Systems Portfolio
2013
Gogebic Community College
2013
Gogebic Community College
E4946 Jackson Road
Ironwood, Michigan 49938
(906)932-4321
http://www.gogebic.edu
AQIP Systems Portfolio
2012-13
Prepared for the Academic Quality Improvement Program
Of the Higher Learning Commission
A Commission of the North Central Association of Colleges
and Schools
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Gogebic Community College
2013
Gogebic Community College
Systems Portfolio Table of Contents
Institutional Overview
Page
1
Category 1. Helping Students Learn
Category Introduction
Process
Results
Improvement
3
3
3
19
28
Category 2. Accomplishing Other Distinctive Objectives
Category Introduction
Process
Results
Improvement
29
29
29
31
36
Category 3. Understanding Students’ and Other Stakeholders’ Needs
Category Introduction
Process
Results
Improvement
37
37
37
43
49
Category 4. Valuing People
Category Introduction
Process
Results
Improvement
50
50
50
56
62
Category 5. Leading and Communicating
Category Introduction
Process
Results
Improvement
63
63
63
68
69
Category 6. Supporting Institutional Operations
Category Introduction
Process
Results
Improvement
71
71
71
73
77
Category 7. Measuring Effectiveness
Category Introduction
Process
Results
Improvement
79
79
79
83
84
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Gogebic Community College
Category 8. Planning Continuous Improvement
Category Introduction
Process
Results
Improvement
2013
86
86
86
95
98
Category 9. Building Collaborative Relationships
Category Introduction
Process
Results
Improvement
99
99
99
102
106
Appendix A: Gogebic Community College Organizational Chart
108
Appendix B: Gogebic Community College Committee Structure
109
Appendix C: GCC Recruitment and Selection Process
110
Appendix D: Links to Additional Supporting Documents
112
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Gogebic Community College
2013
Table of Figures
Institutional Overview
Figure
Figure O-1
Figure O-2
Figure Title
GCC Student Population - Ethnic Diversity
GCC Student Population - Age Structure
Page
1
1
Category One: Helping Students Learn
Figure 1-1:
Figure 1-2:
Figure 1-3:
Figure 1-4:
Figure 1-5:
Figure 1-6:
Figure 1-7:
Figure 1-8:
Figure 1-9:
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Figure 1-11:
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Figure 1-13:
Figure 1-14:
Figure 1-15:
Figure 1-16:
Figure 1-17:
Figure 1-18:
Figure 1-19:
Figure 1-20:
Number of students who test into a developmental course
Percent of students who successfully complete developmental course
Accommodation Request Form
GCC General Learning Outcomes
Alignment of co-curricular activities with curricular learning objectives
English 101 Writing Assessment
Success rate in first college-level course from developmental course
Retention and Success in Core Academic Skills
Institution-wide grades
GCC percent of successful nursing board exam PN-students
GCC percent of successful nursing board exam ADN- students
GCC percent of successful state board exam Cosmetology students
Student performance at transfer Institutions
MCC Technical Skill Attainment
TRIO Learning Support Processes at GCC
Summery of PE scores
Tutoring center Usage
GCC Library Usage Data
Fall to Next Term Retention
Successful Completion or Transfer
12
13
14
18
18
20
21
21
21
22
22
23
23
24
24
25
25
26
27
27
Category Two: Accomplishing Other Distinctive Objectives
Figure 2-1:
Mt. Zion Operational Report
34
Category Three: Understanding Students’ and other Stakeholders Needs
Figure 3-1:
Figure 3-2:
Figure 3-3:
Figure 3-4:
Figure 3-5:
Figure 3-6:
Figure 3-7:
Figure 3-8:
Figure 3-9:
GCC New Course/Program Identification and Selection
GCC Low Enrollment Decision Flowchart
Fall to Next term Retention
Successful Completion or Transfer (after 6 years)
First time in college Fall to Fall Retention rates
Reasons for not returning
Student Goal Attainment Benchmark
May 2013 Graduate Survey
May 2012 Graduate Survey
40
41
44
44
45
46
48
48
48
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Gogebic Community College
2013
Category Four: Valuing people
Figure 4-1:
Figure 4-2:
Figure 4-3:
Figure 4-4:
Figure 4-5:
Figure 4-6:
Figure 4-7:
Figure 4-8:
Figure 4-9:
Figure 4-10:
Figure 4-11:
Figure 4-12:
GCC Faculty Development System
GCC keeps employees informed about matters affecting them.
I have an effective avenue to provide input to the college
In the last month, I have received recognition or praise
I am provided with an equitable compensation package
I feel valued at GCC
Fall 2012 The instructor encouraged me to actively participate
Spring 2013 The instructor encouraged me to actively participate
Fall 2012 The instructor utilized class time effectively
Spring 2013 The instructor utilized class time effectively
Fall 2012 The instructor motivated me to do my best work
Spring 2013 The Instructor motivated me to do my best work
55
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57
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59
60
60
61
61
Category Five: Learning and Communicating
Figure 5-1:
GCC Governance Process
66
Category Six: Supporting Institutional Operations
Figure 6-1:
Figure 6-2:
Figure 6-3:
Student Support Services and results
Off Campus Enrollment History
Fall Headcount Enrollment History
74
76
76
Category Seven: Measuring Effectiveness
Category Eight: Planning Continuous Improvement
Figure 8-1:
Figure 8-2:
Figure 8-3:
Figure 8-4:
Figure 8.5:
Figure 8.6:
GCC Strategic Planning Process
ANNUAL GOALS for 2012/13 ACADEMIC YEAR
Action Project Selection and Development Process
Institutional Coordination (Student Success)
Gogebic Community College Performance Results
Gogebic Community College Performance Projections
87
88
91
93
95
96
Category Nine: Building Collaborative Relationships
Figure 9-1:
Figure 9-2:
Figure 9-3:
Figure 9-4:
Employee Satisfaction Survey Results – Peer Relationship
Employee Satisfaction Survey Results – Supervisor Relationship
Employee Satisfaction Survey Results – Peer Recognition
Employee Satisfaction Survey Results – Supervisor Recognition
103
104
104
105
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Gogebic Community College
2013
Institutional Overview:
Gogebic Community College exists to provide educational and enrichment opportunities for its
students and the surrounding communities in the college service region. We believe that all
individuals should have opportunities to prepare for active participation in the economic,
domestic, political, aesthetic, and cultural affairs of the communities in which they live. This
preparation includes: 1. The development of an increased ability to deal intelligently with the
responsibilities of living in a rapidly changing global society; 2. The development of techniques
for self-criticism, initiative, intellectual curiosity leading to a poised, well rounded, and mentally,
physical, and socially adjusted individual; and 3. The understanding that education is a life-long
process and that the techniques and skills acquired in learning how to learn will be of life-long
benefit.
Gogebic Community College currently serves 1,147 Students. The College serves 722 full-time
students, of which 358 are male and 364 are female, and 425 part-time students, of which 110
are male and 315 are female. While not ethnically diverse, (Figure 1) the student population
closely mirrors that of the college service region. The average age of our students is 27. The
age structure of our student body is shown below (Figure 2).
white/Caucasian
90%
Black/AfricanAmerican 1.5%
American
Indian/Native
American 3%
Latino 1%
Other 1%
Figure O-2. GCC Student
Population - Age Structure
Percentage of Students
Figure O-1 GCC Student
Population - Ethnic Diversity
30
25
20
15
10
5
0
Unknown 3.5%
Gogebic Community College employs 37 faculty members (26 full time, 11 part time, and 59
adjunct), 25 Non-Affiliated staff members (23 full time, 2 part time), 15 Support staff members
(14 full time, 1 part time), and 6 full-time Maintenance personnel. The Organizational Structure
and Committee Structure for GCC can be found in Appendix A and Appendix B respectively.
Gogebic Community College is a comprehensive community college. We offer academictransfer and occupational post-secondary education, developmental through honors-level
educational opportunities; a full range of student services; professional development; economic
development and small business assistance; as well as job training and retraining. Currently,
the College offers 17 associate’s degrees in vocational programs, 30 Associate of Arts and
Associate of Science degrees for baccalaureate transfer, and 12 vocational certificate
programs. Gogebic Community College campus facilities are located in Ironwood, Michigan,
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Institutional Overview
Gogebic Community College
2013
and consist of four academic buildings, a housing unit complex, and an arboretum and a ski hill
used as outdoor learning labs.
We have provided instruction at our additional location in the Copper Country for over twenty
years. To better serve our off campus students in the Copper Country, we have recently moved
into a newly renovated facility. At its meeting on April 16, 2013, the Institutional Actions Council
(IAC) approved the additional location. This facility has 11,500 sq. feet of updated, technology
relevant, and student requested space to provide instruction.
The Quality Improvement work at Gogebic Community College has been ongoing and extensive
since our previous Systems Appraisal. Our Systems Appraisal Feedback Report indicated a
need for a more systematic approach to the gathering and analysis of data related to student
learning as well as a more mature concept of systems thinking in all areas. We approached this
challenge in a number of ways.
To start, we added an Institutional Researcher to our staff to aid in the gathering and analysis of
appropriate data. We began several long-term Action Projects to pilot the concept of embedded
assessment in several key areas across campus. We reviewed and updated syllabi and
curriculum to achieve consistency in our course outcomes. We invested considerable resources
in laboratory, shop, and clinical facilities. Based on advisory committee comments, we
completely revised our Automotive Technology Program resulting in the achievement of
program certification by the National Automotive Education Foundation (NATEF). In response to
community and employer requests, we partnered with a local High School and the Gogebic
Ontonagon ISD to construct a state of the art welding facility and developed a first rate Welding
Program. We joined the National Community College Benchmarking Project to better
understand how we compare to similar institutions. We invested in our staff by providing travel
allowances for professional development activities, as well as bringing in outside guests to
speak to and work with us. We started the Center for Faculty Development and implemented an
Adjunct Faculty orientation program. Most recently, we joined the Continuous Quality
Improvement Network (CQIN) and sent representatives from all areas of our institution to their
three day workshop on accountability and cultural change in Atlanta, Georgia. We will be
sending another group of campus representatives to CQIN this year for a training session on
Using Systems Thinking as a Catalyst to Drive Breakthrough Change.
Although our understanding and implementation of quality processes has increased immensely
over the past several years, the road from concept to fruition generally takes longer than
expected. We recognize this as inevitable but seek ways to speed up the pace of positive
change nonetheless. Given our rural and somewhat economically disadvantaged service area,
we find it challenging at times to recruit quality personnel to support our institutional vision.
Our commitment to our students and community combined with a long term approach to our
quality journey has paid off. We have been recognized by the Department of Education and the
ASPEN Institute as being among the top 10% of Community Colleges in the nation for the past
two consecutive years.
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Institutional Overview
Gogebic Community College
2013
Category One
Helping Students Learn
Introduction:
We have made helping students learn as well as the understanding and demonstration of
student learning our highest priority since our previous systems appraisal. We have conducted a
series of Action Projects that piloted the idea of embedded assessment above and beyond
ordinary course exams and assignments. These projects aimed to follow student retention and
assimilation of knowledge either during the individual course, as was the case with our English
Composition Action Project, or over the length of the program, as was the case for our
Engineering and Nursing Action Projects. Our instructors have worked together within their
respective divisions to ensure that their grading scales are consistent and applied with equal
rigor. We have instituted new programs to help students who test into developmental English
complete their English requirements successfully and in a timely manner (Accelerated Learning
Program (ALP)). We have adopted college wide general learning outcomes as well as
instructional division learning outcomes. We have standardized our syllabi to clearly state
student expectations. All of our occupational programs have adopted skills task lists where
students must demonstrate competency with prior to course completion. We believe our
systems for Helping Students Learn are Aligned. We have invested time and resources into
understanding student learning and share our understanding of best practices within the college
and with the public. We would describe the maturity of our approach to this process as Aligned.
Process:
1P1 (3B)
How do you determine which common or shared objectives for learning and development you
should hold for all students pursuing degrees at a particular level? Whom do you involve in
setting these objectives?
Gogebic Community College is a comprehensive community college offering a wide range of
educational programs and student services. The programs of study can be divided into two major
groups, those oriented toward students planning to transfer to four year universities (Associate of
Science and the Associate of Arts degree programs) and those oriented toward students
planning to enter directly into the labor market after graduation (Associate of Applied Science,
Associate of Applied Business, Associate of Applied Technology, and Certificate Programs).
The specific General Education requirements for each of these degree options is outlined in our
current College Catalog and are an extension of our Vision, Values, Mission, and Purposes.
Shared learning objectives for students within each degree are determined through a
comprehensive program review process. Input for the review process is facilitated by the Dean
of Instruction, Dean of Students, faculty division chairs and the curriculum committee. In
addition, occupational programs rely on the expertise of advisory committee members, local
employers, regional workforce boards (educational advisory boards such as the Michigan
Works! educational advisory board), and accrediting agencies such as NATEF (National
Automotive Technician Educational Foundation), NLN (National League for Nursing) and the
AWS (American Welding Society) where appropriate.
Category One: Helping Students Learn
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Gogebic Community College
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The following are GCC’s six general learning outcomes:
I. Communication:
Presenting ideas, information both on paper and in person in an organized and meaningful way.
A. Written
1. Selects an appropriate format for the task and uses that format correctly
2. Creates a piece with a contextually appropriate introduction, body, and conclusion
3. Creates and maintains a clear focus throughout the discussion
4. Presents information in a logical, organized way
5. Selects an appropriate rhetorical mode for the task and correctly applies the tools of that
mode
6. Develops concrete, specific, and appropriate ideas
7. Creates good coherence by bridging ideas between and among paragraphs and
between content and thesis
8. Creates a document that doesn’t have distracting errors in paragraphing, sentence
structure, or spelling
B. Oral
1. Demeanor
a. Appears confident
b. Displays good posture in front of the class
c. Avoids distracting behaviors (rocking, fidgeting, pacing, etc.)
d. Appears knowledgeable about content
e. Doesn’t read from notes or explanatory materials
2. Interaction
a. Maintains good eye contact
b. Can be heard
c. Avoids monotone
d. Gestures appropriately
e. Speaks at an appropriate pace
3. Organization/format
a. Introduces subject matter
b. Provides signals to the listener
c. Presents information in a logical order
d. Provides adequate explanation, examples
e. Uses visual aids appropriately to assist the audience
4. General impressions
a. Prepares appropriate & specific content for audience/situation
b. Seems comfortable interacting with the class
c. Successfully fields questions from the group
d. Appears enthusiastic about content
e. Responds to audience feedback
II. Information Literacy
Demonstrating the ability to locate relevant, reliable information, to assess the validity of that
information, to determine the usefulness of that information, and to use and/or present that
information to support a decision, interpretation, belief, outcome, etc.
A. Determines and selects a workable scope for a project
B. Determines a beginning direction/approach
C. Locates credible, reliable research sources—books, periodicals, people, Web [factors in
the hierarchy of credibility]
Category One: Helping Students Learn
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Gogebic Community College
1.
2.
3.
4.
2013
Credentials of the writer
Currency
Potential for bias (purpose and target audience)
Primary v. secondary source
A. Distinguishes among fact, opinion, personal preference
B. Presents findings in an organized, coherent, meaningful way
C. Credits sources according to a prescribed, recognizable format
D. Understands and avoids plagiarism
III. Quantitative Reasoning
A. Applies math or scientific principles
B. Understands the task or problem
C. Selects a strategy for solving based on that understanding
D. Recognizes and applies a specific format/tool/ process in a new and/or concrete
situation
E. Adapts the format as necessary based on the task or scope of the task
F. Generates and analyzes potential solutions to determine the viable options and then the
best option
G. Calculates appropriately and accurately based on a specific situation
IV. Reading Comprehension
A. Reads independently for meaning
B. Writes a clear, effective summary
C. Provides relevant correct examples of important concepts/terms
D. Applies concepts to concrete situations/simulations—taking the concepts and applying
them to a specific case
E. Classifies information and creates appropriate hierarchies (could also make
comparisons: this is like that)
F. Responds to a prompt (essay question) that requires students to interpret information, to
create a rationale for that interpretation and create a new idea based on their own
understanding
V. Awareness. Ethics/Citizenship
Reflecting behaviors that lead to success for self and to comfortable, appropriate social
interactions
A. Recognizes specific values in self and others.
B. Demonstrates ability to resolve value conflicts within self and with others
C. Treats others with different ideas and values with respect
D. Shows ability to compromise or at least graciously (politely) agrees to disagree
E. Attends class regularly
F. Completes assignments/work on time and according to prescribed format/instructions
G. Demonstrates preparedness for class through active participation in class
activities/discussion
H. Uses class/lab time appropriately and effectively
I. Interacts appropriately with instructor and with others
J. Works effectively as part of a group or team to accomplish a specified task
K. Dresses appropriately
L. Demonstrates respect for rules and course guidelines
VI. Multicultural
Accepting the challenges of diversity
Category One: Helping Students Learn
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Gogebic Community College
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A. Accepts free expression of ideas, beliefs, and opinions
B. Willingly accepts involvement in heterogeneous groups
C. Avoids stereotyping individual views as representative of an ethnic or racial group or
gender
D. Appreciates the contributions of various ethnic, racial, or gender groups to society and
culture
E. Avoids statements that are insulting to or stereotypical of a race, ethnicity, gender, or
orientation
F. Expresses opinions that reflect tolerance of diverse philosophies and approaches to life
The College catalog articulates the purposes of general education learning requirements and
articulates all degree requirements. In addition, the purposes, content, and general learning
outcomes are further reinforced by inclusion in course syllabi. The College has determined core
course requirements, which include quantitative reasoning with Math/ Lab Science and written
communication requirements. Our curriculum reflects the importance of human and cultural
diversity through humanities and social science requirements.
The College recognizes the cultural diversity of the world as part of our core curriculum and
works diligently to expose students to opportunities outside of the classroom including
volunteering in our local and regional community and service learning. This provides extended
experiences for our students, engaging them in purposeful and meaningful learning
opportunities.
In the case of our technical programs, students are exposed to external opportunities through
cooperative work experiences and internships. In addition, advisory committee members serve
as mentors for our students to help them gain the interpersonal skills needed in the workplace.
Our career services operation provides students with an array of workshops and opportunities to
visit both transfer institutions and prospective employers.
1P2 (3B and 4B)
How do you determine your specific program learning objectives? Whom do you involve in
setting these objectives?
Specific program learning objectives are determined by division chairs and faculty within their
respective instructional divisions with additional input from advisory committees where
appropriate. Program learning objectives are approved by the Curriculum Committee when a
program is initiated and reviewed periodically. As part of the newly adopted program review
process, all programs are reviewed during each of the first two years of their existence.
Proposed changes to the content or learning objectives of any program, requires curriculum
committee action.
Below are the Program Learning Objectives for each of our Instructional Divisions:
Language and Fine Arts Division Objectives:
We are dedicated to cultivate in our students:
1. clear, effective verbal and visual communication skills;
2. refined skills in critical reading, writing, listening, viewing, and thinking; a deeper
awareness and lasting appreciation of the scope, variety, and diversity of human
expressions;
3. a sensitivity for the environment and the diverse cultures of the world;
4. the inspiration to analyze, apply, create, and evaluate the expressions of language and
the fine arts;
5. the ability to see beyond self-imposed limitations and cultural influences.
Category One: Helping Students Learn
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Gogebic Community College
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Social Science Division Objectives:
1. Understand and communicate social science concepts.
2. Understand social science issues within a personal context as well as a larger historical,
cultural, political, and global context.
3. Conceptualize the relevance of the different social science disciplines in understanding
social reality, addressing social issues, and enhancing human welfare.
4. Analyze social issues by synthesizing concepts and research methods from the different
social science disciplines.
5. Use information technology to interpret and apply social science literature.
Mathematics and Science Division Objectives:
Students will have the ability to:
1. Gain an understanding of the basic scientific and mathematical principles that govern
our everyday lives and the universe as a whole. Correlates with GCC’s General Learning
Outcomes 3. Quantitative Reasoning and 4. Reading Comprehension
2. Communicate an understanding of scientific and mathematical concepts using
appropriate vocabulary and symbolism in both written and oral forms. Correlates with
GCC’s General Learning Outcomes 1. Communication, 2. Information Literacy and 3.
Quantitative Reasoning
3. Become familiar with the qualitative and quantitative methods and tools used by
mathematicians and scientists to problem solve. Correlates with GCC’s General
Learning Outcomes 3. Quantitative Reasoning and 4. Reading Comprehension
4. Develop competence and confidence in using critical thinking skills to solve qualitative
and quantitative problems using a scientific approach. Correlates with GCC’s General
Learning Outcomes 3. Quantitative Reasoning, 4. Reading Comprehension and 5.
Ethics/Citizenship
5. Design, carry out, and report investigations based on the scientific method using
accepted scientific practices. Correlates with GCC’s General Learning Outcomes 1.
Communication, 2. Information Literacy, 3. Quantitative Reasoning, 4. Reading
Comprehension and 5. Ethics/Citizenship
6. Develop an appreciation for the past, present, and future impact of science and
mathematics on a local and global scale. Correlates with GCC’s General Learning
Outcome 6. Multicultural Awareness
7. Become more effective team collaborators. Correlates with GCC’s General Learning
Outcome 5. Ethics/Citizenship; 6. Multicultural Awareness
The Mathematics and Science Division further endeavors to:
 involve students in engaging learning experiences.
 prepare students for success upon transfer to a four-year institution.
 offer transfer programs and terminal degree programs consistent with the present and
future marketplace
