

resource needs of students.

1P16. How do you align your co-curricular development goals with your curricular

learning objectives?

Aligning co-curricular development goals with learning objectives has not yet been an

institutional priority; rather we have focused on the alignment of academic and student services

goals with the four institution-wide outcomes. Several co-curricular learning opportunities are

available to students. The Presidential Scholarship award requires each recipient develop an

independent project for presentation at the annual scholarship donor reception. These scholars

are encouraged to participate in the college Honors program and Phi Theta Kappa, the two-year

college honor society. Presidential Leadership Scholars are required to participate in a 50-hour

internship with a community leader, join an HCC club or organization, and enroll in the

Introduction to Leadership course. The Student Government Association (SGA) exists to

provide the student body a forum for the expression of student views and interests and to be a

―voice‖ for students‘ rights. Representatives from this group serve on all major institutional

committees and Administrative Council. The college hosts a variety of student organizations,

forums, performances, and internships linked to courses of study. In addition, the co-curricular

offerings listed in Table 1P16 are available to students in selected fields of study.

Table 1P16: Co-Curricular Learning

Program Of Study Co-Curricular Offering

Pre-Professional Courses Science Club

Trades and Drafting Skills USA Competition

Business Management and Entrepreneurship Entrepreneurial Forums

Fire Science Wildland Firefighting; Student Firefighter Association

Performing Arts Choral/Band/Theatre Performances

Ag/Diesel Mechanics and Farm and Ranch Mgmt.

Judging Teams, Block and Bridle Club

English/Writing/ Communication

Tulgey Wood – Publication of student literary works; Forensics

Competitions

Nursing Health Association for Nursing Students (ADN); Practical Nursing Students Association

Journalism Weekly Newspaper, 3 issues of College Magazine

Business Administrative Technology Business Administrative Technology Association (student organization)



Computer Support Dragon LAN, Skills USA

Broadcasting Kansas Association of Broadcasters Competition

Transfer Curricula Phi Theta Kappa, Honors Program

Social Science Monthly forums addressing current topics

1P17. How do you determine students to whom you award degrees and certificates have

met your learning and development expectations?

Because all programs align course outcomes with institution-wide outcomes, students who

successfully complete the courses required by the program are assumed to have demonstrated

competency of the four institution-wide outcomes. Examination of the degree audit (discussed in

1P6) assures students have completed the required courses and achieved the required GPA

(2.0) for graduation. In most llied Health programs students are required to sit for licensing or

certification exams. Pass rates on those exams are monitored by appropriate administrators and

faculty and shared with advisory committee members. Preliminary results from the student

learning outcomes reporting pilot indicate HCC students are proficient in course outcomes.

1P18. How do you design your processes for assessing student learning?

Our processes for assessing student learning are faculty driven. The Assessment

Subcommittee (comprised of faculty) developed criteria for the college‘s assessment plan under

the leadership of the Director of Learning Outcomes and Assessment. After reviewing multiple

options they agreed embedded assessment was the most efficient and effective method for

determining student achievement. The subcommittee presented their recommendations to the

Teaching and Learning Committee. The recommended process was initially piloted in the

spring semester of 2009, with all programs and departments participating. Full implementation

is planned for fall 2010 when each fulltime faculty member will report the results of student

learning outcomes for a minimum of six hours of their teaching load.

While methods for student assessment are generally determined by the faculty teaching specific

courses, the selection and implementation of student learning assessment will continue to be

overseen by the Assessment Subcommittee. All courses will identify specific student learning

outcomes, assignments that assess students‘ achievement of each of those outcomes, a

method for evaluating the assignments and the level of achievement required to demonstrate

proficiency. Courses that comprise specific programs of study (Career and Technical Education

curricula) have courses outcomes are aligned to program outcomes. Each transfer academic

area course must align a minimum of one outcome to one of the four institution-wide outcomes.

Assessment measures for each course outcome are determined by the faculty teaching the

course. They then report the percent of students completing the assessment who achieved the

required standard of proficiency. The Director of Learning Outcomes and Assessment

aggregates the data for program and institution-wide outcomes and reports the information back

to the programs and the college as a whole. Course outcomes tied to an institution-wide

outcome are assessed using a standard rubric for each of the institution-wide outcomes. The



Assessment Subcommittee has streamlined the assessment process at the course level by

entering and storing assessment information, reporting forms, and data on the college intranet.

Results

1R1. What measures of your students’ learning and development do you collect and

analyze regularly?

HCC measures student learning and development by regularly monitoring:

1. Persistence rates (fall to spring and fall to fall)

2. Graduation rates

3. Transfer rates

4. Course and program assessment success

5. Credential and skill attainment rates (for CTE grads)

6. Subsequent success rates in college-level courses for developmental students

7. Success on third party examinations

8. Subsequent success at four-year institutions

9. Within-course retention rates

10. Student success rates

11. Success rates on student learning outcomes at the course and institutional level

Figures 1R1 and 2 provide information on persistence, graduation and transfer measures.

Figure 1R1: Persistence Rates

Figure 1R2 shows graduation and transfer rates for the cohort of first-time, full-time students

three years after initial enrollment at HCC. The transfer rate data shown after 2006 was

provided by the National Student Clearinghouse, a national source on student transfer activity

(based upon financial aid data).

0%

20%

40%

60%

80%

2005 2006 2007 2008 2009

Fall-to-Fall Persistence

Full-Time

Part-Time



Figure 1R2: Graduation and Transfer Rates

1R2. What are your performance results for your common student learning and

development objectives?

In the pilot project in spring and fall 2009, members of the Assessment Subcommittee,

Department Chair Council, and faculty volunteers reported student learning outcomes for at

least one course. In spring 2009, the 1,597 outcomes were measured; in fall 2009, 5,416. The

compiled student success rates on the four institution-wide outcomes, as measured by related

course outcomes, are shown in Table 1R2.

Table 1R2 Success Rates on Institution-Wide Outcomes

Institution-Wide Outcome

Thinking Critically

Communicating Orally and in

Writing

Accessing and Using

Information

Demonstrating Interpersonal

Skills

All Course Outcomes

Spring 2009 80.83% 90.82% 77.76% 73.41% 79.59%

Fall 2009 81.49% 96.34% 78.25% 74.36% 81.63%

1R3. What are your performance results for specific program learning objectives?

All technical programs align course outcomes to program outcomes, but only the Associate

Degree Nursing program provided data on student achievement of program outcomes in the

2009 pilot project. Those outcomes and the percent of students achieving those outcomes

appear in Table 1R3-1.

Table 1R3-1 Associate Degree Nursing Program Outcomes Achievement Demonstrate through the use of the nursing process the ability to think critically and make reasonable judgments

96.18%

Utilize effective communication techniques with individuals, families, significant others and members of the health care team

97.35%

Incorporate the roles and responsibility of the nurse as a member of an interdisciplinary team to meet the bio-psycho-social-cultural-spiritual needs of individuals, families, and groups throughout the life cycle

97.75%

Demonstrate caring behaviors that are nurturing, protective, compassionate and person-centered 98.29%

Demonstrate accountability for nursing actions, judgments, and responsibilities consistent with one‘s own scope of practice within the legal and ethical framework of the nursing profession

94.87%

Assume responsibility for personal and professional growth by participating in activities that enhance continuous learning, self-development, and ensure high standards of nursing practice

96.08%

0%

20%

40%

20052006200720082009

Graduation and Transfer Rates

Graduation

Transfer



Several Allied Health programs require external examination for licensure and subsequent

employment. These pass rates provide additional information on student achievement of

program learning objectives. The pass rates for selected programs are listed in Table 1R3-2.

Table 1R3-2: Pass Rates on Licensure Exams for Various Technical Programs

2006 2007 2008 2009

* Associate Degree Nursing 94% 84% 95% 91%

Emergency Medical Science 89% 80% 80% 90%

Health Information Technology 79% 81% 96% 89%

* Practical Nursing 100% 94% 94% 90%

Radiology 100% 100% 100% 100%

* First time examinees only, actual pass rate for each class of students is slightly higher.

1R4. What is your evidence the students completing your programs, degrees, and

certificates have acquired the knowledge and skills required by your stakeholders

(i.e. other educational organizations employers)?

Technical programs requiring external certification and licensure use pass rates such as those

indicated in table 1R3-2 to measure how well students have acquired the knowledge and skills

required by stakeholders. Faculty receive anecdotal feedback concerning the performance of

their graduates from their advisory committee members as well. The quantified levels of skill

attainment and credential acquisition for all technical programs are shown in figure 1R4-1.

Figure 1R4-1 Perkins Skill Attainment and Credential Acquisition

Transfer academic areas receive feedback from their colleagues at 4-year institutions. While

this data is anecdotal, it does provide information on areas of concern that the programs or

transfer academic areas may need to address. Quantitative data is provided by the Kansas

Board of Regents comparing the academic performance of HCC transfer students, Kansas

community college transfers, other transfers, and native students at the seven four-year

institutions supervised by KBOR. HCC transfer students perform slightly better than transfers

from other Kansas colleges but, in general, not as well as other transfers and native students.

Student performance at the Regents‘ institutions is listed in Tables 1R4-2 and 3.

96%

92%

66%

51%

54%

55%

0% 50% 100% 150%

2008

2009

Expected State …

Credentials

Skill Attainment



Table 1R4-2: HCC Student Performance at Kansas Regent's Institutions

Fall 2007 Fall 2008

Number of Students

Mean Term GPA

% Passing All Hours

Number of Students

Mean Term GPA

% Passing All Hours

HCC First-Time Transfers 296 2.66 63% 326 2.61 65%

All Kansas Community College First-Time Transfers

3386 2.66 62% 3483 2.61 64%

Other First-Time Transfers 3861 2.73 49% 4100 2.67 51%

First-Time Freshman Native Students

12162 2.68 63% 15711 2.62 65%

Total First-Time 19705 2.69 60% 23620 2.63 62%

Success indicators for students who have been at four-year institution for more than one year

and are nearing completion of a four-year program are listed below.

Table 1R4-3: HCC Student Continuing Performance at Kansas Regent's Institutions

Fall 2007 Fall 2008

Number of

Students

Mean Term GPA

% Passing All Hours

Number of

Students

Mean Term GPA

% Passing All Hours

HCC Continuing Transfers 509 2.90 70% 582 2.92 76%

All Kansas Community College Continuing Transfers

6396 2.86 68% 7170 2.89 72%

Other Continuing Transfers 5115 2.91 69% 5452 2.92 72%

Continuing Native Students 39056 2.90 67% 38330 2.92 70%

Total Continuing 51076 2.89 67% 51534 2.92 71%

1R5. What are your performance results for learning support processes (advising, library

and laboratory use, etc.)?

The college monitors the success of students in their first college level course if they initially

placed into a related developmental education course. In 2006, increased emphasis on

success and retention, as well as a comprehensive review of strategies used in developmental

English courses, increased the success of students transitioning from developmental English

courses into college-level curricula. In 2009, the success rate slipped, but the retention rate was

considerably higher, indicating that students did not withdraw from English Composition I,

apparently thinking that they would succeed, even though they were ultimately unable to earn a

grade of ―C‖ or higher.

Math success rates improved dramatically after department faculty members agreed to use

common teaching strategies that had been proven to increase success. The Director of

Academic Support also tracks the success of students who use tutoring and support services



through the Rimmer Learning Resource Center and Student Support Services (SSS – a TRIO

program).

Retention for developmental students in the first college-level course and for students using

tutoring and support services through RLRC and SSS are shown in figure 1R5-1. Success rates

are displayed in figure 1R5-2.

Figure 1R5-1: Retention Rates for Student Receiving Academic Support

Figure 1R5-2: Success Rates for Students Receiving Academic Support

1R6. How do your results for the performance of your processes in Helping Students

Learn compare with the results of other higher education organizations and, where

appropriate, with results of organizations outside of higher education?

HCC participates in the National Community College Benchmark Project (NCCBP). Within-

course retention and success at HCC has remained at or above the national average in most

areas, with developmental mathematics and reading facing the greatest need for improvement.

The English Composition II rates fall below national averages. All NCCBP measures are drawn

from fall semester enrollment only. Because English Composition II is a course that students

80%

85%

90%

95%

100%

2007 2008 2009

Retention Rates

English

Mathematics

RLRC/SSS Support

60%

65%

70%

75%

80%

85%

2007 2008 2009

Success Rates

English

Mathematics

RLRC/SSS Support



generally complete in the spring semester, the deficit is not as alarming as it appears. The

college's performance relative to other community colleges participating in NCCBP on measures

related to the institution‘s performance in Helping Students Learn is show in Table1R6. Those in

bold type are above the national mean; those marked with a single underline are slightly below

the mean; and those marked with a double underline are significantly below the mean.

National comparative data for the 2008-2009 academic year will not be available until

September 2010. The HCC column for that year reflects increases or declines in performance

comparable to institutional data for the previous academic year.

Table 1R6 Comparison of HCC's performance to NCCBP standards

Retention

2006-2007 2007-2008 2008-2009

HCC National Mean HCC National Mean HCC National Mean

Institution-Wide Credit Courses 93.47% 88.48% 93.82% 88.73% 94.15% NA

Credit, College-Level Courses 93.78% 88.78% 93.92% 88.83% 94.31% NA

Distance Education Courses 90.50% 83.65% 92.07% 84.24% 92.19% NA

Credit Developmental Courses

Mathematics 83.28% 83.31% 84.28% 84.65% 83.46% NA

Reading 90.91% 88.35% 82.35% 88.89% 100% NA

English 87.06% 87.66% 90.36% 84.65% 94.07% NA

Core Academic Skills Courses

English Composition I 90.02% 88.29% 88.8% 87.58% 92.14% NA

English Composition II 76.68% 82.84% 86.06% 84.17% 90.65% NA

Speech 89.98% 88.06% 93.5% 88.47% 92.91% NA

Algebra 87.50% 79.57% 88.05% 81.53% 89.82% NA

Success

2006-2007 2007-2008 2008-2009

HCC National Mean HCC National Mean HCC National Mean

Institution-Wide Credit Courses 84.57% 83.18% 86.03% 82.37% 84.28% NA

Credit, College-Level Courses 85.17% 84.58% 86.42% 83.13% 84.85% NA

Distance Education Courses 84.57% 83.18% 81.66% 77.32% 79.79% NA

Credit Developmental Courses

Mathematics 53.56% 67.66% 56.85% 54.43% 53.46% NA

Reading 60.00% 77.92% 71.43% 66.60% 75.86% NA

English 86.86% 75.04% 83.99% 63.35% 79.66% NA

Core Academic Skills Courses

English Composition I 84.35% 80.44% 81.62% 80.10% 82.32% NA

English Composition II 71.93% 81.16% 80.45% 81.47% 79.38% NA

Speech 84.93% 85.77% 86.53% 85.76% 88.35% NA

Algebra 72.64% 73.08% 77.81% 73.49% 80.45% NA



Improvement

1I1. What recent improvements have you made in this category? How systematic and

comprehensive are your processes and performance results for Helping Students

Learn?

1. A Reading Task Force of the Teaching and Learning Committee reviewed the textbooks

used in all 100-level courses to determine their readability level. The group

recommended students who test below the reading level of the textbook be required to

enroll in one of the developmental reading courses offered both on campus and online

before enrolling in courses using textbooks of higher reading levels. This policy was

implemented in 2009-2010. While success rates in selected courses were low (because

many students enter the college with less than a seventh grade reading level), students

who were successful in the required reading course experienced increased success in

the following semester as reflected in their average GPAs.

2. Another task force of the Teaching and Learning Committee has collaborated with the

Adult Basic Education (ABE) faculty to ensure students needing services below the

levels offered by the college are referred to this program. Students may also enroll

concurrently in other selected college courses and are advised by advisors specifically

trained in the needs of developmental students in order to increase their likelihood of

success.

3. The Honors Program Coordinator is currently leading a Task Force to expand course

offerings and offer experiential opportunities to students of high academic potential.

Honors courses are now clearly delineated in the course schedule. Enrollment requires

the Coordinator's approval if the student has not been accepted into the Honors

Program. Honors curricula have been developed in the courses most frequently taken

for general education by transfer students. Faculty mentors have been appointed,

trained, and monitored to ensure these students are receiving appropriate input on their

individual pursuits.

4. When the Paramedic Program faculty reviewed graduate pass rates on the National

Registry Exam prior to 2006, they discovered that only 67% of the students who

successfully completed the program, many with A's and B's, passed. They also

discovered students who used Platinum Tests to study for the Registry Exam were more

likely to succeed. Consequently, the Emergency Medical faculty implemented the

following strategies to help students master the coursework and necessary skill

development.

Increase cut scores to 80% (B) in both formative and summative modules

Redistribute grading categories and weights so quizzes do not inflate exam scores

Instructors collaborated to create common formative exams and a summative final

Integrate ―test taking‖ instruction to students in the basic EMT classes

Provide remediation resources for students needing academic support



1I2. How do your culture and infrastructure help you to select specific processes to

improve and to set targets for improved performance results in Helping Students

Learn?

By developing an assessment plan and evaluation of instruction instruments that allow the

faculty greater autonomy and control in assessment of student learning and evaluation of their

instruction, faculty have an increased willingness to examine quantitative evidence when

revising their instructional methods. Employing a fulltime Director of Learning Outcomes and

Assessment has increased stakeholder awareness of data and encouraged its use. HCC's

Instructional Technology Services (ITS) department works closely with the offices of Institutional

Research and of Learning Outcomes and Assessment to report on student learning to both

external and internal stakeholders. The data are retrieved from the student records database.

