Mission Fulfillment Workbook - 2015

The 2015 Mission Fulfillment Workbook provides data to help the college determine progress being made toward goals of the 2014-2019 Academic Master Plan (AMP). The 2014-2019 AMP can be found on the BBCC website at: http://www.bigbend.edu/information-center/administration/academic-master-plan/.

As part of BBCC’s annual review of the AMP, you are being asked to rate how well the college is meeting each outcome and how important the outcome is to the college.

1. Rate how effectively BBCC meets each outcome on the worksheets provided (these are separate from the workbook), based on the data.

Scale: 1 (not effective) to 5 (very effective)

2. Rate how important the outcome is to the mission of the college.

Scale: 1 (not important) to 5 (very important)

3. Answer the questions on each outcome worksheet.

4. Bring your feedback to the appropriate meeting for discussion:

Board of Trustees September 9 Division Chairs & Shared Governance Council September 11

5. If you cannot attend, please return your feedback to Valerie Parton the day prior to your meeting date and your feedback will be included in the discussion.

BBCC Mission Statement: Big Bend Community College delivers lifelong learning through commitment to student success, excellence in teaching and learning, and community engagement. BBCC Vision Statement: Big Bend Community College inspires every student to be successful. BBCC Values: Our institutional values are principles, fundamental beliefs, or qualities that shape institutional attitudes, opinions, decisions, and actions.

Student Success • Academic achievement • Empowerment • Lifelong learning • Service to students

Excellence • Innovation • Commitment to quality • High standards • Continuous improvement

Community Engagement • Collaboration • Outreach • Partnerships • Improving quality of life

Inclusion • Diversity • Access • Opportunity • Equity

Integrity & Stewardship • Accountability • Sustainability • Ethics and honesty • Resource management

These statements form the foundation of BBCC’s mission and strategic planning process. Building on this foundation, the college establishes operational goals in two ways:

• Core Themes establish assessable outcomes for mission fulfillment. • Board of Trustees’ Ends Statement lay out the Board’s expectations for meeting the

needs of our service district. These items form the architecture of the AMP, as approved by the Board of Trustees and as demonstrated in the following diagram.

Big Bend Community College Governance

Ends Statements: Describe how the Board expects the college to interact with and have an impact on our service district

Core Themes: Address the three broad areas described in the mission and represent the primary measure of mission fulfillment

Mission

MISSION FULFILLMENT OUTLINE Big Bend Community College Academic Master Plan Outline, 2014-2019

Student Success: BBCC provides access to programs and services that meet the needs of our service district. Objectives Indicators

1.1 BBCC provides access to programs and services that meet the educational needs of our students and prospective students

1.1a Inventory of programs, modalities, and services 1.1b Service area and student demographic data 1.1c Class fill rates, wait lists, and cancelation data 1.1d Feedback from advisory committees

1.2 Use of services correlates with success, retention, and completion

1.2a Course success, retention, and completion rates 1.2b Use of services reports 1.2c Use of technology and resources

1.3 Students are prepared to graduate and to transfer or to seek employment

1.3a Student Achievement Initiative (SAI) data 1.3b Retention and graduation rates 1.3c Transfer rates and transfer success rates (MRTE+ data) 1.3d Employment and certification rates 1.3e Annual Assessment Report

Excellence in Teaching and Learning Outcome: BBCC supports innovation, variety, and creativity; maintains high academic and industry standards; and supports professional development for continued growth. Objectives Indicators

2.1 BBCC implements innovation and creativity in programs and services

2.1a Education program and service area audits, including best practices 2.1b Correlation of practices to success, retention, or completion

2.2 BBCC helps students attain high academic standards

2.2a External certification rates 2.2b CCSSE data on academic challenge 2.2c NCCBP data on success rates 2.2d MRTE data on transfer success 2.2e Full-time faculty ratio 2.2f Student-to-faculty ratio 2.2g Annual Assessment Report

2.3 BBCC supports professional development for faculty and staff in order to improve student engagement and outcomes

2.3a Budgets for professional development 2.3b Attendance for professional development 2.3c Report on Professional/Technical certification plans

MISSION FULFILLMENT OUTLINE Big Bend Community College Academic Master Plan Outline, 2014-2019

Community Engagement Outcome: BBCC supports economic development nurtures community and industry partnerships, and acts as a responsible steward of resources. Objectives Indicators

3.1 BBCC works with community and industry partners to support economic development

3.1a Inventory of active partnerships 3.1b Report on economic impact

3.2 BBCC works with K-12 & university partners to provide educational opportunities

3.2a Inventory of current dual credit programs 3.2b Analysis of partnership opportunities

3.3 BBCC practices responsible use of resources, including fiscal and natural resources

3.3a Budget process is tied to strategic goals 3.3b Inventory of sustainable practices is increasing

3.4 BBCC provides an inclusive environment for students, employees, and partners in order to sustain a vibrant community

3.4a Training opportunities increase multicultural awareness and ability 3.4b Students, employees & partners report feeling welcome on campus 3.4c Data is disaggregated to show equivalent success for all student groups

This page intentionally left blank.

1

4

5

6

8

11

14

15

17

18

18

18

Tab A: Potential Evening Schedule A-1

Tab B: Student Characteristics by Intent A-3

Tab C: Student Characteristics by Program A-9

Tab D: Class Fill Rates by Department A-25

Tab E: Class Wait Lists (Fall 2014 and Winter 2015) A-27

Tab F: Cancelled Classes 2014-15 A-31

Tab G: Course Success Rates by Division 2014-15 A-35

Tab H: Success Rates in Courses Offered Over the Last Three Consecutive Years A-47

Tab I: Success Rates by Modality in Courses Offered Over the Last Three Consecutive Years A-55

Tab J: Degrees and Certificates Awarded A-63

Tab K: ASB Event Attendance A-65

Tab L: Student Success Center Data A-67

Tab M: STEM Center Data A-69

Tab N: New Student Orientation Data A-71

Tab O: Mutual Research Transcript Exchange (MRTE) Transfer Data A-73

Tab P: Estimated Employment A-75

Tab Q: Professional/Technical Certifications A-77

Tab R: Annual Assessment Report A-79

Indicator 1.3e ─ Annual Assessment Report

Indicator 1.2c ─ Use of technology and resources

Objective 1.1: BBCC provides access to programs and services that meet the educational needs of our students and prospective students

Mission Fulfillment Workbook - 2015Table of Contents

Indicator 1.2b ─ Use of services reports

Indicator 1.1b ─ Service area and student demographic data

Indicator 1.1c ─ Class fill rates, wait lists, and cancelation data

Indicator 1.1d ─ Feedback from advisory committees

Indicator 1.2a ─ Course success, retention, and completion rates

Indicator 1.1a ─ Inventory of programs, modalities, and services

Objective 1.2: Use of services correlates with success, retention, and completion

