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West Virginia Northern Community College - WVHLC ID 1675

PROBATION Visit Date: 11/26/2018

Dr. Mike KoonPresident

Mary VanisHLC Liaison

Jim Simpson Review Team Chair

Jesse Arman Federal Compliance Reviewer

Rick Edgington Team Member

Robert Haas Team Member

Deborah Hardy Team Member

Cynthia Hoss Team Member

West Virginia Northern Community College - WV - Final Report - 1/23/2019

Context and Nature of Review

Visit Date

11/26/2018Mid-Cycle Reviews include:

The Year 4 Review in the Open and Standard PathwaysThe Biennial Review for Applying institutions

Reaffirmation Reviews include:

The Year 10 Review in the Open and Standard PathwaysThe Review for Initial Candidacy for Applying institutionsThe Review for Initial Accreditation for Applying institutionsThe Year 4 Review for Standard Pathway institutions that are in their first accreditation cycle after attaininginitial accreditation

Scope of Review

Reaffirmation ReviewFederal ComplianceOn-site VisitMulti-Campus Visit (if applicable)

Federal Compliance 2018

Institutional Context

The Team visited West Virginia Northern Community College (WVNCC) to complete a comprehensive evaluationof the institution to ensure the College meets the Criteria for Accreditation, the Core Components, FederalCompliance Requirements, the Assumed Practices, and review the evidence the College has ameliorated thefindings of non-compliance that resulted in the imposition of Probation.

WVNCC is a public two-year institution authorized by the West Virginia Council for Community and TechnicalCollege Education (CCTCE) and the West Virginia Higher Education Policy Commission to offer 10 Certificatesand 22 Associate Degrees. WVNCC has a main campus in Wheeling, WV and additional campuses in Weirton,WV and New Martinsville, WV serving approximately 1,650 students.

Although this visit considered the institution’s compliance with all the Criteria for Accreditation, its primary focuswas on those findings of non-compliance and the other concerns identified in the action that placed the institutionon Probation.

Interactions with Constituencies

AA Program Director


AccountantAccounting Clerk IIIAdvanced Manufacturing FacultyAdvanced Manufacturing Program DirectorApplication ProgrammerAS Program DirectorASC Academic Program AssociateASC Administrative AssistantASC Coordinator - New MartinsvilleASC Coordinator - WeirtonASC DirectorASC Lead TutorAssistant Professor - MathAssistant to the PresidentAssistant to VPAAAssociate Professor of BusinessAssociate RegistrarBiology FacultyBusiness Faculty (2)Business Studies Programs DirectorCampus Counselor - New MartinsvilleCFO/VP Administrative ServicesChief Human Resource OfficerChancellor, West Virginia Community and Technical College System

Criminal Justice Faculty Criminal Justice Program DirectorDean of Academic Affairs/Interim VP of IEDirector of Economic and Workforce DevelopmentDirector of Financial AidDirector of Institutional Advancement/FoundationDirector of Marketing and Public RelationsDirector of Student ActivitiesDirector, Academic Support ServicesDirector, CIT; CIT InstructorDivision Chair, Applied TechnologyDivision Chair, Business and Public ServiceDivision Chair, Health ScienceDivision Chair, Liberal Arts, Social Science, CommunicationEnglish Faculty (3)Faculty - New Martinsville (2)Financial Aid DirectorHealth Information Technologies Program DirectorHistory Faculty (2)Human Resource RepresentativeHVAC Faculty and Program DirectorInformation System Specialist (2)Institutional Advancement Coordinator/FoundationInstrumentation Process Program Director


Interim PresidentIT ConsultantIT Consultant - New MartinsvilleIT Consultant - WeirtonIT FacultyIT StaffLibrary AssociateLibrary DirectorManager of TechnologyManager, Campus OperationsManager, Campus Operations - WeirtonMath FacultyMedical Assisting and Billing and Coding Program DirectorMedical Assisting FacultyNursing Faculty (3)Nursing Program DirectorProfessorProfessor - CulinaryProfessor - HistoryProfessor, Psych and Speech/Pres of Faculty SenateProgram Coordinator, AdmissionsProgram Director of Math/Science; Instructor of BiologyPsychology Faculty (2)Radiography Program DirectorReceptionistService Center StaffService WorkerStudent - Criminal Justice; Student Board MemberStudent - Cybersecurity (2)Student - HistoryStudent - Medical AssistingStudent Services - New MartinsvilleSurgical Tech Faculty (2)Surgical Tech Program DirectorTrade SpecialistVP Economic and Workforce DevelopmentVPAAVPSS/Director of Admissions/Registrar/PDSO

Additional Documents

Academic Progress and Attendance PoliciesAHS 103 syllabusAPT 103 syllabusAPT 150 syllabusAssessment minutes dated 9-23-16, 9-22-17, 5-4-18 and 3-23-18.Assessment of co-curricular activitiesAssessment plan with map, cycle and plans.


Audit reportsBlackboard SiteBudget BookBudget Committee Meeting MinutesCampus Crime Report Web page and related emailsCART 131 syllabusCCSSE Survey ResultsCIT 120 syllabusClosing the Loop documentCommunications and reports from specialized accreditorsCorrespondence with DOE (especially regarding default rates)ENG 101 syllabusHIT 100 syllabusHPE 100 syllabusInternal and External emails regarding HCM1 statusIPEDS data feedbackList of Articulation AgreementsMarketing information (printed) about programsMAS 125 syllabusMEC 115 syllabusMinutes - meeting of West Virginia Council for Community and Technical College EducationMiscellaneous Financial Aid FormsPolicy on Student Concerns, Complaints, and GrievancesPSYCH 105 syllabusPublic comment notice placed in local newspaper(s)Public Notice Announcements - Invitation to commentRAD 100 syllabusReverse Transfer Policy MOUSample Syllabi (28 syllabi were provided and reviewed. They were representative of courses taught at the threeWVNCC campuses. They consisted of online, on-ground, and hybrid courses of varying lengths):Secure log in for Faculty DOCS to review assessment and program review documentsSPCH 105 syllabusSPCH 118 syllabusStandards of Academic Progress RuleStudent Activities Calendar 2018Summary of Program Assessment Reports: Accounting, Advanced Manufacturing, Computer, Human Services,Culinary, General Education and RadiologySurgical Technology 200 syllabusTransfer PolicyWEAVE system to review 11 faculty and staff credentialsWeb pages indicating regional and specialized accreditationWELD 202 syllabusWest Virginia Higher Education Policy Commission and West Virginia Council for Community and TechnicalCollege System Education Report CardWest Virginia Northern Community College (WVNCC) Web site.Win-Win Strategy: Assessment of General Education Outcomes in Student Support ServicesWVNCC CatalogWVNCC Code of ConductWVNCC completed Federal Compliance Questionnaire


WVNCC Default Management PlanWVNCC probation FAQ’sWVNCC Research and Effectiveness Web siteWVNCC Student Handbook


1 - Mission

The institution’s mission is clear and articulated publicly; it guides the institution’s operations.

1.A - Core Component 1.A

The institution’s mission is broadly understood within the institution and guides its operations.

1. The mission statement is developed through a process suited to the nature and culture of theinstitution and is adopted by the governing board.

2. The institution’s academic programs, student support services, and enrollment profile areconsistent with its stated mission.

3. The institution’s planning and budgeting priorities align with and support the mission. (Thissub-component may be addressed by reference to the response to Criterion 5.C.1.)

Rating

Met

Evidence

West Virginia Northern Community College’s (WVNCC) mission was updated in 2010 and again in2016. WNCC stated the college community had an opportunity to comment about the updatedmission and vision statements and that the documents are reviewed by internal and externalstakeholders, but the involvement faculty and staff had in the development of the statements is notclearly presented in the assurance argument. The college Board of Governors approves thestatements.

WVNCC’s current mission statement is:

West Virginia Northern Community College’s mission is to educate and empower individuals toachieve academic and career goals, leading to a highly skilled, well-rounded, and accomplishedworkforce which successfully competes and adapts in a global economy.

The college responds to the needs of the region it serves by offering a high-quality learningenvironment that is accessible, safe, and accommodating while nurturing teamwork and communityservice.

WVNCC’s current strategic plan was developed in 2015 and guides college planning through 2020.The plan was developed with input from students through a series of focus groups and with inputfrom the community through a community survey. The plan includes specific outcomes, performanceindicators, baseline metrics, and strategies to accomplish the goals set forth in the plan. The strategicplan was also aligned with the state of West Virginia Master Plan and Compact with established stategoals. The 2015-2020 plan was revised in 2017 based on recommendations offered during a 2016


HLC site visit; the updated plan was approved by the WVNCC board in October 2017.

WVNCC’s enrollment profile, student support services, and academic programs are consistent withthe college mission. The college offers 22 programs that meet the needs of the local workforce; inJune 2018 created a Mine Maintenance program to address an identified workforce need. SomeWVNCC departments have adopted specific mission statements aligned with the college’s missionstatement; others have created goals and outcome metrics that align with the strategic plan.

WVNCC states its planning and budgeting priorities align with its mission and provided evidence ofa capital request notification sent to the college community. The communication asks the recipientsto provide ideas for capital requests and Perkins projects. Other evidence of how planning andbudgeting priorities align with and support the mission are reported under Criterion 5.C.1.

Interim Monitoring (if applicable)

No Interim Monitoring Recommended.


1.B - Core Component 1.B

The mission is articulated publicly.

1. The institution clearly articulates its mission through one or more public documents, such asstatements of purpose, vision, values, goals, plans, or institutional priorities.

2. The mission document or documents are current and explain the extent of the institution’semphasis on the various aspects of its mission, such as instruction, scholarship, research,application of research, creative works, clinical service, public service, economic development,and religious or cultural purpose.

3. The mission document or documents identify the nature, scope, and intended constituents ofthe higher education programs and services the institution provides.

Rating

Met

Evidence

WVNCC’s mission documents are clearly articulated through a variety of methods, including thecollege website, catalog, student and employee handbooks, and the first-year experience (FYE)course. As part of their journal assignments in the FYE course, students are required to read themission and comment on what a mission statement is, how it applies to WVNCC, and to offersuggestions for improvement.

WVNCC has made its mission even more visible by publishing the statement on electronic billboardsand in hallways. College employees and board members talk about the mission whenever anopportunity arises at community and all-college events. WVNCC has worked to help employees at alllevels embrace the spirit of the college mission – to provide a skilled workforce and empowerindividuals.

WVNCC’s mission documents are current and clearly guide college efforts for program developmentand responsiveness to its community. Discussions with community members revealed a clearunderstanding of the mission of the college, especially with respect to workforce development. Themission documents also identify the scope and nature of WVNCC constituents.




1.C - Core Component 1.C

The institution understands the relationship between its mission and the diversity of society.

1. The institution addresses its role in a multicultural society.2. The institution’s processes and activities reflect attention to human diversity as appropriate

within its mission and for the constituencies it serves.

Rating

Met

Evidence

WVNCC serves a slightly more ethnically diverse population than its surrounding community andhas developed metrics to inform its progress in attracting a diverse student body. WVNCC hascreated scholarships targeted at ethnically and economically diverse populations and hasimplemented a recruitment plan to target specific identified populations. WVNCC addresses diversitywith students through several courses such as Human Diversity and Introduction to Nursing Conceptsand has included diversity in the college general learning outcomes.

In addition to student ethnic and economic diversity, WVNCC also tracks its staff diversity. Thecollege has identified challenges of a low percentage of minorities in the service area and lowfaculty/staff wages in attracting a diverse staff, but has managed to attract a staff more diverse thanthe general population.




1.D - Core Component 1.D

The institution’s mission demonstrates commitment to the public good.

1. Actions and decisions reflect an understanding that in its educational role the institution servesthe public, not solely the institution, and thus entails a public obligation.

2. The institution’s educational responsibilities take primacy over other purposes, such asgenerating financial returns for investors, contributing to a related or parent organization, orsupporting external interests.

3. The institution engages with its identified external constituencies and communities of interestand responds to their needs as its mission and capacity allow.

Rating

Met

Evidence

WNCC is a public community college; there are no investors or parent organizations to which thecollege answers. WVNCC educational purposes are its sole reason for existence. The college servesits community by providing academic programs that meet identified community needs, and WVNCChas nurtured multiple partnerships that help the college identify those needs. Examples ofpartnerships are outlined in the WVNCC catalog and include partnerships with local K-12 schools,the Northern Panhandle Technical and Education and Training Partnership, transfer partnershipswith four-year colleges, and partnerships with local casino, gaming, and racetrack companies.

WVNCC also engages its community through advisory committees, which support each majorprogram area offered by the college. A review of the list of current advisory board members providesevidence of strong industry participation. Students in health programs complete required clinicalexperiences at local health care providers, and the college has recently received grants fromDominion Resources and American Electric Power.

College facilities are routinely used for community meetings, Chamber of Commerce functions, andclass locations for four-year colleges. The college has also contributed to the community throughbuilding improvements which have been instrumental in downtown redevelopment. For example, therecent building projects on the Wheeling campus were constructed with the intent to enhance thedowntown community. This contribution was repeatedly recognized by community members in ameeting.




1.S - Criterion 1 - Summary

The institution’s mission is clear and articulated publicly; it guides the institution’s operations.

Evidence

WVNCC has a clear mission that is publicly articulated and guides college operations. Communitymembers expressed a clear understanding of the mission of the college. WVNCC has developed acomprehensive set of metrics to gauge its progress in accomplishing its strategic plan goals, alignedits strategic plan to the state of West Virginia goals for state community colleges, and maintainspartnerships with education providers, businesses, and the communities which the college serves.The college serves a slightly more ethnically diverse population than its surrounding community andhas developed metrics to inform its progress in attracting a diverse student body. The collegecommitment to downtown redevelopment is one clear example of a commitment to the public good.


2 - Integrity: Ethical and Responsible Conduct

The institution acts with integrity; its conduct is ethical and responsible.


The institution operates with integrity in its financial, academic, personnel, and auxiliary functions;it establishes and follows policies and processes for fair and ethical behavior on the part of itsgoverning board, administration, faculty, and staff.

Rating

Met

Evidence

WVNCC demonstrates financial integrity by making public the results of its annual external audit.The results of the prior audits for financial years ending in 2016 and 2017 demonstrate the institutionis fiscally sound in a period of declining enrollments. The auditors gave the institution an unqualifiedopinion for both years. The institution has substantial reserves. The institution has engagedconstituents in discussion to develop mini-grants to spend some reserves to enhance various aspectsof the institution. Since the last visit by the Commission, the institution strengthened the role of thebudget committee to assist the CFO in making budgetary decisions. All departments are given budgetbooks and are asked to review budget reconciliations.