Problems in closing the loop have surfaced because the intranet, the public website, and the

registrar‘s database do not easily communicate with each other. Therefore, even though data is

available, it cannot always be readily accessed by decision-makers. ITS staff are currently

reviewing programming that would allow easier generation of reports on student success.


Accomplishing Other Distinctive Objectives 2-1

CATEGORY TWO

Processes

2P1. How do you design and operate the key non-instructional processes through which

you serve significant stakeholder groups?

Each area of service is led by an administrative staff member responsible for the day-to-day

operation of the service, working collaborative with appropriate constituent groups, and the

realization of program goals.

Athletics: HCC‘s intercollegiate athletic programs are supervised by the athletic director. He is

supported with office staff and supervises each sport‘s head coach. Program oversight is

provided by the college president, the Kansas Jayhawk Community College Conference and the

National Junior College Athletic Association.

Community Service: The sponsorship of programs that serve the community at large is an

important part of the HCC vision of improving the quality of life.

The services of the Volunteer Center are led by a Director who is supported with office staff and

administrative personnel responsible for specific programs sponsored by the Center. Oversight

is provided by the college‘s Coordinator of Community Services and Special Projects, an

advisory council that meets monthly, and the requirements of the Corporation for National and

Community Service and other funding sources.

The General Manager of Radio Kansas is responsible for program operations in accordance

with college expectations and external regulatory agencies. Issues of ownership, employment,

and community service requirements must meet Federal Communications Commission

expectations. The Corporation for Public Broadcasting provides benchmarks concerning

staffing, budget, and programming. An annual audit provides further financial oversight. Twice

each year the station sponsors a fundraising campaign.

The Dillon Lecture Series is staffed by a part-time administrative assistant who reports to the

college President. A committee comprised of community volunteers and representatives from

Student Government and the College Board of Trustees use the services of professional

speakers‘ bureaus to secure speakers. Patron membership, co-sponsors and foundation

support provide the necessary funding for the series.

Fundraising: The college president and the Executive Director of the HCC Endowment

Association lead our fundraising efforts. The president meets regularly with potential donors to

explain planned building projects and needed contributions for construction costs and or the

donation of needed equipment. The Endowment Association, a separate entity with its own

governing board, exists to provide scholarship assistance to HCC students. Ongoing

fundraising is the responsibility of staff and board; each fall selected students staff a phone-

based fundraising campaign. In collaboration, the President and the Endowment Association

seek annual funding for Leadership and Presidential Scholarships. These awards attract

students with demonstrated leadership and academic talent.



Service to Business: HCC‘s various services to business are coordinated by the Director of

Business and Industry who reports to the Dean of Workforce Development and Outreach.

Collaboration with external partners enables the college to provide One-Stop and Workforce

Investment Act services to the public. Staff who are funded by the Workforce Investment Act

(WIA) determine assistance available to job seekers desiring to gain skills needed for

employment and matches applicants with existing job openings. Specialized college programs,

some in collaboration with the institution‘s Career/Technical Education programs, contract with

employers across the central portion of the state to train and retrain workers in safety, health,

computer skills, and the trades.

2P2. How do you determine your organization’s major non-instructional objectives for

your external stakeholders, and whom do you involve in setting these objectives?

The consideration of potential new services arises when college personnel observe an

opportunity not met elsewhere or stakeholders present unmet needs. These stakeholders may

be faculty and staff, a member of an advisory committee, a community member at large, or

personnel from other postsecondary institutions or regulatory agencies. These requests are

brought to the President‘s Council (President and four Deans) for initial discussion. Other staff,

as appropriate to the proposed service, is involved in the discussion and possible planning. New

opportunities for service are evaluated on the following criteria:

1. How does this opportunity meet the mission of the college?

2. How will it serve the needs of the community/stakeholders?

3. What is the cost/benefit to the institution?

4. Is funding available to underwrite start-up costs?

5. Does the institution have, or can it develop, the capacity to provide resources to sustain the

initiative after initial funding ceases?

2P3. How do you communicate your expectations regarding these objectives?

The designated leader of each service and program referenced as a distinctive objective is

supervised by college personnel – the President, a Dean, or a long-term administrative staff

member. Program expectations drive much of the day-to-day work for each area. The

supervision process focuses on the program and its staff working to meet expectations of the

institution, the constituency the program exists to serve, and external funders and regulators.

College supervisors serve on the advisory committees (if the program has one), understand the

requirements of external funders and regulators, and are acquainted with the constituency being

served. The annual job performance review (discussed in Category Four, Valuing People),

annual program reviews and the analysis of appropriate metrics enable program staff and

supervisors to discern the program supports the college vision of providing opportunities for

learning growth and improved quality of life.



2P4. How do you assess and review the appropriateness and value of these objectives,

and whom do you involve in these reviews?

The college-provided supervisor is responsible to communicate college expectations and to

determine that the program and its services remain relevant to the college‘s mission and vision.

Each of the distinctive objectives has criteria to assess and review progress toward the goals.

Program performance is evaluated and/or overseen by the individuals or organizations listed in

Figure 2P4-1.

Figure 2P4-1 Evaluators and Stakeholders

Athletics National Junior College Athletic Association, Jayhawk Conference, College President

Volunteer

Center

Corporation for National and Community Service, annual evaluation conducted by the Center‘s

Advisory Council, Coordinator of Community Service/Special Projects

Radio Kansas Federal Communication Commission (FCC) and Corporation for Public Broadcasting (CPB),

College President

Fundraising Annual external audit, Endowment Board assessment; College President

Business and

Industry Workforce Development Board , HCC Dean of Workforce Development and Outreach

2P5. How do you determine faculty and staff needs relative to these objectives and

operations?

Personnel needs are reviewed by each program‘s director in collaboration with his/her direct

supervisor as part of the supervision process. Needs may be identified through expectations of

external funders or regulatory agencies, through new or revised requests for service from each

program‘s constituent group, or through program and college staff identification. The annual

program review process and accompanying summary data may also indicate need for program

or staffing revisions.

2P6. How do you incorporate information on faculty and staff needs in readjusting these

objectives or the processes that support them?

When a need is identified and determined to be worthy of consideration and action, the

appropriate departments or programs of the institution collaborate to brainstorm ideas and

possible new processes and/or services. Recent outcomes of this collaborative process include

revised provisions for academic support (tutoring, developmental classes) scheduled at times

convenient to student athletes and collaborating with student life personnel to offer volunteer

opportunities that appeal to the interests of traditional-aged students.



Results

2R1. What measures of accomplishing your major non-instructional objective and

activities do you collect and analyze regularly?

The measures for each distinctive objective are illustrated in 2R2.

2R2. What are your performance results in accomplishing your other distinctive

objectives?

Athletics – The athletic department collaborates with local funders in the recruitment of student

athletes and sponsorship of events.

Athletics 2006 2007 2008 2009

Fundraising $65,900 $65,000 $58,500 $54,800

Corporate Sponsorship - # of games 21 20 21 20

Scholarship Contributions $59,600 $49,500 $40,800 $42,400

Best Team GPAs 3.38 3.03 3.09 3.42

# of full-time student athletes 260 250 240 258

# of students on scholarship 256 246 236 254

Community Service - Volunteer Center - Volunteer records are maintained for two groups,

persons older than 55 (Retired Senior and Volunteer Program – RSVP) and persons younger

than 55 (Volunteer Action Center – VAC). The number of volunteers who were active in each

year are listed below. The percent in the right hand column are those volunteers who

participated in programs of significant community impact as recognized by the Corporation for

National & Community Service (a major funder). These opportunities include volunteer income

tax assistance and food bank distribution.

Year RSVP VAC Total

2006 744 84 825 69%

2007 748 77 850 67%

2008 764 86 824 70%

2009 755 69 828 81%

Dillon Lecture Series - Estimated attendance for speakers of national prominence are listed

below.

Year Speaker Credentials # of Students # of Patrons Community

at Large

2006 Leah Walesa Fmr. Polish President 600 275 375

Slim Goodbody Health Advocate 1,100 200 200

2007 Jeannette Walls Author – The Glass Castle 800 250 350

Bob Woodard Author – All the President’s

Men, et al

600 200 125



2008 Pat Roberts Kansas US Senator 300 200 150

Soledad O‘Brien CNN News Correspondent 700 250 200

2009 Bob Schieffer CBS News Correspondent 1,000 300 300

2009 Daniel Pink Author – A Whole New

Mind, et al

450 225 325

Radio Kansas – Twice yearly station staff staff mailin or or on-air fundraisers to generate fiscal

support and to receive feedback on the programming preferences of their listeners.

Figure 2R1-4 Radio Kansas Data (Income In millions)

Fiscal Year 2006 2007 2008 2009

Total Outside

Income $1.55 $1.54 $1.68 $1.50

Renewals 3,424 3,470 3,795 3,729

New

Members 313 207 411 514

Fundraising – The Hutchinson Community College Endowment Association raises scholarship

dollars for students at HCC and the athletic program.

Years # of Annual

Donors

# of Endowed

Scholarships

Scholarship Dollars Fundraising $ for

Athletics

Corpus Endowed

Funds

2006 417 142 $332,919 $230,262 $2,906,000

2007 566 148 $340,356 $320,481 $3,327,467.

2008 585 190 $371,091 $369,565 $3,648,719

2009 580 211 $434,420 $358,170 $3,695,101

The President leads the college‘s efforts in capital campaigns to renovate and expand

classroom and laboratory spaces. Since 2006, the president has secured a combination of

public and private contributions to renovate the Industrial Center (welding), the Biotechnology

and Physical Science Center, and the Industrial Technology Center (process technology).

Service to Business - The Workforce Development Center

Annually, performance standards are negotiated between state and federal Workforce

Investment Act personnel. These standards then become the expectations of the local Center‘s

contractual agreement with the state. The figure below shows the negotiated rates and actual

results for performance standards over the last three years for which data are available. All

results, with the exception of the earnings, are listed as a percent.



ITEM GROUP 2006

NEG.

2006

ACTUAL

2007

NEG.

2007

ACTUAL

2008

NEG.

2008

ACTUAL

Entered

employment

Adults 76 84.8 81 89.9 83 88.4

Dislocated

workers

83 96.8 88 93.8 90 96.5

Retention Rate Adults 87 80.4 88.5 94.2 89.5 91.1

Dislocated

workers

93 96.2 91 99.1 92 95.3

Ave. Earnings Adults $10,000 $9,114 $11,500 $11,077 $12,000 $17,492

Dislocated

workers

$14,000 $14,692 $14.500 $14,656 $15,000 $14,239

Business & Industry Training

In academic year 2008-2009, the services of the Business and Industry Institute provided non-

credit training to more than 9,200 students (duplicated headcount).

B&I Training 4,146

OSHA & MSHA 4,244

Motorcycle Safety 420

Personal Enrichment 401

Total 9,211

2R3. How do your results for the performance of these processes compare with the

performance results of other higher education organizations and, if appropriate, of

organizations outside of higher education?

Staff have not, for the most part, compared program results with peer organizations outside the

purview of the college. When attempts have been made across programs, staff discovered data

is collected differently in other locations and true comparisons are difficult to discern.

2R4. How do your performance results of your processes for Accomplishing Other

Distinctive Objectives strengthen your overall organization? How do they enhance

your relationships with the communities and regions you serve?

Each Kansas community college is funded by a local property tax (in addition to state funds and

student tuition). The sponsorship of these non-instructional programs enables the college to

provide services to the local population who may not have need for traditional postsecondary

instruction. Others have an avenue to be involved in the life of the college, through attendance

at athletic and other performance events and through the investment of scholarship and capital

campaign dollars for the benefit of future students. Our distinctive objectives enable HCC to

address the portion of its Vision Statement that states the college will provide opportunities for

learning, growth and improved quality of life.

Improvement




comprehensive are your processes and performance results for Accomplishing

Other Distinctive Objectives?

Each objective listed under in this category is long-standing. Each program remains viable

because of processes in place that allow for stakeholder input, institutional input and latitude

given to seek new and different means to serve the public within program parameters.


improve and to set targets for improved performance results in Accomplishing

Other Distinctive Objectives?

The five criteria listed in 2P2 provide the foundation for the institution to determine new

initiatives, both instructional and community-focused. The ongoing supervisor process enables

appropriate targets for improvement to be set and evaluated.


Understanding Students‘ And Other Stakeholders‘ Needs 3-1

CATEGORY THREE

Processes

3P1. How do you identify the changing needs of your student groups? How do you

analyze and select a course of action regarding these needs?

The College regularly surveys a randomized sample of students to determine their needs.

Student surveys and results are discussed in 3R1. In addition, the college sponsors a Student

Government Association (SGA) to serve as a representative organization of the student body.

SGA was formed to provide a forum for the expression of student views and interests, to be the

"voice" of the student body, to improve student cultural and social welfare, to ensure the

continued existence of student's rights; both in principle and in practice. (SGA Constitution)

SGA membership is comprised of two officers (elected in the spring for service the following

academic year), eight students elected by a fall referendum of the student body and 13 building

representatives who are either elected or appointed. These include students who attend

classes in specific locations (including the outreach centers in Newton and McPherson) or

reside in the college‘s residence halls. The SGA also includes four non-voting alternate

representatives and meets weekly with appointed sponsors and monthly with the college

President to provide feedback concerning their collective perspective. SGA members serve on

all major institutional committees and Administrative Council.

The college employs specific processes to identify the changing needs of specific student

groups as indicated in Table 3P1.

Table 3P1 – Change Monitoring Processes for Specific Student Groups

STUDENT GROUP MONITORING PROCESS

HONORS Honors Student Council; annual program survey

DEVELOPMENTAL Evaluation of student success data; feedback from selected faculty

TRANSFER Student anecdotal feedback following transfer; transfer success data provided by Board of Regents; collaboration with four-year institutions

GENERAL / UNDECIDED MAJORS

Advising process; Career Decision Making classes and guidance services

CAREER/TECHNICAL EDUCATION

Annual follow-up survey of program graduates

ATHLETES Coaches‘ communication with academic personnel and student athlete success data

ACCOMMODATIONS Accommodation Coordinator communication and accommodations required

When possible revisions to current policies and /or practices seem warranted, persons who are

responsible for the processes or service and persons who deliver the service are involved in the

investigation and planning. If possible revisions involve only a single work area, that unit has

authority to made revisions as deemed appropriate to meet the needs of students and other

stakeholders. If possible changes involve more than one work area, or might lead to a policy

change, the institutional committee structure and processes, further discussed in Category 5 are

employed.



Figure 3P1-2 illustrates how a course of action is determined once data are collected. Initially

pertinent data is communicated to appropriate work units who analyze the results. If no action

is required, current processes are stabilized. A regular review of data takes place when it is

collected at an appropriate time period (often annually). If action is required, a committee,

subcommittee, or task force utilizes various quality tools to determine possible solutions.

Figure 3P1-2 Data Analysis/Course of Action

3P2. How do you build and maintain a

relationship with your students?

Three process categories, involving multiple

work areas of the institution, are used to facilitate

our mission of learning and collaboration:

recruitment/marketing, student services, and

faculty involvement. The activities associated

with each are listed in Figure 3P2-1.

Figure 3P2-1 Student Relationship Building

Actions Recruitment /Marketing

Student Services

Faculty Involvement

Campus tours X X X

Hosting leadership and other conferences targeted to various student groups

X X X

Information booths at Kansas State Fair and other public events

X

Visits to high schools/College planning conferences X

Tele-consulting, targeted mailings X

Department/program open houses X X

Program-specific brochures and curriculum guides X X

Relationships with high school counselors, teachers, and administrators

X X X

Academic advising X X

Placement testing X

College website/Student Portal/Web-supported classes X X X

Career advising, counseling; assistance with job placement

X X

Intramural, intercollegiate sports; residence life activities X

Student Government Assn. sponsored activities, e.g. homecoming and involvement on college committees

X

Competitive student-teacher ratio X

Student Surveys X X

Student organizations X X

Student newspaper/twice-yearly magazine X X X

Recognition of academic, athletic, and activity excellence X X

Due process policies X X

Relationships with four-year institutions in Kansas X X

Honors Program X

Tutoring Services X X

Computer lab availability X X

Adult Basic Education services to students X X X

Contacts with business and industry for retraining opportunities

X X

Data

Analyzed

Action Required

(Yes)

Action Required

(No)

Committee

Processes

Employed

Stabilize

Processes

Annual Review

Data

Collected



3P3. How do you analyze the changing needs of your key stakeholder groups and select

courses of action regarding these needs?

Table 3P3 lists those means by which the college receives and analyzes information provided

by external stakeholders. The right hand column indicates the likely person or department to

initially assess the information. Should internal action be deemed necessary, an appropriate

committee, workgroup or task force gathers the necessary information and data to formulate

possible changes for institutional review and consideration.

Table 3P3

External Stakeholders Analysis of Changing Needs Responsible Party to Determine Course of Action

Parents Follow-up on parental concerns as needed

Student Services Personnel

Employers Survey administered to employers of CTE graduates

Advisory Committee feedback concerning curricula

Feedback about quality/effectiveness of Business and Industry Training

Dean of Instruction in collaboration with CTE Coordinators and Faculty

Dean of Outreach and Workforce Development in collaboration with Director of Business and Industry

Alumni Feedback of Endowment Board Members

Executive Director of Endowment Ass‘n.