Student Success

Objective 1.3: Students are prepared to graduate and to transfer or to seek employment

Indicator 1.3a ─ Student Achievement Initiative (SAI) data

Indicator 1.3b ─ Retention and graduation rates

Indicator 1.3c ─ Transfer rates and transfer success rates (MRTE+ data)

Indicator 1.3d ─ Employment and certification rates

Student Success Appendices:

Mission Fulfillment Workbook - 2015Table of Contents

19

19

21

21

22

23

24

24

24

25

26

Tab S: Educational Program Audits A-147

Tab T: Administrative and Service Areas Audits A-213

Tab U: Community College Survey of Student Engagement (CCSSE) ─ Academic Challenge A-297

Tab V: Leadership Development Standards 2014 A-299

Tab W: Leadership Development Calendar 2014 A-303

Tab X: Classified Staff Training Calendar 2015 A-305

27

28

29

31

32

32

33

Indicator 2.2g ─ Annual Assessment Report

Objective 3.2: BBCC works with K-12 and university partners to provide educational opportunities

Excellence in Teaching and Learning (provided in full, May 2014)Objective 2.1: BBCC implements innovation and creativity in programs and services

Indicator 2.1a ─ Education program and service area audits, including best practices

Indicator 2.1b ─ Correlation of practices to success, retention, or completion

Indicator 2.2f ─ Student-to-Faculty ratio

Community Engagement (provided in full, April 2014)Objective 3.1: BBCC works with community and industry partners to support economic development

Indicator 3.1a ─ Inventory of active partnerships

Indicator 3.1b ─ Report on economic impact

Indicator 2.2a ─ External certification rates

Indicator 2.2b ─ CCSSE data on academic challenge

Indicator 2.2c ─ NCCBP data on success rates

Excellence in Teaching and Learning Appendices:

Objective 3.3: BBCC practices responsible use of resources, including fiscal and natural resources

Indicator 3.3a ─ Budget process is tied to strategic goals

Indicator 3.4a ─ Training opportunities increase multicultural awareness and ability

Indicator 3.3b - Inventory of sustainable practices is increasing

Objective 3.4: BBCC provides an inclusive environment for students, employees, and partners in order to sustain a vibrant community

Indicator 3.2a ─ Inventory of current dual credit programs

Indicator 3.2b ─ Analysis of partnership opportunities

Indicator 2.3c ─ Report on Professional/Technical certification plans

Objective 2.2: BBCC helps students attain high academic standards

Indicator 2.2d ─ MRTE+ data on transfer success

Indicator 2.2e ─ Full-time faculty ratio

Objective 2.3: BBCC supports professional development for faculty and staff in order to improve student engagement and outcomes

Indicators 2.3a and 2.3b ─ Budgets and attendance for professional development

Mission Fulfillment Workbook - 2015Table of Contents

33

34

Tab Y: Partnerships Matrix A-307

Tab Z: Outreach Efforts A-325

Community Engagement Appendices:

Indicator 3.4b ─ Students, employees and partners report feeling welcome on campus

Indicator 3.4c ─ Data is disaggregated to show equivalent success for all student groups

Student Success Outcome: BBCC provides access to programs and services that meet

the needs of our service district.

Objective 1.1 BBCC provides access to programs and services that meet the educational needs of our students and prospective students

Indicator 1.1a ─ Inventory of programs, modalities, and services

Tab A: Potential Evening Schedule

Academic Transfer Degree Offerings

Enrollment in academic transfer courses remains strong and steady with a small (2%) increase in FTE during the 2014-15 academic year.

Daytime courses garnered the majority of the enrollment, with lower FTE in fall (-21 QFTE), winter (-47 QFTE), and an increase in spring (+21 QFTE) compared with the 2013-14 academic year.

Evening enrollments in the college are on the rise overall (+36 QFTE) compared to the 2013-14 academic year. Enrollment increased in winter quarter (+58 QFTE), but decreased in fall (-15 QFTE) and spring (-7 QFTE).

A focused effort was launched to plan, advertise, and offer evening and weekend transfer courses which build to a degree. These efforts, combined with online course offerings, provide the ability to earn an Associate of Arts and Sciences, Direct Transfer Agreement degree in either two or three years. The plan was developed in collaboration with the BBCC Counselors. A draft of the two-year and three-year plans for an AAS-DTA degree can be found in Tab A. Upon completion and approval of the course plan, a media campaign will begin to advertise the ability to earn a complete degree during evenings and weekends.

Online courses are still popular with students. The flexibility that online courses provide is attractive to students who are working full-time jobs, have families, or who work rotating shifts. Success in these classes are not as high as traditionally offered courses. The same factors that make the online courses attractive also make successful completion of the online courses a challenge. Faculty continue to develop and offer new online and hybrid courses, including science and math courses such as Intro to Geology, Human Biology, and redesigned Intermediate Algebra I and II; humanities courses such as Greek Mythology; and social science courses such as Micro Economics. Students are newly able to complete their Associate in Arts and Sciences Transfer degree completely online.

Provided by Dean Garrett

1

Professional/Technical Programs

This fall, the college will conduct several needs assessments to determine if community training needs are being met.

This year, the BBCC Foundation received seed money from the Sam Kobota Foundation to continue to expand the Agriculture program.

Technical math is required for each professional/technical degree. Scheduling of technical math courses is difficult with the varied requirements and student and program needs. Faculty will review options for offering math courses that support the individual workforce programs while offering more flexibility in scheduling for the student.

Provided by Dean Berry-Guerin

Business and Industry Partnerships BBCC Center for Business and Industry Services (CBIS) is currently working on opportunities to further training support with Moses Lake Industries, Samaritan Healthcare, REC Silicon, Lineage Logistics, and TAKATA. CBIS has also developed a Network of Experts in order to offer excellence in workforce training from across Washington State. Various corporate trainings will also be offered in the ATEC facility to local employers who wish to send employees for additional skill development. Project management, leadership and supervisory skills, and human resources for supervisors are examples of these classes. Provided by Director Laszlo Inventory of Student Services

Advising: faculty and staff advisors and counselors advise students, providing them with information on educational support services and guiding them to make informed academic, career, and personal goals.

Associated Student Body: the ASB provides a well-rounded educational experience through student activities.

Athletics: student athletes participate in men’s baseball and basketball and women’s basketball, softball, and volleyball and strive for success on and off the field of competition. Athletic competition builds school spirit and community support.

Bookstore: provides all textbooks, course materials, school supplies, software, and college logo clothing and items. The bookstore also offers textbook rentals for select classes at a reduced cost to students.

2

Career Coach: online search tool available to everyone, allowing students to explore careers in the region and match their goals with the educational programs offered at BBCC. A resume builder is also available through Career Coach.