 provide relevant support and service courses for all programs offered at GCC.
Applied Technology Division Objectives:
It is the goal of the Applied Technology Division of Gogebic Community College to provide a
student learning environment that:
1. Provides meaningful learning opportunities and experiences both in theory and practice
to match necessary career requirements of prospective employers in technical trades,
services, and industry.
Category One: Helping Students Learn
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Gogebic Community College
2013
2. Provides for advancement in both oral and written communications between classmates,
instructors, teammates, co-workers, customers, and vendors both in informal and formal
presentation settings.
3. Provides accessibility and accommodations for students with special needs .
4. Develops and enhances analytical reasoning and problem solving skills.
5. Promotes cooperation and teamwork.
6. Stimulates individual creativity.
7. Provides tools, equipment and training critical to individual departmental programs and
respective industries.
8. Provides computers, software, and applicable computerized and/or automated machines
and training critical to individual departmental programs and respective industries.
9. Develops student proficiency in individualized departmental technical skills areas
according to generally accepted practices and standards.
10. Evaluates students fairly and effectively in critical theory and practicum areas pertinent
to respective technical departments.
11. Develops social responsibility.
12. Encourages leadership and provides leadership opportunities.
13. Provides experiences for students to see professionals working in their area of expertise
on a first-hand basis.
14. Promotes knowledge and understanding of safe working practices in their respective
areas.
15. Promotes knowledge of applicable business structures and financial literacy pertinent to
their respective areas.
16. Promotes knowledge and utilization of quality practices according to their respective
industries and departmental program areas.
17. Prepares students with successful job-seeking skills.
18. Encourages continual professional development and networking.
19. Inspires lifelong learning.
20. Develops proper attitudes and a punctual, dependable, reliable, responsible character
necessary for success in industry.
Allied Health Division Objectives:
1. To develop and implement educational programs designed to produce allied health
practitioners based upon employment demands and the availability of resources.
2. To recruit students interested in careers in the health care field in programs offered at
the college and instill in these students the basic principles of morality and professional
ethics; to provide these students with career counseling, academic advisement, and
tutorial assistance designed to assist them in their effort to achieve their career goals.
3. To maintain full accreditation by appropriate agencies for all programs offered by the
college.
4. To recruit and maintain faculty capable of making significant contributions to the basic
and applied research efforts of the supporting institutions.
5. To encourage and promote the rendering of service to the community through the
sponsorship of seminars, workshops and consultation whenever appropriate.
6. To identify and serve the needs of students whose prior educational and/or cultural
disadvantage has prevented their being fully prepared to pursue an allied health career
as well as the needs of advantaged students.
Category One: Helping Students Learn
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Gogebic Community College
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Business Division Objectives:
1. To provide students with educational experiences and opportunities inside and outside
the classroom that are relevant for today's globally interconnected business and
computer technology environment.
2. To provide a curriculum which enhances student learning by helping students develop
skills that involve critical thinking and problem solving , written and oral communication,
global business knowledge, technical expertise, and effective team functioning while
addressing core marketing concepts and principles.
3. To engage the business community in the learning experience for students and faculty
by creating mutually beneficial alliances between students, faculty, alumni, business and
professional organizations.
4. To provide faculty members with opportunities to engage in professional activity that is
current, relevant, and facilitates knowledge creation in the business and computer
technology disciplines.
5. To provide opportunities for faculty and student development which facilitate life-long
learning.
6. To provide opportunities for faculty and students so that they can contribute their
knowledge and expertise to the college, community and relevant professional
organizations and the business world.
7. To engage in the forming of relationships and subsequent management of partnerships
with external agencies or entities commensurate with its overall mission. These
partnerships will enable the Division to continue meeting the academic and training
needs of its constituents by providing real work experiences relevant to skill sets and
competencies needed in the workplace.
The faculty participate in local and regional dialogue regarding curriculum. For example, we
work with local and regional Intermediate School Districts (ISDs) to align curriculum, as well as
our transfer institutions to ensure transferability of our courses and programs. In addition, we
participate in the state-wide Trends Conference (occupational program conference), and
students have opportunities to participate in the development of their programs of study by
being members of focus groups or by attending Curriculum Committee meetings. A student
Senate representative is invited to sit on the Curriculum Committee.
1P3
How do you design new programs and courses that facilitate student learning and are
competitive with those offered by other organizations?
First and foremost, faculty are involved in all aspects of program and course development and
have the primary responsibility of ensuring that courses and programs facilitate student learning.
In addition to faculty review, all transfer degree programs are reviewed by our transfer
coordinator (a key member of the curriculum committee) and sent to our primary transfer
institutions for external review and determination of transfer equivalencies. In addition, our
director of Financial Aid (also a key member of the Curriculum Committee), ensures that all
work related to program and course development aligns with the regulations and expectations of
federal financial aid guidelines.
Occupational programs have the added advantage of advisory boards and in some cases
additional accrediting bodies who have a strong interest in ensuring that our programs remain
current and competitive.
Category One: Helping Students Learn
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Gogebic Community College
2013
1P4 (1C, 4A, 3A)
How do you design responsive academic programming that balances and integrates learning
goals, students’ career needs, and the realities of the employment market?
The design and improvement of academic programs requires a collaborative effort that involves
engaging those faculty teaching in respective areas, business and industry advisory
committees, regional and state labor databases and personnel such as the Department of
Labor, and local and regional K-12 schools.
The College prides itself on continually exploring opportunities to diversify and broaden our
relevancy to regional and national employment needs. In more recent years, this has led to
growth expansion in a number of areas.
For example, in 2010 the Automotive Technology Program earned National Automotive
Technicians Education Foundation (NATEF) accreditation status, expanded curriculum and in
turn partnered with new businesses and academic institutions regionally to establish articulation,
transfer, and co-operative work experience options for students. A Certified Medical Assistant
program commenced in response to our local and regional healthcare system requiring trained
employees. Further, a one-year Welding certificate was developed in partnership with the
Gogebic-Ontonagon Intermediate School District and Ironwood High School. The partnership
provides a seamless transition for high school graduates in to the College program. Similar
partnerships exist with Mechanical Design and Engineering, Automotive Technology, and
Construction Trades programs.
Realities of the employment market for our graduates drive us to conduct program reviews,
review all transfer credits and conduct regular meetings with advisory boards. We regularly
review our transfer success rate as well as the success of our graduates at their transfer
institution (1R3, 1R4).
1P5
How do you determine the preparation required of students for the specific curricula, programs,
courses, and learning they will pursue?
Specific course and program prerequisites are developed and proposed by the faculty within
their respective instructional divisions. Where appropriate, the program advisory committee
reviews the proposed level of student preparation. Before being placed into effect, all
recommendations must be reviewed and approved by the Dean of Instruction and the
Curriculum Committee. Once the prerequisites are in effect, students who do not meet the
prerequisites are unable to enroll in a course unless the instructor and the students’ academic
advisor approve the exemption and the student signs a release from responsibility waiver noting
the deficiency.
1P6 (2B)
How do you communicate to current and prospective students the required preparation and
learning and development objectives for specific programs, courses, and degrees or
credentials? How do admissions, student support, and registration services aid in this process?
The College catalog and Web site state the required preparation and learning objectives for
each academic offering. The student services staff discuss these requirements with school
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counselors and perspective students throughout our service area. All students meet face to face
with their academic advisor prior to registration each semester.
1P7 (3D)
How do you help students select programs of study that match their needs, interests, and
abilities?
High school visits, career exploration courses, referrals, Freshman Seminar, and course
advising are all ways the College helps students select programs of study that match their
needs, interests, and abilities. Students take interest inventories and meet with the Career
Counselor to discuss the results. Faculty and staff advisors provide students with insights to
their chosen majors and discuss the choice based upon the student academic ability and
perceptions.
The quality assurance statement, as stated in (1P12) and Release from Responsibility Form,
communicates to degree-seeking students the importance of placement recommendations.
One part of the Entering Student Survey, a paper-and-pencil survey distributed during oncampus registrations, helps the College determine students’ goals and needs. This survey has
been revised and placed on COMPASS for ease of completion and compiling the results.
1P8
How do you deal with students who are underprepared for the academic programs and courses
you offer?
Determination of preparedness for a given curriculum is determined by reviewing ACT or
COMPASS assessment results. During the initial enrollment period, all students meet with their
academic advisor to discuss student goals and intentions. Students who are underprepared for
academic programs or courses are placed into appropriate developmental level courses to
prepare them for their chosen college-level curriculum.
Developmental coursework is delivered in several ways and using unique teaching and learning
strategies. First, a traditional format is offered to students, which simply means that courses are
lecture based with a component of tutoring and one-on-one time with the instructor. Second,
using a directed study option with our ENG 090, 091 and 095 has proven a more successful
road in facilitating student success with smaller groups. This is also the case with MTH 090,
091, 099 and MTH 100. Another third and more recent addition to our delivery approach of
developmental coursework is an Accelerated Learning Program (ALP). ALP provides a
foundation of understanding of academic reading and writing conventions. To facilitate the
development of academic literacy, the ALP format allows students opportunities to engage
repeatedly in all stages of the writing process by writing short, focused papers; to ask questions
about ENG 101 coursework; to practice reading strategies; to recognize patterns of error and
editing options; and to participate in peer learning activities. ALP links ENG 100 as a companion
course to ENG 101. ENG 100 supports the work students are doing in 101 to ensure that they
get the help they need to pass the college-level course. ALP features a small class size that
provides for plenty of individual instruction and feedback. Students work on small assignments
that build toward the bigger 101 assignments by writing short, focused papers. They have the
opportunity to ask questions about ENG 101 coursework, to practice reading strategies, and to
learn to recognize patterns of error and editing options. They also participate in many peerlearning activities. Gogebic Community College implemented two sections of ALP on its
Ironwood campus during the spring 2013 semester. For the fall 2013 semester, two to three
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sections will be offered again on the Ironwood campus, and two sections will be offered on the
Houghton campus.
Another developmental coursework option includes a CHM 099 Basic Chemistry course
designed for students with limited to no background in Chemistry but who are interested in the
sciences as a field of study.
A body of faculty and staff focused on building and maintaining a strong developmental and
remedial culture makes up the College Developmental Education committee. One of the
initiatives through this committee was a Supplemental Instruction program, which is currently
being piloted with courses that show high levels of attrition. During the spring 2013 semester, a
section of Pharmacology utilized supplemental instruction to identify and address gaps in
student learning outcomes.
Below in figures 1-1 and 1-2, you will find placement results which show the number of students
who assessed into developmental English and Mathematics coursework. Figure 1-2 shows the
percentage of students who successfully completed their developmental coursework. While we
do well in completion rates for students who assess into developmental coursework, it is
important to us to explore opportunities to continually improve the students’ developmental
education experience. Two such examples were the implementation of the Accelerated
Learning Program (ALP) and the piloting of Supplemental Instruction (SI) during the spring 2013
semester.
Figure 1-1
NUMBER OF STUDENTS
Number of Students who test into a
developmental course upon entry into
Gogebic Community College
160
140
120
100
80
Fall 2010
60
Fall 2011
40
Fall 2012
20
0
ENG095
ENG100
Math 090
Math 100
Math 103
COURSE
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Figure 1-2
We require that all of our incoming students have ACT scores, take the COMPASS placement
exam, or transfer in equivalent coursework for their English and Math courses.
1P9
How do you detect and address differences in students’ learning styles?
Faculty have the academic freedom to facilitate courses in a manner that best meets the needs
of students. It is the responsibility of the faculty to meet the needs of their students and it is the
responsibility of the Dean of Instruction to ensure the faculty have the training and support
systems available to perform at the highest level.
In addition, we have had knowledgeable speakers from outside the organization provide training
to our faculty on various topics related to student learning styles and the alignment of
expectations within the classroom.
1P10 (1C)
How do you address the special needs of student subgroups (e.g., handicapped students,
seniors, commuters)?
Student Learning and helping our students achieve their educational goals is our primary focus.
Gogebic Community College serves a student population with diverse backgrounds,
experiences and needs. We have support services in place to help any student in need of
assistance.
When a student needing a special accommodation notifies us of their need, or their high school
marks special education or IEP on their application, we contact the student and assign them an
advisor who is equipped to handle the student’s need. Examples of special accommodations
include testing accommodations (quiet testing or extended time if needed), note takers, digital
voice recorders, iPods for electronic textbooks, access to large print, braille, or the option to
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take exams in an alternative format, such as oral versus multiple choice/essay. If the student
has a physical disability, we may change room locations, provide alternate desks/chairs, or
provide for other physical adaptations. We purchased stage equipment with ramps to
accommodate students in wheelchairs at commencement and our student housing has
handicapped accessible rooms.
Additionally, all faculty are required to place the College’s disability statement on their syllabi.
This reinforces the services available to students and demonstrates the College’s commitment
to meeting student needs.
Below (Figure 1-3) is the form that we ask students in need of special accommodations to fill out
so that we are aware of and can accommodate their need.
Figure 1-3. Accommodation Request Form
Office of Disability Services
Gogebic Community College
E4946 Jackson Road
ACES Center – T105E
Ironwood, MI 49938
Phone: (906) 932-4231 x 271
Fax: (906) 932-2339
ACCOMMODATION REQUEST FORM
Students should meet with the Office of Disability Services at least two weeks prior to the beginning of each
semester. Late requests may not be honored in a timely manner, resulting in insufficient services.
Student Name: ________________________________________ ID: _________________
Please circle semester requesting accommodations:
FALL
SPRING
SUMMER
Please write in academic year requesting accommodations: _______________
_____ Adaptive Equipment (explain) _______________________________________________________
_____ Advanced Notification of assignments/tests
_____ Alternate Texts (complete additional request form)
_____ Assistive Listening Devices
_____ Early Registration (reason) _________________________________________________________
_____ Enlarged Material
_____ Interpreter
_____ Note taker (complete additional request form)
_____ Scribing Services
_____ Testing Accommodations (complete additional request form)
Other ____________________________________________________________________________
Student signature: ___________________________________________ Date: ____________
Director signature: ___________________________________________ Date: ____________
This information can be provided in alternate formats by contacting the Office of Disability Services, (906) 932-4231 x 271
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Other student groups who may have special needs include International Students, NonTraditional Students (adult learners), Residential Students, and Veterans of the Armed Services.
We work with all students to ensure that their educational experience at Gogebic Community
College is productive.
1P11 (2D, 2E)
How do you define, document, and communicate across your institution your expectations for
effective teaching and learning?
We define expectations for effective teaching and learning by developing program, course and
completion expectations for all programs – whether transfer or occupational. In regard to
transfer programs, faculty work closely with the College transfer coordinator to ensure that core
program curriculum is aligned with transfer expectations, and vice versa. In turn when
articulation agreements are established, these curriculum alignments are validated.
Occupational programs have a similar process. The faculty teaching in each of the College’s
occupational programs establish competency task lists in conjunction with specialized
accrediting bodies [for example, National Automotive Technicians Education Foundation
(NATEF) for automotive students, the National League for Nursing Accrediting Commission
(NLNAC) for allied health programs, or the American Welding Society (AWS) for welding
students] must be fulfilled before advancing to the next course in a program. This is an essential
aspect of preparing students for employment or if they choose transition in to a four-year
vocational degree program.
Faculty and institutional research staff, collect, disseminate, and maintain student progress and
completion data. For example, occupational program faculty, require student competency
folders as a measure of student progress. These folders link directly to student progress and
completion. In addition, Action Projects provide another opportunity to understand, clarify, and
communicate expectations for effective teaching and learning. Math and Science, and
Language and Fine Arts are two instructional divisions that used Action Projects to track student
learning and progress over six semesters. Outcomes from these projects were shared with all
faculty who have been encouraged to utilize a similar student learning process in their
disciplines. As a result of this encouragement, both the Building Trades and several Allied
Health programs are utilizing similar assessments.
There are a number of additional ways in which effective teaching and learning is
communicated. For starters, the Dean of instruction meets with occupational faculty and
conducts a program review processes. Program review occurs on a two to three year review
cycle for all programs (both Occupational and Transfer). When it comes to new programs or
certificates, a review occurs following the initial year. Another example is the work done by the
Center for Faculty and Staff Development. The Center provides programming to encourage
effective teaching and learning habits. Finally, faculty evaluations and student surveys are
conducted each semester to better understand and communicate opportunities for
improvements in teaching and how to affect student learning.
It is critical to our organization that all of our instructors remain current in their respective areas.
We invest considerable professional development resources as well as conduct faculty
evaluations to ensure that this is the case.
1P12 (3A)
How do you build an effective and efficient course delivery system that addresses both students’
needs and your institution’s requirements?
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Course delivery systems are established by faculty and the Dean of Instruction and always
begin with what will provide the strongest opportunity to deliver content and to effectively teach
students. For example, many of our business courses are taught in a concurrent format. This
means that a single course section includes an online and on-ground aspect. This provides
students with a varied learning experience but also does not take away from students who
prefer to meet face-to-face. This strategy has proven successful.
The College will begin offering all online courses via the Moodle platform. Faculty and
administration worked together and determined this as the best medium to deliver online and
blended learning opportunities for students.
All of our degree offerings and delivery systems are reviewed by faculty in instructional
divisions, the Dean of Instruction, the Curriculum Committee, and our Transfer Coordinator to
ensure that they are at the appropriate educational level.
1P13 (4A)
How do you ensure that your programs and courses are up-to-date and effective?
A number of processes ensure that occupational and transfer courses and curricula are current
and effective. The most common is the program review process. Program review occurs on a
two to three year review cycle for all programs (both Occupational and Transfer). When it comes
to new programs or certificates, a review occurs following the initial year. All other programs
(such as transfer programs) are generally on a two to three year review cycle. The program
review process links to industry and transfer institution expectations. For example, during a
program review process, each course including objectives and content are reviewed for
relevance and freshness regarding what industry expects and what a transfer institution may
require. An important part of the program review process involves program advisory board
members. These members are generally employees within the industry that a program is
connected to. The program review process involves evaluation of curriculum, costs
effectiveness, outcomes and new program opportunities as well as an evaluation of challenges
within the program. For example, challenges may include hiring new faculty, designing new
curriculum, or attracting new students. In the end, the program review provides an important
level of accountability to the institution, students, and employers.
Ensuring that programs and courses remain current is the responsibility of the Curriculum
Committee. This committee involves faculty and staff from throughout the institution. The
committee’s purpose is to approve curriculum and programs and to periodically review
programs and courses for their effectiveness and ongoing relevance in the broader curriculum.
Gogebic Community College also ensures that its programs and courses are up to date by
maintaining specialized accreditation where appropriate, as well as maintaining state licensure
standards. For example, our automotive technology program is accredited by NATEF, our
welding program has adopted the SENSE II curriculum standards of the American Welding
Society, Cosmetology, Nursing, and Building Trades are licensed through the State of Michigan.
Measures of graduate success include:






Completion Time
Retention Rates
Graduation Survey Results
Student loan default rates
Average GPA at transfer institutions
Placement Rates
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1P14
How do you change or discontinue programs and courses?
The decision to change or discontinue programs or courses is typically initiated by faculty of that
program and the Dean of Instruction. An occupational program’s advisory group is involved in
making recommendations regarding changes to the curriculum. The nature of these changes
can vary from simple to major and depending on the change requires Curriculum Committee
approvals.
Another key process that informs decisions related to program changes is our program review
process. This process as described earlier involves a comprehensive review of a program’s
strengths and weaknesses and opportunities for growth. Included in the review are financial
data, enrollments, recommendations from the advisory committee, as well as occupational
outlook data.
1P15 (3D)
How do you determine and address the learning support needs (tutoring, advising, placement,
library, laboratories, etc.) of your students and faculty in your student learning, development,
and assessment processes?
Faculty
 The curriculum development process requires that necessary additional library and other
teaching resources be identified.
 The rounding process discussed elsewhere in this document is used to identify faculty
support needs.
 Division meetings identify needs for instructional support.
 Capital outlay process identifies equipment and infrastructure needs
 End of semester survey
 Student course evaluations
 Dean of Instruction Course evaluations
Students
 Needs are determined through the entry assessment process
 Through faculty identified core learning needs of students.
 By evaluating course completion and student success data.
 Student course evaluations
 Through early student updates/ Intervention, we identify students who are struggling
early in the semester and get them the help they need.
 Students with special needs may have a core advisor as well as a support service
advisor.
1P16 (3E)
How do you align your co-curricular development goals with your curricular learning objectives?
Below in Figure 1-4 are the six general learning outcomes identified in question 1P1 (although
this table is less detailed that that found in 1P1). All co-curricular activities are associated with at
least one of Gogebic Community College General Learning Outcomes.
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Figure 1-4: Gogebic Community College’s General Learning Outcomes (Collapsed view).
Communication
Information Literacy
Quantitative
Reasoning
Reading
Comprehension
Ethics/Citizenship
Multicultural
Awareness
Presenting ideas, information both on paper and in person in an
organized, meaningful way
Demonstrating the ability to locate relevant, reliable information, to
assess the validity of that information, to determine the usefulness of
that information, and to use and/or present that information to support
a decision, interpretation, belief, outcome, etc.
Applying math or scientific principles.
Reading independently for meaning
Reflecting behaviors that lead to success for self and to comfortable,
appropriate social interactions
Accepting the challenges of diversity
Figure 1-5 below, shows how our co-curricular activities are linked to the six general learning
objectives outlined in Figure 1-4 (above).
.
Figure 1-5. Alignment of co-curricular activities with curricular learning objectives
Co-curricular Activity
Curricular Learning Objective
Phi Theta Kappa
Communication, Reading Comprehension, Ethics/Citizenship,
Multicultural Awareness
Annual Idea Bounce
Communication, Ethics/ Citizenship
Student Senate
Communication, Information Literacy, Ethics/Citizenship, Multicultural
Awareness
Science-Engineering Fun
Night
Communication, Information Literacy, Quantitative Reasoning,
Ethics/Citizenship
Athletics
Communication, Ethics/Citizenship, Multicultural Awareness
Student Newspaper
Communication, Information Literacy, Reading Comprehension,
Ethics/Citizenship, Multicultural Awareness
Student Clubs
Communication, Information Literacy, Ethics/Citizenship, Multicultural
Awareness
1P17
How do you determine that students to whom you award degrees and certificates have met your
learning and development expectations?
Students pursuing occupational degrees or certificates are required to demonstrate their
competency in specific skills areas. These competencies are program and course specific and
either developed by faculty in conjunction with their respective advisory boards, or provided by
specialized accrediting agencies as proof of student learning in specific skills areas.
All students (Transfer and Occupational) undergo a degree audit prior to being awarded a
degree or certificate.
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1P18 (4B)
How do you design your processes for assessing student learning?
Attrition data of first generation students, pass rates in occupational programs and graduation
rates are all important variables that inform our assessment of student learning. The College
has embedded assessments that require faculty to maintain competency documentation of
students throughout programs of study. For example, in Allied Health programs faculty ensure
that students meet specific criteria required by the NCLEX exam; in Automotive Technology,
student competency folders are maintained by faculty as a requirement of NATEF standards.
Tracking student achievement is also maintaining in part through the Institutional Researcher.
Results:
1R1
What measures of your students’ learning and development do you collect and analyze
regularly?
The measurement of student learning begins with prospective student evaluations conducted
during the admissions and advising process. We evaluate ACT test scores or administer the
Compass test to determine the level of preparedness for college-level curriculum. Once the
students begin their classes, we look at a variety of measures of student success including
student GPA, technical skills attainment for occupational students, retention rates, persistence
rates, completer success rates, and the GPA of our students at transfer institutions. A more
complete list as well as our results can be found in figure 6-1 (6R1).
The success and retention of our students in college level and developmental courses is
measured and benchmarked every year through the NCCBP. The retention and success of the
developmental student’s first college level course is also measured every year. This benchmark
tells us if our developmental courses are preparing our students to move up to college level
coursework.
At the start of the 2010 Academic Year, English faculty developed an embedded assessment
project that entailed a writing prompt for all students in ENG 101 on the Ironwood campus. Each
fall semester for two years, students received and wrote essays based upon the writing prompt
at the start of the semester and at the end of the semester. English faculty distributed the same
writing prompt at the start and end of each of the fall semesters. The essays were collected by
the then-chair of the Language & Fine Arts division. After a norming session, full-time and
adjunct English faculty scored each essay based upon a common rubric, developed specifically
for the assessment. Each essay was scored numerically on a four-point scale. (See results
below Figure 1-6.)
Instructors then tabulated the numerical data from the scores. Data show the average score for
all student writing samples at the start of the semester and at the end of the semester. The
scores were then compared, giving the College an indication of whether students are improving
in the ENG 101 classroom at GCC. Also, instructors who worked on the project met to discuss
the project as a whole. Information from the meetings has been documented to assist the
English Department in its work on a report focusing on whether student learning is taking place.
After all the information was gathered and tabulated, instructors who worked on the project
discussed ways to improve assignments and methods.
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Finally, future meetings will be scheduled with faculty from the English Department and other
GCC departments to discuss the results of the project and improved assignments and methods.
Overall, the project has had much collaboration from other departments at GCC. The Dean of
Instruction and other members of the AQIP team at GCC have advised aspects of the project.
As the project continues, now that the data has been collected, members of other departments
on campus will assist with discussions of ways to improve methods.
Figure 1-6 English 101 Writing Assessment
Fall 2010
Fall 2010
S.O.S.
E.O.S.
Score (1-4)
Fall 2011
S.O.S.
Fall 2011
E.O.S.
1
62
31
36
25
2
67
74
69
32
3
24
23
20
24
4
Total # of
Essays
3
0
1
7
156
128
126
88
Average Score
1.78
1.94
1.89
2.15
1R2
What are your performance results for your common student learning and development
objectives?
Results for our general learning objectives are assessed using multiple means. We use
measures such as student success and retention rates in core academic skills areas (Figure 18). We also look at institution wide grades (Figure 1-9) and success rates in the first college
level courses for students who tested into developmental courses (Figure 1-7). Individual faculty
assess the College’s general learning objectives by assessment embedded within their courses.
This data is used by faculty and Instructional Divisions when updating curriculum. Examples of
this type of assessment of General Learning outcomes can be found in Appendix D under the
heading of “General Learning Outcome Assessment.”
Figure 1-7
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Success rate in first college-level course from developmental course (Fall 2009 cohort)
Data from the National Community College Benchmarking report (267 participants)
Math Retention Rate
Writing Retention Rate
Math Completer Success Rate
Writing Completer Success Rate
GCC's
Median value
Reported Value of all participants
91.67%
86.25%
78.26%
89.63%
45.45%
77.43%
72.22%
80.58%
Figure 1-8
Retention and Success in Core Academic Skills (Fall 2010)
Data from the National Community College Benchmarking report (267 participants)
Retention Rates
Composition I Retention Rate
Composition II Retention Rate
Algebra Retention Rate
Speech Retention Rate
GCC's
Median value
Reported Value of all participants
91.59%
88.72%
86.96%
85.45%
79.66%
83.54%
91.43%
90.33%
Enrolled Success Rates
Composition I Enrollee Success Rate
Composition II Enrollee Success Rate
Algebra Enrollment Success Rate
Speech Enrollee Success Rate
73.45%
65.22%
66.10%
88.57%
70.34%
68.62%
60.87%
76.77%
Completer Success Rates
Composition I Completer Success Rate
Composition II Completer Success Rate
Algebra Completer Success Rate
Speech Completer Success Rate
80.19%
75.00%
82.98%
96.88%
80.00%
81.17%
74.17%
85.57%
Figure 1-9
Institution-wide Grades (Fall 2010)
Data from the National Community College Benchmarking report (267 participants)
% Withdrawal
% Completed
% Completer Success
% Enrollee Success
% A & B Grades
GCC's
Median value
Reported Value of all participants
8.33%
10.12%
91.67%
89.88%
88.58%
82.19%
81.19%
73.44%
63.67%
56.54%
1R3
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What are your performance results for specific program learning objectives?
Each Instructional Division is responsible for the assessment of their Program Instructional/
learning Objectives. Some examples of these measures can be found in the figures below. One
such measure would be student success rates on Occupational licensure examinations as was
used by our Allied Health Division and Cosmetology program. Figures 1-10,1-11, and 1-22
below show a sample of these results.
Performance results for the Math and Science Division’s Learning Outcomes at the course,
program and institutional levels, have been completed by the Math and Science Division. The
results of their analysis can be found in the Math and Science Division learning outcomes link in
Appendix D.
Figure 1-10
Gogebic Community College
Percent of successful nursing board exam
Practical Nursing Students
100%
80%
60%
% successful
40%
Nat'l mean
20%
0%
2010
2011
2012
Figure 1-11
Gogebic Community College
Percent of successful nursing board exam
Associate Degree Nursing Students
100%
80%
60%
% successful
40%
Nat'l mean
20%
0%
2010
2011
2012
Figure 1-12
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Gogebic Community College
Percent of successful state board exam
Cosmetology Students
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
2009
2010
2011
2012
1R4
What is your evidence that the students completing your programs, degrees, and certificates
have acquired the knowledge and skills required by your stakeholders (i.e., other educational
institutions and employers)?
According to the National Community College Benchmarking Report, Gogebic Community
College transfer students have a higher average GPA and retention rate at transfer institutions
than the reported median value of the 267 participating colleges in this report. The retention rate
of our students was approximately 20% higher than the median (Figure 1-13).
Figure 1-13
Student Performance at Transfer Institutions (Most Recent AY)
Data from the National Community College Benchmarking report (267 participants)
Cumulative First-year GPA
% Enrolled Next Year
GCC's
Median value
Reported Value of all participants
3.18
2.91
96.00%
75.64%
Technical Skills Assessment evaluates students concentrating in career and technical education
(CTE) programs to complete a standardized technical skill assessment at or near the end of
their program. Results of technical skill assessments are used for a number of purposes,
including recognizing student achievement, supporting program improvement and professional
development efforts, and holding educators accountable for their students’ performance. GCC
consistently exceeds the state recommended performance level (Figure 1-14).
Figure 1-14
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Gogebic Community College
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MICHIGAN COMMUNITY COLLEGES
TECHNICAL SKILL ATTAINMENT
Academic Year
Met, Exceeded,
or Within
Performance
90% of
Level
expected state
level
2011-2012
88.89%
Yes
2010-2011
95.54%
Yes
2009-2010
91.33%
Yes
2008-2009
88.44%
Yes
1R5
What are your performance results for learning support processes (advising, library and
laboratory use, etc.)?
The chart below (Figure 1-15) outlines the TRIO learning support processes at Gogebic
Community College and with the number of students who were served under this program by
academic year. The number of students we are allowed to serve each year is determined by the
grant.
Figure 1-15
TRIO Learning Support Processes at Gogebic Community College
AY 2010-2011
AY 2011-2012
Students Served
Students Served
Number of students served
161
162
Professional tutoring hours
257
137
available to participants
Received tutoring
23
25
Received advising
161
162
Received
119
61
education/counseling to
improve financial and
economic literacy
Received information in
161
139
applying for Federal Student
Aid
Received assistance in
38
40
completing FAFSA
Received assistance in
18
27
applying for admission to 4Year Institutions
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Figure 1-16, below, outlines that Gogebic Community College has exceeded the minimum
scores required for the TRIO Grant. The Prior Experience (PE) points earned for the 2011-12
assessment year were awarded on the basis of serving the approved number of students and
meeting or exceeding the project’s approved objectives. The Department calculated the PE
points using student-level data as reported in the project’s 2011-12 annual performance report
(APR).
Figure 1-16
Students participating in the TRIO Grant program exceed performance levels of students not
participating in the program, and exceed the performance levels of the grants approved rate.
Gogebic Community College students make extensive use of our non-TRIO tutoring services as
well as our proctored examination services. These serve as opportunities for students to receive
extra help when needed, study group support, and test proctoring in the event of a missed exam
or special need (Figure1-17). These services greatly contribute to student success.
Figure 1-17 Tutoring and Testing Center Usage:
Semester
Fall 2011
Spring 2012
Fall 2012
Spring 2013
Tutoring Hours Provided Proctored exams
734
176
727
239
634
206
521
167
Category One: Helping Students Learn
25
Gogebic Community College
2013
Below in Figure 1-18, are the Library Resource Center usage statistics. We keep this data to
ensure that we continue to meet the instructional and information needs of our students in the
most efficient and cost effective way.
Figure 1-18 GCC Library Usage Data
1R6
How do your results for the performance of your processes in Helping Students Learn compare
with the results of other higher education institutions and, where appropriate, with results of
organizations outside of higher education?
Figures 1-1 (1P8) shows that on average (past three years) 123 students tested into a
developmental-level English course (10.8% of enrollment) upon entry to Gogebic Community
College. 600 students (52.6% of enrollment) tested into developmental Math courses upon entry
Category One: Helping Students Learn
26
Gogebic Community College
2013
into Gogebic Community College. Given that our three-year total enrollment averages 1,141 this
is a significant number. Figure 1-2 (1P8) shows that we have a high completion percentage for
our students in developmental Math and English courses. Unfortunately, there is little
comparable data available with other institutions regarding these measures.
Figures 1-19 and 1-20 below indicate that compared to other Michigan Community Colleges, we
have an excellent record when it comes to fall to next term retention rates and successful
completion or transfer.
Figure 1-19 Fall to Next Term Retention
Figure 1-20 Successful Completion or Transfer
Category One: Helping Students Learn
27
Gogebic Community College
2013
Improvement:
1I1
What recent improvements have you made in this category? How systematic and
comprehensive are your processes and performance results for Helping Students Learn?
We have made extensive improvements in this category. To begin with, we conducted a number
of Action Projects that piloted the idea of embedded assessments in our English Composition,
Engineering, and Nursing courses. This type of assessment is being adopted by other programs
at the College. We are using student course evaluation data more effectively with instructors
receiving timely feedback after the conclusion of the semester.
We have recently implemented the Accelerated Learning Program (ALP) for students who place
into developmental English. Students enroll in both the developmental English course and the
college-level writing course during the same semester. ALP is an innovative curriculum
approach that accelerates basic writing students through their developmental writing course and
college-level English in one semester. The college-level English section that the ALP students
are enrolled in also includes students who are non-ALP students. Combining these two groups
of students into the same course sets the bar higher. We have also found that the non-ALP
students become mentors to the ALP students and have made the ALP students become more
engaged.
1I2
How do your culture and infrastructure help you to select specific processes to improve and to
set targets for improved performance results in Helping Students Learn?
The small size of our institution allows for us to be responsive to the changing needs of our
students. In addition, we have a low faculty to student ratio and a high percentage of our
courses taught by full-time affiliated faculty. As a result, there is a great deal of commitment and
incentive for organizational involvement.
Category One: Helping Students Learn
28
Gogebic Community College
2013
Category Two
Accomplishing Other Distinctive Objectives
Introduction:
Gogebic Community College maintains a vital and highly visible presence in the community we
serve. We believe that our approach to achieving other distinctive objectives is mature and
strongly aligned with our institutional mission and values. Our priorities in this category focus on
meeting the needs of our students and community in a fiscally responsible and sustainable way.
We attend to the needs of our stakeholders through a strategic planning process, which affords
stakeholders ample opportunity for involvement.
Process:
2P1
How do you design and operate the key non-instructional processes (e.g., athletics, research,
community enrichment, economic development, alumni affairs, etc.) through which you serve
significant stakeholder groups?
Gogebic Community College designs key non-instructional activities to be consistent with our
mission, vision, and values; and to meet the needs of our stakeholders. Our non-instructional
endeavors are of varied scope and serve stakeholder groups having highly divergent needs.
The day to day operation of our non-instructional processes, therefore, takes on many different
forms. Development of these processes follows the same format as our strategic planning
process (figure 8-1, question 8P1). The responsibility for overseeing the day to day operation of
each non-instructional process is assigned to an appropriate area of the College governance
structure (Appendix A).
In the fall of 2009, GCC established the Entrepreneurial Center for Innovation and Development
(ECID). The ECID provides customized non-credit professional development training and
consulting to our local and regional businesses and community members. ECID's vision is to
create a vibrant environment for the growth of innovation, business expertise and
entrepreneurial activities in our region.
Among the highlights of ECID's success is the engagement of all of our local businesses that
have participated in a number of non-credit sessions ranging from Excel for Business to New
Managers as Leaders training. ECID also hosts events for students and community. These
events have not only proven a success but they are now tradition. The ECID hosted its second
annual Idea Bounce program this past April 2012 aimed at encouraging students to share
innovative ideas for products or companies to a panel of local and regional business leaders
and educators. This year, ECID in cooperation with our partners raised 10K to host a community
event that focused on building stronger community through partnerships. The event was a huge
success with over 150 community members attending. A similar event is already being planned
for later this year.
Data for each of our ECID programs is managed through the Dean of Instruction's office. Our
data is used to not only maintain enrollments, but to also better understand where industry
needs exist. Each quarter, the ECID Leadership team, a group of core leaders in the
29
Category Two: Accomplishing Other Distinctive Objectives
community, meets to discuss how ECID can continue to support industry and community. The
community event hosted this year with 150 attendees was a product of this collaboration.
2P2
How do you determine your institution’s major non-instructional objectives for your external
stakeholders, and whom do you involve in setting these objectives?
The College stakeholders, both internal and external, determine the College objectives.
Stakeholders have many opportunities to participate in the development of objectives and to
influence the future direction of the College. Stakeholders are invited to attend meetings held
across the service area and share their ideas, opinions, and advice. Program Advisory Boards
meet at least twice each academic year to provide input regarding how the College can better
meet their expectations (in addition to their role in the design and evaluation of curriculum,
instruction, and facilities of the College program with which they are associated). The College
President regularly travels throughout the service area to hold informal information sessions
with local residents. In addition, the College President or one of the Deans attends monthly
meetings of the local school boards superintendents. Stakeholder input feeds into the College
Strategic Planning process (8P1), which guides the development of the College objectives,
operations, and budget.
2P3
How do you communicate your expectations regarding these objectives?
Objectives, expectations, and results regarding our non-instructional activities are
communicated throughout the institution as well as our community by a variety of means.
Internally we use discussions and announcements at all-staff meetings, Division Chair
meetings, and Division meetings, as well as email, memoranda, and internal newsletters.
Outside of the organization we use newspaper articles, and direct communication by staff
members with community organizations that they are affiliated with.
2P4
How do you assess and review the appropriateness and value of these objectives, and whom
do you involve in these reviews?
The appropriateness and value of our non-instructional objectives is evaluated regularly by the
Dean responsible for its day-to-day operation. Stakeholders have ample opportunities to
express their opinions on how successful the College has been in achieving these objectives.
They also have opportunities to recommend where the College can improve and possibly serve
the needs of stakeholders more effectively. An open-comment section at every Board meeting
allows the community to comment on the College and its attainment of community-service and
economic-development goals. Community members have increased access to the Board, as the
Board members participate in Listening Sessions (8P1).
During their evaluation process, the nonaffiliated staff looks at the community-service objectives
that they have established and compares them to actual activities. The Curriculum Committee
Program Review Process also evaluates community input in regard to program performance.
2P5
How do you determine faculty and staff needs relative to these objectives and operations?
Due to our small size and sometimes limited resources to devote to non-instructional processes,
decisions regarding the addition of staff are reviewed carefully by the Deans, President, Board
Category Two: Accomplishing Other Distinctive Objectives
30
of Trustees and the Strategic and Fiscal Planning Committee. Staffing needs are determined
during the Analysis/Decision-Making or Implementation phases of the Strategic Planning
Process (figure 8-1). Staffing needs are revisited during the Assessment phase and adjusted as
necessary. Staffing is usually the biggest cost center of these operations and therefore
inseparable from the Strategic Planning Process.
2P6
How do you incorporate information on faculty and staff needs in readjusting these objectives or
the processes that support them?
As mentioned in 2P1, non-instructional processes are pursued in a manner consistent with our
mission, vision, and values. Non-instructional activities are pursued at a level consistent with our
budget. The pursuit of non-instructional activities, which would put tuition dollars or academic
programs at risk, would by necessity be adjusted, eliminated or funded by some alternative
means. Decisions regarding Items having a strong budgetary impact are made by the President
and Board of Trustees after being reviewed by the Deans and the Fiscal and Strategic Planning
Committee.
Results:
2R1
What measures of accomplishing your major non-instructional objectives and activities do you
collect and analyze regularly?
Gogebic Community College collects a variety of measures of regarding our major noninstructional objectives and activities. These measures include:

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
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Market penetration. This is a measure of attendance and participation of our service
area population in cultural activities, public meetings, and sporting events on campus.
(benchmarked due to participation in the Community College Benchmarking Project)
Attendance, participation, and donations to the Entrepreneurial Center for Innovation
and Development (ECID).
Gogebic Community College has hosted a Campus Preview Day Event for the past ten
years to encourage prospective students to come on campus and see all the great
things that we have to offer. The event would begin with a fun icebreaker activity
followed by an informal presentation on our college academic programs, services,
athletics, financial aid, housing/student activities, admissions along with a campus tour.
Community participation at Science Fun Day (or most recently Family Fun with
Engineering Night) hosted on campus every other year.
Annual Quiz-bowl competition participation.
Lindquist Center – community usage other than sporting events and public meetings.
(Pool, walking track, and exercise equipment.)
Building trades program home building project. Each year our building trades program
builds a home in our local community which is then sold. This helps to increase the local
property tax base as well as support local businesses from which we purchase materials
and services.
Summer Youth Basketball Camp participation
Gogebic Community College Foundation fund development initiatives
o Annual Donations
o Annual contributors
Category Two: Accomplishing Other Distinctive Objectives
31
o
o



Endowed and annual Scholarship contributions
Fund raising events
 Annual Campaign
 Taste of the Gogebic Range
 Scholarship scramble golf outing
 Pine to Palm Pasty Picnic alumni event held each year in Florida.
Mt. Zion ski area usage
o general public
o Ski/snowboard lessons to local school children.
Porcupine Mountains Ski Area (described in 9R2)
o Facility usage
o Contribution to economic development of area
College Goal Sunday is a collaborative effort of the Michigan Department of Education,
the Michigan Student Financial Aid Association and EduGuide. The program was
created to increase the number of students who continue education beyond high school
and earn post-secondary degrees. Hundreds of volunteers statewide help collegebound Michigan students and their families complete the Free Application for Federal
Student Aid (FAFSA) at more than two dozen College Goal Sunday events.
Gogebic Community College participates in College Goal Sunday by hosting an event
that assists students and parents in completing the FAFSA as well as answering any
questions families may have. Computer labs are open to all current and future students
with volunteers on hand to assist whether the student is planning on attending GCC or
enrolling at another institution. All students are welcome. Volunteers consist of GCC
staff as well as local guidance counselors. Approximately ten individuals volunteer each
year.
2R2
What are your performance results in accomplishing your other distinctive objectives?
The National Community College Benchmarking Project - 2012 national aggregate data report,
indicated that in terms of community market penetration we rank in the 79th percentile for
attendance at cultural activities, the 98th percentile for attendance at public meetings, and the
99th percentile for attendance at sporting events. Little other benchmarking data is available
regarding non-instructional objectives.
We have conducted a variety of initiatives that have served to raise our visibility and local
community presence including:

Entrepreneurial Center for Innovation and Development (ECID) is in its fourth year of
operation. This program has served 150 to 200 people yearly with programs such as
Idea Bounces and Business training lunches, and presentations.

Campus Preview Day serves approximately 200 students along with area guidance
counselors yearly.

Family Fun with Engineering Night serves over 100 families with 250 total participants
each year.
Category Two: Accomplishing Other Distinctive Objectives
32

This year we hosted the 14th annual high school Quiz Bowl Tournament. The tournament
consists of 12-13, 4-person teams which come from Northern Wisconsin and the Upper
Peninsula.

College Goal Sunday participation:
2010 – 23 students
2011 – 11 students
2012 – 20 students
2013 – 19 students

Summer Youth Basketball Camp: We hosted 110 students in the youth basketball
camp and an additional 190 youth for the summer basketball league

Gogebic Community College Foundation Fundraising Income
Fiscal Year
Amount
2012-13
$180,891 (through 5/15/2013)
2011-12
$381,881
2010-11
$397,190
2009-10
$370,451

Gogebic Community College Foundation Annual and Endowed Scholarships
Fiscal Year
Annual Scholarship Amt.
Annual Endowed Amt.
2012-13
$38,327
$32,550
2011-12
$40,458
$33,450
2010-11
$45,389
$30,675
2009-10
$34,917
$27,275

Porcupine Mountains Ski Area is a new enterprise effective 2012-2013 – Data is
currently being collected for this new enterprise.

The Mt. Zion Operational Report (Figure 2-1 below), Indicates that our ski area
management program continues to serve our community by providing facilities and ski
instruction to area youth. Our hours of operation have increased steadily over the past
three years. Our ski instruction programs for the local schools have increased 29% this
academic year.

Utilization analysis for Mt. Zion shows that:
o Our Ski/ Snowboard programs constitute 9.39% of our operational hours.
o Mt. Zion ski hill operation constitutes 46.26% of our operational hours.
o Ski Area Management Instruction accounts for the remaining 44.35% of the
operation.
Category Two: Accomplishing Other Distinctive Objectives
33
Figure 2-1
Mt Zion Operational Report
MT. ZION OPERATIONS
Ski/Snowboard (15) Full Days @ 8 hours
Ski/Snowboard (16) Saturdays @ 12 hours
Ski/ Snowboard (16) Half Days @ 5 Hours
Ski/Snowboard (15) Fridays @ 8 Hours
Snowtubing (18) Full Days @ 10 hours
Snowtubing (25) Half Days @ 5 hours
2010-11
112
120
110
63
220
105
2011-12
144
120
145
56
190
100
2012-13
120
192
80
120
180
125
TOTAL HOURS MT. ZION OPERATIONS
% Increase/Decrease Annually
730
13.88%
755
3.31%
817
8.20%
SKI INSTRUCTION - SCHOOL PROGRAMS
Ironwood Area Schools 6 wks/3 Days/2 Hrs/day
OLOP 7wks/Hurley 5 wks/3 Days/2 Hrs/day)
Tiny Tot Program 7 Wks/1 Days/2 Hrs/day
Mt Zion Racing Program 7 Wks/1Day/2 Hrs
Walk on Ski Lessons (36 x 1 1/2 hrs)
2010-11
34
34
12
18
51
2011-12
34
34
24
14
22.5
2012-13
36
34
28
14
54
149
-12.60%
128.5
-15.90%
166
29.18%
2010-11
16
4
16
32
579.5
568
96
12
80
1403.5
25.39%
2011-12
16
4
16
32
308.2
236.7
96
12
80
800.9
-75.24%
2012-13
16
6
16
32
252.5
336.8
96
12
80
783.3
-2.19%
TOTAL HOURS SKI INSTRUCTION
% Change from Prior Year
INSTRUCTION - SKI AREA MANAGEMENT PROGRAM
SAM 101 Lab (8 Wks/1 day per wk/2 hrs wk)
SAM 103A (2 Days x 3 hr.)
SAM 104 Lab (8 Wks/l day per Wk/2 hrs Wk)
SAM 105 (2 Days x 8 Wks. x 2 Hr. per Wk)
SAM 106 SNOWMAKING/LAB
SAM 107 GROOMING/LAB
SAM 205 (8 Wks/2 days per Wk/6 Hrs Wk)
PED 220 (4 Days X 3 Hrs)
CED 261, 262
TOTAL HOURS
% Change from Prior Year
MT. ZION UTILIZATION ANALYSIS
MT. ZION OPERATIONAL HOURS
SKI/SNOWBOARD PROGRAMS
SAM PROGRAM INSTRUCTIONAL HOURS
Category Two: Accomplishing Other Distinctive Objectives
2012-13 % of total
817
46.26%
166
9.39%
783.3
44.35%
34
2R3
How do your results for the performance of these processes compare with the performance
results of other higher education institutions and, if appropriate, of organizations outside of
higher education?
At this time, Gogebic Community College does not have comparative results with other
institutions regarding “Other Distinctive Objectives”. We are members of the National
Community College Benchmarking Project. However, data regarding “Other Distinctive
Objectives” is not routinely collected as a part of this project.
The Governor of Michigan has made a conscience effort in coming up with strategies to make it
easier for higher education institutions to share information as this has been a struggle.
Although the efforts are continuous, he has made great strides in developing a State of
Michigan Dashboard and has supported the P-20 Longitudinal Data System in which all
Michigan community colleges are asked to report data which is then reported back as aggregate
data. This data provides comparison data to the higher education institutions.
Michigan’s Center for Educational Performance and Information (CEPI), Michigan Department
of Education (MDE), and local school districts are working together to develop the Michigan
Student Data System (MSDS) as the new application districts will use for state and federal
student data reporting. Data collected in this system are vital to district success. They are also
building a statewide longitudinal data system (MSLDS) to support increasing the number of
Michigan residents who obtain postsecondary credentials and degrees and to meet several
Federal mandates. Significant resources have been invested in the collection of student, staff,
facility, and financial data from both PK-12 and postsecondary institutions. This has also been
an ongoing initiative and reports from this data are just now becoming available with many other
reports still being developed.
The acknowledgement that comparison data is limited for higher education is the first step, and
with efforts like those listed above, this data and benchmarks will hopefully be available soon.
2R4
How do your performance results of your processes for Accomplishing Other Distinctive
Objectives strengthen your overall institution? How do they enhance your relationships with the
communities and regions you serve?
Accomplishing our other distinctive objectives is a vital component of fulfilling our mission. Noninstructional objectives such as athletics, cultural events, the operation of a ski hill on campus,
or hosting activities such as the Battle of the Bands and broom ball in the Civic Center located
on our campus (at no cost to our students), allows us to connect with our students and
community in a non-academic setting.
Our Non-instructional endeavors allow us to be responsive to the needs of our stakeholders. For
example, In August 2012, The State of Michigan asked GCC to take over the operation of the
Porcupine Mountain ski hill facility. By doing so, the College has contributed immensely to the
local economy which is dependent on revenue generated during the winter ski season. This
operation also serves as an excellent learning lab for the students in the Ski Area Management
program.
Category Two: Accomplishing Other Distinctive Objectives
35
For the 2012-13 fiscal year, the GCC Foundation managed annual and endowed scholarships
totaling $70,877. This makes paying for college easier for our students.
Improvement:
2I1
What recent improvements have you made in this category? How systematic and
comprehensive are your processes and performance results for Accomplishing Other Distinctive
Objectives?
We are keenly aware of our role in and responsibility to the communities within our service area.
As a result, we strive to find opportunities to identify and serve our stakeholders in a sustainable
way. Improvements in this category include:
 Establishment of the Entrepreneurial Center for Innovation and Development.
 Expansion of non-credit offerings to community members for personal enrichment.
 Expanded summer programs for youth
 Staff members serve on local and regional boards providing opportunities to understand
external stakeholder needs.
 Staff members volunteer as youth coaches (soccer, baseball, hockey)
 Expanded partnerships with local civic center – more offerings for students such as
broom ball, etc.
 Hosting of community and regional events (I.e., Orvana hearings, etc.)
 Civic engagement is growing with career programs volunteering in community (I.e.,
cosmetology students at elder homes, etc. welding students building benches)
2I2
How do your culture and infrastructure help you to select specific processes to improve and to
set targets for improved performance results in Accomplishing Other Distinctive Objectives?
We have a culture that encourages knowledge and information sharing. We have an open door
policy for administrators, which provides ample opportunity for internal and external stakeholder
input. We seek feedback and input from our staff by way of an annual employee satisfaction
survey and a rounding process (to be discussed in category four). We have a comprehensive
strategic planning process in place, and a representative group of staff members on the
strategic and fiscal planning committee who ensure that we meet the needs of our students and
community in a fiscally sound way.
Category Two: Accomplishing Other Distinctive Objectives
36
Gogebic Community College
2013
Category Three
Understanding Students’ and Other Stakeholder’s Needs
Introduction:
Gogebic Community College has achieved excellent student outcomes such as fall to next term
retention rate nearing 80% and our completion and transfer rates at 65% because we have
worked to develop a culture of student success. We have an outstanding faculty who care about
student success as well as an administration that recognizes and supports diversity in
educational methodologies. 78% of contact hours in our programs are taught by tenured faculty
in a low student/faculty ratio setting (17 to 1). We have implemented many of what are now
considered to be best practices long before our peer institutions. Gogebic’s success is
maintained by developing connections. Whether it’s our direct connections to our students, our
partnerships with local and state government agencies, or ties to local business, the focus of the
college has always been to facilitate and nourish relationships. Through community service and
volunteer activities, our faculty and staff are highly visible in the community we serve. We form
partnerships with the local community to ensure that we continue to meet the needs of all
stakeholders. These partnerships are valuable to us, as they provide insight into local labor
market needs. We would describe the maturity of our approach to this process as somewhere
between Aligned and Integrated.
Process:
3P1 (4C)
How do you identify the changing needs of your student groups? How do you analyze and
select a course of action regarding these needs?
The college identifies the changing needs of student groups in a variety of ways. Some of these
methods could be classified as formal relying primarily on available data (discussed below),
while others are less formal and rely on direct communication with our students as well as our
presence within the community we serve. Together, the following formal and informal
methodologies give us a comprehensive picture of the needs of our student groups.
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One-on-one discussions between students and faculty advisors.
Student focus groups are convened periodically to discuss issues that impact a
particular group of students or the entire student population.
The Student Senate, comprised of elected student representatives, serves as a voice for
students on campus. The Student Senate president or other representative is invited to
sit on the Curriculum Committee.
Contact with transfer institutions regarding curriculum issues and transferability of
courses occurs regularly as curriculum changes occur in either institution.
Contacts with prospective students regarding programs and services help to identify the
needs of our prospective students.
Enrollment patterns are studied to identify changes in student educational goals.
Retention, persistence, completion, and failure rates are used to judge our success in
meeting the educational needs of the students. Our goal is to remain ahead of our peers
whom we benchmark against.
Success rates on certification and licensing exams.
Category Three: Understanding Students’ and Other Stakeholder’s Needs
37
Gogebic Community College
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2013
Faculty and staff, through membership in professional organizations and continuing
education, keep current in their respective disciplines and encourage innovation in the
classroom.
The student assessment process upon entry, while enrolled in courses and upon
graduation, helps the College gauge individual and campus-wide student academic
progress.
Time reserved during monthly Board of Trustees meetings for discussion of future
directions with the public provides opportunities for the voicing of student and community
needs.
The program-review process, used to evaluate student needs for educational and
occupational success, is conducted every five years for each occupational degree
program. Program reviews for associate degree programs are conducted on a rotating
basis.
Community/occupational advisory committees meet a minimum of twice per academic
year with programs and divisions to assure that the content of the instruction is pertinent
and current and to discuss future trends and needs.
During monthly meetings, the Division Chairs Committee, Curriculum Committee, and other
internal committees discuss the results of the above processes. With input from the
stakeholders involved in the issue, they decide on a course of action. The Cabinet discusses
campus issues and opportunities on a weekly basis.
3P2
How do you build and maintain a relationship with your students?
Establishing a relationship with our students begins long before the first day of the semester. In
most cases, campus representatives visit prospective students at their high schools and invite
them to tour the College and meet with an advisor to discuss program options. The College also
has new-student orientation days when students become acquainted with the campus, meet
with their advisors, and receive help with the registration process. Area high school students
also learn about GCC by participating in College Day, Campus Preview Day, the semi-annual
Quiz Bowl competition, Science Fun Day (our most recent event was called Family Fun with
Engineering Night), vocational programs, athletic summer camps, and by attending sporting
events on campus. Students may also receive phone calls, e-mails, or direct mail from College
representatives.
The College maintains relationships with current students by:
 Providing students with effective student-advising services.
 Giving students personal attention in and out of class.
 Utilizing challenging, relevant course materials.
 Maintaining low faculty-to-student ratios, especially in some developmental and secondyear courses.
 Providing students with career counseling and testing services.
 Funding student organizations, such as Phi Theta Kappa, the Student Senate, the
student newspaper, and athletics.
 Maintaining a GCC Web page and online registration.
 Maintaining the academic-support ACES Center on campus. (Refer to Criterion One for
more information regarding the ACES Center.)
 Providing students with fitness/recreational facilities, including the Mount Zion
Recreational Complex and the David Lindquist Student Center (Overview and 2C1).
Category Three: Understanding Students’ and Other Stakeholder’s Needs
38
Gogebic Community College
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2013
Communicating through frequent e-mailings, phone contacts, and semester site visits for
distance-learning, tele-courses and online students.
Expanding of the GCC Houghton office hours from two days a week to four. This has
increased off-campus-student access.
Housing the TRIO program on campus. The purpose of this program is to provide and
ensure equal opportunities for education to all students regardless of race, ethnic
background, or economic status. The program is targeted toward low-income and firstgeneration college students. Students are supported and encouraged as they work to
move higher academically and overcome social and economic obstacles. Students
receive assistance in college admissions, financial aid, tutoring, and exposure to cultural
events.
3P3 (1D)
How do you analyze the changing needs of your key stakeholder groups and select courses of
action regarding these needs?
Gogebic Community College’s mission is to provide educational and enrichment opportunities
for its students and the surrounding communities in the college service area. Meeting the
expectations both stated and implied by this mission requires that we stay current with the
changing needs of our students and other key stakeholder groups. We do this by:
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Regular communication with local, state, and federal governmental agencies and
representatives helps keep our representatives informed about how we are doing and
what our capabilities are. It also serves as a means of helping us identify their needs.
We collect institutional data on student retention, persistence, and graduation. This data
is reviewed by the deans as well as the student retention committee.
We Conduct strategic planning sessions with stakeholders every five years. This affords
stakeholders the opportunity to communicate their needs and expectations.
Focus sessions involving the Student Senate help identify other key stakeholder needs.
Advisory committee meetings (consisting of community members who are
knowledgeable in their field) for occupational programs and instructional divisions
frequently identifies stakeholder needs. These meetings address student educational
needs and the needs of the employers present at the meeting.
During the annual Counselor Day, area high school guidance counselors come to the
College to discuss the Colleges programs, the needs and concerns of the High School,
and the needs of High School graduates. This opportunity is also used to identify trends
in education and employment.
The GCC Foundation Director collects and shares feedback received from alumni
regarding perceived needs.
Some of the best feedback the College receives from its stakeholders is through the
involvement in community organizations by the faculty and staff of GCC. The most recent
annual survey conducted to determine the extent of GCC staff involvement in community
organizations found that Gogebic Community College employees are active in over 100 different
community organizations and contribute an estimated 5,144 hours annually to these
organizations.
When stakeholder needs are identified, the nature of the need is considered when selecting
individuals to conduct the analysis and action process. Those closest to the need are most likely
involved in the development and implementation of the action plan. Below are two examples of
Category Three: Understanding Students’ and Other Stakeholder’s Needs
39
Gogebic Community College
2013
processes in place to meet changing stakeholder needs. Fig 3-1 depicts the process of how
new courses are developed in response to perceived stakeholder needs or requests. Meeting
the needs (graduation requirements) of students sometimes require that we run courses with
lower than optimum enrollment. Figure 3-2 depicts the process used to decide if we should run
a course having low enrollment.
Figure 3-1 GCC New Course/Program Identification and Selection
New Course/Program
Identification and Selection
Initiated due to a perceived
need which could be
statistically supported or not.
Instructor/
Student
Request
Curriculum Committee
Discussion of
Instructor/Student
Request
Outcome of
Advisory Board
Meeting
Program
Review
Industry Request
Need
Communicated to
the Dean of
Instruction
Needs analysis primarily
subjective.
Filed Request
Request is filed
away for future
reference.
No
Proceed with
development or
not?
Yes
Approved Request
Referral made to faculty
member for development.
Connection to Program/
Course Development
1
Category Three: Understanding Students’ and Other Stakeholder’s Needs
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Gogebic Community College
2013
Figure 3-2 GCC Low Enrollment Decision Flowchart
Gogebic Community College
Low Enrollment Decision Flowchart
No
Alternate Format
Available &
Appropriate?
No
Course Required
For Program
Completion?
No
Presence of
Extenuating
Circumstances?*
Yes
Course CancelledStudent Selects
Alternate Course
Course Offered In
Alternate Format
Yes
Yes
Course With
Enrollment
Less Than 9
Students
Can Course Be
Waived?
Course Offered
Alternate Format
Available &
Appropriate?
Yes
Yes
No
NO
Course Offered In
Alternate Format
Course Offered
Course CancelledStudent Selects
Alternate Course
*Extenuating Circumstances may include, but are not limited to the offering of a new course, piloting of alternate format, instructional load
considerations, maintaining a diversity of course offerings, carryover enrollment from a fully enrolled course section, etc.
3P4
How do you build and maintain relationships with your key stakeholders?
Through communication and inclusion, the College maintains relationships with key
stakeholders. The following are examples of methods Gogebic Community College uses:




Advisory committees for occupational programs and divisions sustain relationships and
identify stakeholder needs.
Frequent contact with community members and organizations by all members of the
faculty/staff/administration helps to sustain relationships.
Contacts with many local employers, such as the Chamber of Commerce and the
Gogebic County Economic Development Commission, provide opportunities to discuss
issues with stakeholders.
The Gogebic Community College Foundation holds an annual foundation banquet to
recognize past graduates and those who have generously given of their time, money,
and talent to support the College.
Category Three: Understanding Students’ and Other Stakeholder’s Needs
41
Gogebic Community College







2013
The transfer coordinator, faculty, and administration maintain regular contact with
transfer institutions.
Students and community members are invited to participate on a number of college
committees including the Curriculum Committee and hiring committees.
Admission staff, faculty, and administration visit high schools regularly.
The College president serves on the local hospital board. The College works closely with
regional hospitals to provide clinical experiences for our Allied Health students.
The College president meets with area school superintendents on a regular basis.
Many College staff, faculty, administration, and Board of Trustees members are involved
with local community and civic groups.
Members of the Gogebic Community College faculty and staff maintain contact with
other educational and employment facilities.
We also offer some services free of charge to several of the local K-12 schools. We have
assisted them with the development of administrator evaluations and employee satisfaction
surveys. We have administered these surveys, collected data and provided feedback reports to
the school boards. We believe providing these services avoids unnecessary duplications and
helps develop close working relationships.
3P5 (1D)
How do you determine if you should target new student and stakeholder groups with your
educational offerings and services?
The program development and modification process at Gogebic Community College relies on a
careful analysis of enrollment trends, industry feedback, advisory board input, and labor market
data. Programs geared towards new student or stakeholder groups can be initiated by the
College President, one of the Deans, Instructional Divisions, or one of our external partners.
Most recently, Michigan Technological University requested that we develop a Forestry
Technician Program designed to feed into their forestry program.
As a small institution with an annual budget of $9.8 million, we cannot afford to invest in
programs that will not return our investment or serve the needs of our community. Before
investing substantial resources in new programs or retooling programs already in our catalog,
proposals are brought before the Fiscal and Strategic Planning Committee. The Fiscal and
Strategic Planning Committee is a body consisting of representatives from all areas of campus
(support staff, faculty, administration, and board of trustees). Because decisions involving
allocation of scarce resources can have campus wide impacts and unintended consequences, it
was decided that all groups on campus should have a voice in the decision-making process.
This committee takes into account labor market data, advisory committee reports, community
needs, faculty expertise, potential partnerships, and available resources when deciding on
whether or not to bring requests having a substantial economic impact to the Board of Trustees
for approval.
3P6
How do you collect complaint information from students and other stakeholders? How do you
analyze this feedback and select courses of action? How do you communicate these actions to
your students and stakeholders?
Written student complaints are forwarded to the appropriate Dean. In accordance with the
Master Agreement between Gogebic Community College and the Michigan Association of
Category Three: Understanding Students’ and Other Stakeholder’s Needs
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Gogebic Community College
2013
Higher Education, the College faculty/staff member and Dean discuss the complaint in a
manner that respects the student’s privacy and recognizes the rights of the student and the staff
member. Resolution of the issue is communicated directly to the person making the complaint.
The College maintains a file on the complaints, indicating the corrective action taken and
complaint follow-up. Unresolved complaints or complaints regarding serious misconduct may
receive further attention from one of the Deans. Complaints made by other stakeholders are
handled by the appropriate dean or the president.
The institution is also proactive in asking for input before making changes in an effort to serve
our community. For example, due to staff changes because of retirement in our Snack Bar area,
we conducted a survey to students asking them what changes and suggestions they would like
to make in regards to the services of the Snack Bar. The questions addressed the hours and
services they would like the institution to take into consideration when making decisions. The
survey results are shared with the President and the Deans who are the decision makers.
Gogebic Community College also has distributed a student engagement and services survey.
This survey asked students questions about their opinion and suggestions on the computer lab
and library hours, tutoring services, student activities, and services we offer students in our gym,
workout room, and walking track. The results from this survey have guided us in adjusting hours
of some of the services and have even made us aware of additional services that students are
wanting.
Results:
3R1
How do you determine the satisfaction of your students and other stakeholders? What
measures of student and other stakeholder satisfaction do you collect and analyze regularly?
Achieving our mission as an organization requires that we seek feedback from our students and
other stakeholders. This feedback is collected by both formal and informal means. GCC faculty
and staff have direct access to our students and frequently ask for feedback. Judging the
satisfaction of other stakeholders is more problematic, as they are infrequently on campus,
reluctant to return surveys, and expensive to contact in reasonable numbers. Yet, here as well,
the heavy involvement of administration/faculty/staff within the community offers direct contact
with stakeholders in a more neutral environment where they may share honest information.
The College collects and analyzes the following data regularly:









Enrollment trend/attrition data.
Retention/ transfer/graduation rates.
Student course evaluations. Reviewed by individual faculty and the Dean of Instruction.
Employer and transfer-institution surveys.
Community survey conducted every five years.
Graduate and non-returning student surveys.
Six month graduate follow-up surveys – up to three years post-graduation.
Community outreach sessions.
Employee satisfaction survey
Category Three: Understanding Students’ and Other Stakeholder’s Needs
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Gogebic Community College
2013
3R2
What are your performance results for student satisfaction?
Figure 3-3
Fall to next term retention
GCC compared to Average of Michigan Community Colleges
GCC
Average of MI Comm Colleges
78.5%
78.0%
77.3%
75.8%
74.7%
74.0%
73.0%
72.0%
70.0%
2007
2008
2009
2010
2011
Figure 3-4
Successful completion or transfer (after six years)
GCC compared to Average of MI Comm Colleges
GCC
Average of MI Comm Colleges
66.9%
64.7%
57.3%
48.0%
49.0%
% pending
from state
2004 Cohort
2005 Cohort
2006 Cohort
Excellence at Gogebic Community College (based on May 2012 graduate surveys)





98% of our graduates are satisfied or very satisfied with their education.
100% of the graduates feel they achieved their goal at GCC.
98% of the graduates would recommend GCC to someone.
98% of our graduates are employed or transferred to another college.
94% are very satisfied or satisfied with their employment.
Category Three: Understanding Students’ and Other Stakeholder’s Needs
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Gogebic Community College
2013
Excellence at Gogebic Community College
 13 to 1 student/faculty ratio
 Average GPA of our students at transfer institutions is 3.10.
 Campus wide low withdrawal rate and high successful completion rates at 89%.
 92% penetration impact that GCC has on the community with cultural activities, public
meetings, and sporting events.
Figure 3-5
First time in college Fall to Fall Retention Rates
GCC compared to 2-year public college national average
(data per IPEDS)
70.0%
64.0%
64.0%
60.0%
59.0%
56.0%
52.0%
51.0%
51.0%
53.0%
50.0%
40.0%
GCC AVG
30.0%
NAT'L AVG
20.0%
10.0%
0.0%
2007
2008
2009
2010
GCC also administers a survey after every Freshman Experience Workshop that we hold.
These workshops are for new incoming students. The workshop orients students with the
College and gives them information that is needed before they begin classes. The survey they
complete asks them specific questions about the day and the workshop. We also gather very
important demographic information from this survey.
3R3
What are your performance results for building relationships with your students?
Quotes from our Graduates:
“Teachers were AMAZING! I enjoyed everything about my classes.”
“I am pleased with my accomplishment, Thank you!!”
“Everything was really good in my program. When I needed help with math or accounting or
anything else I struggled with, there was always an available tutor to help.”
“Excellent, caring instructors”
Category Three: Understanding Students’ and Other Stakeholder’s Needs
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Gogebic Community College
2013
“The classes were small so you got lots of one on one time and knew your teacher and were
very helpful.”
“I was impressed with the curriculum set up at GCC. The program is now going through
modification that should make it even better.”
“Extraordinary teachers!!”
“The classes were small so you got a lot of one on one time and knew your teacher who
were very helpful.”
“I think the education I received at GCC was exceptional. The time I spent as an intern
showed me that this is a field I would like to enter. My college experience was wonderful! All
the instructors and other staff view helping the students as their main priority.”
Each semester we survey the students who do not return in an attempt to capture the reasons
for not returning. These efforts give us data and information that help us in understanding how
we can better serve our population and also increase retention. Below is a chart that outlines
the reasons that students do not return.
Figure 3-6
Reasons for not returning
(Fall 2012 non-returners)
Answer Options
Fulfilled academic goal and transferred to 4 year
college
Could not cope with family/work demands and school
Unsure of what I want to do
Financial problems
Undecided on my major
Decided that college wasn't for me
Commute was too far
Courses I wanted were not offered when I needed them
Medical issues
Had a child and decided to take time off
Response Percent
47.1%
29.4%
29.4%
23.5%
23.5%
11.8%
11.8%
11.8%
11.8%
11.8%
3R4
What are your performance results for stakeholder satisfaction?
We survey employers that commonly hire our graduates to ensure that our graduates are
prepared for employment. Our surveys have consistently showed the following:
 100% strongly agree or agree that our graduates are prepared and are current with their
skills.
 100% strongly agree or agree that our graduates use critical thinking.
 100% strongly agree or agree that our graduates are ethically accountable.
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Gogebic Community College
2013
For our programs that have clinical experiences held off campus, we survey these facilities
every semester to get feedback on our faculty who supervise these experiences. Our surveys
have consistently showed the following:




Our clinical faculty is readily available to assist the students.
Our clinical faculty communicates professionally with the staff.
Our clinical faculty meets the facility expectations, policies, and procedures.
Our clinical faculty is effective in the supervision of the students.
Ski resorts from all over the world choose to hire Gogebic Community College graduates first.
According to Jack Papineau, Operations Manager for Buck Hill, Inc., “Graduates from the Ski
Area Management program at Gogebic Community College are usually a good bet. They all
seem to have a comprehensive knowledge of the ski industry. Because of this, Gogebic
students make great managers. Most of the bigger operations have at least one Gogebic alum
on their management team.”
3R5
What are your performance results for building relationships with your key stakeholders?
Gogebic’s success is maintained by developing connections. Whether it’s our direct connections
to our students, our partnerships with local and state government agencies, or ties to local
business, the focus of the college has always been to facilitate and nourish relationships. Our
community involvement survey for the 2012-13 academic year reported that our small staff
volunteered an estimated 5,144 hours to over 100 community organizations. We form
partnerships with the local community to ensure that we continue to meet the needs of all
stakeholders. These partnerships are valuable to us, as they provide insight into local labor
market needs.
One of our stakeholders, MI Works, provides us with projections, employer needs, and
retraining needs. They also work with us on an emergency plan for dislocated workers in the
region. The Dean of Instruction serves on the Michigan Works Education and Workforce
Committee, a committee of regional educators and workforce leaders to plan new initiatives and
share ideas for growing the region’s economy. Also a College board member serves on the MI
Works governing board giving us direct access to the regional and state workforce data.
Most recently, we have partnered with Orvana Mining Company and Ironwood High School to
develop a Welding program to meet the emerging demand for skilled welders in the area. We
have also worked with the local hospital to develop a Certified Medical Assistant program, which
began this fall. Every occupational program has an advisory board consisting of individuals who
have a direct connection to the field. Advisory boards meet a minimum of twice a year unless
more information is needed or a program is undergoing extensive changes.
3R6
How do your results for the performance of your processes for Understanding Students’ and
Other Stakeholders’ Needs compare with the performance results of other higher education
institutions and, if appropriate, of organizations outside of higher education?
Little in the way of benchmarked data exists regarding Understanding Students’ and Other
Stakeholders’ Needs. As discussed elsewhere in this section we invest a great deal of time
and resources in our service area communities in an effort to meet the needs of our
stakeholders. We believe our approach to be comprehensive and well suited to our
community but not easily replicated in other communities. Figure 3-7, below, shows some of
Category Three: Understanding Students’ and Other Stakeholder’s Needs
47
Gogebic Community College
2013
the only benchmarked data we have readily available on this subject.
Figure 3-7
Report of 2012 National Aggregate Data Prepared for Gogebic Community College (267
participants) Per National Community College Benchmarking Project
Student Goal Attainment Benchmark
% Graduates and Completers
% Leavers and Non-Completers
Reported Value
Median Value
GCC
reported by 147 community colleges
94.40%
94.90%
33.30%
60.00%
Figures 3-8 and 3-9 below, are not benchmarked against other Community Colleges. However,
they illustrate that we are meeting the needs of our student stakeholders. We will continue to
search for results that can be benchmarked. This may require the development of additional
partnerships which we are certainly willing to explore.
Figure 3-8 May 2013 Graduate Survey
Figure 3-9 May 2012 Graduate Survey
Improvement:
Category Three: Understanding Students’ and Other Stakeholder’s Needs
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Gogebic Community College
2013
Improvement
3I1
What recent improvements have you made in this category? How systematic and
comprehensive are your processes and performance results for Understanding Students’ and
Other Stakeholders’ Needs?
We have made many improvements in this category since the submission of our last Systems
Portfolio. To begin with, we added an Institutional Researcher position to the College staff. This
person works in student services and collects and analyzes data related to all College functions.
We began a Retention Committee to evaluate the survey results and demographics of students
in an effort to be proactive in increasing the retention numbers at GCC.
Added upgrades to equipment in workout area and gym and adjusted hours of computer labs to
better fit the needs of students and community members.
Re-evaluating our ORI course and advising process in an effort to increase retention and
graduation rates of our students.
Re-structured our Freshman Experience Workshop to streamline the information new students
receive on that day and also began giving them hands on training with our online services we
offer. These changes are a direct result from the survey we administer to them after the
workshop.
3I2
How do your culture and infrastructure help you to select specific processes to improve and to
set targets for improved performance results in Understanding Students’ and Other
Stakeholders’ Needs?
Our culture is characterized by a high degree of commitment to our students and community
involvement. Three of our faculty members are currently sitting members of local school boards.
This affords us ample opportunities for discussions concerning alignment of curriculum as well
as increasing collaboration between the college and the local school districts. Our President is a
member of the local hospital board. The local hospital is one of the largest employers in the
community. Regional health care facilities serve as clinical sites for our allied health students,
and it is important for us to maintain good working relationships with them. The Gogebic
Community College Board of Trustees is a publicly elected body with ties to education,
community mental health, and the local business community. We have excellent working
relationships with our local, state, and federal governmental representatives.
Our high degree of community involvement has removed the barriers to communication. As a
result, all stakeholders have ample opportunity to express concerns, make requests, or offer
suggestions. Both externally and internally generated issues have a role in our governance
process (Figure 5-1) and are considered during our strategic planning process (figure 8-1) as
well in our Action Planning process (figure 8-3).
Category Three: Understanding Students’ and Other Stakeholder’s Needs
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Gogebic Community College
2013
Category Four
Valuing People
Introduction:
Gogebic Community College recognizes that all employees play a significant role in helping our
students achieve their goals. We believe that our approach to valuing people is strongly aligned
with our institutional mission and values. As a small Community College, our employees are
expected to be active participants in multiple areas of the College. We recognize the demanding
nature of the high expectations we have of ourselves. As you will see in the following pages, we
encourage information sharing and give thoughtful consideration to the ideas and concerns
raised by our employees. To this end, we conduct an annual employee satisfaction survey and
distribute the results including responses to open-ended questions (good and bad) to all
employees. We post a version of this report that compares the results for the previous five years
on our website so that the public can access it. We have instituted a system of “Rounding”
where all employees meet with either the College President or one of the Deans each year in
order to better understand issues or concerns of all employees. Our administrators maintain an
open door policy so that concerns can be addressed as they arise.
We have adopted the practice of interest-based bargaining and conduct our collective
bargaining in the presence of a neutral mediator from the Federal Mediation and Conciliation
Service. Our faculty union has made extensive use of this process. Some of our other unionized
groups have opted for a more traditional form of bargaining. The employee unions decide what
is more comfortable for them.
We have a long standing tradition of a sick leave bank. In this system, each employee
contributes one of their available sick days to the bank each year. In the event of an extended
illness an employee can draw from the bank after their available sick leave has been exhausted.
This is particularly advantageous for newer employees who may be facing an extended illness
before accruing a significant amount of sick leave.
We make significant investments in professional development for our faculty and staff.
In 2011we started the Center for faculty and staff development, we bring speakers to campus
for professional development sessions, we send our staff for training when training needs are
identified and we use a portion of the week before each academic semester for staff
development activities. We would describe the maturity of our approach to this process as
Integrated.
Process:
4P1
How do you identify the specific credentials, skills, and values required for faculty, staff, and
administrators?
Consistent with board policy, the specific credentials, skills, and values required of employees at
Gogebic Community College is based upon an analysis of the position conducted by the
immediate supervisor for that area (Appendix A. GCC Organizational Chart). This analysis takes
into account benchmarking information from similar positions at other community colleges, as
50
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Gogebic Community College
2013
well as regulatory and professional credentialing requirements. Credentials, skills and values
expected of the College President are determined by the Board of Trustees. Position
requirements are reviewed periodically and as vacancies occur.
4P2 (3C)
How do your hiring processes make certain that the people you employ possess the credentials,
skills, and values you require?
The hiring process at Gogebic Community College is a team-based process. A typical hiring
team is a representative cross section of the institution. We try to ensure that our teams include
individuals who will work directly with the selected person, have expertise in the knowledge
areas required for the position, will supervise the individual, or simply volunteer for such duty.
The team first meets to discuss the requirements for the position as determined by the process
identified in 4P1. The College is contractually obligated to post all vacancies internally for a
period of ten days prior to advertising externally through various media including the Chronicle
of Higher Education, local newspapers, the College Web site, etc. Applications, transcripts,
resumes, and references are collected from all applicants. The team screens the applicants by
reviewing their portfolios, resumes and other application materials. Candidates who best meet
the criteria of the vacancy are invited to meet with the team for an interview. The interview
process may require a demonstration of competence such as an instructional demonstration in
the case of faculty applicants. Following the interviews, the team forwards a recommendation to
the appropriate Dean.
In order to assure that all our courses are adequately covered, we have provisions in the
Instructional Master agreement to provide for faculty-overload assignments should qualified
adjunct instructors not be available.
4P3
How do you recruit, hire, and retain employees?
Gogebic Community College recruits employees by utilizing ads in newspapers, professional
journals, and posting vacancies on our Web site. Competitive compensation, continuing
education opportunities, open communication with supervisors and cohesiveness among
employees encourage retention of employees.
As part of a recent Action Project, the Human Resources Committee developed the GCC
recruitment and selection process, which is outlined in Appendix C.
4P4
How do you orient all employees to your institution’s history, mission, and values?
A Faculty Mentoring Program recently has been instituted. Orientation programs are available
for new faculty, full time/part time and adjunct, as well as Board members. Six years ago, the
College initiated an orientation program for new faculty. This program presents mini workshops
on GCC as an organization, including programs the College offers, services it provides to the
community and to students, and its processes and procedures. This workshop is available when
there is more than one new faculty member to participate. Every semester, we conduct a
mandatory adjunct faculty orientation for all new adjunct faculty. An updated Faculty Handbook
was completed in 2010.
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Gogebic Community College
2013
4P5
How do you plan for changes in personnel?
Gogebic Community College has embedded extended retirement notification requirements in all
employee contracts. Early notification of an impending transition allows the College to review
the position that will be vacated (4P1) and make any necessary adjustments. The College
begins the search process early so that the new hire can be trained by the outgoing employee
where appropriate. This planning process reduces interruption during employee transition.
Many of our staff members are capable of performing the job duties and responsibilities of staff
members in other areas of the College, which is important in the event of an unexpected
vacancy. Having an outstanding, reliable, and self-motivated staff is an important consideration
in our strategic planning process. The College has enjoyed a long period of stability in
personnel. We believe this to be a testament to the quality of our work environment. The down
side of this stability, if there is one, is that periodically we have an unusually large number of
vacancies due to retirements. During the next five years we will experience a significant number
of retirements. We have begun to address the anticipated change over by creating a Human
Resources position. This person will be responsible for a number of duties related to
recruitment, orientation, reporting on employee safety, welfare, and health, benefits
administration and record keeping. Through the rounding process discussed in the introduction
to this section, we are able to identify opportunities for change. This is especially valuable at a
time of transition.
4P6
How do you design your work processes and activities so they contribute both to organizational
productivity and employee satisfaction?
In designing a process-orientated system, skill and content knowledge are critical to employee
satisfaction and efficiency. These two criteria are the focus of designing new work processes
and activities for employees. Once the task has been identified and the content within the task
discussed, the supervisor will review their staff to look for related content knowledge and skill in
performing the aforementioned task. The selected employee will then be consulted on how to
best delineate the process of completion to analyze the integration into their work schedule.
This allows the employee and supervisor to discuss the productivity issues surrounding the
implementation and determine the best course of action. In addition the consultation builds a
bridge between the supervisor and the employee, therefore increasing employee satisfaction
and morale.
4P7 (2A, 2E)
How do you ensure the ethical practices of all of your employees?
Gogebic Community College operates and promotes integrity through its finances, academic
curriculum, personnel procedures, and the auxiliary outreach and the board policies
administered by the Board of Trustees and the College Administration.
Gogebic Community College discusses the ethics’ policy adopted by its governing board with
the employees every year and distributes information for the anonymous reporting system on
campus to alert the board and administration to inquiries of unethical behavior.
In addition to staff training and services the College counsels students on ethical behavior as it
relates to academic integrity, plagiarism, cheating, and copyright laws. We have an academic
honesty policy in place which is incorporated into our syllabi and discussed with our students at
the beginning of each semester.
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Gogebic Community College
2013
4P8
How do you determine training needs? How do you align employee training with short-and longrange organizational plans, and how does it strengthen your instructional and non-instructional
programs and services?
Training needs of faculty and staff are determined in a number of ways. Faculty members
receive a feedback report generated from their student evaluations shortly after the completion
of each semester as well as periodic evaluations by the Dean of Instruction. In addition, faculty
are required to maintain a portfolio documenting their instructional activities, professional
association memberships, community involvement and professional development. The faculty
member and the Dean of Instruction meet face to face to discuss the faculty members’ needs in
regards to specific training, education, and professional development. In addition to this formal
process, it is also the responsibility of the individual faculty member to self-identify opportunities
for improvement and seek out professional development activities to address them. These selfidentified opportunities are funded by the college whenever possible. In addition, the Center for
Faculty & Staff Development was started in 2010, in order to structure professional development
for all faculty including adjunct faculty and any interested staff members. Every semester, the
center plans at least a half dozen professional development programs on campus. These
programs are recorded for interested staff members who could not attend due to scheduling or
other conflicts.
Support staff, receive training necessary for the performance of their job duties whenever it
becomes necessary, such as following computer of software upgrades or changeover. Support
Staff also have an evaluation system in place that is used to determine training and professional
development needs.
Administrators frequently attend conferences, workshops, and continuing education in order to
stay current with the changing needs of the institution, our accreditors, and governmental
agencies. Training needs of the Administration are most often self-identified by the individual
administrator.
All training is intended to help us meet our organizational objectives. The most important of
objective we have is student success. We are well aware that our individual faculty, staff, and
administrators have different responsibilities, are at different places in their careers, have
varying levels of expertise, and therefore have very different needs in terms of training. Except
in cases where we provide specific training to the entire staff (such as with campus security and
safety procedures, or when we bring in speakers to address the entire faculty about issues
relating to student learning), training is both individualized and specific.
4P9
How do you train and develop all faculty, staff, and administrators to contribute fully and
effectively throughout their careers with your institution? How do you reinforce this training?
We train and develop all faculty, staff, and administrators to contribute fully and effectively
throughout their careers by:


Encouraging our staff to seek out professional development and enhance their skills
Initiating the Center for Faculty and Staff Development. Participation in the Center for
Faculty and staff development is encouraged. As a result, everybody has the opportunity
to share their best practices and knowledge.
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

2013
Bringing Speakers and Trainers to campus
Sending staff members to conferences such as the HLC annual meeting, and CQIN on a
rotating basis
Training is reinforced by having all training posted to the Faculty and Staff Development Web
site, which is viewed by many.
The Board of Trustees has been very supportive of Professional Development for the purpose
of enhancing our ability to contribute to our mission.
4P10 (3C)
How do you design and use your personnel evaluation system? How do you align this system
with your objectives for both instructional and non-instructional programs and services?
The personnel evaluation processes and systems in place at Gogebic Community College were
developed in conjunction with our faculty and staff as a part of our Collective Bargaining
Process. The faculty union contracts on our campus are bargained using a process referred to
as Interest Based Bargaining (IBB) and were facilitated by a mediator from the Federal
Mediation and Conciliation Service. By including faculty and staff in the development of our
evaluation systems, our collective bargaining process ensures that everyone has an
understanding of the personnel evaluation process. Our bargaining process allows for the
development of an evaluation system aligned with the College’s strategic plan.
The new faculty evaluation system can be found below in Figure 4 - 1. Our major instructional
objectives are student learning and goal attainment. Figure 4-1 clearly shows that student
evaluations, administrative review, peer review, and instructional outcomes drive the faculty
development and review process.
Our non-instructional staff evaluation system is in the process of being updated. The system
that we currently have in place includes a self-evaluation of annual goal achievement. The staff
member and supervisor meet in a cordial manner to discuss the year’s progress, what went
well, what needs additional work, and develop a new set of goals each year. The goals are
developed in conjunction with the college’s annual goals, employee strengths/growth
opportunities, and professional development.
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Figure 4-1 GCC Faculty Development System
Gogebic Community College Faculty Development System
Assessments/ Reviews
Student
Assessment
Administrat
ive Review
Self
Assessment
Professional
Development
Plan
Portfolio
Peer
Review
Teaching &
Instruction
Institutional &
Community
Service
Professional
Development
Faculty Roles
4P11
How do you design your employee recognition, reward, compensation, and benefit systems to
align with your objectives for both instructional and non-instructional programs and services?
Employee recognition and compensation are tied to a number of different factors at Gogebic
Community College. Faculty, support staff, and custodians are unionized. Compensation
packages are based upon negotiations with unions. The College takes the position that
compensation needs to be sufficient to attract and retain good employees. In this way
compensation is linked to our ability to achieve our instructional and non-instructional objectives.
Benefits to employees through contract negotiations include such categories as medical
insurance, dental insurance, eye care, life insurance, and disability. The benefits also include
personal days, sick days and vacation days. All employees are eligible for family leave services.
Since the submission of our last systems portfolio, the College hired an outside consultant to
review job descriptions and compensation for all non-affiliated employees. This NASH study
resulted in our reducing the number of grades in the pay-scale from twenty-four grades to
twelve grades with eleven longevity steps associated with each grade. Compensation for our
non-affiliated staff positions was determined by benchmarking with similar positions at similar
institutions.
We value the contributions of our staff to the college, our students, and our community. Near the
end of each academic year we hold an employee-recognition ceremony to honor those who are
retiring as well as those who have reached the 20, 25, and 30 years of service milestones at
GCC. We also celebrate great work with an annual award for exemplary job performance by a
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faculty member and exemplary job performance by a support staff member. These awards were
initiated during the2011-2012 Academic year.
4P12
How do you determine key issues related to the motivation of your faculty, staff, and
administrators? How do you analyze these issues and select courses of action?
Through our Rounding process, annual Employee Satisfaction survey, open door administrative
policy, and collective bargaining, we maintain an awareness of issues related to motivation for
all employees. We operate in an environment where individuals are encouraged to take initiative
and recognized for their efforts.
Results of these processes are discussed in division meetings, all-staff meetings, faculty
meetings, student support services meetings, and Board of Trustees meetings. When issues
are identified, they are addressed at the appropriate level.
4P13
How do you provide for and evaluate employee satisfaction, health and safety, and wellbeing?
Gogebic Community College strives to provide a working environment characterized by mutual
respect and open communication. We have in place an anti-bullying and intimidation policy
which applies to all employees. We seek feedback from our faculty and staff on a regular basis
through an annual employee satisfaction survey, an annual rounding process where all faculty
and staff members meet individually with our administrators to discuss issues and concerns,
and we have an open-door policy which affords ample opportunities to voice concerns. Union
contracts have grievance procedures in place in the event of an issue which cannot be resolved
through normal day to day channels. Our compensation packages are comparable to those of
similar Community Colleges in the State of Michigan and include excellent health insurance
coverage.
Between February 2010 and March 2012 we conducted an Action Project called Emergency
Planning for Campus Security and Safety. As a result of this project, the following actions have
been taken:
 A comprehensive set of procedures for crisis management was published as the
Gogebic Community College Emergency Response Guide and distributed to all faculty
and staff.
 We have provided staff training and conducted emergency preparedness drills.
 Emergency response kits have been assembled.
 Automatic Defibrillators have been located in every building on campus.
 Electronic locks have been installed on all exterior doors on campus so that access to
the campus buildings can be controlled or monitored in the event of an emergency or
after hours when the campus is not in operation.
 Emergency notification or "panic" buttons have been distributed to all faculty and staff
who requested them.
Results:
4R1
What measures of valuing people do you collect and analyze regularly?
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An employee satisfaction survey, conducted annually, asks questions about:
 Being kept informed
 Having input
 Receiving recognition from peers and supervisor
 Adequacy of compensation
4R2
What are your performance results in valuing people?
Below, are the results from our employee satisfaction survey having to do with valuing people.
As can be seen, the majority of our employees feel that they are kept informed, have a means
of input, receive recognition, are adequately compensated, and feel valued.
Figure 4-2
Figure 4-3
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Figure 4-4
Figure 4-5
Figure 4-6
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4R3
What evidence indicates the productivity and effectiveness of your faculty, staff, and
administrators in helping your achieve your goals?
Below are results from our 2012-2013 Academic Year Course Evaluations. Course evaluations
are completed by students at the end of each semester. The results below were generated from
aggregate data from all sections of all courses offered. Student course evaluation reports are
generated following each semester and distributed to instructors so they can receive feedback
from their students. Instructors also receive the aggregate report so that they can gauge their
performance relative to that of the whole.
Figure 4-7 Fall, 2012 The instructor encouraged me to actively participate
Figure 4-8 Spring, 2013 The instructor encouraged me to actively participate
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Figure 4-9 Fall, 2012 The instructor utilized class time effectively
Figure 4-10 Spring, 2013 The instructor utilized class time effectively
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Figure 4-11 Fall, 2012 The instructor motivated me to do my best work
Figure 4-12 Spring, 2013 The instructor motivated me to do my best work
4R4
How do your results for the performance of your processes for Valuing People compare with the
performance results of other higher education institutions and, if appropriate, of organizations
outside of higher education?
Most of the measures relating to valuing people that we collect are institution specific and
internally generated. We have a safe working environment and a very low employee turnover
rate. Our employees feel valued, and have an effective avenue for input regarding their jobs.
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Compensation for our unionized employees is determined through a collective bargaining
process. During contract negotiations, wage comparisons with similar positions at comparable
institutions are examined. Currently, GCC faculty compensation is at the median level when
compared to Michigan Community Colleges of similar size. The compensation structure, for our
non-affiliated staff and administrators, was adjusted following a study done to determine the
adequacy of their compensation relative to positions of equal responsibility at other institutions.
Improvement:
4I1
What recent improvements have you made in this category? How systematic and
comprehensive are your processes and performance results for Valuing People?
We have made significant improvements in this category since the submission of our last
systems portfolio. Our employee satisfaction survey tracks employee concerns and attitudes
over a five year period allowing us to analyze trends. We have initiated a rounding process,
giving ample opportunity for employees to voice concerns in a non-threatening environment. We
made significant investments in campus security and safety as a result of our Emergency
Planning for Campus Security and Safety Action Project and our Board of Trustees has adopted
an anti-bullying and intimidation policy. We have just completed the hiring process for a Human
Resource Director which we anticipate will streamline our hiring and benefits management
systems. It is our belief that our approach to Valuing People is comprehensive and systematic.
4I2
How do your culture and infrastructure help you to select specific processes to improve and to
set targets for improved performance results in Valuing People?
We are a small Community College with a culture of open communication. Our rounding
process and satisfaction surveys (employee and student) allow us to be proactive and identify
issues that need to be addressed. Our last rounding process identified concerns, which were
then presented by the College President at an all-staff meeting. Our staff is small enough to be
present as a single group at monthly meetings. We believe this to be a great advantage in terms
of disseminating information and selecting targets for improvement as a single body.
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Category Five
Leading and Communicating
Introduction:
Gogebic Community College’s process in regards to Leading and Communicating is
comprehensive, systematic and consistent with our Vision, Values and Mission. We would
describe the maturity of our approach to this process as Aligned.
The Vision, Values, and Mission of Gogebic Community College as updated and approved by
the Board of Trustees in November of 2012 are as follows:

Our Vision. Students, community, and stakeholders will recognize Gogebic Community
College as a postsecondary educational provider of choice, presenting high quality, relevant,
and enriching programs and services in a caring environment.

Our Values
 Student-first policy
 Stakeholder-driven operations
 Integrity and mutual respect
 Caring and responsive staff
 Student learning emphasis
 Accessibility
 Affordability
 Accountability
 Quality focus