Community Members

and Taxpayers Feedback from College Board of Trustees

Feedback solicited at public meetings

Feedback provided directly to college administrators

President and Senior Administration

President in collaboration with Board of Trustees

Appropriate staff as identified by Senior Administration

Legislators Monthly attendance at state-level meetings

Invited presentations to Legislative committees

Presidential involvement in Community College Council of Presidents

President or Deans

President

3P4. How do you build and maintain a relationship with your key stakeholders?

HCC builds and maintains a relationship with key stakeholders in a variety of ways as listed in

Figure 3P4-1.

Figure 3P4-1 Stakeholder Relationship Building

Stakeholders Relationship Building Mechanisms

Parents Campus visits

College Planning Conferences

College website

Student portal with guardian access

Newspaper articles, radio and television

Employers Advisory committees

Employer follow-up survey

Business and Industry contacts/training provided



Alumni Responses to alumni requests

Alumni newsletter

Endowment Association communications and publications

Community /

Taxpayers

College website

Newspaper articles, radio and television

Performing and visual arts and athletic events

President-hosted luncheons and other social events

Open Houses of various Academic Departments

Legislators State Legislative days

Targeted meetings

3P5. How do you determine if you should target new student and stakeholder groups

with your educational offerings and services?

HCC actively seeks and is responsive to student and stakeholder requests for services or

revisions to existing services. When approached concerning a need that is not currently being

met by the college or entity in the area, personnel at HCC will investigate via environmental

scanning the feasibility of the request, its compatibility with the college‘s mission, and the

potential capability of the proposed program or service to be sustainable. The criteria discussed

in Question 2P2 are used in this evaluation process.

Demand for a trained and expanded healthcare workforce is a recent example of the college

being approached by external stakeholders (in this case, area healthcare providers) to offer new

and expanded allied health programs. Since the 2006 Systems Portfolio was written the

college has evaluated and met requests to offer programs for pharmacy technicians (further

discussed in 1P4), physical therapist assistant, and respiratory therapy. The first two are

currently serving students; lead faculty for the latter program has been hired as of this writing.

The community of Salina (similar size to Hutchinson and located 60 miles north) identified the

need for a practical nursing program in its community. Salina Area Technical College chose to

partner with HCC to provide this education rather than initiate a new program. SATC personnel

cited a primary reason for choosing HCC was the program‘s consistently high pass rate on the

PN-NClex examination (rates are listed in Table1R3-2).

3P6. How do you collect complaint information from students and other stakeholders?

How do you analyze this feedback and select courses of action? How do you

communicate these actions to your students and stakeholders?

Board-approved due process policies are listed in the college on-line catalog

http://www.hutchcc.edu/catalog and address nondiscrimination practices and student right to

appeal academic and disciplinary decisions. Each policy outlines the process for filing a

complaint or appeal. Once a complaint or appeal is filed, the appropriate administrative staff

follows specifically outlined procedures and timelines to assure due process. Appeal decisions

are always communicated in writing and confidential records concerning the proceedings and

findings are maintained in a secured file indefinitely in the appropriate Dean‘s office. The

college strives to assure confidentiality when investigating all complaints.

http://www.hutchcc.edu/catalog



Complaints from other stakeholders are addressed by the receiving party and his/her supervisor

in a confidential manner. Similar complaints from multiple parties or those that may have broad

implications for the college may be forwarded to the appropriate institution-wide committee for

consideration.

Results

3R1. How do you determine the satisfaction of your students and other stakeholders?

What measures of student and other stakeholder satisfaction do you collect and

analyze regularly?

In addition to employing the change monitoring processes cited earlier in this chapter, the

college determines satisfaction by formal survey methods. Since the 1980‘s, students have

completed an exit survey as they apply for graduation. The most recent five years of

comparison data is posted on HCC‘s Intranet for college personnel to access.

The Noel-Levitz Student Satisfaction Survey was administered in 2000, 2001, 2002, 2005, and

2007 and 2010. Noel-Levitz data provide the perspective of a random sample of our current

students concerning the non-instructional support services the college provides. In 2006 and

2009 the college administered the CCSSE Survey (Community College Survey of Student

Engagement) to formally gather cumulative data on student perceptions of their learning

experiences. Plans are to administer these two surveys each spring semester on a rotating

basis.

Annually, the Office of Institutional Research surveys Career and Technical Education

graduates and their employers. Students are asked what they are doing (working, further

education, military) and how well their course of study prepared them. The annual employers‘

survey asks supervisors how well HCC graduates are prepared for entry level positions.

3R2. What are your performance results for student satisfaction?

The Noel-Levitz Student Satisfaction Inventory was revised prior to 2007. Data from the last two

survey administrations that address student satisfaction with their requirements (Overview

Question # 3) are listed in Table 3R6-1. Students rank each item using a 7-point scale (one

being highly dissatisfied, seven being highly satisfied). The majority of measures indicate

incremental improvement of student satisfaction between the two survey administration time

periods.

The CCSSE Survey addresses student satisfaction with college services and classroom

experiences. Our data shows incremental increases in the areas of Knowledge and Student

Services. These areas also address the short- and long-term requirements and expectations of

our students as listed in Overview Question # 3. Knowledge results and national comparative

data are listed in 3R6. Student Services results are listed in 6R5.

The Graduate Exit Survey, administered annually, addresses how well the college meets

graduates‘ expectations and requirements. These items are rated on a four-point scale with four

being highly satisfied. See Figure 3R2.



Figure 3R2 Graduate Exit Survey Results

3R3. What are your performance results for building relationships with your students?

Performance results for building relationships with students as measured by the Noel Levitz

Student Satisfaction Survey are marked with an * in Table 3R6-1.

3R4. What are your performance results for stakeholder satisfaction?

Annually the college surveys graduates who have completed a technical degree or certificate

and their employers. Student responses are indicated below.

Has your vocational training helped

you with your current position?

How satisfied are you with the

vocational training you received at

HCC?

Expectation/

Requirement

Survey Item 2006 2007 2008 2009

High Quality

Advising

My Advisor was helpful in career /academic

development

3.64 3.62 3.60 3.64

Knowledgeable about HCC courses, policies procedures 3.70 3.68 3.66 3.71

Knowledgeable about transfer issues 3.68 3.58 3.61 3.66

Available by appointment, phone or on-line 3.68 3.61 3.65 3.71

Had adequate time for student 3.66 3.64 3.64 3.66

Kept student informed of important dates and issues 3.54 3.46 3.44 3.50

Schedule is

compatible with

life style

Coursework for degree completion programs packaged

in a manner that allowed me to complete my degree in

the prescribed time

3.47 3.42 3.46 3.46

Classes were scheduled at times, modalities and

locations appropriate to my needs

3.46 3.47 3.45 3.51

Appropriate

learning

environments

Facilities and furnishings were conducive to effective

learning

3.47 3.48 3.47 3.51

Technology was integrated into much of my coursework 3.44 3.45 3.49 3.52

Assistance to

achieve

academic and

career success

Career counseling was readily available and helpful in

academic and career directions

3.31 3.34 3.38 3.43

Scholarship and

financial

assistance

Personnel were able to address my questions and

concerns

3.06 3.07 3.19 3.27

Class 2006 2007 2008 2009

Yes 120 135 324 208

No 26 35 64 71

Class 2006 2007 2008 2009

Very Satisfied 100 104 212 127

Satisfied 69 72 149 107

Neutral 18 21 42 40

Unsatisfied 3 6 11 3

Very Unsatisfied 4 0 12 2



Employers of these same graduates are surveyed as well. Their cumulative results are below.

Compared with other employees with

similar job responsibilities, rate how

well this HCC graduate is prepared

for jobs with your company.

Oral communication skills

Written communication skills

Technical knowledge related to

specific job

Quality of work accomplished

Would you recommend HCC

graduates to other employers?

3R5. What are your performance results for building relationships with your key

stakeholders?

Other than surveying employers and students concerning their level of satisfaction with HCC

and its services, the college has not formally surveyed other stakeholders.

3R6. How do your results for the performance of your processes for Understanding

Students’ and Other Stakeholders’ Needs compare with the performance results

of other higher education institutions and, if appropriate, of organizations outside

of higher education?

Class 2006 2007 2008 2009

Excellent 26 44 53 17

Good 37 45 53 31

Average 5 11 12 8

Below Average 0 1 2 0

Poor 0 0 1 0

Class 2006 2007 2008 2009

Above Average 29 48 68 30

Average 38 52 55 38


Not Applicable 0 0 1 0

Class 2006 2007 2008 2009


Average 38 58 63 33



Class 2006 2007 2008 2009


Average 32 50 40 24



Class 2006 2007 2008 2009


Average 18 36 35 19



Class 2006 2007 2008 2009

Yes 64 96 111 53

No 0 0 1 0

Unsure 6 5 7 3



The student satisfaction measures are listed in Table 3R6-1 and compared to national

community college data as provided by Noel Levitz. Because Noel Levitz is not prescriptive as

to when or how the survey is administered, the results are not a true comparison of student

groups. Measures in bold type indicate HCC students express a higher level of satisfaction

both years.

Table 3R6-1

Noel Levitz Measure 2007 HCC

results

2007 Nat’l

results

2010 HCC

results

2010 Nat’l

results

* Admissions staff provide personal attention 5.32 Na^ 5.54 5.27

Staff accurately portray program offerings during recruitment

5.20 5.14 5.36 5.16

* Faculty available outside of class 5.79 5.80 5.75 5.77

Seldom get the ‘run around’ 5.00 4.98 5.31 5.07

* Staff are caring and helpful 5.67 5.58 5.75 5.63

Students feel welcomed 5.80 5.76 5.88 5.79

College has a good reputation 5.70 Na* 5.85 Na*

* Faculty care about students 5.44 Na* 5.53 Na*

Awards are timely to help in college planning 4.77 5.12 5.09 5.06

Financial aid counseling available 5.13 Na^ 5.37 5.32

College helps identify financial resources 4.94 Na^ 5.15 5.06

Tuition paid is worthwhile investment 5.53 Na^ 5.71 5.70

Classes scheduled at convenient times 5.65 5.36 5.72 5.51

Can register for classes with few conflicts 5.66 5.50 5.74 5.48

Sufficient courses are offered each term 5.50 Na^ 5.73 5.38

Computer labs adequate & accessible 5.84 5.70 5.95 5.73

Lab equipment/facilities are current 5.53 5.53 5.66 5.47

Faculty use technology and media 5.49 Na^ 5.69 5.61

* Advisor available when I need help 5.59 Na^ 5.64 5.33

Services help me decide a career 5.23 5.35 5.39 5.32

Advisor knowledgeable about program requirements 5.78 5.52 5.85 5.51

Advisor applies program of study to career goals 5.45 Na^ 5.59 5.27

Cultural activities enhance my educational experience 4.77 Na* 4.75 Na*

Library resources /services are adequate 5.70 5.66 5.79 5.66

Instructional quality is excellent 5.69 5.65 5.73 5.71

* Counseling services available 5.23 Na^ 5.36 5.34

Timely feedback about progress 5.16 5.42 5.20 5.42

Assessment/course placement are reasonable 5.45 5.49 5.55 5.45

* Receive feedback about progress 4.84 Na^ 4.98 5.08

Classes deal with practical experiences and application 5.50 5.62 5.60 5.60

* Faculty are available outside class 5.79 5.80 5.75 5.77

Advisor knowledgeable about transfer requirements 5.31 5.18 5.41 5.17

Security responds quickly to assist 4.84 5.15 5.01 5.12

Parking lots well-lighted and secure 5.04 5.37 5.22 5.33

Campus is safe and secure for all 5.63 5.81 5.76 5.77

Student parking is adequate 3.34 4.56 3.48 4.45

Overall, campus is well maintained 5.77 5.84 5.96 5.84

Registration process convenient 5.70 Na^ 5.80 5.59

Tutoring is readily available 5.62 5.54 5.75 5.54

On-line access to services 5.93 Na^ 5.91 5.85

Convenient ways to pay school bill 5.63 5.71 5.78 5.66

Can do school-related business at convenient times 5.40 5.44 5.62 5.48

* Faculty are fair and unbiased 5.50 5.55 5.65 5.57

* Administrators available to hear student concerns 5.15 5.14 5.29 5.20

Na^ - New question on the revised Satisfaction Survey and sufficient national data was not available at the time of

published survey results. Na* - HCC customized questions have no national comparison.



The University of Texas requires each participating institution to follow the same random

surveying procedures when administering the CCSSE survey, which is spring semester and to

randomly selected classes. Therefore, the inter-college comparisons are more reliable. Results

are listed in Table 3R6-2. HCC results for each category increased incrementally between the

two survey administrations while the national results remained relatively flat.

Table 3R6-2

CCSSE Knowledge Measures

2006

HCC

Results

2006

Nat’l

Results

2009

HCC

Results

2009

Nat’l

Results

Broad general knowledge 2.81 2.91 2.98 2.94

Job knowledge and skills 2.50 2.53 2.83 2.58

Writing clearly 2.50 2.65 2.63 2.70

Speaking clearly 2.43 2.55 2.63 2.61

Thinking critically 2.61 2.83 2.94 2.88

Solving numerical problems 2.31 2.55 2.51 2.58

Computing 2.54 2.67 2.86 2.72

Improvement


comprehensive are your processes and performance results for Understanding

Students’ and Other Stakeholders’ Needs?

A revised version of the Graduate Exit Survey has been administered annually since the 2005-

06 academic year. This tool enables the institution to collect trend data from graduates.

An academic advisor training plan was initiated in 2005, focusing on developmental advising.

This was mandatory training for all advisors to achieve certification. Two hours of additional

training is required every year.

The college will continue to alternately administer and evaluate the results of the Noel-Levitz

Student Satisfaction Inventory and the Community College Survey of Student Engagement.

The data are analyzed by appropriate committees or task forces following the model illustrated

in Figure 3P1-1 to determine possible steps for improvement.

During the college‘s 2007 Quality Checkup Visit students met with the reviewers and identified

possible areas of improvement. These included providing a web-supported component to all

classes, posting cafeteria menus on the college website, physical improvements to the

residence halls and enforcement of no smoking policies. Each of these and other selected

recommendations have since been addressed.


improve and to set targets for improved performance results in Understanding Students’

and Other Stakeholders’ Needs?



HCC has not yet established targets for improvement in its processes that serve students and

other stakeholders. The Institutional Effectiveness committee examines survey data closely and

is beginning to discuss possible areas of opportunity for improvement.


Valuing People 4-1

CATEGORY FOUR Processes

4P1. How do you identify the specific credentials, skills, and values required for faculty,

staff, and administrators?

When a position vacancy occurs or the need and resources to support a new position are

identified, the Director of Human Resources, in collaboration with members of the affected work

or academic unit, reviews the existing job description and required qualifications for relevancy

and currency. Appropriate revisions are made at this time. These may be influenced by the

requirements of accrediting bodies, the College‘s Master Agreement, how the work of the

particular position has evolved and expectations of future responsibilities.

4P2. How do your hiring processes make certain that the people you employ possess

the credentials, skills, and values you require?

All applicants for any college position, including part-time positions, are required to complete a

written application. The Human Resources Office provides a single application for faculty and

administrative staff and a separate one for hourly personnel. Official transcripts and other

evidence of credentials or formal training are required for persons seeking faculty or

administrative positions. For each fulltime position, a search committee is assembled, usually

comprised of the position‘s supervisor, the Director of Human Resources and other persons

knowledgeable of the position‘s responsibilities. From the applications on file, candidates are

selected for interview. Personal interviews are conducted with all members of the search

committee present. The HR Director contacts applicants‘ references as directed by the search

committee. Findings are shared with the committee and a final determination is made.

Occasionally a candidate is interviewed a second time or, if no suitable candidate is found, the

position is re-advertised. Background checks are required for child care personnel and faculty

who supervise students in clinical settings. Applicants for clerical positions may be

administered a skills test that is pertinent to job responsibilities. All faculty and administrative

contracts are approved by the College‘s Board of Trustees at a regularly scheduled meeting.

4P3. How do you recruit, hire, and retain employees?

HCC recruits through the college website (www.hutchcc.edu), on internet job search databases,

and local and regional media (Cable TV and newspaper). All position announcements are sent

to HCC employees‘ (including part-time employees) work email address. The hiring process is

outlined in 4P2.

Fulltime HCC employees are provided a generous benefit package that includes 17 paid

holidays for administrative staff, 14 for support staff; a fringe benefit of $510 per month toward

the cost of a cafeteria plan of health insurance and other benefits; a sick leave day per month;

enrollment in the Kansas Public Employees Retirement System, and a small life insurance

policy. Staff (and their dependent children) may enroll in six credit hours of their choosing each


Valuing People 4-2

semester with supervisor approval. Faculty are granted two personal days within their 170-day

contract. Administrative and hourly staff are provided vacation days upon hire that accrue to 22

days annually. The Human Resource Office oversees the probationary process for employees

experiencing difficulties interfering with their work performance. In collaboration with the

employee‘s immediate supervisor, efforts are made to maximize positive performance with

positive disciplinary measures. A commonly-used corrective action is the stipulation of a 90-day

probationary period in which the desired work behaviors are delineated for all persons involved.