Career Services: the Career Services Coordinator provides career counseling, educational planning, and facilitates workshops. The Career Services Coordinator is located in the Student Success Center.

Counseling: available to all students and offers personal, confidential, professional assistance, including helping students explore educational options.

Disability Support Services: provides reasonable accommodations in academic programs to ensure maximum participation by all students with disabilities and to minimize the functional limitations their disabling condition has on their education.

Financial Aid: a comprehensive student financial aid program that includes federal, state, college and private sources. BBCC Foundation and private scholarships are also offered through the Financial Aid Office.

New Student Orientation: provides students with general information about the college, a tour of the campus, and workshops such as student success strategies, transfer information, financial aid, and setting up student network accounts.

Outreach & Recruitment: provides information about attending BBCC to those interested and campus tours. The Outreach and Recruitment coordinator works directly with GEAR-UP personnel to coordinate on-campus tours and activities for K-12 students of all ages. Through these activities, information sessions are provided on what is needed to successfully begin college and follow different career paths.

Residence Halls: On-campus housing provides students with safe, affordable, and comfortable housing within a short walking distance from all classes and programs. We also provide housing for other college programs, as required.

$ALT: provides effective financial management tools designed to help students manage their finances, become better informed about their financing choices, and become better prepared to fulfill their loan commitments.

Student Clubs: student participation is encouraged. Current active clubs include: Phi Theta Kappa; LDSSA; Nursing Club; M.E.C.h.A. Club; Welding Club; Students Supporting Students Club; Veterans Club; Engineering Club; L.I.G.H.T. – Sports Club; Aviation Club; Swing Club; and Gay Straight Alliance Club.

Student Success Center: provides resources that help student students achieve their goals. Students benefit from peer mentoring, study sessions, laptop and book checkouts, university transfer advising, study rooms, and a computer lab.

STEM Center: provides facilities and services that support students in STEM related-pathways.

3

US Census Bureau Quick Facts: 2014 Estimate

Race/Ethnicity BBCC Service District BBCC Students*

Asian 1,293 1% 52 2% American Indian 2,764 2% 34 1% Black 1,926 2% 39 1% Native Hawaiian 205 0% - - Hispanic 48,476 43% 1,384 42% Two or more races 2,411 2% 78 2% White 55,250 49% 1,745 52% Total 112,326 100% 3,332 100% http://quickfacts.census.gov/qfd/states/53/53001.html, Data retrieved on 6/12/2015 *All BBCC students, except students in Continuing Education Classes, BBCC data warehouse August 2015

Student Support Services: a program focused on student success, retention, and transfer to four-year universities. Services include intensive academic and career advising, tutoring, study skills, leadership workshops, cultural events, financial literacy, and personalized advising sessions during university campus visits.

Supplemental Instruction (SI): group study sessions facilitated by a qualified, trained, and teacher-recommended peer. SI leaders attend classes with students and encourage them to practice and discuss course concepts.

Testing Services: provides testing services including college placement to perspective students, Pearson Vue, MOS, and GED certification exams for students and the community, as well as ACT and SAT exams. Test results can assist in academic and career choice or fulfillment.

Tutoring: assists students to identify and develop strategies that support learning and enhance academic performance.

Veterans Services: educational benefits for eligible students in approved degree programs. During the 2015-16 academic year, BBCC will have a VetCorps member to expand services to veterans.

Indicator 1.1b ─ Service area and student demographic data

Tab B: Student Characteristics by Intent Tab C: Student Characteristics by Program

BBCC and Service District Demographics

Although BBCC serves a large portion of students of color, the proportion of students of color in the college’s overall student population is significantly lower than the proportion of people of color in the service district population. (This is statistically significant using the Chi-square test with a P value < 0.05.) Tabs B and C show BBCC student characteristics by intent and program, respectively.

4

Indicator 1.1c – Class-fill rates, wait lists, and class cancelation data

Tab D: Class Fill Rates by Department Tab E: Class Wait Lists (Spring 2014, Winter 2015) Tab F: Cancelled Classes 2014-15

Class Fill Rates (Tab D)

The Vice President of Instruction and Student Services and the Instructional Deans observed the following after reviewing the 2014-15 Class Fill Rates:

• Fill rates were consistently high in Social Sciences, showing strong demand. • Fill rates were high in Humanities, with the exception of Music. • Fill rates in Developmental English were at 67%; between 2012 and 2015 BBCC increased

placement into college level English by 13%. There is likely a correlation between relatively low fill rates in Developmental English and the increase in students placing directly into college level English.

• Fill rates in Business were low overall, indicating a need for some targeted outreach and marketing, or other strategies.

• Fill rates in Aviation appear to be low; however, this may be misleading due to inflated class capacity numbers (this may also apply to BIM).

• Fill rates in Nutrition were high, which may indicate a demand for additional non-lab sciences. • In the transfer offerings, afternoon (after 2:00 pm) and evening classes struggled with

enrollment more frequently than traditional, daytime offerings. This may be an artifact of student preference for morning classes due to work schedule or the lack of an organized and advertised afternoon and evening schedule.

Division 2012-13 2013-14 2014-15

Allied Health 76% 78% 80%Aviation 23% 28% 30%Business 60% 59% 56%

Developmental 77% 84% 82%Humanities 88% 89% 91%

Industrial Technology 78% 73% 75%Math/Science 81% 77% 82%

Pre-college Math 81% 86% 83%Social Science 85% 85% 91%

Fill Rates by Division - Three-year Trends

DATA NOTE: Running Start and College in the High School classes have been removed from this summary.

5

Class Cancellation Rates (Tab F)

• BBCC cancelled more afternoon and evening sections than morning sections. • Class start times are less standardized in the afternoon and evening, which potentially could

make scheduling more difficult for students. • BBCC may want to consider making class start times more standardized, especially in the

afternoon and evening. • Some classes were cancelled due to lack of available instructors. This is an on-going issue of a

lack of qualified faculty available to teach at BBCC. Growth potential for afternoon, evening and weekend classes is good.

Indicator 1.1d – Feedback from advisory committees

Community and technical colleges are required to have an industry advisory committee for each professional/technical program. Advisory committees set direction for and help programs maintain relevancy in required workplace job skills. The following are highlights from BBCC Advisory Committees in 2014-15.

6

Criminal Justice Advisory Committee

Interpersonal skills and problem solving skills are very important to the success of an individual in criminal justice areas. Report writing and communication are also high needs. Other areas are knowing about social media, mental health and working with mentally disabled or ill people, human development, special needs such as drug affected, cognitive and behavioral interviewing, PE for development of endurance and physical fitness development for passing the test.