The WVNCC catalog is available to the public on the institution's website. Faculty, alumni, students,and the public can clearly find the academic policies that govern the institution. Interviews withadministration, faculty, and staff confirmed the evidence presented through committee structures,workforce development boards, program advisory boards, and various surveys that academicprograms are reviewed for relevancy and are current to meet the needs of students and the workforce.

WVNCC strictly follows the Equal Employment Opportunity and Affirmative Action requirements.An example of a recent hire demonstrates the use of a committee to review and select candidates forinterview. After being hired, each person is given the Employee Reference Manual to review. TheManual delineates the following information: Authority and scope; non-discrimination statement;institutional governance; institutional operations, introduction to a position; employee classification;hiring practices; seniority and years of service calculation methods; classified employees transfer,promotion, demotion, upgrades, downgrades, reduction in workforce; faculty; background checks andrecords; conduct, discipline and grievances; work attendance; types of leave; position and wages;employee benefits; evaluations; general practices and procedures; and links and resources. Aftervisiting with employees, especially faculty, it was confirmed that the VPAA implemented a three-dayorientation to acquaint new hires with the manual, the multiple locations, and the variousdepartments at the institution.


The Assurance Argument notes a dispute that erupted between the institution, the WVNCCFoundation, and several community members. The nature of the dispute was over unpaid taxes onproperty acquired by the Foundation. The dispute has been resolved, and as a result, the institution,Foundation, and Board of Governors (BOG) tightened existing procedures and implemented newprocedures to prevent a similar issue in the future. An example of newly implemented controlsinclude how certified mail is logged, who is appointed to receive legal notices, and how informationis disseminated to various constituencies.

The property dispute, the HLC sanction, and the subsequent retirement of the president impacted theinstitution negatively. One result was the loss of BOG members. New members have been appointedto fill existing terms. The longest serving board member has a tenure of approximately six years. Inaddition to legislatively mandated training provided by the state, the Interim President has providedmonthly board training exercises and board members expressed a high level of satisfaction with thetraining. The institution and Foundation would be advised to participate and follow the best practicesof Council for Advancement and Support of Education (CASE). It should be noted that while someinternal members of the institution were visibly upset over the situation, conversations with attendeesat the community session suggested the events were not as upsetting to most of the community.

Although there were some internal members of the institution that were upset over the propertydispute, further exploration revealed most of the concerns stemmed from several faculty who objectedto the handling of the situation by the CFO. In interviews with the CFO, he readily acknowledged theclimate shift in his move from private accounting to education and his difficulty adjusting to sharedgovernance. He genuinely seems on track now and has performed extremely well managing financesfor WVNCC. In a conversation with the interim president over the faculty’s concerns, the interimpresident recounted an identical history as the CFO had stated. The interim president now has fullconfidence in him and believes the faculty’s confidence will follow. The faculty expressed fullconfidence in the president's judgment and leadership.

The end of the Argument presented in Core Component 2.A listed the actions taken to address theHLC sanctions. Other Core Components will address more fully the actions taken to remediate andimprove processes and procedures.





The institution presents itself clearly and completely to its students and to the public with regard toits programs, requirements, faculty and staff, costs to students, control, and accreditationrelationships.

Rating

Met

Evidence

WVNCC utilizes the college catalog to inform constituencies of its programs, requirements, facultyand staff, costs to students, control, and accreditation relationships. The college publishes the catalogannually. The catalog is easily found under the "'Current Student" tab on the institution catalogarchive and via link from home page.

The VPAA and Director of Marketing and Public Relations maintain the catalog and assure itsaccuracy. They are transitioning to DigArc software to better align the catalog, curriculum, andinformation to students. The catalog is broken into various topics in other places on the institutionwebsite.

The division chairs build the schedule with oversight of the VPAA, and it is maintained by theVPAA's office. Once the schedule is checked for accuracy, it is posted to the institution website. TheVPAA monitors the schedule for continued accuracy. Students in certificate programs are givenGainful Employment Information at the first point of enrollment and the information is available onthe website for all programs.

All communication efforts are maintained by the Office of Marketing and Public Relations under theauspices of the Director of Marketing and Public Relations. Such communication efforts include, butare not limited to, the college catalog, college website, Facebook, Twitter, and YouTube. The collegehopes to launch SnapChat soon. The college employs a text alert system to apprise faculty, staff, andstudents of weather-related changes or other emergency situations. A visit with students confirms theimportance of all forms of communication and its use by the college.

The college also utilizes the "Communicator," a monthly September through May publication that isemailed to the entire college community and some external constituents. The Communicator isarchived and available to the community at large via the institution website.

The annual budget for Marketing and Public Relations is approximately $200,000. The budget isviewable on the institution website. The budget was confirmed. There is an excess of funds at thismoment because a recruiter position was unfilled and materials the recruiter would normally requestand use had not been prepared or purchased..

The Office of Institutional Research and Effectiveness creates, reviews, and disseminates all Federaland State mandated reports. The office reviews IPEDS data and the Federally required Student Net


Price Calculator. The institution receives some student transfer data from the State of West Virginiaand IPEDS. Conversations with the Interim VP for Institutional Effectiveness (interim VP IE)suggested that it is difficult to track transfer rates, and therefore it is difficult to confirm the datareceived from the state and IPEDS. Tracking transfer rates is problematic because the most commontransfer institution is West Liberty College, and there is no reliable process to track transfer ratesfrom that college. Beginning fall 2018, West Liberty is utilizing the National Student Clearinghouse(NSC). The college hopes to have better data available beginning fall 2019 or spring 2020.

WVNCC is chartered by the State of West Virginia, governed by the West Virginia State Code forHigher Education. Local governance is provided by the BOG. The college maintains regionalaccreditation from the Higher Learning Commission. The institution website cites the HigherLearning Commission seal and lists all other program accreditations. Such program relationshipsinclude but are not limited to: Accreditation Commission for Education in Nursing, AccreditationReview Council on Education in Surgical Technology, American Culinary Federation, and the JointReview Commission on Education in Radiologic Technology.





The governing board of the institution is sufficiently autonomous to make decisions in the bestinterest of the institution and to assure its integrity.

1. The governing board’s deliberations reflect priorities to preserve and enhance the institution.2. The governing board reviews and considers the reasonable and relevant interests of the

institution’s internal and external constituencies during its decision-making deliberations.3. The governing board preserves its independence from undue influence on the part of donors,

elected officials, ownership interests or other external parties when such influence would not bein the best interest of the institution.

4. The governing board delegates day-to-day management of the institution to the administrationand expects the faculty to oversee academic matters.

Rating

Met

Evidence

The WVNCC local governing board was established in July 2001 by the Higher Education Act of theState Legislature. The Board of Governors (BOG) has the primary responsibility to determine,control, supervise, and manage the educational, financial, and business policies and affairs of theinstitution. These responsibilities are defined in the BOG bylaws. These bylaws are in accordancewith standard institution governing procedures.

The BOG is comprised of nine local members of the community, appointed by the governor, andthree institutional members: a member of the faculty, staff, and student body. No more than fivemembers of the local community can represent a political party. The BOG meets at least six times peryear.

A review of board minutes and conversations with board members confirmed that the board isengaged in the activities prescribed by the bylaws. The agendas and minutes were reflective ofstandard governance. The agenda items were in accordance to standard practice.

The BOG did experience significant turnover in recent years. The longest serving member has servedapproximately six years. All other members have approximately served two years. The board has hadthe prescribed training from State of West Virginia. The interim president of WVNCC also providesadditional monthly training.

Part IX of the bylaws defines the duties and powers of the BOG. Twenty items are specifically listed.The following are the most commonly utilized and are found as action items in the board minutes:Appoint and fix the salary of the president and conduct an annual review of the president; employ,through the office of the president, the personnel needed to meet the mission of WVNCC; approveand submit the Community College Master Plan and Compact and the annual report associated withWVNCC's performance to Higher Education Policy Commission (HEPC); approve and submit the


annual budget to HEPC; approve and submit the academic calendar to HEPC; approve and awarddegrees and certificates to WVNCC graduates; and approve all other items related to the financialoperation of WVNCC.

A review of posted agendas and supporting minutes, and conversations held with the BOG,confirmed that these are the activities of the BOG. The BOG was actively engaged in review of theannual budget, the yearly audit, the actions of the Foundation, the annual Civil Rights review, andthe Strategic Plan.

The bylaws define the fiduciary relationship between the BOG and WVNCC. The bylaws state thatmembers of the BOG shall not act, either directly or indirectly, adversely to the interests of WVNCC.A review of the posted agendas and minutes support that the BOG preserves its independence fromundue influence.

The BOG delegates the management of the college to the president and the cabinet. The BOGexpects faculty to oversee academic matters. A review of BOG agendas and minutes supports that theBOG hears reports from the president and cabinet as to matters of day-to-day operations of thecollege. Under the guidance of the VPAA and program chairs, the BOG hears reports on the variousprograms offered at WVNCC and approves new programs or discontinuance of existing programs.

One of the duties of the board will be the replacement of the interim president. Based on input fromboth the internal and external community, the BOG has engaged a search committee to recommendthat replacement. A discussion with board members confirmed the process is proceeding in a timelymanner and provided the following time-line:

December 4-5: Meetings with Campus Community and Board

Mid-January: Initial Search Committee Meeting

March 12: Deadline for Best Consideration

March 21: Selection of Candidates for Video Interviews

March 26-27: First Round of Interviews

April 8-12: Campus Visit Dates





The institution is committed to freedom of expression and the pursuit of truth in teaching andlearning.

Rating

Met

Evidence

WVNCC articulates its policies and procedures concerning freedom of expression and pursuit oftruth in the Academic Freedom policy. The policy ensures the academic freedom of the faculty ofWVNCC. A review of the policy supports that the faculty are free from undue influence and have theacademic freedom necessary to educate students within their discipline. Faculty, especially in thetechnical fields, utilize advisory panels and program reviews to ensure the programs of study arevibrant and relevant.

Faculty are concerned about the affordability of the college experience and meet by discipline toselect textbooks. The cost of textbooks is of such concern that WVNCC established the TextbookAffordability Committee to review issues surrounding textbooks on an annual basis. Minutes of thecommittee support that they are deliberate and thoughtful in providing the appropriate texts neededfor the college experience and that costs be monitored to preserve affordability.

Students are bound by the Academic Integrity and Student Responsibilities code of conduct to ensurethe students are aware of matters concerning academic integrity. A review of the code articulates thestudents' responsibilities as: class attendance and participation; academic honesty and support of alearning environment; issues of plagiarism, and issues concerning academic dishonesty. Studentsreview the information in the college orientation class. Interviews with the students confirmed theirawareness of the policy and their responsibilities.

The same policy requires WVNCC to maintain a commitment to address and define: academicintegrity; assessment; timelines to program completion; and program requirements and substitutions.A review of the college catalog, various committee minutes, and interviews with faculty, staff, andstudents confirmed WVNCC's attention to its responsibilities.




2.E - Core Component 2.E

The institution’s policies and procedures call for responsible acquisition, discovery and application ofknowledge by its faculty, students and staff.

1. The institution provides effective oversight and support services to ensure the integrity ofresearch and scholarly practice conducted by its faculty, staff, and students.

2. Students are offered guidance in the ethical use of information resources.3. The institution has and enforces policies on academic honesty and integrity.

Rating

Met

Evidence

WVNCC utilizes two primary documents to ensure the oversight of knowledge acquisitionconcerning faculty and students. Faculty are governed by the principles articulated in the AcademicFreedom policy. Students are governed by the Academic Integrity and Student Responsibilities codeof conduct.

The faculty are provided the financial resources and the necessary professional development to ensurethey are current in their discipline and are supported by the college. Interviews with cabinet, programchairs, and faculty support the idea they have the necessary resources to improve teaching andlearning. Curriculum minutes, VPAA reports, and advisory board meetings support the institutionmaintains the necessary oversight of its curriculum.

Faculty utilize a standard course syllabus to apprise students of plagiarism and the potentialconsequences if a student engages in that behavior. All faculty and students have access toSafeAssign through Blackboard. Students can submit work for review and faculty can readilyascertain if passages have not been cited properly.

Students are required to participate in ORNT 090 First Year Experience. As a part of this class, thelibrary staff teaches students to recognize the quality of academic resources found in its databases.Library staff will go into other courses upon request to provide guidance to students as to how to usethe library and its resources. Interviews with faculty and students confirmed that students have thenecessary guidance to avoid academic dishonesty.

WVNCC maintains an Academic Judicial Board to hear appeals concerning student disciplinaryissues. The board consists of three faculty appointed by the Faculty Assembly, an administrative staffmember appointed by the president, and three students appointed by the Student Senate. This boardexists as articulated but has not convened recently. Interviews with faculty and students support itsexistence but revealed it was seldom utilized.



No Interim Monitoring Recommended.West Virginia Northern Community College - WV - Final Report - 1/23/2019


The institution acts with integrity; its conduct is ethical and responsible.

Evidence

WVNCC demonstrates it acts with integrity using audits, transparent budgeting, and hiring andemployment policies. Its conduct is ethical and responsible as evidenced by the policies, procedures,and structures in place to support and defend the institution. When policies and procedures are foundto be inadequate (as in the recent case of property a tax dispute) the institution responds byimproving those policies and procedures. Students and the public are able to easily find informationon college programs and outcomes through a variety of media, and there are policies and proceduresin place to ensure academic freedom and integrity.


3 - Teaching and Learning: Quality, Resources, and Support

The institution provides high quality education, wherever and however its offerings are delivered.


The institution’s degree programs are appropriate to higher education.

1. Courses and programs are current and require levels of performance by students appropriate tothe degree or certificate awarded.

2. The institution articulates and differentiates learning goals for undergraduate, graduate, post-baccalaureate, post-graduate, and certificate programs.

3. The institution’s program quality and learning goals are consistent across all modes of deliveryand all locations (on the main campus, at additional locations, by distance delivery, as dualcredit, through contractual or consortial arrangements, or any other modality).

Rating

Met

Evidence

West Virginia Northern Community College (WVNCC) is authorized by the West Virginia Councilfor Community and Technical College Education and Higher Education Policy Commission to offerprograms that award an Associate in Arts degrees (A.A.), Associate in Science degrees (A.S.),Associate in Applied Science degrees (A.A.S.) and Certificate in Applied Science (C.A.S.). It wasclear from meetings with faculty, the Curriculum committee, Criterion 3 and 4 group, and theAssessment committee that faculty have oversight responsibility of curriculum, and therefore, ascredentialed experts in their areas, provide courses and programs that are current. The visiting teamreviewed A.A.S. degrees in Welding, Criminal Justice, Cyber-security, Nursing, and Radiology,along with CIT and Patient Care Technician certificates. Program and certificate listings on thecollege website appear to be current and appropriate. The evidence revealed all program andcertificates provided clear and appropriate program descriptions, learning outcomes, and employmentinformation. The listing of Accreditation agencies appeared appropriate and health career areasprovided pass rates and selected admission requirements. The curriculum processes were verycomprehensive such that the approval process may take approximately two years for full approval ofcurriculum. However, the team recognized the importance of curriculum process alignment withindustry responsiveness. The institution might consider streamlining processes to ensureimplementation of new and modified curriculum in a timely manner.