Annually, all fulltime employees are evaluated by their immediate supervisor using one of two

college-generated tools, one for professional staff, and another for hourly. HCC has very little

history of laying persons off. When this has occurred, it has usually been dictated by a decision

to discontinue the program the individual/s worked in or a loss of external funding.

4P4. How do you orient all employees to your organization’s history, mission, and

values?

All new employees meet with the HR director for orientation to institutional policies and

procedures and enrollment in cafeteria plan benefits. Each new employee receives a three-ring

binder with HCC‘s mission and vision statements and brief history, AQIP values and the

institutional policies and procedures. These include Conflict of Interest, Drug and Alcohol

policies, employment and classroom policies and the appropriate handbook for their job. New

faculty are provided a copy of the Master Agreement; other employees are provided the

appropriate staff handbook (administrative or hourly).

The HR Director leads new employees on a tour of the campus buildings enabling them to meet

people in their offices. The HR director, over lunch, answers questions and becomes further

acquainted. New staff have opportunity to become acquainted with other new employees who

are also on tour.

4P5. How do you plan for changes in personnel?

Because HCC is an equal opportunity employer, all position vacancies are made public, first in-

house, and then to the general public through the means listed in 4P3. The primary opportunity

for planning occurs when a resignation or retirement is accepted by the Board of Trustees. At

this time, the process delineated in 4P1 is followed. Specific to the position, specialized training

may be provided to increase the skill level of the new hire.

4P6. How do you design your work processes and activities so they contribute both to

organizational productivity and employee satisfaction?

Each work area supervisor has the discretion to determine the work hours of persons in the

work unit and their primary duties, approve occasional overtime, and to grant vacation and other

scheduled leave. In general fulltime employees are expected to work 40 hours per week. A

$.40 per hour pay differential is granted to hourly employees whose shift normally starts at 2 pm

or later.


Valuing People 4-3

Fulltime and adjunct faculty members‘ teaching loads are assigned each semester by the

administration (per the Master Agreement – the negotiated contract). Release time is provided

on an individual basis to faculty who also perform administrative functions, such as serving as a

Department Chairperson.

Employees of all classifications – faculty, staff, and administrative personnel – participate in the

committee and task force structure. Several years ago (as an AQIP Action Project) the college

examined the existing array of standing committees and consolidated all committees into four

institution-wide committees – Teaching and Learning, Professional Development and Training,

Regulatory Compliance and Due Process, and Institutional Effectiveness. Some committees

have standing subcommittees; as appropriate, task forces are assembled to investigate and

recommend changes in institutional policies and in procedures that involve more than one work

area. This process allows for input from across the organization for revisions to policies and

processes that affect multiple offices, students, and other stakeholders.

4P7. How do you ensure the ethical practices of all of your employees?

The college follows several established practices to assure ethical behavior. The college

business office follows division of labor practices that meet accepted standards of external

auditors and of program monitors that provide external funding. Annually, an institution-wide

audit is conducted by a certified public accounting firm. The Human Resources department

conducts background checks on child care staff and selected faculty prior to employment.

References are checked on all applicants being considered for employment. The college‘s

employment application asks candidates to reveal any record of felonies. When an employee is

placed on probation for unsatisfactory work performance, positive disciplinary measures are

followed.

Employees scheduled to drive college vehicles are required to provide the business office a

copy of their current license and permission to view their driving record. A staff member

examines each employee‘s driving history via online records maintained by the Kansas Division

of Motor Vehicles office. Institutionally-approved guidelines prohibit those with an unsafe record

from driving college vehicles. Annually, the HR office distributes electronically to all HCC email

users institutional policies including the Drug and Alcohol Policy, the Acceptable (Computer)

Use Policy, Right to Know information, Sexual Harassment, and Conflict of Interest.

4P8. How do you determine training needs? How do you align employee training with

short and long-range organizational plans, and how does it strengthen your

instructional and non-instructional programs and services?

The Professional Development and Training Committee regularly surveys all employees for

training needs and welcomes requests for specific training. Four days of professional

development for faculty and student services personnel are included in the annual college

calendar. Faculty representatives from each academic department serve on the Professional


Valuing People 4-4

Learning Subcommittee (a standing subcommittee of the Professional Development and

Training Committee) and are responsible to survey their colleagues for professional

development topics.

The institution regularly surveys using the Community College Survey of Student Engagement

(CCSSE) and the Noel-Levitz Student Satisfaction Inventory. In response to these results, the

institution has provided professional development concerning student engagement, use of

technology in the classroom, and understanding traditional aged students and students who

come from a culture of poverty.

Professional development approved for individual faculty members or administrative staff must

meet at least one of the four criteria:

Leadership Development

State-of-the-Art Technology Applications

Currency in Discipline or Position

Student Engagement

Personnel who participate in professional development opportunities deemed appropriate for institution-wide dissemination may be asked to share that information at a breakout session during the institution‘s professional development days.

Since 2006, all classifications of personnel have participated in HCC‘s annual All-College Convocation. In this large group setting, employees provide feedback about institutional needs that may lead to improvement. Training in communication, customer service, and understanding students who come from a culture of poverty has also been presented at this annual meeting. The growth of on-line instruction, as a means of increasing access to education (one of HCC‘s strategic initiatives), has created the need for specialized training for all online instructors. Each semester more than 40 fulltime faculty teach one or more online classes. In the spring 2010 semester, an additional 136 persons (primarily faculty hired on a part-time basis) also taught online. This training is the responsibility of the college‘s Instruction Technology/Distance Education Department. 4P9. How do you train and develop all faculty, staff, and administrators to contribute

fully and effectively throughout their careers with your organization? How do you reinforce this training?

Professional learning (previously discussed in 4P8) conducted at the beginning of each semester provides our most comprehensive training opportunity for faculty and student support personnel. During this two-day period an evening of professional development is made available for part-time faculty who cannot attend the daytime sessions. Additional opportunities are available throughout the year for selected individuals as identified gaps in knowledge are made known and institutional initiatives require new expertise. Department and institutional dollars support faculty attending discipline specific conferences as recommended by their department chair. Faculty may enroll (at their own expense) in approved graduate courses for advancement on the salary schedule and may apply for sabbatical leave to further their education. Faculty


Valuing People 4-5

are able to move a ‗column‘ on the faculty initial hiring schedule for every 15 hours of approved college level work completed. Annually, personnel attend institutional accreditation training. Twice the college has sent ten persons to participate in AQIP Strategy Forums. All staff and administrative personnel are required to complete and document 20 clock hours of training annually. This may be in-house or external training. The college, as a fringe benefit, pays tuition for staff to enroll in six credit hours of coursework each semester. Employees may enroll in any coursework offered by HCC that is offered on-line or during non-working hours. 4P10. How do you design and use your personnel evaluation system? How do you align

this system with your objectives for both instructional and non-instructional programs and services?

The evaluation process for faculty is governed by the Master Agreement, the negotiated contract between the Hutchinson National Faculty Association (HNFA) and HCC Board of Trustees. The evaluation process is discussed in 1P11. Annual administrative and support staff evaluations are coordinated by the Human Resources office. The administrative evaluation was rewritten in 2003 to align with AQIP core values and continuous improvement, e.g., leadership, learning, and collaboration. For each administrative and staff position, the supervisor completes an evaluation and the employee a self-evaluation. Personnel are evaluated by their job descriptions and revisions that have evolved overtime. This process allows for goal setting, an improvement plan if necessary, and documents professional development obtained or needed. Ratings are discussed in a private conference and a final copy is filed electronically in the HR office. 4P11. How do you design your employee recognition, reward, compensation, and benefit

systems to align with your objectives for both instructional and non-instructional programs and services?

HCC‘s vision is to be the premier institution in the state of Kansas. Faculty and staff are the college‘s most important resource to carry out our mission and realize our vision. Therefore, continued education and development opportunities for all classifications of employees, as previously discussed, is a major initiative for HCC. Compensation, benefits, and working conditions for all fulltime faculty are negotiated annually between the Faculty Association, the college‘s only recognized bargaining unit, and the Board of Trustees. Annual compensation increases often correlate with the local economic reality. Typically administrative and support staff are afforded a similar percent of compensation increase. Fringe benefits are the same for all fulltime employees, regardless of classification. For fiscal year 2010, non-payroll benefits were provided – faculty received a third personal day and staff were given their birthday (or another chosen date) as an extra vacation day. The number of credit hours employees and or their dependents received the tuition benefit for was increased from three to six credit hours each semester. The college supports a number of opportunities to recognize excellence in teaching and support services.

o Dragon Educator of the Year – Recognizes an outstanding faculty member identified by the Student Government Association


Valuing People 4-6

o Golden Dragon Award – Recognizes an outstanding faculty member nominated by peers

Both awardees are recognized at Commencement exercises.

o Employee of the Semester – Any employee may nominate a non-faculty employee for their excellent service. This individual is recognized during Professional Learning Days and receives a monetary gift and plaque.

o First Monday – Weekly, during the academic year, the college president writes an email for campus-wide distribution to recognize faculty, staff and students for their outstanding contributions and demonstration of True Blue Excellence.

o Attendance Award – The names of hourly employees who do not use sick leave in a quarter are entered into a drawing for a gift certificate.

o Years of service recognition – Persons with 10, 15, 20 etc, years of service are recognized at the opening meeting of the Fall semester.

4P12. How do you determine key issues related to the motivation of your faculty, staff, and administrators? How do you analyze these issues and select courses of action?

The annual negotiation process between the faculty association and the Board of Trustees allows all parties to identify issues related to faculty motivation. Two processes, the ongoing supervision and annual performance evaluation process, and the biennial administration of the PACE (Personal Assessment of the College Environment) survey provide insight into the motivations of all employees. The negotiation process is used to analyze faculty issues and determine appropriate courses of action. Occasionally, a task force, comprised of faculty and administration, is assigned to study an important issue during the year and make a recommendation for the next negotiation cycle, typically held in the spring of each year. The results of the PACE Survey are shared formally in Administrative Council and analyzed more closely by the President‘s Council to better understand the mood of employees and by members of the Professional Development and Training Committee for possible education opportunities. 4P13. How do you provide for and evaluate employee satisfaction, health and safety, and

wellbeing? The PACE survey asks employees to rate their level of satisfaction in their work unit. All employees are provided opportunity to participate in wellness committee activities that are held throughout the year. This committee encourages healthy behavior by electronically distributing a monthly health newsletter and sponsoring healthy activities including group exercise opportunities. The Safety and Security Subcommittee, a standing subcommittee of the Regulatory Compliance & Due Process Committee, meets monthly and allows any staff member to bring forward health and safety concerns.


Valuing People 4-7

Results 4R1. What measures of valuing people do you collect and analyze regularly? The PACE survey, Personal Assessment of the College Environment, a program of the National Initiative for Leadership and Institutional Effectiveness (NILIE) at North Carolina State University is administered biennially in the fall. Employees are invited to complete a 46-item instrument measuring Institutional Structure, Supervisory Relationships, Teamwork, and Student Focus. This instrument measures HCC existing climate to four managerial systems found to exist in colleges and to a norm base of 45 colleges across North America. In each of the administrations of the PACE survey (2001, 2001, 2004, 2006, 2008), HCC‘s results indicate a healthy campus climate. The most recent survey yield a 3.64 means score on a scale five. This categorizes the college as a Consultative system which NILIE describes as an organization in which

decisions are made at the lower levels

leaders consult with followers regarding decisions

influence is exercised through the rewards process

lower levels of the organization exercise cooperation toward the accomplishment of goals

leaders are view as having substantial confidence and trust in employees

employees are significantly involved in the decision-making process. 4R2. What are your performance results in valuing people? Individual item results for Supervisory Relationships and their comparison to the Norm Base are listed below. Item 2006 Mean 2008 Mean Norm Base

Supervisor expresses confidence in my work 4.06 4.03 4.03

I receive timely feedback for my work 3.49 3.51 3.48

I receive appropriate feedback for my work 3.53 3.53 3.51

My supervisor actively seeks my ideas 3.60 3.71 3.62

I am given opportunity to be creative in my work 3.94 3.98 3.93

Opportunity to express my ideas in appropriate forums 3.41 3.53 3.49

Professional development opportunities are available 3.43 3.64* 3.59

*T-test results indicate a significant difference between the 2006 and 2008 mean at the 0.05 level.

The PACE survey allows each organization to create ‗customized‘ questions to discern items

specific to that institution. Included in HCC‘s own question and results is the following one

concerning professional development. No Norm Base is available for customized questions.

Item 2006 Mean 2008 Mean

My supervisor allows me to participate in professional development opportunities 3.77 3.97

4R3. What evidence indicates the productivity and effectiveness of your faculty, staff,

and administrators are helping you achieve your goals?

HCC‘s head count and credit hour generation has increased in the last two years in similar

fashion to other public two-year institutions. As state fiscal support has declined, the demand


Valuing People 4-8

for educational services has increased. Year-end counts are not yet available for the 2009-

2010 year, but preliminary estimates indicate a student headcount increase of 600 and a similar

increase (7%) in credit hours generated over the 2008-2009 year. Our faculty and staff have

met the challenge well. Specifically, there have been enrollment increases in on-line and

technical education and we are poised for expansion in the two outreach sites at McPherson

and Newton, having recently consolidated services in newly renovated locations.

Our preliminary assessment results and results for student success and retention rates

(illustrated in 1R5) reveal a willingness to examine data for the purpose of driving improvement.

We are further encouraged by incremental improvements in student satisfaction results as

expressed in the CCSSE and Noel Levitz surveys (discussed in the results sections of

Categories 3 and 6).

4R4. How do your results for the performance of your processes for Valuing People

compare with the performance results of other higher education organizations and,

if appropriate, of organizations outside of higher education?

The Norm Base results provided by NILIE for the PACE survey are listed in 4R2.

Improvement


comprehensive are your processes and performance results for Valuing People?

Recent improvements in the Valuing People category include the completion of the Action

Project Evaluation of Instruction in which faculty and administration collaborated to rewrite the

tool used for faculty evaluation. PACE Survey results show incremental increases in employee

satisfaction with professional development opportunities. For the 2009-2010 academic year, the

creative expansion of benefits – increasing the credit hour tuition benefit and providing an addi-

tional day of leave – was applied when a monetary increase was not feasible.


improve and to set targets for improved performance results in Valuing People?

To date, HCC personnel have not set specific targets for improved performance results.


Leading And Communicating 5-1

CATEGORY FIVE

Processes

5P1. How are your organization's mission and values defined and reviewed? When and

by whom?

Administrative Council members participated in a formal process to draft the current mission

and vision statements and recommended them and quality values to the Board of Trustees for

formal approval. This process occurred and was finalized in 2005. Annually, the President‘s

Council (president and Deans listed in 4C) review the statements and values for relevancy.

5P2. How do your leaders set directions in alignment with your mission, vision, values,

and commitment to high performance?

The President‘s Council meets weekly to discuss issues of institution-wide importance. As

warranted, others attend to discuss specific issues or events. As opportunities present

themselves, selected staff are charged to provide due diligence in determining the

appropriateness of the action, taking into consideration the college‘s mission and values and the

needs and expectations of its stakeholders. Information gathered is then provided to senior

administration and the decision to pursue the opportunity or not is made.

5P3. How do these directions take into account the needs and expectations of current

and potential students and key stakeholder groups?

Expectations of students are gained partially from the survey results and from input of various

student groups, primarily the Student Government Association. Student representatives serve

on major committees and have voting rights. Monthly the president meets with student

government representatives to hear their concerns and feedback. Admissions personnel and

others who work with prospective students would share their information and insights with the

Dean of Students who is a member of President‘s Council and, as appropriate, brings

information to that body for further discussion and possible action.

In addition to scheduled breakfast meetings with HCC faculty and staff, the president regularly

meets with members of the community and other key stakeholders to understand service area

needs and expectations. This input, coupled with the input provided by our Advisory

Committees, and senior leadership involvement with the Kansas Board of Regents (state

coordinating board for community and technical colleges) and the Kansas Legislature provides

broad perspective for effective decision-making. As discussed in Overview Question #5 and

Categories Three and Six, student surveying results are formally examined to discern needs

and expectations as well.

5P4. How do your leaders guide your organization in seeking future opportunities while

enhancing a strong focus on students and learning?



The college President, in addition to overseeing the internal operations of the college, is

externally focused. He regularly attends meetings of the Kansas Board of Regents, applicable

Legislative hearings, and other state-system entities. In addition, he actively elicits feedback

from the community via scheduled meetings with selected individuals and groups including

representatives of area industry. Using these contacts, he seeks opportunities for growth in our

current transfer and technical programs and for creation of new programs to serve unmet

needs. Our Deans are responsible for understanding the needs of each constituent group they

supervise – learning, student services, college finance and operations, and the needs of

persons served through outreach and workforce development programs.

5P5. How do you make decisions in your organization? How do you use teams, task

forces, groups, or committees to recommend or make decisions, and to carry them

out?

Regularly, heads of administrative departments meet to discuss operational concerns. Monthly,

all academic department chairpersons, deans, and work area supervisors attend Administrative

Council which is led by the college President. In this formal meeting, institution-wide committee

reports are made, recommended policies are voted on (following first and second reading) for

recommendation to the Board of Trustees, and other reports and information of institution-wide

interest are shared. Minutes of Administrative Council meetings are distributed electronically.