Medical Assistant Advisory Committee

Through a process of standardizing the site requirements for students who do externships at local facilities, our committee decided that a national background check should be run instead of only a Washington State Patrol check. It was also decided that drug testing can be done earlier in spring quarter for students to be cleared prior to their "Get Your Feet Wet Day" (GYFWD) which happens in mid-May. GYFWD is an 8-hour experience at a clinical site that helps students transition into the clinic full-time during summer quarter.

Our committee has also been working on standardizing the student evaluation process for externship students. In the past, each site used the same form for the 80-hour and 198-hour evaluation of the student, but the process varied from site-to-site. In order for the supervising MA to feel as though they could be honest with their evaluations, we decided that all evaluations must be filled out with the manager present and the student not present. Then, the evaluation is reviewed by the manager and the externship teacher prior to addressing it with the student. This has proven to be an effective overall change and the sites seem to be happy with how things have gone this summer.

Nursing Program Advisory Committee

Title V update: Progress on the “flipped model” of education was discussed. Surveys indicate that students are enjoying the model and seem to be experiencing more in-depth learning. Examples of the flipped model concept were discussed. A committee member noted that healthcare’s move toward telemedicine was incentive to utilize computerized technology in nursing education.

Simulation Technology Advisory Committee

June 26, 2015: The representative from Laerdal noted that, “This is big. This program is going to be important nationwide. Simulation is growing and it needs more and more technicians to run them.” July 29, 2015: A committee member from Samaritan Healthcare stated, “The insurance company that provides insurance to our hospital and other hospitals is starting to use Medical Simulation as a way for providers and healthcare professionals to practice their skills in order to reduce insurance premiums.”

STEM Advisory Committee

Industry feedback has, and continues to be, an integral part of our course and program development in STEM. Recently, we have leveraged advice from our advisory committee to develop our computer aided drafting (CAD) courses. Incorporating local industry feedback has allowed us to ensure we are using

7

current, relevant software that provides a hard skill for the user as well as academic credits that apply towards an engineering degree. Our advisory committee has also influenced the time at which courses are offered. We now offer CAD courses after 5:00 pm to ensure traditional and working non-traditional students have the same opportunities.

Provided by Dean Garrett

Computer Science Advisory Committee

The Computer Science program advisory committee had a discussion on recruiting women into IT jobs. The number of female job applicants is low and many firms have few women in their IT departments. BBCC’s Computer Science program is 20% female, which is higher than the national average of 17%. Several recruitment ideas were discussed and shared, such as job shadowing and internships.

Aviation Maintenance Advisory Committee

During the February 2015 meeting, the AMT committee discussed the Boeing donation of a Helio Currier. The intended use of this aircraft will be for student projects and taxi training. During the June meeting, the faculty discussed the FAA’s facilities inspection on June 9 and the Boeing visit scheduled for August.

Business Information Management Advisory Committee

The BIM advisory committee discussed changes in the required MOS certifications for each graduate. As of fall 2015, BIM will require that each graduate have two MOS certifications rather than the four previously required. The committee did not feel having an Access and/or PowerPoint certification would be a strong selling point for most employers.

Provided by Dean Berry-Guerin

Objective 1.2 Use of services correlates with success, retention, and completion

Indicator 1.2a – Course success, retention, and completion rates

Tab G: Course Success Rates by Division 2014-15 Tab H: Success Rates in Courses Offered Over the Last Three Consecutive Years Tab I: Success Rates in Courses Offered Over the Last Three Consecutive Years by Modality Tab J: Degrees and Certificates Awarded

Student Success in Classes

Detailed course success rates (Tabs G, H and I)

8

Division 2010-11 2011-12 2012-13 2013-14 2014-15Allied Health 89% 87% 85% 84% 82%

Aviation 82% 83% 89%a 91%a 86%a

Business 72% 73% 82% 80% 74%Developmental 79% 76% 77% 78% 76%

Humanities 79% 77% 80% 80% 80%Industrial Technology 84% 83% 82% 84% 80%

Math/Science 70% 67% 67% 70% 71%Pre-college Level Mathb 53% 61% 69% 68% 69%

Social Science 73% 76% 78% 77% 77%Overall 77% 73% 79% 79% 77%

aAviation success does not include flight-based classes. Students have up to two years to complete flight time; success rates in these classes are not available the time of this report.bPre-college Level Math includes all math classes below 100 level, except MPC 080 (MPC 080 is part of the Developmental Division)

Success Rates by Division

Onlinea Hybridb Web enhancedc On-groundd

2011-12 67% 69% 71% 76%

2012-13 70% 67% 77% 81%

2013-14 70% 71% 77% 84%

2014-15 75% 73% 76% 80%

dOn-ground classes are taught face-to-face in a traditional classroom setting

Student Success* by Modality

*Success is defined as earning a 2.0 grade point or higher or a "P" (pass) grade in the classaOnline classes are taught 100% online; all materials, assignments, and communication between student and instructor are conducted onlinebHybrid classes are taught as a combination of face-to-face/classroom time and online time; materials, assignments, and communication between student and instructor are conducted both face-to-face and with web-based toolscWeb Enhanced classes are taught face-to-face in a traditional classroom setting and access to web-based tools is required

9

Retention

Completions (Tab J)

In 2014-15, BBCC awarded 422 degrees. Academic transfer degrees increased by 10 to 288 and the number of professional/technical programs degrees awarded stayed about the same. The biggest increases were in Aviation Maintenance and Medical Assistant degrees. Decreases were seen in Accounting, Nursing, Automotive, Industrial Electrical, and Maintenance Mechanics.

10

Indicator 1.2b – Use of Services

Tab K: ASB Event Attendance Tab L: Student Success Center (SSC) Data Tab M: STEM Center Data Tab N: New Student Orientation (NSO) Data Academic Early Warning (AEW)

• AEW alerts students who struggle early in the term to direct them to helpful resources. One-hundred eighty-eight (188) unduplicated students were contacted via AEW in 2014-15, compared to 258 in 2013-14.

• The following were the most common reasons students were contacted:

• Success rates (based on the type of intervention with the student) are in the table that follows.