WVNCC clearly articulates and differentiates learning goals and outcomes between associate degreesand certificate programming. Assessment agendas and meeting minutes located on the securedFaculty Document Center provided evidence of plans and discussions. The visiting team evaluatedminutes from five meetings scheduled on 9/23/16, 9/22/17, 5/4/18, 3/23/18, and 1/26/18.


The visiting team reviewed the comprehensive on-line Student Handbook along with resourcedocuments and policies. The handbook provided details relative to navigator on-line,accommodations, drop/add procedures, etc. The visiting team randomly selected traditional and on-line syllabi for review. All syllabi complied with the syllabus template mentioned in assuranceargument. Blackboard sites are consistent and align with national best practices. The visiting teamreviewed evidence in the following on-line courses AHS103, BIO114, MATH101, and ENG101.Further, the following on-line courses in Blackboard were also reviewed: BIO114, ORNT90,ECCE100, BA100, CIT105, and SOC125.

Expected student levels of performance are communicated with general education outcomes, programlearning outcomes, and course learning outcomes, which are appropriately identified on each MasterCourse Guide along with documentation across all modes and location.





The institution demonstrates that the exercise of intellectual inquiry and the acquisition, application,and integration of broad learning and skills are integral to its educational programs.

1. The general education program is appropriate to the mission, educational offerings, and degreelevels of the institution.

2. The institution articulates the purposes, content, and intended learning outcomes of itsundergraduate general education requirements. The program of general education is groundedin a philosophy or framework developed by the institution or adopted from an establishedframework. It imparts broad knowledge and intellectual concepts to students and developsskills and attitudes that the institution believes every college-educated person should possess.

3. Every degree program offered by the institution engages students in collecting, analyzing, andcommunicating information; in mastering modes of inquiry or creative work; and indeveloping skills adaptable to changing environments.

4. The education offered by the institution recognizes the human and cultural diversity of theworld in which students live and work.

5. The faculty and students contribute to scholarship, creative work, and the discovery ofknowledge to the extent appropriate to their programs and the institution’s mission.

Rating

Met

Evidence

Since the last comprehensive visit, WVNCC joined the HLC Assessment Academy. This professionaldevelopment opportunity has positioned WVNCC to address issues noted in the HLC report. In ashort time-frame, WVNCC has demonstrated significant strides in documenting general and programlearning outcomes with a structured framework, plan, mapping and results. Based on meetingsduring the visit and a thorough review of documents housed in the Faculty Document Center andwebsite, WVNCC has a strong general education program that focuses on six skill areas: tocommunicate effectively in oral and written formats; to employ or utilize information access andliteracy skills; to demonstrate problem-solving and critical thinking skills; to employ mathematicaland science literacy skills; to acquire a cultural, artistic and global perspective; to demonstrateprofessional and human relations skills. These general education outcomes are consistent with thecollege's mission, philosophy, offerings, and degree levels to develop learners. Clearly the college hasidentified institutional-level goals and created measurable outcomes.

The visiting visit team accessed the secured Faculty Document Center. Assessment minutes dated9/23/16, 9/22/17, 5/4/18 and 3/23/18 were available for review. The evidence the team reviewedpresents dynamic discussions by the assessment committee relative to form development, co-curriculum work, roles and responsibilities, report submission, and an internal peer review process.WVNCC conducted several workshops to assist with definitions of terminology, framework,completion and consistency of effort. The Closing the Loop document was helpful to visualize


WVNCC assessment work from 2016-present. WVNCC's assurance document provided a sample ofprofessional development opportunities afforded to faculty and staff over the last three years in theareas of assessment.

All degree programs and departments are actively engaging students in the collection and analysis ofdata. Assessment spans over all modalities. Program and course level assessment along with generaleducation assessment and co‐curricular assessment of student learning was evident in severaldocuments. The document General Education Summary of Student Learning Outcomes Fall 2017-18highlighted general education outcomes 1 and 2: Communicates effectively in oral and writtenformat, and employ information access and literacy skills, respectively. Specifically, the evidencenoted assessment methods, results, recommendations, and strategies for closing the loop forENG101, ENG102, ENG115, SPCH105, First Year Seminar Academic Support Center Assessmentand CCSSE Survey. Additionally, reviewers assessed the following course and program assessmentdocuments housed in the Faculty Document Center: Advanced Manufacturing, Petroleum, Welding,Business/Accounting, Business Communication, Medical Terminology, Medical Assisting, andNursing. Documents revealed clear outcomes, methods, performance indicators, results,recommendations, timelines for changes and reassessment dates for 2017-18. Further, the documentshighlighted the process used to identify, design, implement, and assess the effectiveness ofprofessional development.

WVNCC offers numerous courses, and educational opportunities that recognize and reinforce theimportance of human and cultural diversity. The State Vice Chancellor Office has also begundiscussions regarding diversity. The visiting team identified numerous campus-wide diversityactivities published on the college website. A printed Student Activities Calendar 2018 also presentednumerous activities related to diversity.

WVNCC provides extensive opportunities for faculty and students to participate in scholarship andcreative work. Faculty participated in numerous teaching and learning opportunities. Programsprovide students substantial opportunities to contribute to scholarship and creative work.





The institution has the faculty and staff needed for effective, high-quality programs and studentservices.

1. The institution has sufficient numbers and continuity of faculty members to carry out both theclassroom and the non-classroom roles of faculty, including oversight of the curriculum andexpectations for student performance; establishment of academic credentials for instructionalstaff; involvement in assessment of student learning.

2. All instructors are appropriately qualified, including those in dual credit, contractual, andconsortial programs.

3. Instructors are evaluated regularly in accordance with established institutional policies andprocedures.

4. The institution has processes and resources for assuring that instructors are current in theirdisciplines and adept in their teaching roles; it supports their professional development.

5. Instructors are accessible for student inquiry.6. Staff members providing student support services, such as tutoring, financial aid advising,

academic advising, and co-curricular activities, are appropriately qualified, trained, andsupported in their professional development.

Rating

Met

Evidence

WVNCC has sufficient numbers and continuity of faculty to carry out important roles andexpectations. The institution employs 55 FT and 66 PT Faculty with 70 percent of FT facultyteaching courses with a 13:1 ratio. Based on IPEDS data provided, WVNCC serves approximately1650 students.

Faculty have a clear job description and participate in college committee work, advisory, oversight ofcurriculum, and participate in a shared government framework with clear guidelines andresponsibilities.

The college structure provides teaching load and advising load along with times for a host ofteaching and learning activities. It appears faculty participate in key roles throughout the college.Many of the important ongoing committees include faculty representation and demonstrate facultyservice throughout campus operation. Specifically, Assessment and Curriculum Committees are keycommittees led by faculty as noted in minutes and plans. The curriculum tracking log providedevidence of faculty participation noting discontinuance of the Paralegal Program based on regionallabor market conditions and the advisory committee. Further, the curriculum tracking log notedapproval of curriculum for accounting, advanced manufacturing, and petroleum. The curriculumcommittee agenda and minutes dated 11-10-17 and 9-18-17 support the curriculum changes andwork.


WVNCC ensures faculty are qualified and credentialed using a system called WEAVE. WEAVE is aweb-based system used for verification of credentials. This process started in 2017. During the 2016HLC visit, faculty credentialing was an area of concern that was resolved when WVNCC providedadditional information. The WEAVE system was implemented following the last comprehensivereview. The visiting team accessed the system and eleven faculty and staff files were accessed forevaluation. The evaluation clearly identified employee name, position, degrees obtained, transcriptsand CIP code eligibility for teaching faculty. On-site, evidence demonstrated an evaluation processand verification by division chair, human resources, and the VPAA. The college hiring andcredentialing appears to be a collaborative process that includes human resource, division chair, andthe VPAA. The credential guidelines appear thorough with educational requirements, teaching andlearning competency requirements, occupational experience, state and/or national industrylicensure/certification, and other requirements as appropriate for each assigned field, licensed field,or credentialed field. This credentialing ensures that faculty with minimum degree qualifications alsohave experience and training specifically for the community college population. If employees don’thave the documented credential to date – plans to complete are noted.

The college establishes an annual evaluation procedure for FT and PT faculty as noted in EmployeeReference Manual and Faculty Evaluation and promotion policy approved by WVNCC Board ofGovernors. Many of the policies have been revised as of 2017.

Faculty are encouraged and supported to stay informed on trends in their discipline, pedagogy,curriculum, and program development. The college has allocated $25,000 toward developmentcollege-wide with a $2,000 limit per person. Evidence show several processes in place to facilitateon-campus and off-campus professional development for faculty and staff. The college may want toexplore professional development opportunities for part-time faculty.

WVNCC utilizes a combination of full-time and part-time faculty with the majority of courses taughtby full-time faculty. Appropriately, the ratio of faculty to student is 13:1 which provides students withsufficient access to their instructors. Assurance argument and evidence show faculty are accessiblevia face-to-face, email, and phone. Further, the faculty contract requires faculty to schedule aminimum of ten office hours weekly, allowing for 5 standing hours and 5 flexible hours. Upon reviewof selected syllabi, instructor’s name, office location, telephone, and emails were present along withwebsite access to faculty information. The select courses reviewed on Blackboard provide substantialinformation relative to accessibility.

WVNCC's assurance argument noted student support services staff are adequately qualified, trainedand supported. Staff qualifications are available in the WEAVE system and were randomly reviewed.

Students services are accessible based on the college website. The landing page for the AcademicSupport Center (ASC) is user-friendly with clearly stated mission, goals, and values along withcontact information. Further, a feedback link was available for students. The available services arecomprehensive ranging from accessibility to tutoring. The ASCs are located on all WVNCCcampuses providing a holistic support service framework. Additionally, the institution provideslearning support and preparatory instruction to address the academic needs of its students. Thecollege also provides placement testing along with testing review and retesting. A First YearExperience (FYE) course is required for students. The visiting team reviewed the FYE online courseand it is comprehensive and appropriate.



The institution provides support for student learning and effective teaching.

1. The institution provides student support services suited to the needs of its student populations.2. The institution provides for learning support and preparatory instruction to address the

academic needs of its students. It has a process for directing entering students to courses andprograms for which the students are adequately prepared.

3. The institution provides academic advising suited to its programs and the needs of its students.4. The institution provides to students and instructors the infrastructure and resources necessary

to support effective teaching and learning (technological infrastructure, scientific laboratories,libraries, performance spaces, clinical practice sites, museum collections, as appropriate to theinstitution’s offerings).

5. The institution provides to students guidance in the effective use of research and informationresources.

Rating

Met

Evidence

WVNCC eases students’ access to support services by making services available on all campuses.Services are comprehensive. A review of website and discussions with Academic Support Center staffnoted that ASCs on Weirton and New Martinsville campuses also house tutoring, developmental fasttrack programs, and accessibility services. The ASC staff demonstrated a collaborative attitudethrough working closely with faculty and other student services staff. WVNCC Academic SupportCenters seek to support the development of personal responsibility, self-management, and self-awareness that lead to academic, professional, and personal success. During meetings with facultyand Academic Support Center staff, the team learned a faculty advising task force is underway toexplore improvements of the current system.

The college strives to offer a comfortable, student-centered, learning-focused environment wherestudents of all races, religions, ethnicities, sexual orientations, genders, ages, ancestries, maritalstatuses, parental status, and abilities are welcome. Peer and paraprofessional tutors help studentswith the acquisition of content knowledge, critical thinking, and learning/study skills.

Retention and student success initiatives and programs are designed to increase overall retention andgraduation rates.

The website offers an online application process, and the college subscribes to an "open door"admission policy. Admission placement testing cut-off scores are established by the State of WestVirginia. During the visit, the visiting team reviewed a registration ticket and triage checklist systemthat ensure records are up-to-date and students receive advising assistance. Students are able to trackprogress to certificate and degree completion with the system.


The Financial Aid office is located on the Wheeling Campus. The Weirton and New Martinsvillecampus are served by ASC Coordinators. Campuses collaborate to adequately serve students.

WVNCC is an open admission college. Instructions for admission are visible on the WVNCCwebsite, and the college offers preparation for placement testing. In recent years, West Virginiastopped developmental education courses. As a result of the removal of developmental educationcourses, the college implemented an impressive co-requisite/supplemental model of instruction thatuses review and retest programs and supplemental instruction. Services to support co-requisiteinstruction are free to students.

WVNCC provides for learning support and preparatory instruction to address student needs.Supplemental instruction, co-requisite instruction, and testing review are also provided. To identifystudents who are beginning to show signs of academic stress, an Early Alert model has beenimplemented. The college implemented a new triage model of admission where advisors use aschedule planner/tracker, and the college implemented a guided pathway model to help studentscomplete their program of study. Examples were included in the evidence file.

In addition to student support services detailed in previous sub-criterion, WVNCC invests inresources and infrastructure for teaching and learning. The WVNCC website, BlackBoard LMS, BigBlue Button, Quality Matters, Library, distance education, Ad-Astra and schedule builder support thecollege teaching and learning practices.

WVNCC uses its Library Learning Resource Center (LRC) to assist students and faculty in theappropriate use of information resources. Policies are located on the LRC web page.




3.E - Core Component 3.E

The institution fulfills the claims it makes for an enriched educational environment.

1. Co-curricular programs are suited to the institution’s mission and contribute to the educationalexperience of its students.

2. The institution demonstrates any claims it makes about contributions to its students’educational experience by virtue of aspects of its mission, such as research, communityengagement, service learning, religious or spiritual purpose, and economic development.

Rating

Met

Evidence

WVNCC provided evidence of co-curricular development and implementation since its last visit. Co-curricular opportunities are provided in association with the academic programs, such as libraryinstruction and Academic Success Center, while the Student Activities Office offers opportunities forstudents, such as campus events and open house activities. Numerous examples were provided forreview, and the team assessed minutes and professional development activities for additionalconfirmation. The visiting team reviewed the Summary of Co-Curricular Assessment report for theAcademic Support Center, Library Resource Center, Student Activities, Student Services andFinancial Aid. Each report contained mission statement, operational goals, outcomes, strategies,methods benchmarks, and timelines. The Library Resource Center provided substantial results andrecommendations for improvement. A thorough foundation has been laid relative to co-curriculumassessment, and the visiting team recommends the college continue this level of engagement.

The visiting visit team reviewed the website and student activities calendar. The college offersnumerous activities to enhance the learning environment for students, faculty, staff, and the WVNCCcommunity.





The institution provides high quality education, wherever and however its offerings are delivered.