Bi-weekly, the Dean of Instruction meets with the Academic Department chairpersons; monthly

all academic support leaders also attend to discuss issues pertaining to the improvement of

instruction.

The college‘s institution-wide committee structure and formalized processes are used to make

improvements in policies and in processes that affect multiple work areas. The revision of our

committee structure was an AQIP Action Project from 2003 through 2005. The flow chart on

page 5-7 illustrates the process for the creation or refinement of a college policy or process.

The institution-wide committee chairs serve alternating two-year terms to assure continuity of

leadership and comprise the Institution Wide Council (IWC). Most items brought forth by the

constituency are immediately understood to fall under the purview of a specific committee –

Regulatory Compliance / Due Process, for example, would review the college‘s Academic

Appeal Process. The assignment of other issues may not be so obvious requiring the IWC

members to make that determination. Occasionally IWC will suggest two committees work

together. Review of the Student Reinstatement Policy was recently examined by both the

Regulatory Compliance/Due Process and Teaching and Learning Committees.

In researching an issue, committee members may choose to have a standing subcommittee or

a task force with subject matter experts providing input. This group‘s recommendations are

then presented to the full committee and follow the approval process outlined in the flow chart.

Administrative Council members are expected to share the proposal with persons in their work

unit and provide feedback at the following meeting. Policy recommendations are forwarded to



the college Board of Trustees. Revised procedures are instituted under the supervision of the

appropriate Dean following a positive vote of Administrative Council.

5P6. How do you use data, information, and your own performance results in your

decision making processes?

Types of data and information most commonly examined by institutional leaders and how that

information is used in decision-making are listed below.

Table 5P6-1

Type of Data/Information Use of Data

Student Success/Retention Data

and Student Survey Results

Determine if revisions to current services/instruction is needed

Advisory Committee Feedback Evaluation of programs of study in preparing students for success in the

workplace; Determining program revisions, major equipment purchases and

that workforce needs are met

Student Subsequent Performance

at 4-year Institutions

Determine if transfer curricula is adequately preparing students for academic

demands

Enrollment Data Creation of course schedules to meet expected demand

Fiscal Budgeting, budget revisions

Community and Student Feedback Determine if current programs are appropriate, if investigation into new or

revised programs is appropriate

Credit Hour Load and Workload

Data

Reassign work load and justify additional employment to meet expected

demand

5P7. How does communication occur between and among the levels and units of your

organization?

Communication occurs primarily within meetings and electronically, replacing previously

distributed paper copies of minutes, memos, and weekly calendars of campus events. All

fulltime and most part-time employees have a personal e-mail account on their computer

workstation with the ability to transmit and read attached documents. All users have access to

an electronic calendaring system (GroupWise) for efficient scheduling of meetings and events.

Regularly scheduled meetings include President‘s Council (weekly), Department Chairs with

Dean of Instruction (twice monthly) Services & Operations (twice monthly), Administrative

Council (monthly), Institution-wide Committees and some Subcommittees (monthly). Single

purpose meetings are scheduled as needed.

The HCC Organization Chart on page 5-8 shows our structure. Dean and department heads

are expected to communicate to their specific work groups information shared at meetings and

to gather feedback on draft policies and procedures before final determination is made.

5P8. How do your leaders communicate a shared mission, vision, and values that

deepen and reinforce the characteristics of high performance organizations?



The President and Deans present information concerning college values and direction and

items of institution-wide importance to faculty and staff at the all-employee meeting held at the

beginning of each semester. On a rotating basis the President invites small groups of

employees to a breakfast or lunch in his office where information concerning the college is

presented in an informal matter. All employees are invited to one of these meetings sometime

during the year. Weekly, the President sends an electronic e-mail First Monday to all staff. In

this communication he highlights accomplishments of faculty, staff, and students, and conveys

institutional direction and values. Each year since 2006 the college has held an institution-wide

convocation. This half-day event serves as a celebration of the college and its personnel and

purposefully creates conversation among employees for the purpose of enhancing community

and collaboration to make HCC a premier institution.

Each program area, both career/technical and transfer, are required to prepare a three-year

report summarizing the program‘s enrollment and course offerings, student assessment results,

program accomplishments and challenges and plans for continued improvement and growth.

Findings are presented in a formal meeting attended by the President, Dean of Instruction, the

Director of Outcomes and Assessment, and appropriate faculty and Department Chairpersons.

This setting enables faculty and senior leadership to dialogue about program goals, history,

student success, and opportunities for growth and improvement.

5P9. How are leadership abilities encouraged, developed and strengthened among your

faculty, staff, and administrators? How do you communicate and share leadership

knowledge, skills, and best practices throughout your organization?

Several practices are in place to develop and strengthen leadership abilities. Committee and

subcommittee chairs alternate their two-year leadership terms to assure continuity. Department

chair person positions are evaluated in the spring of even numbered years. Department faculty

may nominate a colleague for the role. Candidates from this pool are interviewed by the

President and Dean of Instruction before final selection is made. Department chairpersons

attend ‗Chair Academy‘ training as part of their orientation to this role. The Professional

Development and Training Committee offer training in leadership to the campus community at

large.

5P10. How do your leaders and board members ensure that your organization maintains

and preserves its mission, vision, values, and commitment to high performance

during leadership succession? How do you develop and implement your

leadership succession plans?

The Board of Trustees and senior leadership have not formally articulated this process.

Results

5R1. What performance measures of Leading and Communicating do you collect and

analyze regularly?



Biennially, the college administers the PACE (Personal Assessment of the College

Environment) survey to all employees. It was most recently administered in the fall of 2006 and

2008. The assessment measures four climate factors: institutional structure, supervisory

relationships, teamwork and student focus. Additional discuss and results from this survey are

discussed in the Results Section of Category Four.

5R2. What are your results for leading and communicating processes and systems?

PACE Survey results concerning leadership and communication for the 2006 and 2008 survey

administrations and comparison to the Norm Base of community colleges are listed below.

HCC results improve incrementally between survey administrations and rate slightly above the

Norm Base which is derived from all climate studies conducted by NILIE at two- and four-year

institutions since 2001. These include small, medium, large, and multi-campus institutions;

community college districts; and statewide systems.

PACE Survey Element (Scale of five) 2006 2008 Norm Base

Actions of this institution reflect its mission 3.73 3.79 3.67

Institution-wide policies guide my work 3.53 3.68 3.47

Administrative leadership is focused on meeting student needs 3.59 3.69 3.48

I receive adequate information regarding important institution activities 3.43 3.59 3.49

There is a spirit of cooperation within my work team 3.79 3.95 3.78

Opportunity for all ideas to be exchanged within my work team. 3.59 3.77 3.63

My work team coordinates its efforts with appropriate individuals 3.65 3.73 3.63

PACE survey results that address the college‘s decision-making/committee structure and

processes are listed below.

Element (Scale of five) 2006 2008 Norm Base

Decisions are made at the appropriate level of the institution 3.25 3.29 2.98

Institutional teams use problem-solving techniques 3.21 3.28 3.09

My work is guided by clearly defined administrative processes 3.34 3.36 3.28

Have opportunity to express my ideas in appropriate forums 3.41 3.53 3.49

In the 2006 and 2008 survey administrations the college listed customized elements to discern

the opinion of the institution-wide committee structure. There are no comparative data for these

results.

Element (Scale of five) 2006 2008

Current committee structure contributes to my involvement in decision-making at this institution

3.11 3.21

Committee structure is effective and efficient for advancing institution‘s work 3.00 3.15

I have participated in the current committee structure 3.44 3.61

In recent years, committee processes have yielded additional results in the revision or creation

of several major policies. These include the creation of an institutional Conflict of Interest policy,

Emergency Response procedures, a mandatory Reading Policy, a revised Academic



Reinstatement policy, an Institutional Copyright policy (in response to expectations of the Higher

Education Opportunity Act passed by Congress), and addenda to the Acceptable IT Use Policy.

5R3. How do your results for the performance of your processes for Leading and

Communicating compare with the performance results of other higher education

organizations and, if appropriate, of organizations outside of higher education?

Data comparing HCC‘s PACE survey results to the Norm Base are listed in 5R2.

Improvement


comprehensive are your processes and performance results for Leading and

Communicating?

To increase communication the college has further developed information available to all full

and part-time personnel on the college‘s intranet – HCCWebservices. Available information

includes committee minutes, student data, individual human resource information, college

handbooks, budgeting and budget planning capabilities, textbook ordering when a new class

section is added to the course schedule, course syllabi, and event scheduling.

As indicated by a comparison of the 2006 and 2008 PACE data, employee involvement in the

current committee structure has improved as has staff and faculty perception of HCC‘s

organizational structure.


improve and to set targets for improved performance results in Leading and

Communicating?

The committee structure has provided the institution a mechanism to address issues that

previously were of concern, but a means to discuss and resolve them in a systematic and

purposeful manner did not exist. The institution-wide committee structure enables all

stakeholders to bring concerns forward for consideration and has provided college faculty and

staff the processes to address issues that improve the ways the college functions and the

services it provides.



Institution Wide Council receives proposal/

concern/idea from constituent

Divisional or

Institution Wide

Which committee‘s

charter does the issue

fall under?

Referred to

appropriate dean

Regulatory

Compliance/Due

Process

Professional

Development &

Training

Institutional

Effectiveness

Teaching &

Learning

Committee

acceptance,

discussion, and

referral

Subcommittee

or Task Force?

Subcommittee

develops proposal

and reports, and

recommends to full

committee

Committee

discussion and

first reading

Members take

items to

constituent groups

for input

Second

reading and

vote

Process

Terminates

No

Item brought to

Administrative

Council for

discussion and

first reading

Members take

items to

constituent groups

for input

Item brought to

Administrative

Council for

discussion and

second reading

Administrative

Council vote

Yes

Process

terminates

No

Is this a policy?Yes

HCC Board of

Trustees

discussion and

first reading

Institutionalize the

procedure/process

No

Yes

Board second

reading and

vote

Process

terminates

Denied

Policy is

institutionalizedYes

5P5 Committee Decision Making

Process



Board of Trustees

President

Dean of Instruction

Department III Chairperson, Fine Arts

Department I, Business, Agriculture,

and Family and Consumer Sciences

Department VIII Chairperson, Allied

Health

Department IV Chairperson, Social Science Department

Director of Learning Outcomes and Assessment

Department VII, Natural Sciences and Mathematics

Department VI Chairperson,

Computer and Industrial Technology

Director of Virtual Learning and ITDE

Department V Chairperson, Public

Safety

Executive Director, Academic Support

Department II Chairperson, Language,

Literature and Communication

Dean of Workforce Development and

Outreach

Director of Business and Industry Training

Executive Director of Instructional

Services

Associate Director of Continuing Education

McPherson Site Coordinator

Newton Site Coordinator

Dean of Finance and Operations

Campus Store Manager

Student Billing Manager/College

Treasurer

Director of Plant Facilities

Fiscal Systems/Accounting Manager

Director of Information Technology Services

Dean of Student Services

Registrar

Coordinator of Advising

Admissions Director

Director of Residence Life

Director of Student Support Services

Director of Student Financial Aid

Coordinator of Community Services and Special Projects

Coordinator of the Child Care Center

Director, The Volunteer Center

and RSVP

Coordinator of Adult Basic Education/

GED

Director of Marketing and

Public Information

Director of Athletics

Director of Human Resources

General Manager, Radio Kansas

Coordinator of Institutional Research

Coordinator of MSHA

Coordinator of OSHA

5P7 Organizational Chart

June 2010


Supporting Institutional Operations 6-1

CATEGORY SIX

Processes

6P1. How do you identify the support service needs of your students and other stakeholder groups?

Multiple processes and services are used to monitor the needs of HCC‘s various stakeholder

groups. The identified groups and processes specific to each are listed below.

Stakeholder Group Identification/Monitoring of Support Service Needs

Students Cumulative placement scores

Student success/retention data

Student Government Association feedback

Formal student surveying

Anecdotal feedback to faculty and staff

Review of student appeal processes

Parents Parent Orientation

Parent-voiced concerns

Guardian access availability on student portal

Employers Advisory Committee Input

Business & Industry Partnerships

Employer Survey of CTE Graduates

Workforce Development Center Services

Alumni Feedback from Alumni Board Members

Donor requests and relations

Events for cohort alumni groups (e.g., nursing grads)

Community Members / Taxpayers

Presidential meetings/luncheons with community members

Unsolicited community feedback to administration and Board of Trustees

Public comment opportunity at Board Meetings

Board of Trustee members

Support of athletic and performing arts events

Legislators Legislative Forums

Invited presentations to select committees

Networking with area legislators

6P2. How do you identify the administrative support needs of your faculty, staff, and administrators?

Personnel needs for support are identified through multiple processes. Each employee is

directly supervised by the President, a Dean, or Department supervisor. Faculty members are

supervised by the appropriate Academic Department Chairperson in collaboration with the Dean

of Instruction. Through the supervising and evaluation process, support needs are identified. It

is the role of each supervisor to assess the appropriateness of the needs within the mission and

values of the institution, consulting with peers or supervisors as needed. When the provision of

support needs have significant budget, personnel, of physical plant implications, the decision of

the President‘s Council (President and Deans, See College Organizational Chart in Category 5)

and /or Board of Trustees is final.



The Master Agreement, the formal negotiated agreement between fulltime and adjunct faculty,

fulltime counselors and librarians and the Board of Trustees, lists specific support needs to be

provided these groups of employees. These include calculation of teaching and advising load,

office space and hours, office equipment, clerical support, parking, personal and professional

leave, and extra duty and overload pay.

Institutional policies that affect employees (e.g., Drug and Alcohol, Conflict of Interest, and

Acceptable Use of Information Technology) provide additional guidelines for determining

appropriate support needs. Revisions to institution-wide policies follow the same processes (the

institution-wide committee structure is discussed in Category 5) as revisions to student-related

procedures and policies.

6P3. How do you design, maintain and communicate the key support processes that

contribute to everyone’s physical safety and security?

Safety and Security is a standing subcommittee of the Regulatory Compliance & Due Process

Committee. This group, in monthly meetings, examines the physical campus and the safety of

all employees and makes recommendations to the Director of Plant Facilities and other

appropriate work groups. Working in collaboration with the local police department, the

subcommittee provided instruction to the entire campus about appropriate responses to an

armed intruder situation. In 2009 the subcommittee designed and led the campus in a mock

bomb threat exercise and created and distributed emergency response protocols for a variety of

situations, including threatening weather, armed intruder, fire, and gas leaks. Most recently,

selected personnel engaged in a table top exercise with local law enforcement personnel

concerning threatening weather and identified gaps in posted information concerning below

ground shelter.

A Behavior Intervention Team, comprised of the Dean of Student Services, the Director of

Guidance and Counseling, the Registrar, the Director of Residence Life and the Affirmative

Action Officer, was created in early 2009 to monitor the actions of students whose behavior is

reported to be of concern in one or more campus settings. This team collaborates as needed

with faculty, campus security, local law enforcement, and mental health professionals in

accordance with FERPA guidelines. As necessary, campus personnel are notified of the

Team‘s decisions concerning specific persons.

6P4. How do you manage your key student, administrative and organizational support

service processes on a day-to-day basis to ensure they are addressing the needs

you intended them to meet?

Each work area is supervised by a Director or Coordinator. In regularly scheduled unit

meetings, needs and concerns are communicated, tasks assigned and progress evaluated.

Representatives from work units that provide student and administrative support services meet

bi-weekly to discuss processes that affect multiple work areas. Named the Services and

Operations Council (SOC), these representatives coordinate functions that require the input of

two or more work areas. Examples include student registration and records and computer

programming upgrades.



6P5. How do you document your support processes to encourage knowledge sharing,

innovation, and empowerment?

Each position at the college has a written job description listing the primary duties and the

required and preferred qualifications. All college policies, both academic and institutional, are

posted on the college‘s website. Some college policies separately list procedures to be

followed. Some offices have written specific guidelines (e.g., Business Office, Financial Aid

Office) to assure approved division of labor practices are followed and that the college is

working within legal parameters.

Results

6R1. What measures of student, administrative, and organizational support service

processes do you collect and analyze regularly?

In the spring semester, students are randomly sampled using either the Noel Levitz Student

Satisfaction Survey or the Community College Survey of Student Engagement (CCSSE). Each

year, graduates complete an exit survey as part of that application process. Annually, the

college is audited by a professional accounting firm using A-133 standards (for the audit of non-

Federal entities expending Federal awards).

6R2. What are your performance results for students support service processes?

HCC results from the Noel Levitz and CCSSE survey are listed beside national survey results in

6R5. HCC Graduate Exit survey results for selected support services are listed below. In

addition, following the Satisfaction with Library and Tutoring Services data is student success

data for persons who used tutoring services three or more times in a given semester.