Our Mission
Gogebic Community College exists to provide educational and enrichment opportunities for
its students and the surrounding communities in the college service region.
Process:
5P1 (1A)
How are your institution's mission and values defined and reviewed? When and by whom?
The mission statement for Gogebic Community College was developed by a cross-sectional
group of individuals representing every employee group as well as members of the Board of
Trustees. The Vision, Values, Mission and Purposes are part of the colleges Five Year Campus
Master Plan, which is updated periodically and reviewed by the College President and his
Executive Committee. The most recent update was conducted in November 2012 and approved
by the Board of Trustees. Our Vision, Values, and Mission statements are displayed on our Web
site for the public to view. There is a survey embedded in our Web site allowing for public
comment regarding the college and the services we provide.
5P2 (1A, 2C, 5C)
How do your leaders set directions in alignment with your mission, vision, values, and
commitment to high performance?
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Our mission, vision, and values statement is the driving force behind everything we do. Our
choices in regards to program offerings are driven by our responsiveness to our students and
other stakeholders. Our student-first policy and student learning emphasis requires that we have
support services in place to meet our student’s needs. The Board of Trustees (B.O.T.) is a
publicly elected board and as such is responsive to all of our stakeholder concerns. The B.O.T.
meets monthly to conduct business. Monthly B.O.T. meetings are held in accordance with the
open meetings act and allow for public comment. While the B.O.T. has the ultimate decision
making authority for the college, it’s activities are generally limited to setting policy, adopting
budgets, and acting on ultimate hiring recommendations. Each B.O.T. meeting schedules time
for looking at ways of “Growing the College Business Smartly” to avoid the pitfalls of an
unsustainable rush to growth. Day to day operations and decisions are the responsibility of the
college administration. Figure 5.1 outlines the Gogebic Community College Governance
Process. As you can see, our governance process considers both internal and external
stakeholder comment in decision making.
The allocation of institutional resources undergoes extensive review at a number of levels. As
mentioned many times in this document, GCC has in place a Strategic and Fiscal Planning
Committee that reviews all proposals having significant budgetary implications. Development of
annual budgets are done at B.O.T. retreats and adopted by the full board each fiscal year.
Program reviews are presented to the B.O.T. after they are screened by the Curriculum
Committee. Program Reviews incorporate a S.W.O.T. analysis (Strengths, Weaknesses,
Opportunities, and Threats). The Program Review process requires a careful analysis of student
learning, student success, attrition rates, additional resource needs, and enrollment projections
for the next five years.
As can be seen from our Organizational Chart (Appendix A), the day to day operations of the
College are divided between three major operational areas. Each operational area is headed by
a Dean. We have a Dean of Business Services, Dean of Instruction, and Dean of Student
Services. None of these three areas could function optimally as a silo. We are keenly aware of
the fully interdependent nature of our three operational areas. As such, our Deans meet weekly
at a minimum, to discuss upcoming programs and initiatives. Operationally we are highly
integrated and no one area operates completely independently. All instructional initiatives have
budgetary implications as well as student support system needs. Likewise, decisions regarding
facility operations impact instructional capacity and student life activities. Decisions regarding
admissions, recruiting, student housing, etc. will ultimately have an impact on instructional
capacity, facility usage and college finances.
5P3 (1B)
How do these directions take into account the needs and expectations of current and potential
students and key stakeholder groups?
As is clearly shown in Figure 5-1, our leadership does not set directions in a vacuum. Our
students and other internal and external stakeholders have opportunities to provide input into
the direction the college is taking at numerous points in the decision making process.
Our five year master plan (updated in 2012), is posted on our Web page under the heading of
Transparency Reporting. This document clearly articulates our values, mission, and purposes,
as well as the nature, scope and constituents of the programs and services we provide.
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5P4
How do your leaders guide your institution in seeking future opportunities while enhancing a
strong focus on students and learning?
Our primary focus is the offering of educational programs and services, which help our students
learn and achieve their goals. Improvement in our results for student learning is everyone’s
responsibility. Our Deans work closely with the faculty and staff to provide support and
communicate expectations in this regard.
Our leaders are also charged with the responsibility of identifying new opportunities, in regards
to educational program offerings. They do this in a number of ways. They review trade-related
journals, discuss employment trends with advisory committees, and discuss potential new
program opportunities with our major transfer institutions.
When new opportunities present themselves, they can have a positive influence on related
programs. In this way, new programs can drive improvement in existing programs.
5P5 (5B)
How do you make decisions in your institution? How do you use teams, task forces, groups, or
committees to recommend or make decisions, and to carry them out?
Decisions are made using the governance process outlined in below in figure 5-1. In this
process, internally generated issues are either discussed in the appropriate committees or taken
up directly by the Cabinet. Recommendations are then made to the appropriate decision-making
authority. The decision making authority may be a Dean, the President, or the Board of
Trustees. Decisions are then reported back to the individual or group that brought up the issue.
Externally generated issues are taken up by the Cabinet first. After review, these issues are
either referred to an appropriate committee or a recommendation is made to the appropriate
decision making authority. Again, decisions are reported back to the individual or group that
brought up the issue.
Extensive reliance on inclusive committees ensures participation by all employee groups on
campus in decision making processes.
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Figure 5-1 GCC Governance Process
Governance Process
Gogebic Community College
Internally
Generated
Issues
Externally
Generated
Issues
Cabinet
Discuss &
Recommend to
Decision-Maker
Institutional Committees Include:
Curriculum,
Events & Recognition
Facilities, Safety, & Technology,
Governance & Communication,
Student Success & Retention,,
Cabinet
Strategic & Fiscal Planning
Executive Commitee
Discuss &
Refer to
Committee
Committee
Discussion &
Recommendation
Distribution of minutes and/
or report to all staff
Feed back
Loop
DecisionMaking
Authority
5P6 (5C)
How do you use data, information, and your own performance results in your decision-making
processes?
All decisions are made on the basis of information learned from our data collection systems.
A close look at our Strategic and Action Planning processes (figures 8-1 and 8-3 respectively)
clearly shows the incorporation of an evaluation component designed to measure the
effectiveness of a program, process, or service. The governance process outlined in figure 5-1
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above incorporates a feedback loop which is used to inform all parties of the resolution of an
issue. Our Low enrollment course decision flow chart (fig 3-2) was designed to help make
decisions regarding the offering of low enrollment courses that best preserve our resources
consistent with our mission, vision, and values.
The Action projects we develop are intended to generate information regarding the
effectiveness of our processes and ways to improve them. Our Strategic and Fiscal Planning
Committee ensures that proposed programs and services to not exceed our capacity to offer
them.
5P7
How does communication occur between and among the levels and units of your institution?
Communication between the levels, instructional divisions, and units at GCC takes a number of
forms as no one method of communication is preferred by a predominance of the staff. Our
most recent employee satisfaction survey (January, 2013) indicated that while some individuals
like to be kept informed by face to face communication at meetings, or by direct conversations
with supervisors or Deans, a significant number of staff members would prefer to be kept
informed by email and forgo the meetings. In reality, we use all communication methods
available and let individuals decide what works best for them. For example, information
regarding the current political landscape, as well as state and federal funding issues, are
relayed directly to the staff by the College President at the beginning of every all-staff meeting.
This information is also relayed to the staff by way of a daily email distribution of the state of
Michigan report, the Gongwer news service, and the MCCA Board reports. Communications of
an emergency nature are done through our campus emergency notification system which
contacts all staff members and students by way of phone calls and emails in the event of an
emergency or foul weather closing. We have a staff newsletter that is distributed by email
monthly. Our administrators have an open door policy and are willing to discuss issues and
concerns as they arise.
5P8 (1B)
How do your leaders communicate a shared mission, vision, and values that deepen and
reinforce the characteristics of high performance organizations?
The Gogebic Community College Vision, Values, and Mission statements are posted on our
Web site along with employee satisfaction survey results and our Systems Portfolio. The
conveyance of a shared mission, vision, values and expectations comes from the Board of
Trustees and is communicated through the president to the members of the GCC community.
This is done by regularly sharing minutes of Board of Trustee meetings, Cabinet meetings, and
the president’s Institutional Overview to the Board with all employees. Because all committees
include at least one member of administration, committee meetings also provide an opportunity
for the College’s senior supervisors to foster discussion that helps ensure a shared focus on the
college mission, vision, and values while setting high performance expectations. Our recent
employee satisfaction survey indicates that all Gogebic Community College employees
understand how their roles support the college mission, that most feel they have adequate
resources to do their work, and that our employees are committed to doing quality work.
5P9
(5B)
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How are leadership abilities encouraged, developed and strengthened among your faculty, staff,
and administrators? How do you communicate and share leadership knowledge, skills, and best
practices throughout your institution?
Leadership is fostered by providing professional development opportunities to our staff
members as well as an abundance of opportunities to participate in or chair committees. We
invest a significant proportion of our budget in staff development by providing for travel to
conferences that we feel would have a positive impact. In addition, we have started a number of
initiatives including the Entrepreneurial Center for Innovation and Development, and the Center
for Faculty Development, which seeks to encourage knowledge sharing related to best
practices. We have joined the Continuous Quality Improvement Network (CQIN) and send six to
eight people annually to their workshop. CQIN is an organization that brings together successful
business leaders and Community College staff to discuss how successful business practices
can be used in academic settings.
Leadership knowledge is shared through meetings including all-staff meetings, all faculty
meetings, division meetings, and committee meetings, as well as attendance at conferences.
The rounding process adopted at GCC has helped to inform individual staff members of
professional development opportunities. In addition, news letters from AACC and MCCA are
distributed to all staff as they are published.
5P10
How do your leaders and board members ensure that your institution maintains and preserves
its mission, vision, values, and commitment to high performance during leadership succession?
How do you develop and implement your leadership succession plans?
Our collaborative, participatory leadership concept has been codified as Board Policy. As a
result, the involvement of our Fiscal and Strategic Planning Committee in college resource
allocation decisions cannot be diminished simply due to leadership succession. Also codified in
board policy are instructional expectations and an anti-bullying policy that outlines expectations
regarding civil and professional interactions between all employees. Candidates for senior
positions are screened to ensure that their personalities are consistent with the culture and
values of the organization.
Within each area of the College, we identify internal options for succession and develop people
who could step into more senior roles on short notice. It is often difficult to recruit qualified
individuals to a small rural area. We have adopted an executive committee format so that all of
the Deans are familiar with the operations of the College and any one of them could fulfill the
duties of the president at least on an interim basis.
Results:
5R1
What performance measures of Leading and Communicating do you collect and analyze
regularly?
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We regularly refer to data generated as a result of our annual employee satisfaction survey,
student course evaluations, student exit surveys, non-returning student surveys, and Action
Project Outcomes.
5R2
What are your results for leading and communicating processes and systems?
As a result of our recent Syllabi Standardization Action Project all GCC Syllabi have clearly
articulated learning objectives and rubrics for course assessment. In addition, all Occupational
programs have detailed task lists associated with them against which the students can gauge
their progress.
Our employee satisfaction survey has demonstrated that Gogebic Community College does a
good job keeping employees informed about matters that concern them, identifying job
requirements and responsibilities, communicating policies and procedures, providing needed
materials and equipment, providing professional support, as well as providing opportunities for
professional development. A link to the complete survey with a five-year comparison of
employee responses can be found in Appendix D as Employee Satisfaction Survey Results.
Figure 3-6, outlines the most common reasons why students do not return to our institution.
While the majority of our students leave because they have attained their academic goal or
have transferred to a four-year institution, a significant portion of our non-returners left for
personal, medical, financial, or transportation issues. We have formed a Student Retention
Committee to look into how we can help our students stay and achieve their academic goals.
5R3
How do your results for the performance of your processes for Leading and Communicating
compare with the performance results of other higher education institutions and, if appropriate,
of organizations outside of higher education?
While we collect and use a significant amount of data to inform our processes regarding
Leading and Communicating, our surveys and Action Projects were designed to meet our
individual institutional needs. As a result, these instruments are not directly comparable to those
used by outer organizations including those of Higher Education. The National Community
College Benchmarking Project and IPEDS offer little in regards to measuring processes related
to Leading and Communicating. We will continue to look for a means to gather appropriate
benchmarked data in this area. Perhaps a joint Action Project with similar Community Colleges
could be employed.
Improvement:
5I1
What recent improvements have you made in this category? How systematic and
comprehensive are your processes and performance results for Leading and Communicating?
The biggest improvement that we have made in this category is the adoption of our Rounding
Process. In this process, all employees meet with a Dean or the College President on an annual
basis to discuss concerns, ideas, or professional development opportunities. We now have
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employee satisfaction survey data going back over five years and use it to identify trends. We
have established a governance committee with membership from each of the union groups on
campus. Suggestions that have been made by this committee in regards to information sharing
are currently under development.
5I2
How do your culture and infrastructure help you to select specific processes to improve and to
set targets for improved performance results in Leading and Communicating?
Needed improvements in this area become apparent as a result of our Rounding Process,
employee satisfaction survey, or during discussions at committee, staff, or Board of Trustees
meetings. These issues are discussed at all-staff meetings as they come up. The setting of
targets for improvement in leading and communicating is the role of the Cabinet unless the
issue is committee specific. For example, the most recent rounding process identified
opportunities for improvement regarding communication processes used by the Curriculum
Committee. It will be the responsibility of the committee membership to address these issues,
select improvement targets, and report on its progress to the administration.
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Category Six
Supporting Institutional Operations
Introduction:
The operational and student support services in place at Gogebic Community College are vital
to our ability to help our students reach their educational goals. As can be seen from the GCC
Organizational Chart (Appendix A), responsibility for our support services are distributed across
our administrative structure. Our Director of Development oversees alumni relations and
secures funding for special projects and scholarships. Our Dean of Instruction, in addition to his
responsibilities related the instructional divisions, oversees the Learning Resources Center. The
Dean of Students is responsible for services such as admissions, financial aid, counseling
services, student government, student housing, the student success center, and transfer
relations. The Dean of Business Services is responsible for fiscal services, human resources,
institutional computing, buildings and grounds, and book store operations.
We believe the operational and student support services in place at Gogebic Community
College to be well developed, stable and well designed. We would rate our maturity level in this
regard as Aligned.
Process:
6P1
How do you identify the support service needs of your students and other key stakeholder
groups (e.g., oversight board, alumni, etc.)?
As part of the admissions process, admissions personnel collect and evaluate initial
characteristics of the GCC students: age, gender, economic status, prior academic history,
academic goals, interest in financial aid, veteran status, high school counselor
recommendations, and similar information. All regular degree-seeking applicants and dualenrollment high school applicants participate in assessment of current English and math skills.
Personnel evaluate this information and make decisions concerning admission status and
advisor assignments. These decisions are based on risk factors emerging during the intake
process.
New degree-seeking students participate in Entering Student Orientation. During this activity,
students complete Entering-Student Surveys to self-identify their own support-service needs.
This information goes to appropriate staff members for evaluation of need and provision of
services.
It is the responsibility of faculty members to identify those students presenting indicators of
difficulty by way of a survey process during the third and fourth instructional weeks of each
semester (Early Student Update). Letters invite students to meet with appropriate Student
Services professionals. Interventions can take many forms, including career counseling,
financial-aid support, tutoring support, study-skills development, resources support (such as
laptops), discussion of barriers to success, referral to community services, etc.
In addition to determining student-support-service needs on an individual level, personnel
examine the data in a variety of ways on an aggregate level. Semester enrollment reports
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identify characteristics of the student population, with longitudinal examination of the student
population (15-year analysis). Personnel collect and observe class sizes of all grades in regional
K-12 schools for enrollment trends. College and (when time permits) high school examination
(in aggregate) of assessment scores of entering students identifies remedial needs of incoming
student populations. The College prepares multiple reports for federal and state funding sources
and other entities which monitor student needs and student achievement. The College
compares some of these to state and national norms, resulting in additional information about
academic, financial, and other support needs among various groups within the student
population.
6P2
How do you identify the administrative support service needs of your faculty, staff, and
administrators?
The administrative support service needs of our faculty, staff, and administrators are reviewed
on a yearly basis. This is done through the rounding approach or one on one conversation with
faculty and staff throughout the year asking about their job duties and responsibilities, ability to
perform their jobs in the time allotted, and other items. The opportunity is also present at budget
development in January where each department is responsible for assembling a budget for their
department and also a personnel form is attached if additional personnel are being requested.
These two items help the College identify the administrative needs of the institution and bring
them forward for a discussion and decision.
6P3
How do you design, maintain, and communicate the key support processes that contribute to
everyone’s physical safety and security?
Gogebic Community College maintains a Facilities, Safety, and Security Committee on campus
that reviews campus procedures and recommends new policies and initiatives. The College
also subscribes to state and national groups that recommend changes for safety and security to
help identify areas of risk and implement appropriate measures. Once defined the College
communicates to the employees that are affected by the change to gather data on
implementation and then involve the affected employees in the implementation. The staff is
notified of changes via monthly staff meetings and numerous interdepartmental meetings that
occur on campus regularly.
Gogebic Community College has deployed AED units across campus to provide a means of
rescue assistance to all. The staff have been trained on the deployment of the AEDs in an
emergency situation and the training is reoccurring.
The College has authored and published an emergency response guide that is distributed to all
employees on campus to guide them through any emergency situation and provide information
pertinent to them to take correct actions. The guide also has been provided to local law
enforcement to allow them foresight into how the College deals with emergency situations and
places a common ground between the employees and emergency response personnel.
The College has deployed emergency response pendants to all faculty and staff who have
requested them. These devices allow employees to push a button in situations where they feel
uncomfortable with a situation or threatened. In the event of pendant activation, all custodial,
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maintenance, and administrators are sent the alert and the location of the activation. It is at this
time that all personnel who receive the alert are dispatched to the site of activation to assist the
employee or call for emergency response personnel.
6P4
How do you manage your key student, administrative and institutional support service
processes on a day-to-day basis to ensure that they are addressing the needs you intended
them to meet?
Gogebic Community College has an executive team that consists of the President, Instructional
Dean, Student Services Dean, and the Dean of Business Services who work collaboratively
together to gather, interpret, and disseminate information that supports the mission of the
College and the interests of its stakeholders.
Gogebic Community College places a high value on the AQIP projects that it undertakes and
those reflect the mission and interests of its stakeholders. The College continually supports the
committees that undertake the projects and disseminates the project updates on the College
AQIP Web page and monthly staff meetings.
Gogebic Community College also has dozens of internal governance groups that undertake
topics related to the interests of our stakeholders. These committees meet regularly throughout
the year and their minutes are shared with the college body and published on Gogebic
Community College’s Web site.
6P5
How do you document your support processes to encourage knowledge sharing, innovation,
and empowerment?
The following are examples of how we document our support processes to encourage
knowledge sharing, innovation, and empowerment:
1. With the Early Student Update process, faculty work with Student Services professionals
to provide additional academic/personal support as needed to assist with student
success.
2. All student contacts with tutors are tracked.
3. TRIO tracks tutor contacts, staff contacts, etc.
4. Counseling and Placement appointments are tracked per year.
5. Admissions contacts and types are tracked for effectiveness.
6. Participation in student activities is tracked. This has encouraged others in the campus
community to development other programs such as the Book Club and Wednesday
Nights at the LSC to reach a broader section of the campus community.
7. Surveying is done at the completion of the College’s Freshman Experience Workshops
(orientation days) for program content, as well as for other demographic information.
This is shared with the departments affected.
Results:
6R1
What measures of student, administrative, and institutional support service processes do you
collect and analyze regularly?
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Measures of support services provided by Gogebic Community College can be found below.
Figure 6-1. Student Support Services and Results.
Student Success
Indicator of Success
Current
Year
Prior Year
Satisfaction with GCC as reported after graduation (May
2012)
(reported satisfied or very satisfied)
Students reporting that they achieved their goal at GCC
98%
94%
100%
94%
Employed in related field of program (6 months post-
62%
55%
Retention Rate (fall to fall for first time, degree seeking
students)
Retention Rate of TRIO Students (fall to fall for students
accepted into TRIO program)
Persistence rate – fall to next term (NCCBP definition)
58%
60%
82%
82%
71%
78%
Course completer success rates (% of grades A, B, C, P)
88%
87%
Average GPA of our transfer students at transfer institutions
3.18
3.09
Graduation Rates of full-time, first-time, degree seeking
within 150% of normal time
Early Student Update – % of students that were offered
assistance that were reported as struggling at week 5 of
semester.
English Accelerated Learning Program (% of ALP students
that successfully completed college level English)
34%
National Avg
29.9%
Trend
graduation)
13%
78%
Spring 2013
piloted
program
Academic Alignment
Indicator of Success
Current
Year
Prior Year
Local high school graduates who enroll at GCC
38%
41%
Percent of Transfer credits enrolled in
40%
45%
Percent of Occupational credits enrolled in
65%
61%
Newly admitted students that tested into any developmental
education course (based on COMPASS testing)
65%
61%
Occupational Student Performance
(Perkins Core Indicators)
Current
Year
Met, Exceeded, or
within 90% of state
expected level
Technical Skill Attainment (1P1)
88%
YES
Left Postsecondary with a Certificate, Credential, or
53%
YES
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Degree (2P1)
Retention & Transfer (3P1)
67%
YES
Placement (4P1)
88%
YES
Non-Traditional Participation (5P1)
17%
NO
Non-Traditional Completion (5P2)
24%
YES
Current
Year
Prior Year
Workforce & Community
Development
Percent of graduates that stay in the state of Michigan
upon exiting
Percent of graduates that stay in the service area upon
exiting
Community participation in cultural activities/public
meetings/sporting events (% represents service area)
61%
69%
*May 2012 grads
*May 2011 grads
86%
79%
*May 2012 grads
*May 2011 grads
47%
45%
Administrative and Institutional support services processes include the following:
 Annual employee satisfaction survey
 Committee work
o Governance Committee which reports directly to the President
o Strategic and Fiscal Planning Committee which provides guidance to Business
Services.
o Student Support Committees which supply necessary input to administration.
 Institutional Researcher who provides data to the administration to inform their
processes.
6R2
What are your performance results for student support service processes?
Our results for student support services can be found above in Figure 6-1 above.
6R3
What are your performance results for administrative support service processes?
The Administrative support services that we have in place have resulted the following:
 The College remains fiscally sound
 Our General Fund balance has grown from $410,000.00 to $1,000,000.00 in the past
five years. (Going into the 2013/ 2014 Academic Year our fund balance stands at
$845,000,.00.)
 Our online instruction is growing. HLC staff has reviewed our institution's recent change
request for the initiation of distance education. The request was recommended for
approval. This recommendation will be considered by the Institutional Actions Council at
their meeting of July 1, 2013.
 Our off campus instruction has remained stable at about 20% of total enrollment.
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Figure 6-2 Off Campus Enrollment History