Evidence

The West Virginia Northern Community College mission is to provide higher education thatempowers individuals to achieve academic and career goals leading to a competent workforce, whichexcels in a global economy. WVNCC programming and services align with mission statement. Thevisiting visit team identified evidence of current and relevant programs and certificates in theWVNCC catalog, website, in conversations with faculty and staff in all meetings, and in WVNCCcomprehensive services to assist students with their academic journey. The team reviewed severaldocuments relative to curriculum management, assessment, and advising. The assessment processeshave improved markedly since the last comprehensive visit. The WEAVE system provides acomprehensive method to assess faculty and staff credentials along with the opportunity to align withHLC guidelines and criterion.

The team reviewed several on-line courses. Evidence reviewed supports that the college ensuresquality programming across all platforms and delivery methods.


4 - Teaching and Learning: Evaluation and Improvement

The institution demonstrates responsibility for the quality of its educational programs, learningenvironments, and support services, and it evaluates their effectiveness for student learning throughprocesses designed to promote continuous improvement.


The institution demonstrates responsibility for the quality of its educational programs.

1. The institution maintains a practice of regular program reviews.2. The institution evaluates all the credit that it transcripts, including what it awards for

experiential learning or other forms of prior learning, or relies on the evaluation of responsiblethird parties.

3. The institution has policies that assure the quality of the credit it accepts in transfer.4. The institution maintains and exercises authority over the prerequisites for courses, rigor of

courses, expectations for student learning, access to learning resources, and facultyqualifications for all its programs, including dual credit programs. It assures that its dual creditcourses or programs for high school students are equivalent in learning outcomes and levels ofachievement to its higher education curriculum.

5. The institution maintains specialized accreditation for its programs as appropriate to itseducational purposes.

6. The institution evaluates the success of its graduates. The institution assures that the degree orcertificate programs it represents as preparation for advanced study or employment accomplishthese purposes. For all programs, the institution looks to indicators it deems appropriate to itsmission, such as employment rates, admission rates to advanced degree programs, andparticipation rates in fellowships, internships, and special programs (e.g., Peace Corps andAmericorps).

Rating

Met

Evidence

Through the West Virginia Community & Technical College procedural rules, the state of WestVirginia requires programs be reviewed on a five-year cycle. The WVNCC program review processaligns with state requirements and there have been no program audits as verified by the VPAA. Theinstitution began an annual program update cycle beginning Spring 2017-18. In addition, programoutcomes are measured through various assessments (e.g., capstone courses, common course finalexams, projects) that will be included in program review documentation.

Through the West Virginia Community & Technical College procedural rule, the college awardscredit for various forms of learning (experiential, credit by evaluation, and prior learning) as well as


an institutional determination of work/life experiences. Advisors, faculty, and division chairsdetermine appropriateness and then forward a recommendation to the VPAA for approval who thenforwards to the Registrar. A maximum of 30 hours in associate programs and 15 hours in certificateprograms will be awarded for prior learning experiences.

Accredited and unaccredited credit are petitioned and reviewed in consultation with faculty, divisionchair, and the VPAA. Institutional policy per the course catalog assures the quality of transfer credit.West Virginia maintains a statewide general transfer agreement and list of core transfer classes as aguide for transcript evaluation.

The Curriculum Committee has responsibility (via Justification Sheet) for monitoring rigor/currency,prerequisites, learning outcomes, assessment of student learning expectations, transferability, generaleducation component, and overall impact of any change (e.g., new, modification, or elimination ofcourse or program). Curriculum Committee processes are extensive and holistic in reviewing bothcourse and program expectations within any proposal request. Dual credit offerings follow the sameMaster Course Guide (MCG) and syllabus standards. Learning outcomes for courses, programs, andgeneral education are listed and are identical regardless of delivery modality. Program faculty arecredentialed as stated, and qualifications may include an option for work experience. GeneralEducation faculty credentials follow both program accreditation requirements as well as HLCguidelines. Per the Assurance Argument, part-time nursing faculty may hold bachelor’s degrees perthe West Virginia Board of Nursing oversight; WVNCC prefers 80% of the faculty hold an MSN.

Per the college catalog, the institution currently maintains specialized accreditation for 10 of itsprograms. These agencies include: Accreditation Commission for Education in Nursing (ACEN),Accreditation Review Council on Education in Surgical Technology & Surgical Assisting, AmericanAssociation of Medical Assistants, Medical Assisting Education Review Board (MAERB), AmericanCulinary Federation, American Health Information Management Association, Commission on theAccreditation of Allied Health Education Programs (CAAHEP), Commission on Accreditation forHealth Informatics and Information Management Education (CAHIIM), Joint Review Committee onEducation in Radiologic Technology, and the West Virginia Board of Examiners for RegisteredProfessional Nurses/Continuing Education.

In the Assurance Argument, WVNCC relied heavily on IPEDS data to reflect the success of itsstudents. The last transfer rate was based on the 2012/2013 cohort and reflected an increase from 6%to 14%; while licensure exam data, advisory committee recommendations, accreditation affirmationreports, employer surveys, and graduate surveys were cited as sources of currency. Transfer programgraduate success and employment placement data were cited as difficult to obtain; yet the EconomicModeling Specialists International (EMSI) databases could provide access to graduate employmentinformation across WV, OH, and PA, but the source was mentioned, not cited. The National StudentClearinghouse (NSC) alignment could improve these results for transfer. West Liberty College as theprimary transfer institution has not participated in the NSC until Fall, 2018 which should improvethese results.





The institution demonstrates a commitment to educational achievement and improvement throughongoing assessment of student learning.

1. The institution has clearly stated goals for student learning and effective processes forassessment of student learning and achievement of learning goals.

2. The institution assesses achievement of the learning outcomes that it claims for its curricularand co-curricular programs.

3. The institution uses the information gained from assessment to improve student learning.4. The institution’s processes and methodologies to assess student learning reflect good practice,

including the substantial participation of faculty and other instructional staff members.

Rating

Met With Concerns

Evidence

WVNCC has established clearly defined student learning outcomes for its courses, programs, andinstitutional general education. Course and program outcomes are listed on each Master CourseGuide (MCG). Program outcomes (per 4.B.2) are also identified/published in the course catalog. Sixinstitutional general education outcomes have been identified in the catalog: 1) Communicateeffectively in oral and written formats, 2) Employ or utilize information access and literacy skills, 3)Demonstrate problem-solving and critical thinking skills, 4) Employ mathematical and scienceliteracy skills, 5) Acquire a cultural, artistic and global perspective, 6) Demonstrate professional andhuman relationship skills. An Assessment Committee was charged with refining the process,defining a common language, and reinforcing a culture of assessment for the institution, including allthree campuses, both full- and part-time faculty, and multi-layers of assessment as proof of outcomes.WVNCC faculty/staff participated in the HLC Assessment Academy in 2016 and as a resultimplemented consistent recommendations within a common framework for assessment; however,time is needed for the institution to gather additional data sets, develop trend analysis, and noteimprovements from various assessment processes.

Achievement of learning outcomes for curricular has been renewed in form, content, and processduring 2017-18. Co-curricular assessments began in summer 2017 and are currently framed as goals.Two of the projects (LRC and Academic Support Center) have connected the co-curricular goal forthat area to general education outcomes. Other projects may need to follow this model of connectingthe general education outcomes to further enhance the documentation that students are gainingabilities, talents, skillsets through activities/experience outside of the didactic classroom experience.Numerous professional development/training opportunities were provided on “learning dimensions,learning outcomes, methods/instruments, performance indicators, data collection and analysis, andreport preparation.”

Per the Assurance Argument, the institution provides assessment examples of improvements thathave impacted student learning. Two assessment examples, one in Advanced Manufacturing and one


in Surgical Technology, cited low student test scores on crucial skill attainment. Each exampleincluded an instructional strategy (adding review sessions in Advanced Manufacturing) and an itemanalysis of Surgical Tech practice tests (to incorporate web-based tests, review, and test strategies) toimprove student learning. Scores in Advanced Manufacturing were above the threshold level;Surgical Tech scores improved from 69% to 80% in 2017. The foundation for assessment purpose,practice, and documentation was clearly established in these two examples; in our many on-siteinterviews, the team found that knowledge of assessment purpose/language has become enculturatedand is pervasive throughout the institution. The next steps involve systematic data-gathering overtime that results in a continuous cycle of documented instructional and program improvement.

Good practice in assessment of student learning is defined in the WVNCC Assurance Argument;faculty and staff clearly know and understand what needs to be done, how it needs to be done, andwhy it needs to be done. WVNCC understands both the context and cycle of good practice incourse/program assessment, general education and co-curricular assessment, program review, andinstitutional effectiveness; they have provided training and have implemented numeroustools/strategies toward completion of assessment cycles. Nonetheless, numerous, albeit positive,changes to assessment have been made in a short period of time (e.g., in technology applications,data collection, reporting structures, design methods/tools, analysis/evaluation guidance), changeswhich need time to come to fruition. The visiting visit team acknowledges the institutionalcommitment to assessment while also recognizing a need for faculty and staff to practice within thisframework so that longitudinal data sets may be gathered with direct ongoing consistent applicationto instructional/program improvement and institutional effectiveness.


The institution is in the initial stages of data collection, closing the loop, and quality improvementswith new processes for assessment which have been defined by the institution under the largerframework of Institutional Effectiveness (IE). The team recommends an interim monitoring report sothat there is follow-up to the good work that has been accomplished to date but is only beginning toproduce results and actionable improvements. With so many organizational decisions in flux (e.g.,many new faculty/staff, new assessment processes, new strategic planning goals, new seniorleadership team, and an impending presidential search) the institution needs to remain focused onthe initiatives begun during this phase of assessment growth and institutional improvement. There isa new design for institutional effectiveness that will encompass the breadth of strategic planning,program review, program assessment of student learning, co-curricular assessment, andfederal/state/accreditation compliance. An interim monitoring report will provide the opportunity forthe institution to showcase their accomplishments in this area.

The team recommends that the internal monitoring report be submitted within 18 months so that anInstitutional Effectiveness data collection cycle could be gathered and completed through December2019 which will provide a solid two-years of consistent analytics under the new design as presentedduring the visit.

The monitoring report should include confirmation by a reviewer that:

1. Five (5) different faculty-driven academic assessment reports--course and program outcomedocuments--have been completed, have been analyzed over the given time period, show nextsteps in the improvement process, reflect student learning in terms of gains and/or


maintenance at a specific level. Please sample 5 courses/5 programs that are not externallyaccredited;

2. five (5) different program review reports include assessment data (from reports above); pleasebe specific about how the gathered assessment information is reflected upon and analyzedwithin program reviews to document learning gains and/or maintenance that affect programquality. Also, please include 2 annual improvement plan updates (years: 2018 and 2019) foreach of the five requested program review reports documented during these past 18 months;

3. 3 of the 5 general education outcomes have been measured, have been analyzed over the giventime period, show next steps in the improvement process, reflect student learning in terms ofgains and/or maintenance at a specific level, and report successes and/or needed adaptations;

4. the 3 co-curricular goals/assessment have been completed, have been analyzed over the giventime period, show next steps in the improvement process, reflect student learning gains and/ormaintenance at a specific level, and document improvement plans for future co-curricularassessments. Please use samples from the "currently stated goals" as provided to the team in2018. The recommendation was made to combine these with general education--but that is aninstitutional consideration and not a requirement for this monitoring report.

5. persistence, retention, and completion goals become focused with 5-8 key performanceindicators (drawn from current strategic planning goals) and are substantiated withdocumented longitudinal analytics to develop interventions (please share these) that came fromdiscovered patterns and trends; the current strategic planning document contains numerousgoals from which to choose;

6. the monitoring report 18 months of data from both direct/indirect assessments and IE measuresare presented as trend analysis, focused on improvements and next steps to documentsuccesses/challenges/adaptations to both student and institutional learning.



The institution demonstrates a commitment to educational improvement through ongoing attention toretention, persistence, and completion rates in its degree and certificate programs.

1. The institution has defined goals for student retention, persistence, and completion that areambitious but attainable and appropriate to its mission, student populations, and educationalofferings.

2. The institution collects and analyzes information on student retention, persistence, andcompletion of its programs.

3. The institution uses information on student retention, persistence, and completion of programsto make improvements as warranted by the data.

4. The institution’s processes and methodologies for collecting and analyzing information onstudent retention, persistence, and completion of programs reflect good practice. (Institutionsare not required to use IPEDS definitions in their determination of persistence or completionrates. Institutions are encouraged to choose measures that are suitable to their studentpopulations, but institutions are accountable for the validity of their measures.)

Rating

Met With Concerns

Evidence

The West Virginia Community and Technical College System (WVCTCS) established retention,persistence, and completion for all West Virginia community colleges; these were incorporated inWVNCC’s Strategic Plan in 2016 and yet institutionally felt to be unrealistic with an 80% growth inenrollment. In the Fall, 2017 these goals were updated to be “ambitious, but attainable.” Persistence,Retention and Completion Goals (listed in the 2017-18 Strategic Plan) are still ambitious given therange of responsibilities and activities within an institution. Some of the goals to be measuredinclude: increasing certificates and degrees by 1%; increasing graduation rate to 25%; increasing theretention rate 1% each year; increasing the math success rates by 3% annually; meeting/exceedingthe State Compact success rate of transfer as measured by GPA; increasing Workforce Skillsetsawarded by 30 each year, 2% increase in veteran enrollment, 1% increase annually, and many more.For the next comprehensive visit, the institution might consider condensing the number of strategicplanning goal measurements to focus on a smaller, more manageable set of key performanceindicators for Completion, Retention, and Persistence Goals so that longitudinal data sets could beestablished and aligned with specific targeted incremental improvements.

The institution collects IPEDS required information to analyze information of student retention,persistence, and completion of its programs. Fall-to-fall retention of first-time, full-time students wasreported above 50% which is comparable to similar institutions (NCES Data). Increasing fall/springretention rates is forecasted at 1% by focusing on registration and graduation. Strategies are listed inthe Enrollment Management and Comprehensive Retention Plan to target specific populations: highschool students, adult students, veterans, conversion of admitted to registered groups, distance


education potential—again the institutional reach is admirably large, yet the targeted goal(s) mightneed to become focused to ensure follow-up and completion. When so many strategies areimplemented for change, it is difficult to know what made the difference and to identify successfulprocess and practice.

WVNCC uses retention, completion, student satisfaction data (IPEDS, Student Satisfaction Survey,CCSSE, graduation survey) to improve student success. A review of CCSSE data developed intoprojects focusing on improving student response on advising and career development; revising FirstYear Seminar orientation course; mandatory advisor visit before registering for classes; full-timecareer counselor appointed; and a revised registration process. Other projects include: academic unitpriorities to encourage faculty to include one retention initiative in their annual goals; ProjectGraduation involves notification, follow-up and a free class to completion graduation/programrequirements to combat low graduation rates; mandatory co-requisite model including supplementalinstruction for developmental education which did show gains; and classroom assessment to improvetest scores.