SATISFACTION WITH ADVISING SERVICES Graduate Exit Survey (Scale of 4) 2006 2007 2008 2009

Advisor available by appt / phone /online 3.68 3.61 3.65 3.71

Knowledgeable about HCC courses / programs 3.70 3.68 3.66 3.71

Knowledgeable about transfer issues 3.68 3.58 3.61 3.66

Helpful in career / academic development 3.64 3.62 3.60 3.64

SATISFACTION WITH FINANCIAL AID SERVICES Graduate Exit Survey (Scale of 4) 2006 2007 2008 2009

Communication understandable 3.00 3.06 3.21 3.27

Personnel addressed my questions and concerns 3.06 3.07 3.19 3.27

Personnel assisted me through FA process 3.05 3.07 3.21 3.28

The college‘s current default rate was discussed during the October 2007 Quality Check up

Visit. The visiting team strongly encouraged the college to reduce the existing rate even though

it was within required federal limits. Following the visit, the Financial Aid Director investigated

the practices of other colleges in Kansas and discovered those with a lower default rate used

the services of a proprietary company to make follow-up contact with students who were behind

in loan repayment. Following further research it was recommended to and approved by the

Board of Trustees to contract with the company at a lower cost than hiring and orienting



additional staff to perform the services. HCC‘s default rates for 2005 to 2008 in comparison with

other Kansas schools are listed in 6R5.

Students expressed great dissatisfaction with financial aid services in the early (2000-2002)

administrations of the Noel-Levitz survey. In response the department staff created several

performance goals including Students will receive their awards as timely as the policies and

procedures of HCC and the federal Department of Education allow. New processes were put in

place to meet this goal. Data showing the number and percent of financial aid awards made by

August 18th of each year are listed below.

FINANCIAL AIDE AWARD TIMELINES Year # of awards finalized

by August 18th % of awards granted to students by August 18

th

who applied before this same date

2004 769 58%

2005 1,787 83%

2006 1,688 83%

2007 1,674 86%

2008 1,613 76%

2009 1,945 80%

SATISFACTION WITH COMPUTERS AND OTHER LABS Graduate Exit Survey (Scale of 4) 2006 2007 2008 2009

Educational technology available/appropriate for educational needs 3.51 3.53 3.51 3.56

Technology was integrated into much of my coursework 3.44 3.45 3.49 3.52

SATISFACTION WITH LIBRARY AND TUTORING SERVICES Graduate Exit Survey (Scale of 4) 2006 2007 2008 2009

Assistance in math/writing lab was beneficial 3.45 3.41 3.45 3.47

Tutoring enhanced my educational experience 3.39 3.35 3.55 3.65

Library resources/service were useful 3.46 3.47 3.47 3.49

STUDENT SUCCESS IN RELATION TO USE OF TUTORING SERVICES Fall Semester Math tutees* - # and % successful English tutees* - # and % successful

2006 45 / 77.5% 20 / 87%

2007 127 / 77% 104 / 83.9%

2008 78 / 87.6% 16 / 88.0%

2009 65 / 90.3% 22 / 84.6%

*Students in all levels of math or English instruction who attended 3 or more tutoring sessions in the semester and receive a final grade of C or above. Academic support staff have examined this data and discerned the percent of academic success remains fairly constant for students using tutoring services three or more times. Staff now understand they must better collaborate with instructional faculty to help promote attendance at the Tutoring Center. Increasing the number of students who attend tutoring has become a department goal and part of their program‘s strategic plan.

SATISFACTION WITH ADMISSIONS Graduate Exit Survey (Scale of 4) 2006 2007 2008 2009

Staff were generally knowledgeable and courteous 3.49 3.48 3.56 3.58

Literature and forms helpful / easy to complete 3.44 3.44 3.50 3.51



6R3. What are your performance results for administrative support service processes?

CAMPUS MAINTENANCE / PARKING NOEL LEVITZ (Scale of 7) 2007 2010

Security staff respond quickly to calls for assistance 4.84 5.01

Campus is safe and secure for all 5.63 5.76

Parking lots are well-lighted and secure 5.04 5.22

On the whole, the campus is well-maintained 5.77 5.96

Amount of student parking space is adequate 3.34 3.48

BUSINESS OFFICE OPERATIONS NOEL LEVITZ (Scale of 7) 2007 2010

Registration processes and procedures are convenient 5.70 5.80

Campus provides online access to services I need 5.93 5.91

Am able to take care of college-related business at convenient times 5.40 5.62

I seldom get the ‗run around‘ when seeking information 5.00 5.31

INSTITUTIONAL AUDIT

Annually, the college receives an unqualified audit opinion from a certified public accounting

firm.

6R4. How do your key student, administrative, and organizational support areas use

information and results to improve their services?

Data compiled from formal student surveys are formally presented to Administrative Council for

review. Survey data are further analyzed by the appropriate committee and /or work group to

determine if adjustments in processes or services need to be considered. Modifications that

affect only a single work area are made under the direction of that area‘s director. Revisions of

a broader scope may be referred to the appropriate institution-wide committee for consideration.

6R5. How do your results for the performance of your processes for Supporting

Organizational Operations compare with the performance results of other higher

education organizations and, if appropriate, of organizations outside of higher

education?

In the following charts, HCC‘s student satisfaction ratings on support services are compared to

national Noel Levitz results and CCSSE institutions of similar size. For most measures, the

national standard has held fairly constant, while HCC has increased incrementally.

ADVISING SERVICES Noel Levitz Measure (Scale of 7) 2007

HCC results

2007 Nat’l

results

2010 HCC

results

2010 Nat’l

results

Advisor is available when I need help 5.59 Na 5.64 5.33

Services help me decide a career 5.23 5.35 5.39 5.32

Advisor knowledgeable about program requirements 5.78 5.52 5.85 5.51

Advisor knowledgeable about transfer requirements 5.31 5.18 5.41 5.17



CCSSE Measure (Scale of 3) 2006 HCC Results

2006 Cohort Results

2009 HCC Results

2009 Cohort Results

Satisfaction w/ Academic Advising 2.25 2.20 2.41 2.23

Satisfaction w/ Career Counseling 2.00 2.03 2.17 2.05

FINANCIAL AID SERVICES Noel Levitz Measure (Scale of 7) 2007

HCC results

2007 Nat’l

results

2010 HCC

results

2010 Nat’l

results

Awards announced in timely manner 4.77 5.12 5.09 5.06

FA counseling is available 5.13 Na 5.37 5.32

Convenient ways to pay tuition 5.63 5.71 5.78 5.66

HCC helps identify resources to finance my education 4.94 Na 5.15 5.06


2006 Cohort Results

2009 HCC Results

2009 Cohort Results

Satisfaction with Financial Aid advising 2.13 2.19 2.19 2.21

COMPUTERS AND OTHER LABS Noel Levitz Measure (Scale of 7) 2007

HCC results

2007 Nat’l

results

2010 HCC

results

2010 Nat’l

results

Computer labs adequate and accessible 5.84 5.70 5.95 5.73

Lab equipment is kept up to date 5.53 5.47 5.66 5.53


2006 Cohort Results

2009 HCC Results

2009 Cohort Results

Satisfaction with computer labs 2.52 2.50 2.59 2.50

SATISFACTION WITH LIBRARY AND TUTORING SERVICES Noel Levitz Measure (Scale of 7) 2007

HCC results

2007 Nat’l

results

2010 HCC

results

2010 Nat’l

results

Tutoring services are readily available 5.62 5.54 5.75 5.54

Library resources/services are adequate 5.70 5.66 5.79 5.66


2006 Cohort Results

2009 HCC Results

2009 Cohort Results

Satisfaction with peer or other tutoring 2.11 2.13 2.25 2.15

Satisfaction with math/writing lab 2.09 2.23 2.26 2.25

CCSSE doesn‘t measure student satisfaction for the following support services. The College

relies on Noel Levitz data for comparison with other institutions.

ADMISSION SERVICES Noel Levitz Measure (Scale of 7) 2007

HCC results

2007 Nat’l

results

2010 HCC

results

2010 Nat’l

results

Staff provided personalized attention prior to enrollment 5.32 Na 5.54 5.27

Staff accurately portray programs when recruiting 5.20 5.14 5.36 5.16

Assessment and course placement procedures are reasonable 5.45 5.49 5.55 5.45



CAMPUS MAINTENANCE / PARKING Noel Levitz Measure (Scale of 7) 2007

HCC results

2007 Nat’l

results

2010 HCC

results

2010 Nat’l

results

Security staff respond quickly to calls for assistance 4.84 5.15 5.01 5.12

Campus is safe and secure for all 5.63 5.81 5.76 5.77

Parking lots are well-lighted and secure 5.04 5.37 5.22 5.33

On the whole, the campus is well-maintained 5.77 5.84 5.96 5.84

Amount of student parking space is adequate 3.34 4.56 3.48 4.45

BUSINESS OFFICE OPERATIONS Noel Levitz Measure (Scale of 7) 2007

HCC results

2007 Nat’l

results

2010 HCC

results

2010 Nat’l

results

Registration processes and procedures are convenient 5.70 Na 5.80 5.59

Campus provides online access to services I need 5.93 Na 5.91 5.85

Am able to take care of college-related business at convenient times 5.40 5.44 5.62 5.48

I seldom get the ‗run around‘ when seeking information 5.00 4.98 5.31 5.07

LOAN DEFAULT RATES Federal Reporting Year HCC Loan Default Rate

2005 8.6%

2006 11.9%

2007 8.5%

2008 4.2%

The default rate of other Kansas community and technical colleges ranges from 1.8% to 10.2%

in 2005 (average is 6.3%) and from 1.6% to 16.9% in 2007 (10% average), the last year for

which comparison data are available.

Improvement


comprehensive are your processes and performance results for Supporting

Organizational Operations?

The college has administered the Noel Levitz Student Satisfaction survey on an almost biennial

basis since 2000. However, only recently has the Institutional Effectiveness Committee begun

analyzing the data with the intent of continuously monitoring the results and determining if

modifications to services and processes need to be considered.

Senior administrators, in collaboration with faculty, continue to consider renovation of learning

environments as opportunities to acquire space and /or resources becomes available. When

area surrounding the campus is available for sale, the college seriously considers purchasing

the property for future demolition and renovation to expand parking or classroom buildings.

The campus has taken a recent ―green‖ approach to reduce its footprint on the environment.

High efficiency windows, light bulbs, HVAC, motion-sensing lights, and low flush toilets are all

components of our facilities upgrades. Further, the campus master plan is moving forward with

new construction and repair of existing buildings.



In the summer of 2010 the college will make the DragonZone student portal available for all

students. This is an improved portal that provides, in one location, student-specific information

concerning course schedule, billing, textbooks, campus events and services. It exceeds

expectations outlined in the Higher Education Opportunity Act concerning student access. In

addition, students may grant up to three other persons/guardians access to all or a part of their

information. This feature is further discussed in Category Seven.

The Safety and Security Subcommittee has provided training for all members of the campus

concerning bomb threats, armed intruder and has updated response procedures for a variety of

emergencies including inclement weather, fire and death. The Behavior Intervention Team was

formed to address identified behavior issues of students and to communicate, as needed, to the

campus community information to protect themselves and others.

6I2. How does your culture and infrastructure help you to select specific processes to

improve and to set targets for improved performance results in Supporting

Organizational Operations?

Three ongoing processes enable the college to examine and consider ways to improve our

performance. The institution-wide committee structure (process discussed in Category 5),

advisory committees that solicit input from business and industry in order to improve technical

instruction provided to students, and the examination of student success and retention data by

the Institutional Effectiveness Committee and other appropriate task forces and work groups.


Measuring Effectiveness 7-1

CATEGORY SEVEN Processes 7P1. How do you select, manage, and distribute data and performance information to

support your instructional and non-instructional programs and services?

To assure appropriate access, the ITS staff designed and maintains a Rights and Roles Module.

This software controls which data a specific person has access to in relation to the position

he/she holds within the college. The college‘s intranet – HCC Webservices – provides staff

customized information (e.g., payroll and HR records) based upon the log-in information

provided as well as college-wide information (student and course schedule information, staff

handbooks and college policies, institution-wide data, and other communication, including

meeting minutes). Academic department chairpersons and other managers have access to

student or administrative data specific to their job responsibilities.

7P2. How do you select, manage, and distribute data and performance information to

support your planning and improvement efforts?

Departments across the campus contribute to the selection of performance information to

support planning and improvement. Management and distribution of those data are determined

through collaborative efforts between President‘s Council and the ITS director. Among the

groups involved in selection of data are Department Chairs‘ Council, Services and Operations

Council, Strategic Planning Council, and Institution-wide Chairs‘ Council. These groups submit

their selections to President‘s Council for evaluation and final determination.

On a regular basis data results are formally presented to the Administrative Council as an

information item (e.g., graduate and student surveys, enrollment data). In-depth analysis of

data is conducted at the committee or work unit level in order to support planning and

improvement efforts.

7P3. How do you determine the needs of your departments and units related to the

collection, storage, and accessibility of data and performance information?

As indicated in 7P1, employees have access to information based on their log-in information.

For members of Administrative Council, this information includes data related to the specific unit

each Council member supervises. Academic Department chairs, under the direction of the Dean

of Instruction, regularly analyze student outcome information, faculty evaluation results, and

other relevant data to assure the quality of their programs on campus, in outreach locations, and

online. Similarly, student services personnel, under the supervision of the Dean of Student

Services, determine pertinent data needs to assess and improve the efficiency and

effectiveness of non-academic units that provide student services. The Dean of Finance and

Operations also selects data to determine resources are adequate and distributed appropriately.

The Dean of Workforce Development and Outreach Instruction is currently working with ITS to



determine the data needs for non-credit offerings to plan for improvement in the non-credit and

business and industry training areas.

7P4. How, at the institutional level, do you analyze data and information regarding

overall performance? How are these analyses shared throughout the institution?

President‘s Council meets with individual members or groups of members of Administrative

Council to review data regarding institutional performance. Members of President‘s Council

have determined that it is generally not advisable to initiate major revisions before accumulating

at least three collection points of data to determine trends, thus avoiding panic or unwarranted

euphoria over single points of data. Once three collection points are available, President‘s

Council determines how the data will be shared, generally through links on the intranet,

Webservices, or during all-employee meetings. The appropriate department or work group

would then use the information to formulate possible revisions.

7P5. How do you determine the needs and priorities for comparative data and

information? What are your criteria and methods for selecting sources of

comparative data and information within and outside the higher education

community?

Trend data showing recent annual activity within the college is the most often used comparative

data analyzed by HCC staff. This information is used to determine growth, decline or anomalies

over time.

HCC participates in the National Community College Benchmark Project and the Kansas Study;

both provide comparative data for a number of different areas. In addition, the Kansas Post-

Secondary Database provides some comparative data for community colleges, particularly

performance of students from each community college at the universities governed by the

Kansas Board of Regents. A formal criterion for selecting external comparative data has not

been established

7P6. How do you ensure department and unit analysis of data and information aligns

with your institutional goals for instructional and non-instructional programs and

services? How is this analysis shared?

Through various means of communication, college personnel in supervisory and decision-

making positions understand the mission, vision and initiative of HCC. Supervisors are charged

with educating their staffs and monitoring the analysis of data and information for the betterment

of the institution and the fulfillment of its mission and vision. Analysis results are shared in

appropriate meetings and are made available on Webservices.

7P7. How do you ensure the timeliness, accuracy, reliability, and security of your

information system(s) and related processes?



Data collection that is developed institutionally is designed to be relational, online, and real-time. Data changes are available instantaneously to those with access. User access must be approved by a director level or higher before granted with the most sensitive data requiring dean level approval. Sensitive information (e.g., students‘ social security numbers) is prohibited from being stored on local computer hard drives.

Results

7R1. What measures of the performance and effectiveness of your system for

information and knowledge management do you collect and analyze regularly?

A primary measure of the effectiveness of our information system is the creation and use of

automated processes that result in reduced staff time to gather information and that support

ongoing processes and the reduction in or elimination of data entry and retrieval errors.

7R2. What is the evidence that your system for Measuring Effectiveness meets your

institution’s needs in accomplishing its mission and goals?

Several recent improvements to our data management system have reduced staff time in the

performance of repetitive functions.

An automated Course Creation system enables a new class section to be added to the existing

course schedule (enabling student enrollment) in less than 72 hours. Previously, the process

required multiple paper ‗shuffling‘ by multiple persons and could take weeks to accomplish.

Now, the time span is greatly abbreviated and textbook adoption is integrated into this process.

The integration of the course creation and textbook ordering processes practically eliminates the

possibility of ordering the wrong textbook or of ordering an insufficient number.

ITS staff have collaborated with various campus office personnel to design and create an

Admissions Wizard. This online query system automatically adjusts the information made

available to the applicant, requiring him/her to answer specific questions based upon data just

entered. For example, a high school student who desires to enroll in concurrent coursework is

provided different questions than someone who is inquiring about taking a class in an outreach

location. The electronic application questions ‗tree‘ to various new questions depending upon

responses entered electronically by the individual.

The new student portal, DragonZone, enables a student to allow up to three other persons

access to all or part of his personal information, thus freeing staff of this data entry task. Via the

college website, parents/guardians can request access to students‘ financial and academic

information. The requester is issued a 16 digit alphanumeric number that provides no access

until the student enters the number into his/her personal account and selects from a menu of

items the guardian may view. For example, the student could choose for the guardian to see

the financial aid or billing information, but not the course schedule or transcript. HCC students

may assign up to three guardian access accounts to their specific information. Students may

also update their own contact information, thus freeing office staff of this time consuming task.



The student portal also addresses student and faculty electronic communication. Research

indicated students, in general, were not accessing and reading their college-issued email

account, but were accessing the student portal for information. That same study indicated

faculty were communicating to students using the college-issued email addresses. DragonZone

messaging was developed by ITS staff to enable faculty to send emails in the manner they are

accustomed to and for students to receive those emails in the student portal.