English Lab

2013-14 2014-15Missing assignments 30% 29%

Excessive absenteeism 19% 20%Low test scores/assignment grades 18% 11%

Lack of participation 10% 15%

2013-14 2014-15 2013-14 2014-15 2013-14 2014-15E-mail 154 122 25% 12% 33% 24%

Left Voicemail 104 70 22% 19% 31% 24%

Spoke with Student on Phone 76 79 28% 24% 36% 34%

Spoke in Person 24 32 29% 13% 43% 19%

bSuccess defined as students earning a 2.0 grade point or higher or "pass" grade in classescStudents passed classes with a 0.7 grade point or higher or a "pass" grade

aUnduplicated number of students and CourseID in each intervention category; only interventions where 10 or more students were reported are included here

Number of Studentsa Percent Successfulb Percent Passedc

Academic Early Warning (AEW) Interventions and Success in Related Classes2013-14 versus 2014-15

Intervention

11

New Student Orientation (Tab N)

12

Supplemental Instruction

Tutoring

CourseID Course Title#

studentsEarned 2.0 or better

# students

Earned 2.0 or better

Total enrollment

MATH&146 INTRO TO STATISTICS 20 80% 258 71% 278CHEM&121 INTRO TO CHEMISTRY 15 80% 183 72% 198MATH&141 PRECALCULUS I* 13 38% 263 70% 276MATH 098 INTERMEDIATE ALGEBRA 10 70% 598 79% 608

Data retrieved from ODS on 8/13/15

Supplemental Instruction (SI) and Grades in Classes 2014-15

Note: Only classes where at least 10 students attended SI are included here.

Attended SI Did not attend SI

*Results were statistically significant using the Chi-square test, p < 0.05.

13

Indicator 1.2c – Use of technology and resources BBCC’s eLearning Coordinator, in cooperation with Institutional Research staff, will generate reports relating to student access to Canvas, the college’s learning management system. Faculty may utilize Canvas to enhance instruction by using it as an easy access repository for class documents or to offer some required information (enhanced) to partially replace seat time in classes (hybrid) or fully online. Reports will include data on courses that have not been published, the last time students accessed Canvas, and students who have not submitted work in Canvas. All courses taught at the college automatically receive Canvas shells. The “published” report will provide data on how many faculty are utilizing Canvas at any level. The other two reports will allow measurement of actual student use.

Canvas also has the ability to track student outcomes at a variety of levels. The eLearning Coordinator is working with the Assessment Committee to setup and track the college’s General Education Outcomes and, potentially, other program or department level outcomes.

CourseID CourseTitle#

studentsEarned 2.0 or better

# students

Earned 2.0 or better

Total enrollment

MATH 098 INTERMEDIATE ALGEBRA 61 77% 506 70% 567MATH&141 PRECALCULUS I 58 59% 188 70% 246ENGL&101 ENGLISH COMPOSITION I 53 77% 674 67% 727MATH&146 INTRODUCTN TO STATISTICS 52 60% 202 73% 254ENGL&102 COMPOSITION II 40 78% 369 72% 409ENGL 099 ENGLISH SKILLS PRE-101 35 91% 198 81% 233MATH 094 INTRODUCTION TO ALGEBRA 34 79% 275 67% 309CHEM&121 INTRO TO CHEMISTRY 25 52% 143 73% 168MATH&142 PRECALCULUS II 21 67% 83 66% 104MATH&151 CALCULUS I 21 86% 42 81% 63BIOL&100 SURVEY OF BIOLOGY 18 83% 181 66% 199MATH 096 ELEMENTARY ALGEBRA I 15 67% 112 63% 127MATH 099 INTERMEDIATE ALGEBRA II 13 62% 99 59% 112MATH 090 PREALGEBRA* 13 69% 12 25% 25BIOL&211 MAJORS CELLULAR 12 58% 41 34% 53

MATH&107 MATH IN SOCIETY 12 83% 116 62% 128PSYC&100 GENERAL PSYCHOLOGY 10 100% 336 76% 346

CHEM&162 GENERAL CHEM W/LAB II 11 91% 23 65% 34BIOL&241 HUMAN A & P 1 10 90% 28 75% 38

MATH&152 CALCULUS II 10 100% 15 93% 25CHEM&161 GENERAL CHEM W/LAB I 10 70% 26 77% 36

Data retrieved from ODS on 8/14/2015

Tutoring and Grades in Classes 2014-15

Note: Only classes where at least 10 students attended tutoring are included here.

Used tutoring services

Did not use tutoring services

*Results are significant using the Chi-square test, p < 0.05

14

Objective 1.3 Students are prepared to graduate/transfer or seek/enhance employment

Indicator 1.3a – Student Achievement Initiative (SAI) data Student Achievement Initiative

The Student Achievement Initiative (SAI) is the performance funding system for Washington community and technical colleges. Its purposes are to:

• Improve public accountability by more accurately describing what students achieve. • Provide financial incentives for colleges to increase the levels of achievement of their students.

The categories of achievement measures are:

• Building towards college-level skills (basic skills gains, completing a pre-college writing or math sequence)

• First-year retention (earning 15 and then 30 college-level credits) • Second-year retention and becoming workforce- or transfer-ready (45 college credits) • Completing college-level math (passing math courses required for either technical or academic

associate degrees) • Completions (degrees, certificates, apprenticeship training)

For a complete description of SAI, please visit the Washington State Board for Community and Technical Colleges’ website at the following link: http://sbctc.edu/college/e_studentachievement.aspx. BBCC Student Achievement Initiative Data

15

16

Indicator 1.3b – Retention and graduation rates Retention

Graduation Rates and Completions (Tab J)

17

Indicator 1.3c – Transfer rates and transfer success rates (MRTE) (also under indicator 2.2d)

Tab O: Mutual Research Transcript Exchange (MRTE) Transfer Data

Mutual Research Transcript Exchange (MRTE)

Washington State community colleges are able to connect to Washington Public Baccalaureate Institute transfer information of their students through a Mutual Research Transcript Exchange (MRTE) data system, hosted by the Washington State Board for Community and Technical Colleges (SBCTC). While this data is challenging to retrieve, we found that BBCC students’ grades at Washington Public Baccalaureate Institutions were similar to their grades at BBCC (Tab O).

Transfer Rates – IPEDS

Indicator 1.3d Employment and certification rates (also under indicators 2.2a and 2.3c)

Tab P: Estimated Employment Tab Q: Professional/Technical Industry Certifications

Indicator 1.3e Annual Assessment Report Tab R: 2013-14 Annual Assessment Report

18

Excellence in Teaching and Learning (Provided in full, May 2015*)

Outcome: BBCC supports innovation, variety, and creativity; maintains high academic and industry standards; and supports professional development for

continued growth.

*Highlights from this report are provided here. The full report can be found online at: http://www.bigbend.edu/wp-content/uploads/information-center/institutional-research-planning/excellence-in-teaching-learning-2015_final.pdf Objective 2.1 BBCC implements innovation and creativity in programs and services Indicator 2.1a – Highlights of program audits, including best practices Tab S: Education Program Audits Tab T: Administrative and Service Area Audits Instruction (Tab S)

• Use of open source materials to reduce book costs • Development of program specific college survival skills classes • Use of group advising in BIM • Incorporated field trips into classroom experience • Development of a technical writing class for STEM and business students

Administration and Service Areas (Tab T)

• Efforts to understand and create a more inclusive campus environment • LEAN academy and Kaizen events to streamline the contract process • Expanded ASB communication to students to include Twitter and Instragram • Expanded ASB monthly entertainment which is open to the public

Indicator 2.1b – Correlation of practices to success, retention, or completion BBCC’s fall-to-fall retention rates have continued to improve over the past six years (see chart that follows). Eighty-one percent (81%) of new students who earn at least 15 credits their first year are retained to the next fall, compared to 63% six years ago. The retention rate for students who have not earned 15 credits during their first year has also increased (49% to 64% over six years).