These numerous projects are worthwhile efforts to improve institutional processes, structures, andstrategies. The college is now poised with collection, analysis, and improvement plans/strategies.Within that framework, specific key performance indicators for Completion, Persistence, andRetention Goals need to be measured systematically throughout the institution. Much like theinstitutional assessment journey, building consensus around institution-wide definitions and acommon understanding of student persistence, retention, and completion (prior todegrees/certificates) could assist with focus within the strategic plan.

The institution should be commended for its current collection of data and strategic goal response toimprove the student experience. Yet there is still a need for a systematic identification and associatedprocess clearly focused on targets with regards to retention, persistence, and completion.


The institution is in the initial stages of data collection, closing the loop, and quality improvementswith new processes for assessment which have been defined by the institution under the largerframework of Institutional Effectiveness (IE). The team recommends an interim monitoring report sothat there is follow-up to the good work that has been accomplished to date but is only beginning toproduce results and actionable improvements. With so many organizational decisions in flux (e.g.,many new faculty/staff, new assessment processes, new strategic planning goals, new seniorleadership team, and an impending presidential search) the institution needs to remain focused onthe initiatives begun during this phase of assessment growth and institutional improvement. There isa new design for institutional effectiveness that will encompass the breadth of strategic planning,program review, program assessment of student learning, co-curricular assessment, andfederal/state/accreditation compliance. An interim monitoring report will provide the opportunity forthe institution to showcase their accomplishments in this area.

The team recommends that the internal monitoring report be submitted within 18 months so that anInstitutional Effectiveness data collection cycle could be gathered and completed through December2019 which will provide a solid two-years of consistent analytics under the new design as presentedduring the visit.



1. Five (5) different faculty-driven academic assessment reports--course and program outcomedocuments--have been completed, have been analyzed over the given time period, show nextsteps in the improvement process, reflect student learning in terms of gains and/ormaintenance at a specific level. Please sample 5 courses/5 programs that are not externallyaccredited;

2. five (5) different program review reports include assessment data (from reports above); pleasebe specific about how the gathered assessment information is reflected upon and analyzedwithin program reviews to document learning gains and/or maintenance that affect programquality. Also, please include 2 annual improvement plan updates (years: 2018 and 2019) foreach of the five requested program review reports documented during these past 18 months;

3. 3 of the 5 general education outcomes have been measured, have been analyzed over the giventime period, show next steps in the improvement process, reflect student learning in terms ofgains and/or maintenance at a specific level, and report successes and/or needed adaptations;

4. the 3 co-curricular goals/assessment have been completed, have been analyzed over the giventime period, show next steps in the improvement process, reflect student learning gains and/ormaintenance at a specific level, and document improvement plans for future co-curricularassessments. Please use samples from the "currently stated goals" as provided to the team in2018. The recommendation was made to combine these with general education--but that is aninstitutional consideration and not a requirement for this monitoring report.

5. persistence, retention, and completion goals become focused with 5-8 key performanceindicators (drawn from current strategic planning goals) and are substantiated withdocumented longitudinal analytics to develop interventions (please share these) that came fromdiscovered patterns and trends; the current strategic planning document contains numerousgoals from which to choose;

6. the monitoring report 18 months of data from both direct/indirect assessments and IE measuresare presented as trend analysis, focused on improvements and next steps to documentsuccesses/challenges/adaptations to both student and institutional learning.



The institution demonstrates responsibility for the quality of its educational programs, learningenvironments, and support services, and it evaluates their effectiveness for student learning throughprocesses designed to promote continuous improvement.

Evidence

The institution demonstrates responsibility for the quality of its educational programs, learningenvironments, and support services through the West Virginia Community & Technical College statemandated procedural rules that require program reviews, assessment of prior learning, a CurriculumCommittee that monitors the quality of programs, and Academic Support Centers to assist students. The institution has clearly defined student learning outcomes for its courses, programs, andinstitutional general education, along with an evolving process of assessment to ensure effectivestudent learning and promote continuous improvement.


5 - Resources, Planning, and Institutional Effectiveness

The institution’s resources, structures, and processes are sufficient to fulfill its mission, improve thequality of its educational offerings, and respond to future challenges and opportunities. Theinstitution plans for the future.


The institution’s resource base supports its current educational programs and its plans formaintaining and strengthening their quality in the future.

1. The institution has the fiscal and human resources and physical and technologicalinfrastructure sufficient to support its operations wherever and however programs aredelivered.

2. The institution’s resource allocation process ensures that its educational purposes are notadversely affected by elective resource allocations to other areas or disbursement of revenue toa superordinate entity.

3. The goals incorporated into mission statements or elaborations of mission statements arerealistic in light of the institution’s organization, resources, and opportunities.

4. The institution’s staff in all areas are appropriately qualified and trained.5. The institution has a well-developed process in place for budgeting and for monitoring

expense.

Rating

Met

Evidence

WNNCC provides evidence to support its operations with sufficient financial, physical, personnel,and technological resources. Despite decreasing state appropriations, the college has been able tosteadily improve Composite Financial Index ratios over the past three years through a combination ofreducing expenditures, increasing efficiencies, and slightly raising tuition.

The physical infrastructure consists of 273,825 square feet of space allocated among eight buildingson three campuses, several of which have been renovated within the last few years to provideimproved instructional areas. These renovations were done to buildings in the downtown area, andseveral community members commented on how important WVNCC contributions have been to theredevelopment of the downtown area.

The team visited several classrooms and lab areas in multiple buildings which hosted currentteaching technologies, and one of the rooms had state-of-the-art video-conferencing and elegantmeeting spaces designed for student collaboration.


Faculty account for 126 of the 216 employees, and 45% of those faculty are full-time; the other 90employees support the operations of the college. The technological infrastructure was recentlyimproved with the adoption of a new internet service provider that increased bandwidth for thecollege. These improvements were in response to student concerns with the IP Video system ofinstruction. Despite the improvements, the college has issued requests for proposals to considerupgrading the entire system. To provide better technical support, the IT Department is propagating aphilosophy of issuing one device per employee instead of separate desktop, laptop, and/or tabletcomputers. Discussions with faculty and staff reaffirmed support for the policy, especially since theIT Department considered individual requests for docking stations, desktop monitors, and continueduse of Apple equipment.

Evidence of the resource allocation process was provided through interviews with the BudgetCommittee and review of minutes of Budget Committee meetings. The CFO, with approval of thepresident and board, has reallocated annual funding of capital reserves to operational needs, therebyfreeing up resources for additional employees needed to implement strategic plan objectives and fundsalary increases. The reserves had accrued to a point to where there were 16 months of operatingexpenses on hand. A new policy has been approved that will reduce the reserves to nine months ofoperating expenses. The existing balance will be spent down over four years through allocations toprojects initiated by employee ideas generated by a new “Mini-Grants” program administeredthrough the president’s office. A review of financial statements and Board of Governors meetingminutes confirm there were no disbursements to subordinate entities.

The WVNCC mission and vision statements are detailed on the college’s website in addition toseveral locations across campuses and in printed material. The goals of the strategic plan appearrealistic with respect to the college’s resources, and evidence of progress in achieving these goals ispublicized through an institutional effectiveness dashboard document. Progress is also documented inthe annual reports on implementation of the WV Council for Community and Technical CollegeSystem (WVCTCS) Compact.

All employees are hired following well established interview and hiring processes that rely on a state-prescribed Position Information Questionnaire (PIQ). The PIQ defines the job description, andemployees are hired based on their ability to perform the job. Initial and subsequent training isarranged by supervisors and provided through a professional development process.

The Budget Committee solicits budget requests and submits a proposed budget to the Board ofGovernors for subsequent approval. The Business Office monitors adherence to the budget throughmonthly monitoring reports, and the CFO/VPAS provides periodic reports to the Board of Governors.An annual independent audit confirms the accuracy of the college financial statements and is subjectto state review.





The institution’s governance and administrative structures promote effective leadership and supportcollaborative processes that enable the institution to fulfill its mission.

1. The governing board is knowledgeable about the institution; it provides oversight of theinstitution’s financial and academic policies and practices and meets its legal and fiduciaryresponsibilities.

2. The institution has and employs policies and procedures to engage its internal constituencies—including its governing board, administration, faculty, staff, and students—in the institution’sgovernance.

3. Administration, faculty, staff, and students are involved in setting academic requirements,policy, and processes through effective structures for contribution and collaborative effort.

Rating

Met

Evidence

The minutes of Board meetings demonstrate that the college Board of Governors is knowledgeableabout the institution and exercises appropriate oversight. A meeting with seven of the nine boardmembers confirmed the engagement of the board with the college and community, knowledge ofboard policies, and duties of the board. Duties of the board are legislatively defined and mandated bythe West Virginia Code and in the by-laws of the board. These duties include board fiduciaryresponsibility and its responsibility for strategic planning, establishing the mission, programapproval, hiring/evaluating the president, and other actions. Board members must complete six hoursof professional development during a 2-year period, so that members are aware of theirresponsibilities. A conversation with the chancellor of the state system confirmed board members notonly get the initial required training but are also invited to participate in bi-annual, two-day trainingretreats. The system will also provide training upon request.

Governance of the college is under the jurisdiction of the WV Council for Community and TechnicalCollege Education (CCTCE) and the WVNCC Board of Governors. The West Virginia Legislaturedefines the composition, terms and qualifications of members, and other characteristics of highereducation governing boards in the state. The stated intent of the legislation is to ensure representationfrom faculty, staff, and students to contribute to the institutional governance. Interviews with thesecollege representatives confirmed active engagement with the board and fulfillment of duties. TheBoard of Governors operates through a policy governance model and delegates responsibility foradministration of the college to the president as evidenced by the Board Protocol for Governance byPolicy.

Evidence of effective structures for contribution and collaborative effort is found in a flowchart thatoutlines a process for engaging college constituencies to develop and approve college policies. Areview of the numerous college committees and publicly posted meeting minutes reveals broadparticipation throughout the college. This structure should facilitate effective communication of


relevant issues that affect the college.





The institution engages in systematic and integrated planning.

1. The institution allocates its resources in alignment with its mission and priorities.2. The institution links its processes for assessment of student learning, evaluation of operations,

planning, and budgeting.3. The planning process encompasses the institution as a whole and considers the perspectives of

internal and external constituent groups.4. The institution plans on the basis of a sound understanding of its current capacity. Institutional

plans anticipate the possible impact of fluctuations in the institution’s sources of revenue, suchas enrollment, the economy, and state support.

5. Institutional planning anticipates emerging factors, such as technology, demographic shifts,and globalization.

Rating

Met

Evidence

To allocate resources in alignment with the mission and priorities of the institution, The BudgetCommittee requires all budgetary requests to link to the Strategic Plan. The visiting team reviewedthe official budget request forms that request either capital or operational funds. The committee thendevelops a budget based upon the Strategic Plan. Along with the Strategic Plan, the State StrategicPlan (Compact) also has several initiatives designed to improve student learning outcomes, enhanceoperations, and improve institutional effectiveness. The budget requests must be justified by linkageto the Strategic Plan, the Strategic Plan drives the commitment to the Compact, and the Compactmonitors results, so there is effective linkage among these elements.

The Strategic Plan derives from the statewide strategic plan created in 2015. Upon release of the stateplan, the college was tasked to develop a plan within 12 months. The President convened a StrategicPlanning Committee comprised of members throughout the constituent base of all the collegecampuses. The draft of the emergent plan was circulated among both internal and externalconstituencies to incorporate comments from those groups, and the current plan is now considered aliving document that undergoes annual review.

Meetings with the Strategic Planning Committee clarified a concern from the prior visit that notedunrealistic enrollment goals in the prior plan. That occurred because the state develops a statewidegoal and divides the target equally among all nine colleges in the state without regard todemographic or historical patterns. Based upon advice from the previous report, coupled with a lackof penalties for not meeting the state target, the new plan now includes realistic goals withaccompanying metrics to measure progress towards those goals.

As a living document, the college is continually adapting its strategic plan based on fluctuations inrevenue, expenses, enrollment trends, and community concerns. Despite decreasing state


appropriations, the college has been able to maintain stability over the past three years through acombination of reducing expenditures, increasing efficiencies, and slightly raising tuition. As anexample of this adaptation, environmental scanning revealed changes in the external environmentand prompted the addition of welding, petroleum technology, and chemical operator programs torespond to the needs of the community.





The institution works systematically to improve its performance.

1. The institution develops and documents evidence of performance in its operations.2. The institution learns from its operational experience and applies that learning to improve its

institutional effectiveness, capabilities, and sustainability, overall and in its component parts.

Rating

Met

Evidence

WVNCC documents its performance through direct and indirect methods of measurements. Thedirect measurements include the IPEDS Data Feedback Reports and the West Virginia HigherEducation Policy Commission (WVHEPC)data submissions for enrollment, retention, andgraduation. The indirect data includes survey results from The Community College Student Survey ofEngagement (CCSSE), the WVNCC Student Satisfaction Survey, the Employee Satisfaction Survey,and the Graduation Survey. These reports are published on the Institutional Research andEffectiveness web page. The web page also includes a link to the US Department of Education ReportCard. Other documents that provide evidence of WVNCC performance are the Annual Reports onthe State Compact Strategies and the WVNCC Strategic Plan.

The Assurance Argument documents several examples of how the results of these measures havebeen used to improve institutional effectiveness, capabilities, and sustainability. For example, dataanalysis of student performance in developmental education suggested a correlation to the lowretention rates. To improve student performance in developmental math and English courses, thecollege secured a grant to improve the math sequence and develop a Fast Track program to improveplacement test scores. These efforts improved the gateway math course completion rate to 65% in twoyears as compared to 7% under the previous sequence. In addition, the Fast Track program improvedplacement test scores. The number of students needing a developmental math class decreased from76% to 51% in one semester.

Another notable example of the use of data to improve institutional effectiveness is found in theaddition of programs to respond to workforce needs. Environmental scans revealed a need forchemical operator technicians due to plant expansions and a retiring workforce. The collegedeveloped an accelerated Chemical Operator Program to respond to this need.





The institution’s resources, structures, and processes are sufficient to fulfill its mission, improve thequality of its educational offerings, and respond to future challenges and opportunities. Theinstitution plans for the future.

Evidence

WVNCC is in a strong financial position as evidenced by its relatively high CFI scores and ability toreallocate cash to fund operational expenses that support strategic objectives. Board of Governorsmeeting minutes and interviews with individual board members demonstrate the board isknowledgeable about the institution and fulfills the required duties of a community college board inWest Virginia. The strategic planning process is robust and budget requests must be justified bylinkage to the Strategic Plan, the Strategic Plan drives the commitment to the state Compact, and theCompact monitors results based on specific metrics, so there is effective linkage among theseelements. The Assurance Argument documents, and the visiting team confirmed, several examples ofhow the results of these measures have been used to improve institutional effectiveness, capabilities,and sustainability.