7R3. How do your results for the performance of your processes for Measuring

Effectiveness compare with the results of other higher education institutions and,

if appropriate, of organizations outside of higher education?

HCC has not formally compared its information and data management capabilities with other

institutions. Anecdotal data from various vendors indicate we are technically advanced in our

centralized, relational databases and their level of effectiveness in supporting the mission of the

college. Annually, in late May, the ITS department have an ‗upgrade weekend‘ to change out

major elements of the computing infrastructure and or install new system-wide software. A

major modification in the 2010 upgrade weekend was converting the student email system to

Google mail (gmail) enabling students to access information via mobile devices and other

means they are likely to use.

Improvement


comprehensive are your processes and performance results for Measuring

Effectiveness?

Recent improvements in information processes and performance are listed in 7R2. The college

continues to move toward a centralized data base, reducing dependence on information that is

maintained on individual computers and increasing the security of data.


improve and to set targets for improved performance results in Measuring

Effectiveness?

The college personnel in both the instructional and non-instructional areas are very accepting of

technology. All staff have access to data as explained previously; they expect to use it daily and

expect data and data-driven processes to serve them in their roles. Requests for new or

modified applications to current systems are numerous. The college committee structure

(discussed in Category Five) and the administrative structure help determine priority of

requested revisions. HCC has a perpetual right and open source license for our student

information system. This provides HCC the authority to make software improvements as

necessary.


Planning Continuous Improvement 8-1

CATEGORY EIGHT

Processes

8P1. What are your key planning processes?

Planning is the joint responsibility of President‘s Council, our senior administrators, and each

work unit. In a day-long meeting at the end of each semester, the President‘s Council reviews

internal and external changes to the college environment, the progress of current activities,

considers possible revisions, and reviews newly-identified opportunities that align with the

institution‘s three strategic initiatives – access, learning, and collaboration. As necessary, other

college staff members are invited to provide updates and/or input.

Under the direction of a Strategic Planning Committee, each work unit has been led in a

process to determine values and mission, analyze internal and external influencing factors

specific to their area, determine priorities and create operational action plans that align with the

college‘s mission, vision and institutional initiatives.

8P2. How do you select short- and long-term strategies? For planning purposes, the President and Board of Trustees have defined long-term to be 3-5

years and short-term to be 1-3 years. Institutional emphases were drafted by senior leaders

and endorsed by the Board of Trustees several years ago. Annually, these are reviewed for

continued currency and relevancy. These areas and their alignment with the college‘s mission

and vision are listed below. The emphases serve as an additional filter to evaluate the

appropriateness of proposed strategies to fulfill the institution‘s mission and vision.

Institutional Emphases Alignment with Mission/Vision

Provide quality instruction and student services Learning

Recruit traditional and non-traditional students proactively Accessibility

Strengthen the transfer programs Learning

Enhance the technical programs Learning

Expand Business and Industry training opportunities Learning/collaboration

Expand off-campus programs and distance learning opportunities Learning/collaboration/ accessibility

Enhance cooperation with area school districts and four-year universities Collaboration

Identify and implement student retention strategies Accessibility

Increase student success in developmental education courses Learning/accessibility

Provide community service opportunities Collaboration/ quality of life

Utilize state-of-the-art technology Learning/accessibility

8P3. How do you develop key action plans to support your organizational strategies?

HCC‘s work units complete multiple steps before putting their action plans into motion. These

steps include the involved persons agreeing on the overall goal, assuring alignment with

institutional initiatives, and determining the components necessary to accomplish the goal. This

likely includes the identification of responsible person/s, resources necessary (i.e., time,



technical expertise, consultation with persons outside the work group), time frames, and

outcome measures that will determine success.

8P4. How do you coordinate and align your planning processes, organizational

strategies, and action plans across your institution’s various levels?

Each college Dean is accountable for activities conducted in their area of responsibility. The

coordination and alignment of planning and activities accomplished to meet targeted goals is

conducted through our reporting structure as indicated on the Organizational Chart (Chapter

Five). In President‘s Council meetings, the deans and President communicate to assure

activities conducted within each work area are in alignment with institutional initiatives and

emphases.

Planning and strategies are aligned with Action Projects required of AQIP institutions and

Performance Agreements as required of the Kansas Board of Regents. Performance

agreements are outcomes-based initiatives that meet system-wide goals of increased system

efficiencies and seamlessness, learner outcomes, workforce development, participation of

under-served populations, increased external funding, and improvement community and civic

engagement opportunities.

8P5. How you define objectives, select measures, and set performance targets for your

organizational strategies and action plans?

Various processes and tools are used to define objectives, select measures and set

performance targets for specific strategies and action plans. When a strategic unmet need is

identified, staff most closely aligned with the area collaborate to understand the history and

events that led to the current situation or seek to determine the feasibility of HCC meeting the

identified need. An example of the former would be the goal to increase the success rates of

underprepared students. The institutional decision to offer additional technical programs in the

allied health area is an example of a goal to fulfill an unmet need.

In both situations, a task force is likely to be formed and charged to seek historical information

and pertinent data to understand the present situation. Best practices are researched,

constraints and necessary resources are identified, determination is made to assure the

identified need is long-term and within the college‘s mission and vision, and a timeline with

responsibilities identified is created. In collaboration with the appropriate Dean and President‘s

Council, the project is judged to be financially sustainable or otherwise vital to the college‘s

mission and vision. If ‗seed‘ money is required to launch or pilot the proposed activity,

assistance is provided by the Coordinator of Special Projects to locate those dollars. Senior

administration makes the final determination as to the appropriateness and ‗cost‘ of the proposal

before a pilot project is enacted or, in the case of launching a new program, collaborates with

the Board of Trustees for final approval.



Several factors must be considered when setting performance targets. The task force or group

that is considering the proposal must determine which contributing factors are within the

influence of the college and which are not (e.g., being an open door institution, the college

cannot revise admission policies, but can impose admission prerequisites for specific courses

and programs). In considering student success targets, benchmark data (e.g., the National

Community College Benchmarking Project or IPEDS) may be examined to find results attained

by exemplary schools. A multi-year plan to meet or exceed external data might be considered.

AQIP Action Project guidelines might be utilized to provide a format for achieving change. The

requirements of external stakeholders, including accrediting bodies, must also be considered

when setting performance targets.

8P6. How do you link strategy selection and action plans, taking into account levels of

current resources and future needs?

Once it is determined a proposed strategy supports the institution‘s mission and/or vision and is

desirable to strengthen the mission of the college, involved staff identify needed resources and,

to the extent possible, quantify them. These can include determining the amount of time

necessary for one or more staff persons to create the action plan and pilot the project, the cost

of necessary training or visiting another institution that already provides the service in an

exemplary manner, and the cost of staffing the new initiative. President‘s Council weigh costs

against the proposed benefits of the strategy being institutionalized and make a final

recommendation to the Board of Trustees.

8P7. How do you assess and address risk in your planning processes?

All strategic initiatives are considered in light of the college‘s mission, vision and values. Final

approval for new initiatives lies with the President in collaboration with the Board of Trustees.

Factors they consider in assessing risk include community and stakeholder input (when

appropriate) and perceived reaction, alignment with the college‘s mission and vision, and

sustainability.

8P8. How do you ensure that you will develop and nurture faculty, staff, and

administrator capabilities to address changing requirements demanded by your

organizational strategies and action plans?

Communication between and among all parties is our primary means of supporting changes that

are necessary for HCC to maintain its mission and work toward its vision. Formal

communication occurs between the president and the college community in oral presentations

at the beginning of each academic semester and with weekly email communication (First

Monday referenced in Chapter 5). Weekly, President‘s Council members discuss issues of

institution-wide importance after which each Dean is responsible to communicate to persons

within his/her area of responsibility pertinent revisions and expectations. Monthly Administrative

Council meetings are another formal means of informing the college community of change.



Faculty and staff are further nurtured through professional development opportunities, the

supervision process and mentoring. A formal mentoring program is held each year for new

faculty. First year faculty are matched with a more experienced faculty member for one-on-one

interaction as well as regularly scheduled meetings led by the Dean of Instruction to inform them

of community college philosophy, teaching expectations and other information that enables

faculty to understand and contribute to the mission and vision of Hutchinson Community

College.

Results

8R1. What measures of the effectiveness of your planning processes and systems do

you collect and analyze regularly?

Access – costs, physical plant, outreach sites, online education

Learning – student success, examination of assessment data

Collaboration – High School Articulation agreements, success of transfer students at four-year

institutions, expansion of CTE programs to serve unmet community needs,

8R2. What are your performance results for accomplishing your organizational

strategies and action plans?

HCC‘s performance results within each of the strategic initiative categories are listed below.

Access Cost of Tuition Remains relatively low - $76/credit hour in 2009-10; $79/credit hour in 2010-11

Physical Plant Physical and Biotechnology Science Center to be opened in Fall 2010; outreach sites in Newton and McPherson consolidated and renovated in 2008 and in 2010

Online enrollment Growth this decade is cited in Overview Question # 1; currently at 29% of all course offerings

Student Portal DragonZone expands student access to information; discussed in 6I1.

Learning – Student success and assessment data are discussed in Category One. Collaboration – HS articulation agreements are discussed in 9P1, student transfer success in

1R4 In the last four years, the college has expanded its Associate Degree Nursing program to

include a calendar year on-line ‗bridge‘ program for paramedic and practical nurses to complete

the Associate Degree and sit for the RN-NLEX exam. Currently 40 students (the limit imposed

by the Kansas State Board of Nursing) are admitted each January. Three new Allied Health

programs, Pharmacy Technician, Physical Therapist Assistant and Respiratory Therapy, have

been launched. Two trades programs, Electrical Engineering Technology and Manufacturing

Engineering Technology, have experienced unprecedented enrollment increases in the 2008-09

and 2009-2010 academic years. Collaboration (active advisory committees, placing students in

internship and part-time jobs) with area employers has enabled these five programs to be

launched and expanded.



8R3. What are your projections or targets for performance of your strategies and action

plans over the next 1-3 years?

Projects have not been established at this time, given the uncertainty of the economic climate.

8R4. How do your results for the performance of your processes for Planning

Continuous Improvement compare with the performance results of other higher

education institutions and, if appropriate, of organizations outside of higher

education?

HCC has not formally explored this with other institutions.

8R5. What is the evidence that your system for Planning Continuous Improvement is

effective? How do you measure and evaluate your planning processes and

activities?

The current economic downturn, while not as severe in Kansas as other parts of the country,

has shown that HCC has effective systems in place to provide services to an increased student

population and to offer sufficient courses to meet student demand while launching new

programs to meet workforce needs. To date, the college has not frozen positions, but is able to

replace key personnel who retire or resign.

Our planning and activities are evaluated by the results realized. At the close of each semester

the President‘s Council formally reviews institutional results and considers additional challenges

and opportunities.

Improvement


comprehensive are your processes and performance results for Planning

Continuous Improvement?

In the spring of 2008, the Administrative Council voted to create a fifth institution-wide

committee, Strategic Planning, for a two-year pilot to lead the various work units of the college

in the creation of mission statements and action plans that are in alignment with the college

mission, vision and strategic initiatives. In the 2010-11 academic year, the council will review

the pilot work and make organizational and functional revisions. These department level goals

and action plans serve as a pool of ideas for future AQIP Action Projects.


improve and to set targets for improved performance results in Planning

Continuous Improvement?



Faculty and staff within the various academic departments and work units of the college may

access data and information to use the process illustrated in 3P1-2 to begin research that may

support a new initiative or process or revise an existing one. Should preliminary research

indicate a more thorough investigation is warranted, the committee process is employed (for

processes involving two or more areas and for policy revision – Flow Chart in 5P5) or the

supervisory process is used to determine possible courses of action.

It is the role of President‘s Council to set targets for improved performance results with input

from the appropriate staff who are most knowledgeable of the involved program.


Building Collaborative Relationships 9-1

CATEGORY NINE Processes 9P1. How do you create, prioritize, and build relationships with the educational

organizations and other organizations from which you receive your students?

HCC‘s Admissions Office leads the campus in maintaining relationships with counselors and administrators at feeder high schools. They market programs and the entire institution to students by making scheduled visits, participating in college planning conferences (where multiple schools are represented), hosting students and their families on our campus, and making follow-up contact, via letters, phone calls, e-mail and texting. Our general marketing efforts (newspaper, television, radio, mailings) encourage logging onto the college website (www.hutchcc.edu) for information about programs, coursework, and scheduled events. A work group established by the President to advise the Marketing Department is focusing on a two-track system – High Tech and High Touch. Still in development, High Tech marketing will focus on creating and maintaining an engaging and searchable website and on the use of social networking to create and sustain interest. High Touch marketing capitalizes on face-to-face contact with student groups, families, targeted groups, and the general public to create and sustain relationships.

Annually, the President meets with area school superintendents to address common concerns and share (via cumulative data) the success of their high school graduates who attend HCC. Various academic departments host student high school groups on campus – e.g., Math and Science Open House, Leadership Academy, Fire Science Field Day, Fine Arts and SKILLS USA (Technical education) competitions. Face-to-face and ITV college credit courses are taught each semester in area high schools to selected students.

As of Spring 2010, HCC has 209 articulation agreements with 75 high schools throughout central Kansas. Each agreement specifies common competencies met in high school technical education courses and beginning level college courses. Articulation plans benefit high school students as they prepare for entry into an AAS Degree program by receiving college credit for courses they completed in high school. Upon completion of higher level HCC courses in a chosen area of study, the appropriate technical education credits are placed on the student‘s transcript. The Business and Industry Institute maintains regular contact with area employers and offers onsite or on-campus training as requested. The local Workforce Development Center office is located on HCC‘s campus. Individuals seeking employment are referred, as appropriate, for specific career education training and provided assistance with the enrollment and financial aid process. The college prioritizes its collaborations primarily by geographic location. We expend the most resources on developing and maintaining relationships with those feeder schools and businesses that lie within or near our service area.

http://www.hutchcc.edu/



9P2. How do you create, prioritize, and build relationships with the educational organizations and employers that depend on the supply of your students and graduates that meet those organizations’ requirements?

HCC creates and maintains relationships with other educational institutions and employers by a combination of personnel contacts, regular requests for feedback, and the provision of information. Career/Technical Education program advisory committees, annual employer surveys of our CTE graduates, Business and Industry Institute contacts with area employers, and the previously mentioned relationship with the Workforce Development Center are the primary means we use to create and maintain relationships with the business community.

Department chairpersons, student services personnel, and advisors who work with transfer-oriented students maintain contact (e-mail, phone, face to face) with colleagues at four-year institutions. The Dean of Students and the Dean of Instruction collaborate with their counterparts at the four-year institutions across the state to maintain positive transfer relationships for the benefit of our students.

9P3. How do you create, prioritize, and build relationships with the organizations that provide services to your students?

HCC contracts with several area entities to provide services to students. The college employs Great Western Dining Services to provide food service for the campus. This formal contract is reviewed annually. The Dean of Students and the Dean of Finance and Operations are responsible for maintaining relations with the Director of Food Service and communicating any revisions. The college contracts with the Hutchinson Police Department to provide security at large crowd events and uses a local security firm to provide security during non-business hours. Student Health services are provided by Hutchinson Area Student Health Services, Inc., a private medical group that provides health services to area students of all ages.

9P4. How do you create, prioritize, and build relationships with the organizations that supply materials and services to your organization?

College personnel follow board approved purchasing policies when procuring materials for the organization. These include documenting a minimum of three quotes for unit cost items ranging from $1,000 to $10,000 and preparing specifications and vendor contact information for items or projects expected to cost in excess of $10,000. Sealed bids are accepted by the business office and the Board of Trustees approves the recommended purchase at a regularly scheduled meeting. As appropriate, services to the organization are solicited via a request for proposal process also approved by the Board of Trustees upon recommendation of the administration. These processes eliminate partisanship and promote a culture of fairness to vendors. 9P5. How do you create, prioritize, and build relationships with the education

associations, external agencies, consortia partners, and the general community with whom you interact?



HCC creates and maintains relationships with other institutions and employers by a combination of personal contacts, regular requests for feedback, and the provision of information. Prioritization is based upon the importance of the collaboration to the college‘s mission and vision. Table 9P5 lists these entities, the nature of the partnership and the responsible personnel. General marketing is used to build and maintain a presence with the community at large. The college‘s mission – Continuing the tradition of excellence through learning and collaboration – is used on billboards posted in the community, on mailings and on paid radio/TV and newspaper advertisements. Table 9P5 – Collaborations COLLABORATOR NATURE OF COLLABORATION RESPONSIBLE HCC

PERSONNEL

Feeder High Schools Market HCC to students Provide graduate success data

Admissions Office staff College President

Articulation agreements Articulation Coordinator, Technical Program Coordinators

Hutchinson and Newton High Schools

Technical coursework offered in the high schools

Dean of Workforce Development and Outreach

Hutchinson USD, City of Hutchinson

Shared facilities for athletic events Athletic Director, Director of Plant Facilities

Kansas Higher Education Institutions

Advancement of education Senior leadership and assigned Directors

4-year Institutions Academic Department Heads

Assure transferability of coursework Dean of Instruction, Department Chairpersons

Advisory Committee members Provide input to maintain currency Dean of Workforce Dev/Outreach Technical Program Coordinators

Public and Private Financial Contributors

Support college operations, capital improvements, scholarships

President Director of Endowment Association

Area Employers Host internship experiences Technical Program Coordinators

Employee training/retraining Business & Industry Institute personnel

Higher Learning Commission Accreditation President, Dean of Instruction

Kansas Board of Regents State-wide coordination President

Discipline-Specific Accreditors Program level accreditation Appropriate Program Coordinator

9P6. How do you ensure that your partnership relationships are meeting the

varying needs of those involved? The college ensures these relationships remain positive for all partners by assigning primary responsibility to the appropriate college personnel. Regular communication among the responsible parties takes place as needed to assure that these collaborations change as needed and continue to be effective.