19

BBCC’s graduation rates have stabilized over the last three years to approximately 33% (see chart that follows). Through years of state budget reductions, grants have provided key support in tutoring, supplemental instruction (SI), advising, and mentoring for students. The Student Success and STEM Centers provide inclusive environments where students have access to computers, tutoring sessions, and supplemental instruction.

Working Families Success Network In 2014, BBCC was awarded the Working Families Success Network (WFSN) grant that focuses on bundling services for low-income students, including financial literacy training, financial coaching, credit and asset building strategies, and debt management.

20

Achieving the Dream In 2015, BBCC rejoined the Achieving the Dream (AtD) Initiative which will help BBCC improve student completion rates. Achieving the Dream Focus Areas:

• College readiness • Community Engagement • Culture of evidence and inquiry • Equity • Faculty and staff engagement • Financial literacy • Institutional change

• Knowledge sharing • Scaling change • State policy reform • Student-centered supports • Technology in education • Visionary leadership • Workforce preparation

Objective 2.2 BBCC helps students attain high academic and industry standards Indicator 2.2a – External certification rates (also under indicator for 1.3d) Industry certification is available to students in all professional/technical programs. The professional/technical certification table in Tab Q represents certifications earned by BBCC students in 2013-14 (the first year BBCC collected this data). Students’ ability to obtain industry certifications allows professional/technical faculty and staff to determine if the program is preparing students for the workplace. Indicator 2.2b – CCSSE data on academic challenge

Tab U: CCSSE Data on Academic Challenge The CCSSE is a national survey that collects information about student engagement with faculty, staff, other students, and subject matter. This spring, we administered the CCSSE survey on campus to randomly selected classes. BBCC uses data from the Community College Survey of Student Engagement (CCSSE) as a measure of academic challenge, to help determine if BBCC is providing a challenging and engaging learning environment for students. Survey items that comprise this benchmark include (but are not limited to) how much students’ coursework has emphasized:

• Analyzing the basic elements of an idea, experience, or theory • Synthesizing and organizing ideas, information, or experiences in new ways • Making judgements about the value or soundness of information, arguments, or

methods • Using information students read or heard to perform a new skill

21

In 2015, BBCC scored 52.5 on this benchmark, compared to 50.0 for the national cohort and 50.3 for other small colleges. Although we outperformed the comparison groups, our score on this benchmark has declined over the past five survey cycles (in 2007, we scored 56.7). Data is further disaggregated by race, sex, enrollment status (full-time, part-time), and first generation status in Tab U. Indicator 2.2c – NCCBP data on success rates The National Community College Benchmarking Project (NCCBP) is the largest benchmarking initiative for two-year institutions in the United States. In 2014, over 260 institutions participated in the study. During the period reported, 82% of BBCC’s students were first-generation college students (99th percentile) and 52% were Pell recipients (76th percentile) – two characteristics linked to decreased student success. Despite this, BBCC performance in various areas of student achievement were considered college strengths by the NCCBP in 2014. The NCCBP defines a college strength as a rank at or above the 85th percentile nationally. NCCBP Student Success The foundation of student success is student learning and success in the classroom. The chart below demonstrates how BBCC students’ success in their classes compares to students’ success at other community colleges. In 2014, BBCC ranked at the 94th percentile on this measure. This means that BBCC students were more successful than 94% of other students at other participating colleges in the 2014 NCCBP study.

NCCBP Completion Rates In 2014, BBCC full-time students ranked at the 89th percentile for completing within three years of starting college (see charts that follow). Although our completion rates are significantly higher than other community colleges in the NCCBP study, BBCC graduation rates have stayed around 33% for the last three years (IPEDS data). Increasing completion rates is one area for continuous improvement.

22

Indicator 2.2d – MRTE data on transfer success Washington State community colleges are able to connect to Washington Public Baccalaureate Institute transfer information of their students through a Mutual Research Transcript Exchange (MRTE) data system, hosted by the Washington State Board for Community and Technical Colleges (SBCTC). While this data is challenging to retrieve, we found that BBCC students’ grades at Washington Public Baccalaureate Institutions were similar to their grades at BBCC (see Tab O).

23

Indicator 2.2e – Full-time faculty ratio

The chart above indicates that BBCC has begun to regain faculty positions not filled during the state budget reductions. Full-time faculty are able to offer additional interaction with students through office hours, serving as club advisors, and being available to assist students in other ways. National research shows that increased student engagement leads to increased student success (University of Texas at Austin). Indicator 2.2f – Student-to-faculty ratio BBCC consistently has lower student-to-faculty ratios than the Washington State Community and Technical College system as a whole (see chart below). Smaller class sizes allow students to have more interaction with their instructors and the learning process which increases student learning.

Indicator 2.2g – Annual Assessment Report (Tab R) Objective 2.3 BBCC supports professional development for faculty and staff Tab V: Leadership Development Standards 2014 Tab W: Leadership Development Calendar 2014 Tab X: Classified Staff Training Calendar 2015 The Leadership Development Team (LDT) and the Staff Training and Recognition (STAR) Committee continue their commitment to the professional development of BBCC employees. Each team created a

24

training calendar for 2014-15 based on feedback from employees and their supervisors (Tabs W and X, respectively). The LDT continues to base professional development opportunities on 11 leadership competencies (adopted in 2012) which are also included in employee performance evaluation forms, ensuring that employees receive annual feedback on their leadership skills. Administrative/exempt employees are expected to complete a specified number of development hours each calendar year through on-campus trainings (Tab V). Personal development hours may be met through reading, teaching, enrolling in college classes, attending workshops and seminars, etc. The following table shows training attendance in 2014-15. Training included specific technical subject matter and general professional development.

