ࡱ> c <bjbj 4rxY\xY\3  8LT']$(LLLL'Z\\\\\\\$ `bF\''\LL\dLL6[p\QpVL{(\S4"[\0']Sc9chpVpVcJW\\']c > :  College Council Agenda May 25, 2017, Boardroom 2-4 pm ItemObjectivePresentJim Salt, Steve McQuiddy, Dawn DeWolf, Brian Kelly, Craig Taylor, Mary Spilde, and Lori Wamsley Agenda review No changes Approval of prior Minutes Minutes of May 11 meeting, approved Climate Action Plan Proposal 1st readingMike Sims, Sustainability Coordinator, presented the Climate Action plan  HYPERLINK "/sustainability/sustainability-plans" /sustainability/sustainability-plans. Mike explained that the Institute for Sustainable Practices is working on updating the plan. He is visiting the governance councils and other colleges committees to gather feedback on the plan. Mike also explained that the college has an agreement with the American College and University Presidents Climate Commitment. And to have an updated plan is one of their requirements. The plan will help with investment decisions for the next 20-30 years. The goals are being chunk it up on 5 years pieces so we can put a price tag. 2017-2022 Long Range Financial plan 1st reading Jen Steele and Dennis Gilbert presented an updated draft of the 2017-2022 Long-Range Financial Planning Report  HYPERLINK "/sites/default/files/conversation/long-range_financial_plan_draft_5.25.17.pdf" /sites/default/files/conversation/long-range_financial_plan_draft_5.25.17.pdf They walked the CC members through the document explaining the updates that have been done and answered CC members questions. They informed that a subcommittee of the Financial Council is still working on a small area of controversy, but the entire FC has not seen the document yet. They requested CC members their feedback by June 6, the plan will be presented to the board of education. Strategic Plan: Core theme, objectives and indicators 1st reading Dawn DeWolf, presented an updated document of the Core Themes, Objectives and Indicators (attached). She explained that there are 4 core themes, and the Institutional Effectiveness Committee will look at the data and determine if the college is successfully meeting these core themes. She reminded that the core themes are included in every single thing we do at the school. And she informed that the mission fulfillment report needs to be presented in the fall. Members expressed the following concerns: -The data, sometimes is clear and easy to understand, but at a times is very vague. It is hard to envision how is going to put in practice. -Big issue, how it is the quality of education going to be assessed. There is no role for faculty, it is only focused on the students. -How do we benchmark, how do we know if we have improved. Dawn and Jen Steele, explained that the core theme 3, was done by faculty members. And the students assessment has been done for years by the administration using advising records. Regarding benchmarks, we compare with trends of other institutions and we keep thresholds. The value is in the meaning of the data, and it is our job to analyze the meaning of this data. They invited CC members to send the committee specific suggestions that they might have. Future agenda items:Chairs/ Vice Chairs meeting, June 8, 3 - 4 pm. Adjourn at 3:20 pm Core Theme 1: Responsive Community Engagement As an engaged member of our community, Vlogٷs programs, services, and activities serve the communitys needs. Objective 1: Vlogٷ offers comprehensive programs that support individual and community needs. We look to key community stakeholdersworkforce, transfer institutions, advisory boards, and continuing education participantsto gauge whether our programmatic offerings are meeting their needs, and providing students the skills and opportunities necessary to succeed. Our indicators also allow us to determine whether we are being responsive as needs change. Indicators of Achievement: 1.1 Employer feedback on student skill and preparedness for the workplace. Rationale: Feedback indicates whether the college supports individual students skills development and whether the college supports community workforce needs. 1.2 Percentage of majors Vlogٷ has articulated to the UO and to OSU. Rationale: Major articulation agreements with our two primary transfer institutions contribute to Vlogٷ students continuing their pursuit of Bachelor degrees. 1.3 Percent of Program Review reports that address feedback from advisory boards and other external sources. Rationale: Department/ Program response to community stakeholder feedback, and adapting programs as necessary, indicate community engagement and serving community needs. 1.4 Cancellation rate for continuing education classes. Rationale: Cancellation rate is a key, nationally recognized benchmark for continuing education program success. Cancellation rate indicates whether programmatic offerings are aligned with community needs and demands. 1.5 Economic impact of Small Business Development Center. Rationale: Economic impact (capital formation, jobs created, jobs retained, and new business starts) reflects the effectiveness of SBDC programs and services in supporting local businesses. Objective 2: Vlogٷ serves the intellectual and social needs of the community through non-academic programs and services. To measure the extent to which we are serving community needs outside the classroom, we evaluate three of our widest-reaching activities. 1.6 Listenership of KLCC Rationale: Listenership of KLCC public radio is a measure of our broadest-reaching non-academic service that supports the intellectual and cultural needs of our community. 1.7 Progress toward carbon neutrality. Rationale: Progress toward carbon neutrality is a key indicator of the colleges many efforts on behalf of environmental stewardship and resilience. 1.8 Participation rate for college-sponsored arts and cultural events. Rationale: Arts and cultural programming are an integral part of our relationship with our community, and participation rates indicate community interest and engagement. Core Theme 2: Accessible and Equitable Learning Opportunities Vlogٷs policies, procedures, programs, and services facilitate open, fair, and just educational experiences. Objective 1: Vlogٷ minimizes barriers and maximizes opportunities for diverse student populations. To gauge the extent to which the college minimizes barriers and maximizes opportunities for its students, we consider comparative data in terms of how students of various demographic groups participate in, are admitted to, and succeed in LCC programs. We also assess various modalities and options created for diverse student needs. *Please note, for indicators 2.1, 2.2, and 2.4, we consider these preliminary baseline measures. We do not necessarily expect that these will be our long term indicators, rather they allow for a baseline survey to determine either future achievement gap measures, and/or inform more specific measures. Indicators of Achievement: 2.1 Percentage of programs at Vlogٷ whose student enrollment reflects the colleges overall student demographics. Rationale: An examination of program enrollment will highlight the possible existence of barriers for diverse student populations. 