9P7. How do you create and build relationships between and among departments and units within your organization? How do you assure integration and communication across these relationships?

Collaboration is highly valued at HCC as evidenced in the college mission statement and strategic initiatives. Several formal and informal events and processes occur regularly to build relationships. Annually since 2006 the college holds an all-employee convocation to elicit staff input to the direction of HCC. Several social events are held during the year including the President and his wife hosting all employees and guests for a Christmas



Open House, a back-to-school picnic each August, and an all-campus soup day hosted by several departments. Individual departments will invite the campus to their office area to celebrate a particular employee‘s birthday or retirement. Formally, relationships are built among persons who serve on committees or task forces. Communication to the entire campus is enhanced by formal minutes that are posted on the college‘s intranet, WebServices. Results 9R1. What measures of building collaborative relationships, external and internal,

do you collect and analyze regularly? The college measures internal collaborative relationships by administered the PACE survey biennially. Externally, the college annually survey employers of CTE graduates, updates and revises as needed articulation agreements with area high schools, assures transferability of coursework with state four-year institutions, reviews scholarship and funding contributions, and maintains current articulation agreements with Kansas four-year institutions, both public and private. 9R2. What are your performance results in building your key collaborative

relationships, external and internal? PACE Survey data results are listed in 5R2. Employer responses concerning the preparation of CTE graduates are recorded in 3R4. The articulation agreements (209) and collaborating high schools (75) are discussed in 9P1. The academic success of HCC students who have transferred to a state four-year institution is recorded in 1R4. Scholarship and funding contributions are discussed in 2R2. At the close of the Spring 2010 semester, HCC has articulation agreements with each of the six public four-year institutions in Kansas and with several four-year private colleges. 9R3. How do your results for the performance of your processes for Building

Collaborative Relationships compare with the performance results of other higher education organizations and, if appropriate, of organizations outside of higher education?

Institutional staff have not compiled comparative data for these measures. Improvement 9I1. What recent improvements have you made in this category? How systematic

and comprehensive are your processes and performance results for Building Collaborative Relationships?

The college has elevated the previous Associate Dean of Instruction position to Dean of Workforce Development and Outreach to provide illustrate the importance the college holds in the creation and maintenance of partnership and collaborations. Admissions and various academic and student services programs within the college are using Facebook and other social networking means to building and maintain relationships with prospective students who rely on these processes for communication.



9I2. How do your culture and infrastructure help you to select specific processes

to improve and to set targets? Collaboration is one of HCC‘s three strategic initiatives and is foundational to the work of the college. The President‘s Council, with input from work units each Dean supervises, semiannually reviews existing partnerships and discusses current and future opportunities to expand relationships with feeder high schools, transfer institutions, business and community partners, and other appropriate entities.


Index I-1

Index to Evidence for the Criteria for Accreditation

Criterion 1 – Mission & Integrity The organization operates with integrity to ensure the fulfillment of its mission through structures and processes that involve the board, administration, faculty, staff, and students. Core Component 1a - The organization’s mission documents are clear and articulate publicly the organization’s commitments. ● HCC‘s mission, vision and values were developed and approved by the institution in January

2005 and are reviewed by President‘s Council annually. [5P1] ● The institutions mission and vision appear on the HCC website

www.hutchcc.edu/accreditation are published in major institutional marketing publications, and are displayed in multiple locations across campus. [9P5]

Core Component 1b - In its mission documents, the organization recognizes the diversity of its learners, other constituencies, and the greater society it serves. ● The institution‘s mission, vision and value statements emphasize commitment to diverse

stakeholders by stating that HCC is committed to ―delivering accessible opportunities for learning, growth and improved quality of life.‖ [Overview]

● Value statements found at www.hutchcc.edu/accreditation demonstrate the institution‘s commitment to diversity by stating that HCC ―strives for broad-based participation,‖ ―supports the systematic development of all individuals,‖ and demonstrates ―responsible institutional citizenship by treating people and organizations with equity, dignity, and respect.‖

Core Component 1c - Understanding of and support for the mission pervade the organization. ● Learning expectations are aligned with vision and mission. [1P1] ● Non-instructional objectives must align with the college mission. [2P2] [2R4] ● Decisions to target new student and stakeholder groups are determined by compatibility with

the college mission. [3P5] ● Mission, vision and values are used by President‘s Council in decision making. [5P2] ● The Strategic Planning Committee insures that action plans align with mission and vision

[8P1] ● The institution prioritizes collaboration efforts by potential compatibility with the vision and

mission. [9P1] Core component 1d - The organization’s governance and administrative structures promote effective leadership and support collaborative processes that enable the organization to fulfill its mission. ● All areas of campus (academic departments, outreach sites, business office, student services

etc.) are represented in the committee structure and on Administrative Council – the decision making and governance entities. Administrative Council members are expected to share proposals with persons in their work unit and provide feedback at the following meeting. [5P5]

http://www.hutchcc.edu/

http://www.hutchcc.edu/accreditation


Index I-2

● HCC‘s organizational chart defines a communication network to share information and gather feedback for all issues that are considered by the institution-wide committees or Administrative Council. [5P7]

● President‘s Council uses the institutional mission as a guide for decision making. [5P2] ● Student representatives serve on major committees and have voting rights. [5P3] ● The institution‘s administration is committed to establishing collaborative processes with

external stakeholders. [9P5] Core component 1e - The organization upholds and protects its integrity. ● The college follows several established practices to assure ethical behavior including

acceptable division of labor in the business office, annual audit, background checks on child care staff and selected faculty prior to employment, and annual distribution of institutional policies. [4P7]

● The institution is fair in dealings with internal and external stakeholders through board approved due process policies, non-discrimination practices and student right to appeal academic and disciplinary decisions. [3P6]

● Institutional integrity is validated through continued accreditation through the Higher Learning Commission of the North Central Association of Colleges and Schools, maintaining standards set by the Kansas Board of Regents, and supervision by a 7 member Board of Trustees who are elected by Reno County voters. [Overview]

● Decision making processes provide opportunity for all employees and students to participate. [5P5]

● Confidential information is protected by password protection and college policy. [Overview, 7P7]

Criterion 2 Preparing for the Future The organization’s allocation of resources and its processes for evaluation and planning demonstrate its capacity to fulfill the mission, improve the quality of its education, and respond to future challenges and opportunities. Core Component 2a - The organization realistically prepares for a future shaped by multiple societal and economic trends. ● HCC has established a Strategic Planning Committee to direct institutional planning. [8P1] ● Opportunities and trends that might affect the institution are discussed and monitored by

President‘s Council every semester. [8P1] ● Advisory committees monitor curriculum of all technical programs to insure relevancy and

currency. [1P13, 1R4] ● Student surveys, graduate exit surveys, student feedback to the college president and results

of the Noel-Levitz student satisfaction survey are reviewed to establish planning directives. [3P1, 3R1]

● The institution has the flexibility and technical infrastructure to implement program expansion or new programs to meet identified needs. [5P7, Overview]

● As student expectations for electronic access to information increases, the college is able to respond by improving the student portal and adopting social networking as a recruiting tool. [7I1, 9P1]


Index I-3

Core Component 2b – The organization’s resource base supports its educational programs and its plans for maintaining and strengthening their quality in the future. ● Information systems are engineered to meet office processes and information demands

rather than allowing software and hardware capabilities to dictate office processes. [Overview] ● Identified needs are funded through the annual budget planning process that is approved by

President‘s Council and the Board of Trustees. [8P6] ● Human resources are used effectively, and the institution provides training through employee

orientation activities and the Professional Development and Training Committee to all employees. [4P1, 4P2, 4P3, 4P4, 4P8, 4P9]

● The institution‘s commitment to maintaining safe and modern facilities is demonstrated by recent upgrades to main campus buildings and the outreach centers in Harvey and McPherson Counties. [8R2]

Core Component 2c – The organization’s ongoing evaluation and assessment processes provide reliable evidence of institutional effectiveness that clearly informs strategies for continuous improvement. ● The Assessment subcommittee and faculty have developed an embedded system for

assessment of course outcomes and assessment of institution-wide student learning outcomes to provide evidence that student performance meets expectations. [1P18, 1R1, 1R2]

● Effective performance evaluation processes are in place for all employees. [1P11, 4P10] ● The Noel-Levitz Survey of Student Satisfaction, Community College Survey of Student

Satisfaction (CCSSE) and Personal Assessment of the College Environment (PACE) surveys are administered on a rotation to provide trend data on student and stakeholder needs that is reviewed by the Institutional Effectiveness Committee, appropriate deans and work units. This data is compared to national norms and previous results for HCC. The national benchmarking project also provides comparison data for analysis. [1P15, 1R6, 3R1, 4P12, 5R2]

● The Program Review process provides an opportunity for all academic programs to evaluate effectiveness and set goals for improvement. [1P13]

● Skill attainment and credential acquisition results and feedback from Kansas four-year institutions provides evidence of student success. [1R4]

Core Component 2d – All levels of planning align with the organization’s mission, thereby enhancing its capacity to fulfill that mission. ● The Strategic Planning Committee coordinates individual work units in developing an action

plan that aligns with the college‘s mission, vision and institutional initiatives. [8P1, 8P3, 8P4] ● President‘s Council uses the institutional mission as a guide for decision making. [5P2] ● The planning process allows flexibility to meet unforeseen needs when they arise as

demonstrated by the implementation of an expanded practical nursing program in collaboration with Salina Area Technical College. [3P5]

Criterion 3 – Student Learning & Effective Teaching The organization provides evidence of student learning and teaching effectiveness that demonstrates it is fulfilling its educational mission. Core component 3a - The organization’s goals for student learning outcomes are clearly stated for each educational program and make effective assessment possible.


Index I-4

● The institution-wide student learning outcomes, program and course outcomes are clearly

stated on every syllabus and are the framework for the institution‘s embedded assessment process. [1P1, 1P2, 1P18]

Core component 3b - The organization values and supports effective teaching. ● Faculty evaluation provides feedback from students, supervisors and self for improving

teaching and recognizing effective teaching. [1P11, 4P10] ● Teaching excellence is recognized through two awards revealed at commencement. [4P11] ● Professional Learning is provided every semester and provides an opportunity for faculty

training on topics related to effective teaching. [4P9] ● Instructors who teach on-line receive training and support that includes pedagogy for web-

based delivery from the Instructional Technology and Distance Education office. [1P8] ● The Community College Survey of Student Engagement (CCSSE) is administered to evaluate

student perceptions of HCC‘s instruction. [6R1] ● Course content is developed by qualified faculty and all new and modified curricula is

approved by the Curriculum Sub-Committee, Teaching and Learning Committee, Administrative Council and Board of Trustees before being filed with the Kansas Board of Regents. [1P3]

● The institution supports faculty pursuing additional education by covering expenses for approved training and offering advancement on the salary schedule for instructors who successfully complete additional college credit. [4P9]

Core component 3c - The organization creates effective learning environments. ● Mandatory assessment and placement for English, math and reading insure that students are

enrolled in appropriate levels of coursework. [1P5, 1R5, 1I1] ● The institution‘s vision and mission focus efforts on student learning. [5P1, 5P2, 5P4] ● Students are assigned to advisors in their academic discipline and the advising process

focuses on academic success. [1P7] ● All first-time freshmen are enrolled in Success Seminar/Freshman Orientation where learning

styles are identified and study skills emphasized. [1P9] ● Student success, state of the art technology and state of the art learning environments are

key commitments in the planning process. [Overview, 8P2] ● Co-curricular offerings enhance classroom instruction through additional learning and

networking opportunities. [1P16] ● The institution is deliberate in efforts to create relationships with students. [3P2, 3P4] ● Needs of specifically identified student groups are addressed. [3P1] Core component 3d – The organization’s learning resources support student learning and effective teaching. ● Noel Levitz results indicate that students are satisfied with the institution‘s student support.

[6R2,6R5,6R7] ● State of the art technology is a key commitment for planning [Overview, 8P2] ● Professional Learning is provided every semester and provides an opportunity for faculty

training on topics related to effective teaching. [4P9] ● Instructors who teach on-line receive training and support that includes pedagogy for web-

based delivery from the Instructional Technology and Distance Education office. [1P8]


Index I-5

Criterion 4 – Acquisition, Discovery and Application of Knowledge The organization promotes a life of learning for its faculty, administration, staff, and students by fostering and supporting inquiry, creativity, practice, and social responsibility in ways consistent with its mission. Core Component 4a - The organization demonstrates, through the actions of its board, administrators, students, faculty, and staff, that it values a life of learning. ● The Board of Trustees and Administrative Council have both approved the institutional

mission and vision statements emphasizing learning as a value. [5P1] ● Lifelong learning for faculty and staff is demonstrated through the various training

opportunities and Professional Learning activities provided by the Board of Trustees and Administration. [4P8, 4P9]

● Sponsorship of the Dillon Lecture Series supports lifelong learning for students, faculty and staff, and the college‘s service area. [2R1]

● Student mastery of the institution-wide student learning outcomes provides a foundation for lifelong learning. [1P1]

Core Component 4b - The organization demonstrates that acquisition of a breadth of knowledge and skills and the exercise of intellectual inquiry are integral to its educational programs. ● All technical programs have established outcomes approved by their advisory committees that

require acquisition of a breadth of knowledge and skills. [1P2] ● The institution‘s curricular and co-curricular offerings cover a broad array of disciplines and

technical skills. [Overview, 1P16] ● Institution-wide student learning outcomes are comprehensive in their expectations for

student performance. [1P1] ● The institution has adopted a decision making process that emphasizes data analysis and use

of quality tools. [3P1] Core Component 4c - The organization assesses the usefulness of its criteria to students who will live and work in a global, diverse, and technological society. ● Periodic program review provides an opportunity for each academic unit to evaluate

curriculum and student success. [1P13] ● Advisory committees regularly review academic offering for relevancy to the workplace.

[1P13] ● HCC faculty collaborate with faculty from other Kansas community colleges to align course

competencies through the Kansas Core Competencies Project and the Kansas Board of Regents Technical Program Alignment Project. [1P13]

● The institution works to build relationships with educational organizations from which we receive students and the employers and transfer institutions that accept our students. [9P1, 9P2, 9P5]

Core Component 4d - The organization provides support to ensure that faculty, students, and staff acquire, discover, and apply knowledge responsibly. ● The institution‘s organizational structure, official policies and governance provide checks and

balances to ensure ethical conduct and fair treatment of all people. [Overview, 3P6, 4P2, 4P7, 5P5, 5P7, www.hutchcc.edu/catalog]


Index I-6

Criterion 5 – Engagement and Service As called for by its mission, the organization identifies its constituencies and serves them in ways both value. Core Component 5a – The organization learns from the constituencies it serves and analyzes its capacity to serve their needs and expectations. ● HCC has identified stakeholder needs and strives to meet those needs. [Overview, 3P1, 3P3,

3R1-3R6] ● The institution administers a variety of formal surveys to determine stakeholder satisfaction

and reviews results for gaps. [6R1] ● The planning process includes review of currency and relevancy of the institution‘s emphases

and identification of resources necessary to achieve success. [9P2, 9P3,9P4] Core Component 5b – The organization has the capacity and the commitment to engage with its identified constituencies and communities. ● HCC is committed to collaboration through the institution‘s mission to provide learning,

access and collaboration. [5P1] ● The institution regularly surveys constituencies to ensure satisfaction. [Overview, 3P1, 3P3,

3R1-3R6, 6R1] ● Collaborative relationships are established and supported. [9P1 – 9P6] ● Processes are in place to build and maintain relationships with stakeholders. [3P2, 3P3, 3P4] Core Component 5c – The organization demonstrates its responsiveness to those constituencies that depend on it for service. ● The Business and Industry Institute meets the training needs of area employers [Overview,

2P1] ● HCC reviews formal survey results, evaluations and recommendations of advisory committee

to make improvements where needed. [6R1 – 6R5, 6I1, 1P11, 1P13] ● The institution collaborates with other educational institutions through articulation agreements

and transfer agreements. [9R2] Core Component 5d – Internal and external constituencies value the services the organization provides. ● Graduate exit survey results indicate student satisfaction with experiences at HCC. [3R1,

3R2, 3R4] ● Noel Levitz Student Satisfaction data indicate incremental improvement since the inventory

was last administered. [3R2, 3R6] ● Alumni and community members are generous in making donations to the college‘s

endowment fund for scholarships and to make improvements on campus. [2P1, 2R2] ● Employee satisfaction is stable and improving incrementally as measured by the PACE

Survey. [4P12, 4R1, 4R2, 5R2] ● Employers report satisfaction with HCC graduates. [3R4]

hutchinson community college and area vocational school

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