Duplicated Training 2014-15 Faculty Part-time Faculty Classified Part-time Hourly Exempt

182 80 686 16 844

Indicators 2.3a and 2.3b – Budgets and attendance for professional development Many opportunities for professional growth and development have been offered to all college staff this year. In addition to the work done by the Leadership Development Team and STAR Committee, staff and faculty have participated in additional training as well. In 2014, John Swedburg received a faculty Professional Development Unit (PDU) payment of $1,250. The remaining faculty that were eligible to receive a payment in 2014 elected to defer the PDU payment in lieu of receiving a promotional increase in accordance with new language in the Negotiated Agreement. In 2014-15, expenses for professional development encompassed travel and education/training for college faculty and staff. The overall expenses for travel were $319,302 which provided college employees with the means to visit different locations to gain new knowledge and skills and build networking contacts. The expenses for specific training-related costs (attendance fees, materials, etc.) was $62,327. This is the first year we have reported expenses for BBCC professional development in this way. To promote an inclusive college environment, a Multicultural Development Team was formed and held their first meeting in May 2015. There are currently 18 members on the team representing faculty, students, classified, and admin/exempt staff. The team’s vision is: “Cultivate an environment of equity and inclusion.” The mission is: “Promoting equity and inclusion through education, leadership, collaboration, and advocating social justice.” The team meets every 2-3 weeks, following a culture change model published by Bailey Jackson and Rita Hardiman. The team is currently developing their work plan for the upcoming academic year.

25

Indicator 2.3c – Report on professional/technical faculty certification Requirements for WAC 131-16-094 state that all professional/technical instructors be certificated. This applies to full-time faculty and to faculty teaching two-thirds full-time load for more than three quarters. Each professional/technical instructor works with the dean to develop a documented professional development plan that identifies areas for professional growth. The professional/technical dean is responsible for monitoring all faculty certification plans that are housed in a database used for tracking purposes. All faculty are current and up-to-date on First Aid and CPR certifications.

26

Community Engagement (Provided in full, April 2015*)

Outcome: BBCC supports economic development, nurtures community and industry partnerships, and acts as a responsible steward of resources.

*Highlights from this report are provided here. The full report can be found online at: http://www.bigbend.edu/wp-content/uploads/information-center/institutional-research-planning/community-engagement-2015_final.pdf Objective 3.1 BBCC works with community and industry partners to support economic development Indicator 3.1a – Inventory of active partnerships Tab Y: Partnerships Matrix

Tab Z: Outreach Efforts Partnerships allow the college to expand educational opportunities, provide additional services, and leverage resources. Highlights of business and industry and STEM partnerships, and college efforts to support service district economic development are below. A comprehensive list of partnerships is found in Tab Y. Business and Industry Partnerships

During the 2014-15 year, BBCC’s Center for Business and Industry Services (CBIS) provided training to SVZ in Adams County and Moses Lake Industries and General Dynamics located in Grant County.

In 2015-16, CBIS will be working with the following companies:

• Samaritan Healthcare • Moses Lake Industries • REC Silicon • TAKATA • Lineage Logistics

Community Education is offered to not only to our industry and business partners, but to the general community as well. This year, we are establishing an introductory of educational sessions in the areas of Diversity, Generational Relationships, Family Business, Pottery, Personal Excellence, Senior Focused Interest classes, Personal Finance, and Leadership.

STEM (Science, Technology, Engineering, and Math) Engineering articulation agreements continue to be developed with Central Washington University and Eastern Washington University. Local business partners support STEM pathways through donations, networking for engineering students, and providing facility tours.

27

The STEM advisory committee is comprised of representatives from: Akzo Nobel, Columbia Basin Tech Skills Center, Columbia Northwest Engineering, Ephrata School District, Genie Industries, Grant County Economic Development Council, Microsoft, Olympic Steel, Port of Moses Lake, SGL ACF, and Simplot. Outreach Activities BBCC’s Coordinator of Student Recruitment and Outreach, Rita Ramirez, represents BBCC at fall and spring Washington State Council for College Relations College Outreach Events. The events feature colleges from across the state and allow potential students to learn more about colleges they might want to attend. The fall event is a transfer fair that includes a financial aid presentation. At the spring event, each college presents a workshop on their college. Tab Z provides a list of college outreach efforts through mid-January 2015. Indicator 3.1b – Report on economic impact Economic Development The graph below shows Washington State’s and Grant and Adams Counties’ Unemployment Rates over 10 years. Although Adams and Grant Counties’ Economic Development Councils have successfully recruited business and industry, our district’s unemployment rate has been consistently higher than the state’s.

Service district residents have a great need for education and training to prepare them for higher wage jobs. The table below shows that BBCC district residents’ per capita income is less than two-thirds of Washington State’s per capita income, our poverty rate is much higher, and we have more than 2.5 times more residents who do not have a high school diploma.

28

The impact of education on employment rates and earnings is powerful, as demonstrated in the table below.

BBCC Foundation The BBCC Foundation plays an important role in helping district residents attend college. In 2014-15, the BBCC Foundation awarded nearly $111,000 to 69 students, the average award being $1,604. The cost of tuition and books for a full-time student was approximately $5,600 (15 credits a quarter) in 2014-15. Objective 3.2 BBCC works with K-12 and university partners to provide educational opportunities Indicator 3.2a – Inventory of current dual credit programs

BBCC offers dual credit programs to high school students through Running Start, College in the High School, and Tech Prep Programs of Study.

29

Running Start Running Start enrollment increased 34% in the 2014-15 school year to 267 AFTE from 199 AFTE in 2013-14 (SBCTC Enrollment Monitoring Report 2014-15). The increase did not come from one school district, but from throughout the BBCC service district.

College in the High School College in the High School/Running Start in the High School enrollments also increased this year. At Ephrata High School, 74 students earned 760 college credits through participation in this program. Through the Running Start in the High School program, Warden High School was able to offer three classes of math that they would not have been able to teach with their existing staff. BBCC faculty member, Brinn Harberts, commuted to Warden three or four days each week to teach the classes. Ten students completed 15 credits in Precalculus I, Precalculus II, and Calculus I.

Legislative changes to the Running Start in the High School program will provide additional funding and possibly additional challenges to increasing this program in the future. Ephrata School District has applied for College in the High School funding for the 2015-16 academic year.

Tech Prep Programs of Study

Tech Prep is a dual credit program connecting high school students to college technical AAS degrees. Students can start a two-year professional/technical AAS degree while still in high school, without leaving their high schools. Programs of Study credits are posted to permanent BBCC transcripts and may be used for many of the college’s professional/technical programs or as elective credits.