Review Dashboard

Number Title Rating1 Mission

1.A Core Component 1.A Met

1.B Core Component 1.B Met

1.C Core Component 1.C Met

1.D Core Component 1.D Met

1.S Criterion 1 - Summary

2 Integrity: Ethical and Responsible Conduct





2.E Core Component 2.E Met


3 Teaching and Learning: Quality, Resources, and Support





3.E Core Component 3.E Met


4 Teaching and Learning: Evaluation and Improvement


4.B Core Component 4.B Met With Concerns

4.C Core Component 4.C Met With Concerns


5 Resources, Planning, and Institutional Effectiveness







Review Summary

Interim Report(s) Required

Due Date12/31/2020

Report FocusThe institution is in the initial stages of data collection, closing the loop, and quality improvements with newprocesses for assessment which have been defined by the institution under the larger framework of InstitutionalEffectiveness (IE). The team recommends an interim monitoring report so that there is follow-up to the good workthat has been accomplished to date but is only beginning to produce results and actionable improvements. With somany organizational decisions in flux (e.g., many new faculty/staff, new assessment processes, new strategicplanning goals, new senior leadership team, and an impending presidential search) the institution needs to remainfocused on the initiatives begun during this phase of assessment growth and institutional improvement. There is anew design for institutional effectiveness that will encompass the breadth of strategic planning, program review,program assessment of student learning, co-curricular assessment, and federal/state/accreditation compliance. Aninterim monitoring report will provide the opportunity for the institution to showcase their accomplishments in thisarea.

The team recommends that the internal monitoring report be submitted within 18 months so that an InstitutionalEffectiveness data collection cycle could be gathered and completed through December 2019 which will provide asolid two-years of consistent analytics under the new design as presented during the visit.


1. Five (5) different faculty-driven academic assessment reports--course and program outcome documents--havebeen completed, have been analyzed over the given time period, show next steps in the improvement process,reflect student learning in terms of gains and/or maintenance at a specific level. Please sample 5 courses/5programs that are not externally accredited;

2. five (5) different program review reports include assessment data (from reports above); please be specificabout how the gathered assessment information is reflected upon and analyzed within program reviews todocument learning gains and/or maintenance that affect program quality. Also, please include 2 annualimprovement plan updates (years: 2018 and 2019) for each of the five requested program review reportsdocumented during these past 18 months;

3. 3 of the 5 general education outcomes have been measured, have been analyzed over the given time period,show next steps in the improvement process, reflect student learning in terms of gains and/or maintenance ata specific level, and report successes and/or needed adaptations;

4. the 3 co-curricular goals/assessment have been completed, have been analyzed over the given time period,show next steps in the improvement process, reflect student learning gains and/or maintenance at a specificlevel, and document improvement plans for future co-curricular assessments. Please use samples from the"currently stated goals" as provided to the team in 2018. The recommendation was made to combine thesewith general education--but that is an institutional consideration and not a requirement for this monitoringreport.

5. persistence, retention, and completion goals become focused with 5-8 key performance indicators (drawn fromcurrent strategic planning goals) and are substantiated with documented longitudinal analytics to develop


interventions (please share these) that came from discovered patterns and trends; the current strategicplanning document contains numerous goals from which to choose;

6. the monitoring report 18 months of data from both direct/indirect assessments and IE measures are presentedas trend analysis, focused on improvements and next steps to document successes/challenges/adaptations toboth student and institutional learning.

Conclusion

West Virginia Northern Community College (WVNCC) has made substantial progress with respect to thechallenges that placed the institution on Probation. Although the nature of the previously identified challenges isnot such that the challenges could have been completely resolved since the previous findings, the Team foundthat WVNCC is on a solid footing to resolve these issues within the current accreditation cycle. The Teamdetermined all of the Criteria were either “Met” or “Met with Concerns”, and periodic monitoring will enable theCommission to confirm WVNCC stays on track to completely resolve all of the challenges.

Overall Recommendations

Criteria For AccreditationMet With Concerns

Sanctions RecommendationNo Sanction

Pathways RecommendationLimited to Standard


Audience: Peer Reviewers Process: Federal Compliance Review Form Contact: [email protected] Published: 2018 © Higher Learning Commission Page 1

Federal Compliance Worksheet for Evaluation Teams

Evaluation of Federal Compliance Components

This worksheet is to be completed by a Federal Compliance reviewer or by the peer review team that conduct the on-site visit. If a Federal Compliance reviewer completes the form, the reviewer will evaluate the materials in advance of the visit and refer any issues to the team for further exploration and confirmation. The team chair will confirm that the team has reviewed the Federal Compliance reviewer ’s findings, make any necessary adjustments to the worksheet following the on-site visit, and submit the worksheet as part of the team’s final report. The Federal Compliance reviewer or the team should review each item identified in the Federal Compliance Filing by Institutions (FCFI) and document their findings in the appropriate spaces below. Peer reviewers are expected to supply a rationale for each section of the Federal Compliance Evaluation. Refer to the Federal Compliance Overview for information about applicable HLC policies and explanations of each requirement. Generally, if the team finds in the course of this review that there are substantive issues related to the institution’s ability to fulfill the Criteria for Accreditation, such issues should be raised in the appropriate parts of the team report. If the team recommends monitoring on a Federal Compliance Requirement in the form of a report or focused visit, the recommendation should be included in the Federal Compliance monitoring sections below and added to the appropriate section of the team report.

Submission Instructions Federal Compliance reviewer: Email this worksheet and the Team Worksheet for Evaluating an Institution’s Assignment of Credit Hours and Clock Hours in an editable format to the team chair. The team chair’s email address is provided in the Assurance System. Team chair: Send the draft of this worksheet and the Team Worksheet for Evaluating an Institution’s Assignment of Credit Hours and Clock Hours to the HLC staff liaison for review and then to the institution for corrections of errors of fact. Submit the final worksheets to HLC at [email protected].

Institution under review: West Virginia Northern Community College

Please indicate who completed this worksheet:

Evaluation team

http://download.hlcommission.org/FedCompOverview_PRC.pdf

mailto:[email protected]


Federal Compliance reviewer

To be completed by the evaluation team chair if a Federal Compliance reviewer conducted this part of the evaluation:

Name: Jim Simpson

I confirm that the evaluation team reviewed the findings provided in this worksheet.

Assignment of Credits, Program Length and Tuition (See FCFI Questions 1–3 and Appendix A)

1. Complete the Team Worksheet for Evaluating an Institution’s Assignment of Credit Hours and Clock Hours. Submit the completed worksheet with this form.

• Identify the institution’s principal degree levels and the number of credit hours for degrees at each level (see the institution’s Appendix A if necessary). The following minimum number of credit hours should apply at a semester institution:

o Associate’s degrees = 60 hours

o Bachelor’s degrees = 120 hours

o Master’s or other degrees beyond the bachelor’s = At least 30 hours beyond the bachelor’s degree

• Note that 1 quarter hour = 0.67 semester hour.

• Any exceptions to this requirement must be explained and justified.

• Review any differences in tuition reported for different programs and the rationale provided for such differences.

2. Check the response that reflects the evaluation team or Federal Compliance reviewer’s conclusions after reviewing this component of Federal Compliance:

The institution meets HLC’s requirements.

The institution meets HLC’s requirements, but additional monitoring is recommended.

The institution does not meet HLC’s requirements and additional monitoring is recommended.

The Federal Compliance reviewer/evaluation team also has comments that relate to the institution’s compliance with the Criteria for Accreditation. See Criterion (insert appropriate reference).

Rationale:

WVNCC offers associate degrees, certificates, and advanced skill set programs. All associate degrees require 60-70 semester hours, certificate programs require 30-32 semester hours, and advanced skill set programs require 18 semester hours. These requirements are appropriate for the programs offered.

http://download.hlcommission.org/CreditHourTeamWorksheet_2016_FRM.docx

http://download.hlcommission.org/CreditHourTeamWorksheet_2016_FRM.docx


Additional monitoring, if any:

Institutional Records of Student Complaints (See FCFI Questions 4–7 and Appendixes B and C)

1. Verify that the institution has documented a process for addressing student complaints and appears to by systematically processing such complaints, as evidenced by the data on student complaints since the last comprehensive evaluation.

• Review the process that the institution uses to manage complaints, its complaints policy and procedure, and the history of complaints received and resolved since the last comprehensive evaluation by HLC.

• Determine whether the institution has a process to review and resolve complaints in a timely manner.

• Verify that the evidence shows that the institution can, and does, follow this process and that it is able to integrate any relevant findings from this process into improvements in services or in teaching and learning.

• Advise the institution of any improvements that might be appropriate.

• Consider whether the record of student complaints indicates any pattern of complaints or otherwise raises concerns about the institution’s compliance with the Criteria for Accreditation or Assumed Practices.

2. Check the response that reflects the team’s conclusions after reviewing this component of Federal Compliance:




The Federal Compliance reviewer/evaluation team also has comments that relate to the institution’s compliance with the Criteria for Accreditation. See Criterion 2A and Assumed Practice A4.

Rationale:

WVNCC provided a description and link to the institution’s student code of conduct and explained the grievance procedure.

The College distinguishes among concerns, complaints, and grievances and appears to have a policy in place to differentiate and deal with instances in each of the three categories. WVNCC states that there is no report of student complaints because no written complaints have been received since the last HLC visit. Therefore, no summary of complaints was attached to the institutional federal compliance submission. This result might indicate that the


College may, in practice, maintain a very narrow definition of complaints and grievances. During the site visit, the team explored the student complaint process with a panel of 7 students who stated they would know how to file a complaint and expressed overall satisfaction with the way complaints are handled. The site team also confirmed the WVNCC administrators monitor complaints and acts where appropriate.

WVNCC is encouraged to improve its evidence related to the way complaints are handled and to provide documentation of how analyses of student complaints lead to process improvements where warranted.


Publication of Transfer Policies (See FCFI Questions 8–10 and Appendixes D–F)

1. Verify that the institution has demonstrated it is appropriately disclosing its transfer policies to students and to the public. Policies should contain information about the criteria the institution uses to make transfer decisions.

• Review the institution’s transfer policies.

• Review any articulation agreements the institution has in place, including articulation agreements at the institution level and for specific programs and how the institution publicly discloses information about those articulation agreements.

• Consider where the institution discloses these policies (e.g., in its catalog, on its website) and how easily current and prospective students can access that information.

• Determine whether the disclosed information clearly explains any articulation arrangements the institution has with other institutions. The information the institution provides to students should explain any program-specific articulation agreements in place and should clearly identify program-specific articulation agreements as such. Also, the information the institution provides should include whether the articulation agreement anticipates that the institution (1) accepts credits from the other institution(s) in the articulation agreement; (2) sends credits to the other institution(s) in the articulation agreements; (3) both offers and accepts credits with the institution(s) in the articulation agreement; and (4) what specific credits articulate through the agreement (e.g., general education only; pre-professional nursing courses only; etc.). Note that the institution need not make public the entire articulation agreement, but it needs to make public to students relevant information about these agreements so that they can better plan their education.

• Verify that the institution has an appropriate process to align the disclosed transfer policies with the criteria and procedures used by the institution in making transfer decisions.






The Federal Compliance reviewer/evaluation team also has comments that relate to the institution’s compliance with the Criteria for Accreditation. See Criterion 4A.3 and Assumed Practice A5.d.

Rationale:

WVNCC clearly discloses its transfer policy and provides sufficient evidence of articulation agreements – especially with other regionally-accredited institutions in West Virginia.

WVNCC states in its Federal Compliance form that transcripts must be received electronically or be ‘sealed’ and not more than 120 days old.


Practices for Verification of Student Identity (See FCFI Questions 11–16 and Appendix G)

1. Confirm that the institution verifies the identity of students who participate in courses or programs provided through distance or correspondence education. Confirm that it appropriately discloses additional fees related to verification to students, and that the method of verification makes reasonable efforts to protect students’ privacy.

• Determine how the institution verifies that the student who enrolls in a course is the same student who submits assignments, takes exams and earns a final grade. The team should ensure that the institution’s approach respects student privacy.

• Check that any costs related to verification (e.g., fees associated with test proctoring) and charged directly to students are explained to the students prior to enrollment in distance or correspondence courses.






Rationale:


WVNCC requires unique user ids and passwords for online courses. Also required in some circumstances are proctored exams. While these practices by no means assure that students who submit the work are those who actually perform the work, the verification processes align with those of other regionally-accredited institutions.


Title IV Program Responsibilities (See FCFI Questions 17–24 and Appendixes H–Q)

1. This requirement has several components the institution must address.

• The team should verify that the following requirements are met:

o General Program Requirements. The institution has provided HLC with information about the fulfillment of its Title IV program responsibilities, particularly findings from any review activities by the Department of Education. It has, as necessary, addressed any issues the Department has raised regarding the institution’s fulfillment of its responsibilities.

o Financial Responsibility Requirements. The institution has provided HLC with information about the Department’s review of composite ratios and financial audits. It has, as necessary, addressed any issues the Department has raised regarding the institution’s fulfillment of its responsibilities in this area. (Note that the team should also be commenting under Criterion 5 if an institution has significant issues with financial responsibility as demonstrated through ratios that are below acceptable levels or other financial responsibility findings by its auditor.)

o Default Rates. The institution has provided HLC with information about its three-year default rate. It has a responsible program to work with students to minimize default rates. It has, as necessary, addressed any issues the Department has raised regarding the institution’s fulfillment of its responsibilities in this area. Note that for 2012 and thereafter, institutions and teams should be using the three-year default rate based on revised default rate data published by the Department in September 2012; if the institution does not provide the default rate for three years leading up to the comprehensive evaluation visit, the team should contact the HLC staff.

o Campus Crime Information, Athletic Participation and Financial Aid, and Related Disclosures. The institution has provided HLC with information about its disclosures. It has demonstrated, and the team has reviewed, the institution’s policies and practices for ensuring compliance with these regulations.

o Student Right to Know/Equity in Athletics. The institution has provided HLC with information about its disclosures. It has demonstrated, and the team has reviewed, the institution’s policies and practices for ensuring compliance with these regulations. The disclosures are accurate and provide appropriate information to students. (Note that the team should also be commenting under


Criterion 2, Core Component 2.A if the team determines that the disclosures are not accurate or appropriate.)

o Satisfactory Academic Progress and Attendance Policies. The institution has provided HLC with information about its policies and practices for ensuring compliance with these regulations. The institution has demonstrated that the policies and practices meet state or federal requirements and that the institution is appropriately applying these policies and practices to students. In most cases, teams should verify that these policies exist and are available to students, typically in the course catalog or student handbook and online. Note that HLC does not necessarily require that the institution take attendance unless required to do so by state or federal regulations but does anticipate that institutional attendance policies will provide information to students about attendance at the institution.

o Contractual Relationships. The institution has presented a list of its contractual relationships related to its academic programs and evidence of its compliance with HLC policies requiring notification or approval for contractual relationships. (If the team learns that the institution has a contractual relationship that may require HLC approval and has not received HLC approval, the team must require that the institution complete and file the change request form as soon as possible. The

team should direct the institution to review the Substantive Change Application for Programs Offered Through Contractual Arrangements on HLC’s website

for more information.)

o Consortial Relationships. The institution has presented a list of its consortial relationships related to its academic programs and evidence of its compliance with HLC policies requiring notification or approval for consortial relationships. (If the team learns that the institution has a consortial relationship that may require HLC approval and has not received HLC approval, the team must require that the institution complete and file the form as soon as possible. The team should direct

the institution to review the Substantive Change Application for Programs Offered Through Consortial Arrangements on HLC’s website for more

information.)