2.2 Assessment of Vlogٷ demographics in relation to the demographics of Vlogٷ County Rationale: An examination of the demographics of LCC programs as compared to Vlogٷ County demographics will produce baseline measures with regards to accessibility. 2.3 Students and program success rate measured by disaggregation of Core Theme Indicators 4.4 and 4.5. Data is disaggregated by: race/ethnicity, Pell Grant support, ELL, previous ABS/ESL/Dev Ed enrollment, veterans, age and disability status. Rationale: Success by students in these populations indicates Vlogٷs equity. 2.4. Percent of students enrolled in ABSE or ESL who transition successfully to post-secondary education. Rationale: As required data elements for Vlogٷs Title II Workforce Investment Opportunity Act federal grant, this indicator assesses how well students are progressing towards their educational goals. 2.5 Percentage of courses within disciplines that have distance learning offerings. Rationale: Providing multiple teaching modalities in a broad range of disciplines reduces barriers to accessing educational opportunities. Core Theme 3: Quality Educational Environment Vlogٷs quality educational environment embraces academic and instructional integrity, and relevance, rigor, innovation, and transparency Objective 1: Vlogٷ employs high-impact practices. To determine how successfully services and programs create a quality educational environment, the college considers three key areas of student engagement: student awareness of evidence-based practices, student perception of the effect of these practices on their educational experience, and student ownership of their own learning as a result of these practices. Indicators of Achievement: 3.1 Students report high levels of awareness of, and satisfaction with, evidence-based practices on campus. 3.2 Percentage of degree-seeking students accessing advising and academic planning to create clear roadmaps to learning and success. Objective 2: Vlogٷ faculty and staff regularly engage in professional development to promote currency and innovation focused on improving teaching, learning, and the educational environment. In order to gauge the extent to which the college supports and contributes to the ongoing improvement of Vlogٷs educational environment, we measure how many employees participate in professional development opportunities. 3.3 Percentage of employees who participate in professional development activities related to current thinking about teaching in their fields. 3.4 Median contact hours per employee in professional development activities that further develop competencies and skills specific to college role or responsibility. Objective 3: Vlogٷ designs intentional curricula to support discipline-level, *program-level and college-level outcomes. Designing curricula with intentionality involves connecting each curriculum to student learning objectives and outcomes at three levels (discipline, the program, and the college) and maintaining currency. We look at curricula mapped to Vlogٷs Core Learning Outcomes because theses outcomes create this connection between levels. We also gauge how well curricula reflect evidence-based practices in the field. *using the definition and delineation of programs used by APROC 3.5 Percentage of educational programs that are mapped to Core Learning Outcomes. 3.6 Percentage of educational programs that are systematically reviewed and revised to reflect current disciplinary and industry standards and workforce needs through either the program review process or external accreditation. 3.7 Percentage of educational programs that are assessed against Core Learning Outcomes. Objective 4: Vlogٷ implements systematic planning, analysis, and coordination of efforts and initiatives that are teaching and learning-focused. 3.8 Progress toward Learning Plan goal attainment. Core Theme 4: Individual Student Achievement Vlogٷs students advance on their academic paths and reach their educational goals. Objective 1: Students progress toward their educational objectives. To determine the extent to which students are advancing, we use established measures of student progress and examine three traditional academic paths. Indicators of Achievement: 4.1 Percentage of first time in college students completing their gateway math requirement in two years. Rationale: Students who complete one or more of their foundational courses in math are more likely to persist and progress. Completion of gateway mathematics is predictive of degree completion. 4.2 Percentage of students who progress to their second year. Rationale: Year-to-year persistence is predictive of degree completion. 4.3. Percent of students who complete developmental credit courses and continue on to pass required program-level courses. Rationale: The percent of students who pass program-level courses after remedial coursework shows progression into college-level academic programs. Objective 2: Students complete their educational goals. In order to assess student completion of educational goals, the college considers established measures in each of Vlogٷs four general paths to student success: academic transfer, career technical and workforce development, foundational skills development, and lifelong learning. Indicators of Achievement 4.4 Percentage of students who complete degrees or certificates within 3 years. Rationale: Earning a degree or certificate is a direct measure of attainment. 4.5 Percentage of award-seeking students who transfer to 4-year institutions within 3 years. Rationale: Transfer rates are a direct indicator of attainment. 4.6 State-certification pass rates for allied health professions. Rationale: Professional certification pass rates are a direct indicator of attainment. 4.7 Percent of students enrolled in ABSE or ESL who become employed. 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