High School 2009-10 2010-11 2011-12 2012-13 2013-14 2014-15

Almira-Coulee Hartl ine 2 1 0 0 2 5

Col Bas in Secondary 2 1 0 4 5 0

Ephrata 28 39 31 24 38 53

Lake Roosevel t 1 0 1 0 0 0

Lind Jr./Sr. High 1 1 0 0 0 0

Moses Lake 89 91 99 105 138 168

Odessa 0 0 1 0 0 0

Othel lo 3 4 5 4 4 7

Quincy 4 5 17 15 13 23

Royal Ci ty 10 11 11 14 11 15

Soap Lake 7 2 2 5 6 5

Smokiam 1 0 1 2 0 3

Wahluke 1 2 1 0 0 0

Warden 5 10 8 4 8 19

Wi lson Creek 3 2 1 2 2 2

TOTAL 157 169 178 179 227 300

Running Start Enrollment

30

Indicator 3.2b – Analysis of partnership opportunities

K-12 Partnerships

BBCC was selected to participate in a College Spark grant facilitated by the Washington State Board for Community and Technical Colleges. The purpose of the grant is to develop tools that allow for the use of high school transcripts for college placement, thus eliminating the need for a placement exam. BBCC is partnering with Moses Lake High School, Othello High School, and Quincy High School on this project. On July 15-17, BBCC faculty and staff, along with teachers from the three partner high schools, attended a workshop at Sleeping Lady Resort in Leavenworth to work with people from Green River Community College, Peninsula College, and Bellevue Community College, and the State Board for Community and Technical Colleges. The team returned from Leavenworth with a draft of a tool that will allow students to use their high school transcripts for placement into math and English courses. The next steps involve working with math and English faculty at the college and at the high schools to fine tune and approve the tool and then begin implementation.

Transfer program analysis

The transfer (DTA) degree is attainable by completing evening, online, and hybrid courses. This is a change from the past. While not particularly well organized or advertised, the coursework is available and staff are working toward an organized, biannual/triannual schedule for the transfer degree on a non-traditional schedule.

Changes to transfer program offerings:

• Intro to Biology (lab science) and Human Biology (non-lab science) are now offered online. With online offerings of Nutrition and Environmental Science, students have a choice of courses by which to complete their natural science requirements.

• The English Department is increasing online literature offerings to allow non-traditional students access to these humanities courses.

• Public Speaking has become a Saturday annual offering and more classes will be assessed for movement to a Saturday schedule. This could work well for science classes where lab space is limited during the week.

• Developed an Associate of Applied Science (professional/technical) degree pathway for engineering/pre-engineering students to enhance options and capitalize on current BBCC STEM efforts.

University Partners

BBCC continues to work with a number of university partners to provide baccalaureate options in Moses Lake. These include our shared faculty arrangement with CWU in Aviation, and programs offered by CWU and Heritage University through our University Center. Both CWU and Heritage have experienced enrollment challenges in their Moses Lake programs. BBCC administrators have had several meetings with Heritage University about how to strengthen pathways for students and to identify programs that might

31

be of use to local students. We are also meeting with representatives from WSU-Tri-Cities in order to explore new partnership options, particularly in the areas of engineering and STEM.

BBCC has signed a reverse articulation agreement with Western Governors University (WGU) that will allow students who transfer to WGU without completing an Associate degree to apply courses taken at WGU to completion of their BBCC degree. Associate VP Candy Lacher has participated in a statewide work group looking at the development of similar articulation agreements with Eastern Washington University and other institutions.

Objective 3.3 BBCC practices responsible use of resources, including fiscal and natural resources

Indicator 3.3a – Budget process is tied to strategic goals BBCC’s annual operating budget is developed over a period of six months. The process begins in February when each department submits budget information for the ensuing fiscal year. The Vice President for Financial and Administrative Services compiles a summary of the requests for Cabinet, which then reviews the information with the college’s mission, vision, and values in mind. Cabinet determines which should be included in a budget recommendation to the Executive Team, submitted by May 1. If the state allocation is not known at this time, Cabinet crafts instructions with sufficient information on the recommendation so the Executive Team can create a balanced budget proposal. The proposed budget is presented at the June Board of Trustees Meeting, as long as the state allocation information is received by that time. Indicator 3.3b – Inventory of sustainable practices is increasing HigherOne This electronic refund management process streamlined and managed the financial aspects of campus life. Big Bend disburses over $1.5 million in refunds per quarter. This process has increased efficiency, lowered administrative costs, and supplied financial support for students and staff. Business Office Efficiencies The Business Office stopped receiving paper copies of reports from the State Board offices and checks are no longer scheduled and generated at the State Board, allowing the Business Office to provide checks to vendors, faculty, and staff sooner. Quarterly Contracts Through a LEAN Kaizen event, the Kaizen team was to develop a streamlined and efficient process for generation, approval, and payment of all quarterly contracts. All recommendations pertaining to changes for part-time hourly employment contracts have been implemented and the team is currently working with BBT to implement the remaining recommendations pertaining to part-time faculty contracts.

32

Maintenance and Operations

The Maintenance and Operations Department repairs, paints, and repurposes furniture for college use for an estimated savings of $10,000 annually. Use of air conditioning and heating are limited when buildings are not occupied. LDS Church

BBCC was selected as a LDS community service project last year. People from the committee and the college worked together to update and maintain landscaping on campus. Hundreds of volunteers from the LDS Church in Moses Lake worked two days on landscaping projects to transform the appearance of the campus.

Objective 3.4 BBCC provides an inclusive environment for students, employees, and partners to sustain a vibrant community Indicator 3.4a – Training opportunities increase multicultural awareness and ability BBCC has taken deliberate action to ensure that the college provides an inclusive environment for all students, staff, and constituents. Beginning with policy statements, including the Board’s Ends Statements and the General Education outcomes, recently updated policies have set direction for the college. Multicultural ability is operationalized through a variety of activities, including Lunch & Learn professional development for admin/exempt staff (Tab W), classified staff training sessions (Tab X), and a variety of state-wide diversity trainings. Inclusion Opportunities for Students

• ASB activities • Students of Color Conference • IMPACT National Conference • Engaging in Promising Practices – Asian American Native American and Pacific Islander program

(AANAPISI) Indicator 3.4b – Students, employees, and partners report feeling welcome on campus Ninety-eight percent (98%) of students surveyed in spring 2014 felt welcomed on campus. A multicultural Development Team was formed in late spring to enhance inclusion and equity efforts on campus. In light of recent diversity training, this indicator and reporting thereof will be further developed in the upcoming year.

33

Indicator 3.4c – Data is disaggregated to show equivalent success for all student groups While BBCC has shown a positive trend in overall student success, the data show achievement gaps between various groups.

While graduation rates are higher for women than for men, retention rates for men over 150% of normal time are slightly higher than for women (see chart below). More analysis is needed to see whether men enter the college in need of more remediation than women, and whether that affects their progress toward degrees. Similarly, it would be good to know whether men fail or withdraw from classes at a higher rate than women, or whether women are more likely to transfer in credits from other institutions.

Similar questions are relevant to the success and completion of Hispanic students. While the gap in retention rates for Hispanic and white students has closed in recent years and the Hispanic retention rate is higher than whites, the graduation rate for Hispanic students continues to be below that of whites (see charts that follow).

34

Additional research is needed to determine why this occurs and how to close this performance gap. Further research and analysis must be done to identify where students are stopping out of programs and measures that can be implemented to increase completion rates of all groups.

35

This page intentionally left blank.