• Review all of the information that the institution discloses having to do with its Title IV program responsibilities.

• Determine whether the Department has raised any issues related to the institution’s compliance or whether the institution’s auditor has raised any issues in the A-133 about the institution’s compliance, and also look to see how carefully and effectively the institution handles its Title IV responsibilities.

• If the institution has been cited or is not handling these responsibilities effectively, indicate that finding within the Federal Compliance portion of the team report and whether the institution appears to be moving forward with the corrective action that the Department has determined to be appropriate.

• If issues have been raised concerning the institution’s compliance, decide whether these issues relate to the institution’s ability to satisfy the Criteria for Accreditation, particularly with regard to whether its disclosures to students are candid and complete and demonstrate appropriate integrity (Core Components 2.A and 2.B).

https://downloadna11.springcm.com/content/DownloadDocuments.ashx?aid=5968&Selection=Document%2C3d90169a-5df3-e011-adf4-0025b3af184e%3B

https://downloadna11.springcm.com/content/DownloadDocuments.ashx?aid=5968&Selection=Document%2C3d90169a-5df3-e011-adf4-0025b3af184e%3B

https://downloadna11.springcm.com/content/DownloadDocuments.ashx?aid=5968&Selection=Document%2Ca668c4d2-5735-e011-bf75-001cc448da6a%3B

https://downloadna11.springcm.com/content/DownloadDocuments.ashx?aid=5968&Selection=Document%2Ca668c4d2-5735-e011-bf75-001cc448da6a%3B







Rationale:

In its Federal Compliance response, the institution states that, due to the late submission of the annual USDOE audit by the West Virginia Department of Administration, all public higher education institutions in the state are currently on Heightened Cash Management (HCM1) status. Accordingly, WVNCC receives federal funds on a reimbursement basis. The College has sufficient cash flow to handle this requirement. During the site visit, the CFO stated the audit reports have been filed on time for the past two years.

Other issues over the past six years involve controls regarding enrollment processes and not reporting changes in student status. The institution has rectified these shortfalls.

The institution satisfies all other Title IV-related federal compliance areas.


Required Information for Students and the Public (See FCFI Questions 25–27 and Appendixes R and S)

1. Verify that the institution publishes accurate, timely and appropriate information on institutional programs, fees, policies and related required information. Verify that the institution provides this required information in the course catalog and student handbook and on its website.







Rationale:

Tuition and Fees are prominently displayed and can be accessed from the institution’s home page or through links in the institutional catalog and student handbook. Information regarding policies, procedures, programs, requirements, and all other information in this category are easily located in the same sources.


Advertising and Recruitment Materials and Other Public Information (See FCFI Questions 28–31 and Appendixes T and U)

1. Verify that the institution has documented that it provides accurate, timely and appropriately detailed information to current and prospective students and the public about its accreditation status with HLC and other agencies as well as about its programs, locations and policies.

• Review the institution’s disclosure about its accreditation status with HLC to determine whether the information it provides is accurate, complete and appropriately formatted and contains HLC’s web address.

• Review the institution’s disclosures about its relationship with other accrediting agencies for accuracy and for appropriate consumer information, particularly regarding the link between specialized/professional accreditation and the licensure necessary for employment in many professional or specialized areas.

• Review the institution’s catalog, brochures, recruiting materials, website and information provided by the institution’s advisors or counselors to determine whether the institution provides accurate, timely and appropriate information to current and prospective students about its programs, locations and policies.

• Verify that the institution correctly displays the Mark of Affiliation on its website.






Rationale:


WVNCC appropriately utilizes the HLC Mark of Affiliation. Additionally, Web pages dealing with the institution’s regionally-accredited status accurately describe WVNCC’s probation status. The institution’s Federal Compliance response inaccurately makes a reference to the North Central Association, which no longer exists. However, the federal reviewer did not find any current accreditation references on the Web site that cited the North Central Association (older documents from 2013 that can be accessed from the website do make references to NCA).

WVNCC provided assurances of review and accuracy of advertising information; the site team confirmed that advertising and recruiting material are appropriate and accurately reflect the information students and the public need to make informed decisions.


Review of Student Outcome Data (See FCFI Questions 32–35 and Appendix V)

1. Review the student outcome data the institution collects to determine whether they are appropriate and sufficient based on the kinds of academic programs the institution offers and the students it serves.

• Determine whether the institution uses this information effectively to make decisions about planning, academic program review, assessment of student learning, consideration of institutional effectiveness and other topics.

• Review the institution’s explanation of its use of information from the College Scorecard, including student retention and completion and the loan repayment rate.





The Federal Compliance reviewer/evaluation team also has comments that relate to the institution’s compliance with the Criteria for Accreditation. See Criterion .

Rationale:

WVNCC provided IPEDS feedback reports in partial response to this section. This indicates that the institution collects the data. WVNCC is in the process of updating its processes for documenting how the College uses information about student outcomes to inform planning, academic program review, assessment of student learning, consideration of institutional effectiveness, and other topics. The site team confirmed the college uses data and is developing improved processes to track assessments. The college is encouraged to publish the outcome


data it gathers from assessment as its system for collecting, evaluating, and reporting data improve.


Publication of Student Outcome Data (See FCFI Questions 36–38)

1. Verify that the institution makes student outcome data available and easily accessible to the public. Data may be provided at the institutional or departmental level or both, but the institution must disclose student outcome data that address the broad variety of its programs.

• Verify that student outcome data are made available to the public on the institution’s website—for instance, linked to from the institution’s home page, included within the top three levels of the website or easily found through a search of related terms on the website—and are clearly labeled as such.

• Determine whether the publication of these data accurately reflects the range of programs at the institution.





The Federal Compliance reviewer/evaluation team also has comments that relate to the institution’s compliance with the Criteria for Accreditation. See Criterion .

Rationale:

WVNCC is in the developmental stages of providing what can be considered publication of useful student outcome data. The Web site makes available information regarding current student demographics, gainful employment, and aggregate retention, graduation, transfer out, and licensure pass rates. Web sites are under construction for dashboard analytics, strategic planning measures, and benchmarking studies – all of which will be useful for public consumption. The college is encouraged to publish the outcome data it gathers from assessment as its system for collecting, evaluating, and reporting data improve.



Standing With State and Other Accrediting Agencies (See FCFI Questions 39–40 and Appendixes W and X)

1. Verify that the institution discloses accurately to the public and HLC its relationship with any other specialized, professional or institutional accreditors and with all governing or coordinating bodies in states in which the institution may have a presence.

The team should consider any potential implications for accreditation by HLC of a sanction or loss of status by the institution with any other accrediting agency or of loss of authorization in any state.

Note: If the team is recommending initial or continued status, and the institution is now or has been in the past five years under sanction or show-cause with, or has received an adverse action (i.e., withdrawal, suspension, denial or termination) from, any other federally recognized specialized or institutional accreditor or a state entity, then the team must explain the sanction or adverse action of the other agency in the body of the assurance section of the team report and provide its rationale for recommending HLC status in light of this action.

• Review the list of relationships the institution has with all other accreditors and state governing or coordinating bodies, along with the evaluation reports, action letters and interim monitoring plans issued by each accrediting agency.

• Verify that the institution’s standing with state agencies and accrediting bodies is appropriately disclosed to students.

• Determine whether this information provides any indication about the institution’s capacity to meet HLC’s Criteria for Accreditation. Should the team learn that the institution is at risk of losing, or has lost, its degree or program authorization in any state in which it meets state presence requirements, it should contact the HLC staff liaison immediately.






Rationale:

WVNCC is accredited by HLC and 10 specialized accreditors. Each accreditation relationship is presented clearly in the institutional catalog and Web site, as is WVNCC’s standing in West Virginia. The institution’s probation status with HLC is clearly presented.



Public Notification of Opportunity to Comment (FCFI Questions 41–43 and Appendix Y)

1. Verify that the institution has made an appropriate and timely effort to solicit third-party comments. The team should evaluate any comments received and complete any necessary follow-up on issues raised in these comments.

Note: If the team has determined that any issues raised by third-party comments relate to the team’s review of the institution’s compliance with the Criteria for Accreditation, it must discuss this information and its analysis in the appropriate section of its report in the Assurance System.

• Review information about the public disclosure of the upcoming visit, including copies of the institution’s notices, to determine whether the institution made an appropriate and timely effort to notify the public and seek comments.

• Evaluate the comments to determine whether the team needs to follow up on any issues through its interviews and review of documentation during the visit process.





The evaluation team also has comments that relate to the institution’s compliance with the Criteria for Accreditation. See Criterion 2B.

Rationale:

WVNCC provided several examples of its efforts to solicit third-party comments, and those include multiple notices in a local newspaper. Additionally, the college sent specific e-mail messages to various stakeholder groups.


Competency-Based Programs Including Direct Assessment Programs/Faculty-Student Engagement (See FCFI Questions 44–47)

1. Verify that students and faculty in any direct assessment or competency-based programs offered by the institution have regular and substantive interactions: the faculty and students communicate on some regular basis that is at least equivalent to contact in a traditional classroom, and that in


the tasks mastered to assure competency, faculty and students interact about critical thinking, analytical skills, and written and oral communication abilities, as well as about core ideas, important theories, current knowledge, etc. (Also, confirm that the institution has explained the credit hour equivalencies for these programs in the credit hour sections of the Federal Compliance Filing.)

• Review the list of direct assessment or competency-based programs offered by the institution.

• Determine whether the institution has effective methods for ensuring that faculty in these programs regularly communicate and interact with students about the subject matter of the course.

• Determine whether the institution has effective methods for ensuring that faculty and students in these programs interact about key skills and ideas in the students’ mastery of tasks to assure competency.






Rationale:

WVNCC offers neither competency-based nor direct assessment programs.


Institutional Materials Related to Federal Compliance Reviewed by the Team

Provide a list of materials reviewed here:

Printed materials for advertising and recruiting

West Virginia Northern Community College (WVNCC) Web site.

WVNCC completed Federal Compliance Questionnaire

WVNCC Catalog

WVNCC Student Handbook


WVNCC Research and Effectiveness Web site.

Public comment notice placed in local newspaper(s)

WVNCC probation FAQ’s

IPEDS data feedback

West Virginia Higher Education Policy Commission and West Virginia Council for Community and Technical College System Education Report Card

WVNCC Code of Conduct

Policy on Student Concerns, Complaints, and Grievances

Transfer Policy

Reverse Transfer Policy MOU

List of Articulation Agreements

Correspondence with DOE (especially regarding default rates)

WVNCC Default Management Plan

Internal and External emails regarding HCM1 status

Budget Committee Meeting Minutes

Campus Crime Report Web page and related emails

Academic Progress and Attendance Policies

Web pages indicating regional and specialized accreditation

Communications and reports from specialized accreditors

Minutes from meeting of West Virginia Council for Community and Technical College Education

Miscellaneous Financial Aid Forms

Standards of Academic Progress Rule

Sample Syllabi (28 syllabi were provided and reviewed. They were representative of courses taught at the three WVNCC campuses. They consisted of online, on ground, and hybrid courses of varying lengths):

PSYCH 105

AHS 103

SPCH 105

SPCH 118

WELD 202

CIT 120

ENG 101


HIT 100

HPE 100

RAD 100

MAS 125

Surgical Technology 200

APT 103

APT 150

MEC 115

CART 131

Audience: Peer Reviewers Process: Credit Hour and Clock Hour Review Form Contact: 800.621.7440 Published: 2016 © Higher Learning Commission Page 1

Team Worksheet for Evaluating an Institution’s Assignment of Credit Hours and Clock Hours

Institution Under Review: West Virginia Northern Community College

Review the Worksheet for Institutions on the Assignment of Credit Hours and Clock Hours, including all supplemental materials. Applicable sections and supplements are referenced in the corresponding sections and questions below.

Part 1. Institutional Calendar, Term Length and Type of Credit

Instructions

Review Section 1 of Appendix A. Verify that the institution has calendar and term lengths within the range of good practice in higher education.

Responses A. Answer the Following Question

1. Are the institution’s calendar and term lengths, including non-standard terms, within the range of good practice in higher education? Do they contribute to an academic environment in which students receive a rigorous and thorough education?

Yes No

Comments:

WVNCC offers term lengths of 5, 6, 8, 10, 12, 14, and 16 weeks. For each term length, appropriate outcomes and credit hours are assigned.

B. Recommend HLC Follow-Up, If Appropriate

Is any HLC follow-up required related to the institution’s calendar and term length practices?

Yes No

Rationale:


Identify the type of HLC monitoring required and the due date:

Part 2. Policy and Practices on Assignment of Credit Hours

Instructions Review Sections 2–4 of the Worksheet for Institutions on the Assignment of Credit Hours and Clock Hours, including supplemental materials as noted below. In assessing the appropriateness of the credit allocations provided by the institution the team should complete the following steps. The outcomes of the team’s review should be reflected in its responses below.

1. Format of Courses and Number of Credits Awarded. Review the Form for Reporting an Overview of Credit Hour Allocations and Instructional Time for Courses (Supplement A1 to the Worksheet for Institutions) completed by the institution, which provides an overview of credit hour assignments across institutional offerings and delivery formats.

2. Scan the course descriptions in the catalog and the number of credit hours assigned for courses in different departments at the institution (see Supplements B1 and B2 to Worksheet for Institutions, as applicable).

• At semester-based institutions courses will be typically be from two to four credit hours (or approximately five quarter hours) and extend approximately 14–16 weeks (or approximately 10 weeks for a quarter). The descriptions in the catalog should reflect courses that are appropriately rigorous and have collegiate expectations for objectives and workload. Identify courses/disciplines that seem to depart markedly from these expectations.

• Institutions may have courses that are in compressed format, self-paced, or otherwise alternatively structured. Credit assignments should be reasonable. (For example, as a full-time load for a traditional semester is typically 15 credits, it might be expected that the norm for a full-time load in a five-week term is 5 credits; therefore, a single five-week course awarding 10 credits would be subject to inquiry and justification.)

• Teams should be sure to scan across disciplines, delivery mode and types of academic activities.

• Federal regulations allow for an institution to have two credit-hour awards: one award for Title IV purposes and following the federal definition and one for the purpose of defining progression in and completion of an academic program at that institution. HLC procedure also permits this approach.

3. Scan course schedules to determine how frequently courses meet each week and what other scheduled activities are required for each course (see Supplement B3 to Worksheet for Institutions). Pay particular attention to alternatively structured or other courses completed in a


short period of time or with less frequently scheduled interaction between student and instructor that have particularly high credit hour assignments.

4. Sampling. Teams will need to sample some number of degree programs based on the headcount at the institution and the range of programs it offers.

• For the programs sampled, the team should review syllabi and intended learning outcomes for several courses, identify the contact hours for each course, and review expectations for homework or work outside of instructional time.

• At a minimum, teams should anticipate sampling at least a few programs at each degree level.

• For institutions with several different academic calendars or terms or with a wide range of academic programs, the team should expand the sample size appropriately to ensure that it is paying careful attention to alternative format and compressed and accelerated courses.

• Where the institution offers the same course in more than one format, the team is advised to sample across the various formats to test for consistency.

5. Direct Assessment or Competency-Based Programs. Review the information provided by the institution regarding any direct assessment or competency-based programs that it offers, with regard to the learning objectives, policies and procedures for credit allocation, and processes for review and improvement in these programs.

6. Policy on Credit Hours and Total Credit Hour Generation. With reference to the institutional policies on the assignment of credit provided in Supplement A2 to Worksheet for Institutions, consider the following questions:

• Does the institution’s policy for awarding credit address all the delivery formats employed by the institution?

• Does that policy address the amount of instructional or contact time assigned and homework typically expected of a student with regard to credit hours earned?

• For institutions with courses in alternative formats or with less instructional and homework time than would be typically expected, does that policy also equate credit hours with intended learning outcomes and student achievement that could be reasonably achieved by a student in the time frame allotted for the course?

• Is the policy reasonable within the federal definition as well as within the range of good practice in higher education? (Note that HLC will expect that credit hour policies at public institutions that meet state regulatory requirements or are dictated by the state will likely meet federal definitions as well.)


• If so, is the institution’s assignment of credit to courses reflective of its policy on the award of credit?

• Do the number of credits taken by typical undergraduate and graduate students, as well as the number of students earning more than the typical number of credits, fall within the range of good practice in higher education?

7. If the answers to the above questions lead the team to conclude that there may be a problem with the credit hours awarded the team should recommend the following:

• If the problem involves a poor or insufficiently detailed institutional policy, the team should call for a revised policy as soon as possible by requiring a monitoring report within no more than one year that demonstrates the institution has a revised policy and provides evidence of implementation.

• If the team identifies an application problem and that problem is isolated to a few courses or a single department, division or learning format, the team should call for follow-up activities (a monitoring report or focused evaluation) to ensure that the problems are corrected within no more than one year.

• If the team identifies systematic noncompliance across the institution with regard to the award of credit, the team should notify the HLC staff immediately and work with staff members to design appropriate follow-up activities. HLC shall understand systematic noncompliance to mean that the institution lacks any policies to determine the award of academic credit or that there is an inappropriate award of institutional credit not in conformity with the policies established by the institution or with commonly accepted practices in higher education across multiple programs or divisions or affecting significant numbers of students.

Worksheet on Assignment of Credit Hours A. Identify the Sample Courses and Programs Reviewed by the Team

B. Answer the Following Questions

1. Institutional Policies on Credit Hours

a. Does the institution’s policy for awarding credit address all the delivery formats employed by the institution? (Note that for this question and the questions that follow an institution may have a single comprehensive policy or multiple policies.)

Yes No

Comments:

The institution provided information indicating that the credit hour policy covers courses taught in all modalities and term lengths.


b. Does that policy relate the amount of instructional or contact time provided and homework typically expected of a student to the credit hours awarded for the classes offered in the delivery formats offered by the institution? (Note that an institution’s policy must go beyond simply stating that it awards credit solely based on assessment of student learning and should also reference instructional time.)

Yes No

Comments:

WVNCC’s policy is based on Carnegie Units as follows:

“The College utilizes the Carnegie Unit as the basis for the credit hour with 50 minutes of instruction with transitional and break time for a total of one hour with a minimum of two hours of student work or activities outside the classroom each week for a typical 15- week semester. 1. A credit hour for a standard course requires three hours of student time each week throughout the semester (approximately 15 weeks and 1 week for final exams) or the equivalent amount of work over a different amount of time. For example, a standard lecture course typically includes one hour of classroom-based instruction and two hours of out-of-class student work.”

c. For institutions with non-traditional courses in alternative formats or with less instructional and homework time than would be typically expected, does that policy equate credit hours with intended learning outcomes and student achievement that could be reasonably achieved by a student in the time frame and utilizing the activities allotted for the course?

Yes No

Comments:

WVNCC provides many courses in alternative time frames of from 5 to 12 weeks (in addition to providing courses in traditional 14-16 week semesters). The reviewer found that the time frames were appropriate for the learning outcomes stated in the syllabi.

d. Is the policy reasonable within the federal definition as well as within the range of good practice in higher education? (Note that HLC will expect that credit hour policies at public institutions that meet state regulatory requirements or are dictated by the state will likely meet federal definitions as well.)

Yes No

Comments:

As stated above, the institution utilizes Carnegie Units as the basis for assigning credits.

WVNCC is a state institution.

2. Application of Policies

a. Are the course descriptions and syllabi in the sample academic programs reviewed by the team appropriate and reflective of the institution’s policy on the award of credit? (Note that


HLC will expect that credit hour policies at public institutions that meet state regulatory requirements or are dictated by the state will likely meet federal definitions as well.)

Yes No

Comments:

WVNCC’s syllabi are standardized and provide course lengths and meeting times that adhere to the institution’s credit hour policies.

b. Are the learning outcomes in the sample reviewed by the team appropriate to the courses and programs reviewed and in keeping with the institution’s policy on the award of credit?

Yes No

Comments:

WVNCC provides four types of outcomes on course syllabi: program, general education (where appropriate), course, and student learning. All four outcomes were reviewed on the syllabi provided. The reviewer found the outcomes to be appropriate and consonant with the institution’s credit policy.

c. If the institution offers any alternative-delivery or compressed-format courses or programs, are the course descriptions and syllabi for those courses appropriate and reflective of the institution’s policy on the award of academic credit?

Yes No

Comments:

Course syllabi for all types of delivery and compressed terms followed the pattern discussed in 2b.

d. If the institution offers alternative-delivery or compressed-format courses or programs, are the learning outcomes reviewed by the team appropriate to the courses and programs reviewed and in keeping with the institution’s policy on the award of credit? Are the learning outcomes reasonable for students to fulfill in the time allocated, such that the allocation of credit is justified?

Yes No

Comments:

Many of the learning outcomes appeared ambitious in some compressed courses; however, the reviewer found them to be appropriate in all cases. As before, the learning outcomes in all courses were consonant with the institution’s credit policy.


e. Is the institution’s actual assignment of credit to courses and programs across the institution reflective of its policy on the award of credit and reasonable and appropriate within commonly accepted practice in higher education?

Yes No

Comments:

Credit hour information provided in the institutional catalog and schedules are appropriate and within common practice in higher education.

C. Recommend HLC Follow-up, If Appropriate

Review the responses provided in this worksheet. If the team has responded “no” to any of the questions above, the team will need to assign HLC follow-up to assure that the institution comes into compliance with expectations regarding the assignment of credit hours.

Is any HLC follow-up required related to the institution’s credit hour policies and practices?

Yes No

Rationale:


D. Systematic Noncompliance in One or More Educational Programs With HLC Policies Regarding the Credit Hour

Did the team find systematic noncompliance in one or more education programs with HLC policies regarding the credit hour?

Yes No

Identify the findings:

Rationale:

Part 3. Clock Hours

Instructions


Review Section 5 of Worksheet for Institutions, including Supplements A3–A6. Before completing the worksheet below, answer the following question:

Does the institution offer any degree or certificate programs in clock hours or programs that must be reported to the Department of Education in clock hours for Title IV purposes even though students may earn credit hours for graduation from these programs?

Yes No

If the answer is “Yes,” complete the “Worksheet on Clock Hours.”

Note: This worksheet is not intended for teams to evaluate whether an institution has assigned credit hours relative to contact hours in accordance with the Carnegie definition of the credit hour. This worksheet solely addresses those programs reported to the Department of Education in clock hours for Title IV purposes.

Non-degree programs subject to clock hour requirements (for which an institution is required to measure student progress in clock hours for federal or state purposes or for graduates to apply for licensure) are not subject to the credit hour definitions per se but will need to provide conversions to semester or quarter hours for Title IV purposes. Clock hour programs might include teacher education, nursing or other programs in licensed fields.

Federal regulations require that these programs follow the federal formula listed below. If there are no deficiencies identified by the accrediting agency in the institution’s overall policy for awarding semester or quarter credit, the accrediting agency may provide permission for the institution to provide less instruction so long as the student’s work outside class in addition to direct instruction meets the applicable quantitative clock hour requirements noted below.

Federal Formula for Minimum Number of Clock Hours of Instruction (34 CFR §668.8): 1 semester or trimester hour must include at least 37.5 clock hours of instruction 1 quarter hour must include at least 25 clock hours of instruction Note that the institution may have a lower rate if the institution’s requirement for student work outside of class combined with the actual clock hours of instruction equals the above formula provided that a semester/trimester hour includes at least 30 clock hours of actual instruction and a quarter hour includes at least 20 semester hours.

Worksheet on Clock Hours A. Answer the Following Questions

1. Does the institution’s credit-to-clock-hour formula match the federal formula?

Yes No

Comments:


2. If the credit-to-clock-hour conversion numbers are less than the federal formula, indicate what specific requirements there are, if any, for student work outside of class.

3. Did the team determine that the institution’s credit hour policies are reasonable within the federal definition as well as within the range of good practice in higher education? (Note that if the team answers “No” to this question, it should recommend follow-up monitoring in section C below.)

Yes No

Comments:

4. Did the team determine in reviewing the assignment of credit to courses and programs across the institution that it was reflective of the institution’s policy on the award of credit and reasonable and appropriate within commonly accepted practice in higher education?

Yes No

Comments:

B. Does the team approve variations, if any, from the federal formula in the institution’s credit-to-clock-hour conversion?

Yes No

C. Recommend HLC Follow-up, If Appropriate

Is any HLC follow-up required related to the institution’s clock hour policies and practices?

Yes No

Rationale:


Internal Procedure

Institutional Status and Requirements Worksheet

INSTITUTION and STATE:

West Virginia Northern Community College, WV

TYPE OF REVIEW:

Sanctions Probation

DESCRIPTION OF REVIEW:

The College is required to submit an Assurance Filing no later than October 1, 2018, or at least eight weeks prior to the comprehensive evaluation, providing evidence that the College has ameliorated the findings of non-compliance identified in this action that resulted in the imposition of Probation and the findings of Met with Concerns, and providing evidence that the College meets the Criteria for Accreditation, the Core Components, Federal Compliance Requirements, and the Assumed Practices. Included in this report should be evidence of the following: • The College adheres to its credentialing requirements (Core Component 3.C); • A new Institutional Assessment Plan that includes program review, co-curricular review, and assessment strategies for course, program, and general education learning outcomes (Core Component 4.B); • Refined definitions of terms to obviate current confusion regarding the Institutional Assessment Plan’s terminology (Core Component 4.B); • The College has implemented the Institutional Assessment Plan and at least one year of metrics/data are available for review and analysis (Core Component 4.B); • The College has used available data to make course, program, and service improvements (Core Component 4.B); • The College is monitoring retention, persistence, and completion rates, and the College has a realistic plan to improve these metrics (Core Component 4.C); and • The College is moving towards implementing plans to improve retention, persistence, and completion rates (Core Component 4.C). The College will host a comprehensive evaluation no later than December, to determine whether the College has ameliorated the findings of non-compliance that led to the imposition of Probation and the findings of Met with Concerns, and whether the College meets the Criteria for Accreditation, and to make a recommendation about whether to remove Probation or take other action. Comprehensive evaluation includes a Federal Compliance reviewer: Dr. Jesse Arman.

DATES OF REVIEW:

11/26/2018 - 11/28/2018

No Change in Institutional Status and Requirements

Accreditation Status

Internal Procedure


Nature of Institution

Public

Control:

Recommended Change: No Change

Degrees Awarded:

Associates


Reaffirmation of Accreditation:

Year of Last Reaffirmation of Accreditation:

2012 - 2013

Year of Next Reaffirmation of Accreditation:

2018 - 2019

Recommended Change: Pending Board Action

Accreditation Stipulations

General:

Prior Commission approval is required for substantive change as stated in Commission policy.


Additional Location:

Prior HLC approval required.


Distance and Correspondence Courses and Programs:

Approved for distance education courses and programs. The institution has not been approved for correspondence education.


Accreditation Events

Accreditation Pathway

Under Review

Recommended Change: Under Review

Upcoming Events

Monitoring

Internal Procedure


Upcoming Events

None

Recommended Change: Monitoring Report due 12/31/2020 on Assessment and Institutional Effectiveness (Core Components 4.B and 4.C)

Institutional Data

Educational Programs

Recommended Change: N/A

Undergraduate

Certificate

10

Associate Degrees

22

Baccalaureate Degrees

0

Graduate

Master's Degrees

0

Specialist Degrees

0

Doctoral Degrees

0

Extended Operations

Branch Campuses

New Martinsville Campus, 141 Main Street, New Martinsville, WV, 26155-1113

Weirton Campus, 150 Park Avenue, Weirton, WV, 26062-3741


Additional Locations

None


Correspondence Education

None


Distance Delivery

11.0201 - Computer Programming/Programmer, General, Associate, Computer Information Technology, AAS

11.0201 - Computer Programming/Programmer, General, Certificate, CIT Microsoft Applications

Internal Procedure


24.0101 - Liberal Arts and Sciences/Liberal Studies, Associate, Associate in Arts, AA

24.0199 - Liberal Arts and Sciences, General Studies and Humanities, Other, Associate, Associate in Science, AS

43.0107 - Criminal Justice/Police Science, Associate, Criminal Justice, AAS

44.0701 - Social Work, Associate, Human Services, AAS

51.0707 - Health Information/Medical Records Technology/Technician, Associate, Health Information Technology, AAS

52.0101 - Business/Commerce, General, Associate, Business Administration, AAS

Contractual Arrangements

None


Consortial Arrangements

None