Our enrollment remains stable (figure 6-4 below).
Figure 6-3 Fall Headcount Enrollment History
6R4
How do your key student, administrative, and institutional support areas use information and
results to improve their services?
Gogebic Community College utilizes an employee satisfaction survey every year to hear from
employees on areas that are working well and those that services need to be improved upon.
This information is compiled and themes are sought on areas that show improvement is
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needed. The data is then used to implement new strategies to meet the needs of faculty and
staff.
The same process is also done with students via intermittent surveys, class surveys, and
Student Senate discussions. If a theme emerges and shows an opportunity for improvement
then the data is used to implement a strategy to meet the needs of the students.
6R5
How do your results for the performance of your processes for Supporting Institutional
Operations compare with the performance results of other higher education institutions and, if
appropriate, of organizations outside of higher education?
Gogebic Community College has been recognized for the last two years by the Aspen Institute
for being in the top 10% of community colleges in the nation. The College’s processes have
resulted in recognition for high completion outcomes and high learning outcomes. These results
from our processes are greater than our peer educational institutions.
Improvement:
6I1
What recent improvements have you made in this category? How systematic and
comprehensive are your processes and performance results for Supporting Institutional
Operations?
Recent improvements regarding supporting institutional operations in Student Services:
1. Developed an online transcript request process.
2. Implemented the Early Student Update Process – in the past year 263 students were
identified by faculty members and referred to Student Services for intervention.
3. Candidates for a new position of Director of Student Outreach and Engagement will be
sought this summer. This position will manage the academic advising process,
coordinate the mandatory ORI100 First Year Success course, and coordinate the
Honors Program, developmental education, and student engagement programs.
4. Changed the delivery of the ORI100 First Year Success course to give students broader
exposure to faculty and staff, provide consistency among sections of the course, and
provide students with success tools for their first year.
5. The implementation of the Accelerated Learning Program (ALP) for English 100 and 101
students to allow them more support, thus, staying on target with program completion.
6. Additional staffing at the Copper Country Center has contributed greatly to expanding
services for the students there. A new Student Success Coordinator has expanded
advising duties. The Assistant to the Director of Off Campus Operations was changed
from a part-time to a full-time position to assist not only the Director, but to provide
additional support to students and faculty.
7. The implementation of the Human Resource position.
8. The investment in off-campus operations facilities and personnel.
9. Hiring of summer help to assist with the Financial Aid Department in processing student
information.
10. Providing the option for student refunds via direct deposit.
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11. Partnering with the State of Michigan to run the Porcupine Mountain Ski area. This
improvement allowed the Ski Area Management program to extend their instructional lab
and provide another avenue to recruit students for the program.
6I2
How do your culture and infrastructure help you to select specific processes to improve and to
set targets for improved performance results in Supporting Institutional Operations?
We are a small institution that places a high value on improving quality and streamlining
processes. Our processes are clearly defined, highly integrated and inclusive. Setting targets for
improved performance is based on a number of factors including the feedback we receive from
our students, faculty, and staff and the budgetary necessity of efficiency.
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Category Seven
Measuring Effectiveness
Introduction:
Gogebic Community College believes that measuring effectiveness and data sharing are critical
to our future success. We believe our systems for measuring effectiveness are closed loop
systems in the sense that we regularly examine the performance data we collect and use it to
improve our outcomes and processes. Our willingness to take a hard look at the data we collect
and face our greatest opportunities for improvement is one of the keys to our success. In this
regard we have grown as an institution. Although we have made substantial improvements, we
believe that our maturity level for this category falls somewhere between systematic and
aligned.
Process:
7P1
How do you select, manage, and distribute data and performance information to support your
instructional and non-instructional programs and services?
Gogebic Community College strives to develop and use measures that assist in selfassessment and improvements for all students, faculty, programs, and overall institutional
objectives.
Data items are selected based upon the information needs of data users. Data element
selection focuses on the anticipated end result and the specific objectives of the program or
service. Instructional and non-instructional programs or services will by their very nature have
different data needs. It is the responsibility of the end user to request appropriate data for their
purposes.
Data and performance information utilized to support our instructional and non-instructional
programs and services may include:
 Student course evaluations
 IPEDS Data including
 Community College Benchmarking Project Data
 Enrollment
 Course completion
 Facility usage
 Information from intervention lists that instructors provide and the monitoring of
Educational Development Plans (EDPs) for at-risk students results in improvement in
proper student placement and increased student retention rates.
 The College monitors its desired outcomes based on employer surveys, non-returning
student surveys, graduate surveys, and transfer institution reports.
 Students monitor desired outcomes through electronic, Web-based access to their
individual grade reports, grade history, degree audits, grade projection tools, and “what
if” major change tools.
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The data is managed by the end user. This is usually a Dean (Dean of Instruction, Dean of
Students, or Dean of Business Services.), Division Chairperson, or Committee Chairperson.
Information of a more general nature needed to support a variety of programs or services may
be managed by our Institutional Researcher. Data not routinely queried can be accessed by
way of a data request to our institutional computing and support department or institutional
researcher.
Data is shared with the appropriate personnel through our Intranet (ICS), email, the College
Dashboard, at all-staff meetings, or by face-to-face meetings. We have learned that while our
staff likes to be kept informed about things that affect them or their job performance, individuals
like to have information disseminated in a variety of ways.
7P2 (5D)
How do you select, manage, and distribute data and performance information to support your
planning and improvement efforts?
As mentioned in 7P1, data items are selected based upon the information needs of data users.
Data element selection focuses on the specific objectives of the program or service, or in this
case, the planning or improvement effort.
Our strategic planning and action planning processes are discussed in sections 8P1 and 8P3
respectively. Both, however, begin with an understanding of stakeholder needs. Planning for
our improvement efforts can originate from a variety of other sources as well. While not an
exhaustive list, the origin of planning processes may include:
 Strategy forum discussions
 Changes in regulatory and accreditation requirements
 Specialized accreditation efforts on the part of specific occupational programs
 Executive committee discussions
 Cabinet meetings
 Discussions with the Board of Trustees
 Student course evaluations
 Institutional performance results
o Graduation rates
o Retention rates
o Enrollment data
o Student performance on licensure exams
o Student performance on occupational program specific task lists.
o AQIP Systems Appraisal results
o Action Project feedback
o Financial statements
o Annual Financial Audit report
The management and distribution of performance information that supports our planning and
improvement efforts is similar to that found in 7P1.
7P3
How do you determine the needs of your departments and units related to the collection,
storage, and accessibility of data and performance information?
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Accessibility to data considered confidential or data related to a specific student’s records is
limited by an employee’s job role. Data accessibility at Gogebic Community College is in
compliance with FERPA and HIPPA regulations. This aside, Individual departments,
instructional divisions, or committees determine what their specific data needs are. In addition,
the program review process is used to identify additional data needs critical for the improvement
of specific programs. Individual instructors may request data from either the Institutional
Researcher or computer services as needs arise.
7P4 (5D)
How, at the institutional level, do you analyze data and information regarding overall
performance? How are these analyses shared throughout the institution?
The College examines enrollment trends for each program, completion rates (GPA of 2.0 or
higher), and general and divisional budgets. Annually a cost effectiveness analysis is conducted
for each academic/occupational program. Currently, the College shares most information
through Division Chairs Committee meetings, division meetings, all-staff meetings, individual
requests, and Web postings. The Data Analysis and Dissemination Document indicates how the
information is shared and then used in the decision making process at GCC.
7P5
How do you determine the needs and priorities for comparative data and information? What are
your criteria and methods for selecting sources of comparative data and information within and
outside the higher education community?
Currently, the College uses several comparative options. The State of Michigan Activities
Classification System (ACS) reports provide comparisons of GCC to 27 other community
colleges throughout the state. For many variables, the ACS reports are categorized by
institutional size, allowing comparisons across “like” institutions, as well as comparisons to less
similar colleges; each division receives a copy of the ACS report where individuals are able to
gather information necessary for the assessment and improvement of their programs.
The College also reviews comparative information with other Michigan community colleges
through the Carl Perkins vocational education grant program. Data for various core indicators
are collected and analyzed statewide, measuring performance indicators for all occupational
students and occupational students with special needs. These reports and comparisons are
utilized annually in determining priorities for allocation of grant funds to targeting intervention
projects.
The federal IPEDS system also provides an ongoing source of comparative data and
information. This system has made dramatic improvements in recent year in ease of access.
Reports are now obtained from this system for institutions with similar characteristics (such as:
small, rural, two year, public, Midwestern). IPEDS reports are posted on the College’s internal
AQIP Blackboard site for all employees and board members to access.
Since our last portfolio submission, we have joined the National Community College
Benchmarking Project as a means of accessing additional comparative data. We have found
this to be very helpful.
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Additional comparative reports are obtained and utilized from other smaller, and generally
program specific sources. For example, passing rates are obtained from state licensing boards
such as nursing and cosmetology, identifying patterns of success and shortfalls across groups
of graduates. Another example is the collection of transfer grade point averages for first time
entering students from Gogebic in comparison with entering transfer student GPAs from other
community colleges at specific universities of interest.
7P6
How do you ensure department and unit analysis of data and information aligns with your
institutional goals for instructional and non-instructional programs and services? How is this
analysis shared?
One of our institutional goals is that all Instructional Divisions, Individual Instructors,
Committees, and Departments have access to the data they need to determine if they are
meeting their stated objectives. We are committed to providing access to all necessary data to
make these determinations. Data, may for instance, be shared with individual instructors via
email as is the case with their student course evaluation reports, be posted on the College
dashboard, shared at meetings, provided as part of the program review process, or sent as a
response to an individual data request.
What is most important to us is that instructors get the feedback necessary to determine if their
students are meeting the stated course and program objectives. It is only by a careful analysis
of data that a determination of effectiveness can be had and improvements made. This
information could come from a variety of indicators including grade distributions, student course
evaluations, and specialized licensure exam pass rates.
Much of the data we collect is required by State or Federal Agencies as well as our accrediting
bodies. This data is made public in the Transparency Reporting dashboard on our Web page.
Unbiased data analysis must be conducted independently of institutional goals. We learn a
great deal when the data we collect indicate a misalignment of our processes and program
outcomes.
7P7
How do you ensure the timeliness, accuracy, reliability, and security of your information
system(s) and related processes?
The system consisting of our relational database and associated processes is monitored daily
by our Computer Services personnel. The following is an outline of how our Computer Services
Personnel ensure timeliness, accuracy, reliability, and security of our database:
Timeliness:
 Online inquiry forms – processed daily by Admissions Office
 Online admissions application – processed daily by Admissions Office
 Student portal allows online registration, online course schedule, online payments,
online degree exploration, and online transcripts (unofficial).
 Reporting – pre-configured reports available to administrative offices for timely reporting.
Accuracy:
 Relational database - data entry verified against pre-populated control files
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
Data edits to ensure data accuracy
Interdepartmental cross-checks to ensure data accuracy
Reliability:
 Offsite data backup storage for disaster recovery
 Systems available 24/7 to valid users
 Network downtime limited to keep information systems available to users
Security:
 Access to database limited by job duties
 Administrative network physically separate from academic network
 Private network – not accessible from outside without valid user ID and password
 Firewall allows traffic for certain functions only
 Student portal – SSL connections only – with valid user ID and password
 Faculty/staff portal – SSL connections only – with valid user ID and password
 Sonic wall – security subscription to keep firewall up to date with latest intrusion
protection software
 Current anti-virus and anti-malware databases, database subscriptions and scans
To insure GCC maintains current and updated Academic technology, GCC’s Technology
Specialist performs scheduled maintenance on workstations, laptops, servers, peripherals and
the network as follows:
 Workstations/Laptops – replaced on a three or four year cycle depending on usage or
technology needs.
 Servers – replaced on a five to seven year cycle or as needed due to new technology
needs.
 Peripherals – printers, plotters, projectors, smart boards, VCRs, DVD players replaced
as needed.
 Network – wiring, switches, routers, access points replaced as technology needs
increase or change.
 All equipment is cleaned, inspected or re-imaged every year maintaining a high standard
of usability. All repairs are done in a timely fashion as needed.
 All software (both server based and workstation) is kept up to date on a daily basis or as
needed.
Results:
7R1
What measures of the performance and effectiveness of your system for information and
knowledge management do you collect and analyze regularly?



We use the information stored in our database regarding student preparedness for
college-level courses, student success, human resources needs, professional
development needs, as well as budget and enrollment projections.
Event log monitoring is done daily to evaluate hardware and software failures and
security and data backup integrity.
Each year we contract training services for our integrated software system to offer
training to employees. The need for training is evaluated each year and is contingent on
new staff and new processes that may have been added. Priority is given to the area
with the largest need, but also simultaneously trying get the most people trained as
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possible. The training is typically done during the summer months when student traffic is
less than the regular academic year, trying to be conscience of student service.
7R2
What is the evidence that your system for Measuring Effectiveness meets your institution’s
needs in accomplishing its mission and goals?






Information demands across campus are satisfied.
Completion rates and student goal attainment are improving.
We are able to generate the reports and necessary data required to ensure we are
meeting our reporting requirements and data needs.
The combination of our Action Projects and initiatives align with our institutional mission.
Work done by our Student Retention Committee has shown us that over 50% of our
students are first generation college students. We have identified this as an opportunity
to take a closer look at their needs.
While we have a high degree of student success we continue to look for ways to improve
7R3
How do your results for the performance of your processes for Measuring Effectiveness
compare with the results of other higher education institutions and, if appropriate, of
organizations outside of higher education?
We have no comparative data to share concerning performance of processes. We have
elsewhere in this document shown that we have a high degree of student success and goal
attainment. Please see 2R3 for the State of Michigan initiatives regarding institutional
transparency reporting.
Improvement:
7I1
What recent improvements have you made in this category? How systematic and
comprehensive are your processes and performance results for Measuring Effectiveness?
We believe our processes for measuring effectiveness are comprehensive and systematic.
Recent improvements in this category include the adoption of highly detailed, course specific
task lists, for all of our occupational programs. Students are aware of the skills they will be
required to exhibit proficiency with at the beginning of the course. As they proceed through the
curriculum they have opportunities to demonstrate their skills proficiency to their instructor. A
record is kept of skills completed and students are provided with guidance so that they can
complete their skill set before the course completion date.
We currently have an action project underway called the Master Syllabi Standardization Project.
It is the goal of this project to:
 Develop a uniform format for all Master Syllabi in use at GCC.
 Ensure that all syllabi in use at GCC are current.
 Ensure that all syllabi reflect currently accepted best practices.
 Ensure that all syllabi have clearly defined learning objectives.
 Ensure that all syllabi accurately reflect time committed to each of the major topics.
 Maintain all Master Syllabi, available in the advising module (Jenzabar).
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When completed (anticipated completion date - fall 2013), this Action Project will provide
uniformity across all sections of our courses, provide opportunities to enhance measurement of
course and program objectives, and by having the syllabi in the advising module, give the
students an opportunity to review the course expectations prior to the start of the semester
regardless of the instructor or course location.
7I2
How do your culture and infrastructure help you to select specific processes to improve and to
set targets for improved performance results in Measuring Effectiveness?
We have made extensive use of our rounding system to identify ways in which to improve our
effectiveness in all areas of the College operations. One of the advantages of being a small
institution is that we are able to communicate effectively with one another. We have a relatively
flat organizational structure (Appendix B). All staff members report to a Dean who reports to the
President. Our President and Deans maintain an open-door policy that encourages
communication and idea sharing.
The selection of performance measures and processes in need of improvement can be done at
a variety of places within our organization. The Cabinet or B.O.T. selects institutional
performance measures to improve, while individual instructional divisions look at their own
performance results, select appropriate processes to improve, and set realistic targets.
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Category Eight
Planning Continuous Improvement
Introduction:
Gogebic Community College believes that continuous improvement is an essential part of our
operations. Through strategic planning, program reviews, curriculum reviews, transferability
reviews, and being responsive to our stakeholders’ needs, we ensure that we remain relevant to
the community we serve. Since our last systems appraisal, we have made substantial
improvements to our existing programs and invested time and resources to the development of
new programs which our stakeholders needed. These program additions and improvements
were made possible by our planning and curriculum review processes as well as our much
improved system of data acquisition and sharing. We are a small but agile and responsive
organization. We are not afraid to take risks and learn from our mistakes and past experiences.
We would describe the maturity of our approach to this process as Systematic.
Process:
8P1
What are your key planning processes?
Below in figure 8-1, is a diagram depicting our strategic planning process. The diagram depicts
a process that is responsive to the needs of our internal as well as external stakeholders. A key
feature of our process is the involvement of our Fiscal Priorities and Strategic Planning
Committee in the prioritizing of requests, analyzing needs and determining feasibility of all
plans, which involve commitment of substantial resources.
The Fiscal Priorities and Strategic Planning Committee provides faculty and staff members with
a voice in the strategic planning and financial management of the College. The committee
participates in the setting of long-range fiscal priorities and budget planning as well as
immediate fiscal and budget concerns. The committee reports regularly to faculty and staff via
the all-staff meetings and works closely with the administration of the College, especially the
President, Dean of Instruction, Dean of Student Services, and Dean of Business Services. The
committee meets on a monthly basis and is represented by all working groups on campus.
Once a need has been established as a priority, it is either assigned to an area of our
governance structure or assigned to a standing committee as an Action Project. Implementation
of a plan or process is evaluated using criteria established during the planning process.
Processes determined to be ineffective are reworked by their committee or governing body and
then subjected to further evaluation. The findings of a plan or process found to be effective will
be reported to all stakeholder groups expressing an interest or need.
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Figure 8-1 GCC Strategic Planning Process
GOGEBIC COMMUNITY COLLEGE STRATEGIC PLANNING FLOW CHART
Vision, Mission, and
Brand
Institutional
Values
Analysis &
Decision-Making
Stakeholder Needs
(Students, Staff,
Policy-makers,
Community, etc.)
Environmental Scan
(Internal & External)
Marketing Plan
Opportunities
and Threats
Assessment
Competitive Scan
(Profit and Non-Profit,
Online)
Organizational
Resources &
Capabilities
Analysis of Past
Performance
Strategic Agenda
(Plan) and
Implementation
Programs and
Services
Budgeting
Strengths and
Weaknesses
8P2
How do you select short-and long-term strategies?
Using results of the stakeholder meetings and the Strategic Plan, the GCC Board of Trustees,
president, and Cabinet establish the long- and short-term objectives of the College. They share
these with the College staff for review and input. The Cabinet develops proposed annual goals,
based on input from the staff, stakeholders, and the Strategic Plan. The staff reviews the goals,
and the Board of Trustees formally adopts them.
Financial resources, physical resources, creative imagination and the availability of qualified
faculty and staff are important factors in establishing realistic long- and short-term objectives, as
are accreditation standards and licensing standards.
The formal program review process is conducted every five years (more often if a concern is
raised) to ensure that program offerings and directions reflect employment trends and
transferability. An annual review of enrollment for each program is conducted, with an eye
towards anticipating enrollment trends.
Other, more formal, measures/tools used to determine long-term college strategies include
adherence to state issued Perkins funding outcomes, which establish state-wide performance
objectives for colleges receiving Perkins funding.
Below in figure 8-2, are the Annual Goals for the 2012/13 Academic year as approved by the
College Board of Trustees:
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Figure 8-2: ANNUAL GOALS for 2012/13 ACADEMIC YEAR
As approved by the College Board of Trustees on October 30, 2012
Goal
Revise Strategic Plan/Agenda
Responsible Party
President & Fiscal &
Strategic Planning
Committee
Complete College Foundation
Capital Fund Drive Feasibility
Study and revise the
Foundation ‘s Strategic Plan
President, Director of
Institutional
Development, &
College Foundation
Complete institutional policy
review process
President & Policy
Review Committee
Develop President and Board
assessment/evaluation
President & Board of
Trustees
Complete discussion and
decide on implementing
mandatory placement policy
Instruction & Student
Services
Implement new programs and
services (programs--welding,
CMA, EMS; services-- human
resources)
Executive Committee
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Status
As part of this process the College is
currently working through a
"branding" process that will identify
its core mission/product. This "brand"
will serve as the starting point for a
new Strategic Plan/Agenda.
“Branding” should be completed by
end of February with other efforts
commencing at that point.
Feasibility Plan was completed and
is being reviewed/implemented as
appropriate. Strategic planning will
be conducted concurrently with the
College’s strategic planning process.
This project is about 70% completed
with series 400 and 600, and some
miscellaneous policy revisions
remaining to be reviewed/revised.
Series 400 will be brought forward
with a first reading in February and
series 600 in March. Any remaining
work is scheduled to be completed
during April.
This goal was temporarily deferred
given Board transitions in
membership and officers. With Board
membership now set, a plan on
moving forward will be a
topic/outcome of the February Board
retreat.
The Deans of Student Services and
Instruction are meeting to reach
consensus on a policy draft. This
draft will be discussed at the
February
Developmental Education Committee
meeting . A final policy on course
placement will be reviewed with the
Board this spring and, as
appropriate, implemented for the
2013/14 academic year.
The welding, EMS, and CMA
programs were implemented during
the fall semester. Reception to all of
these new programs has been
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positive. Additional program
revisions in automotive technology
and the former CAD programs are
being pursued. More recently the
college identified opportunities in
partnering with MTU in offering
natural resources related Associates
Degrees; these are being vigorously
followed up on. Working with a group
of interested community members,
the college will be offering a series of
equestrian continuing education
courses during the summer of 2013.
Review institutional marketing
strategy/branding
Board of Trustees,
& Cabinet
Implement college/Michigan
Department of Natural
Resources (MDNR) downhill
skiing partnership (Porcupine
Mt. Wilderness State Park)
Instruction &
Business Services
Complete AQIP accreditation
portfolio
Executive
Committee & AQIP
Coordinator
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The search for a human resources
coordinator is underway, and
additional clerical support needs are
being reviewed.
As reviewed above under the
strategic planning goal, the college
has initiated its “branding” process
and will complete this effort by the
end of February. The college’s
“brand” will form the basis for
strategic planning, budgeting,
marketing, and decision-making.
In conjunction with the MDNR and
Friends of the Porkies the college
redefined the ski area’s brand and
logo (funded by the MDNR).
Additionally, the college operated the
ski lift for the Fall color season and
earlier this winter for cross country
skiers. The downhill ski area was
opened to downhill skiing on January
18, 2013 and the College is in the
process of final assembly of the rope
tow that will provide access to that
area of the facility not served by the
existing chair lift. The MDNR has
indicated that their expectations todate for the operations contact
(excluding weather related issues)
has been exceeded.
The portfolio update is in progress
and on schedule to be ready for
review in mid- March. Many of the
necessary supporting documents
have been gathered, our template is
in place, and I have started writing
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Gogebic Community College
Prepare for and complete
Technical Center renovation
prior to 2013/14 academic year
2013
Business Services
our responses to the questions. I
would like to have an internal as well
as an external review conducted in
March, which will leave us sufficient
time to make adjustments before the
June 1, 2013 deadline.
Project financing has been secured
via a College bond issue and final
construction documents have been
submitted to the State of Michigan for
approval. Once approved the project
will go out for bid in late January or
early February. The project is on
schedule and is projected to be
complete before the start of the 2013
fall academic semester.
8P3
How do you develop key action plans to support your organizational strategies?
The process by which Action Projects are selected developed by the College is illustrated in
Figure 8-3 below. Projects are selected and developed to support specific areas of the College
and thereby supplement the Strategic Planning process. The process involves input from both
internal and external stakeholders and also provides opportunities for the Strategic and Fiscal
Planning Committee to be proactive and anticipate future needs. Implementation efforts are
evaluated and the results reported. Ineffective plans are restructured, implemented and
reevaluated. Our most recent group of Action Projects focused on a series of pilot projects
created to identify opportunities for the improvement and systematic demonstration of student
learning.
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Figure 8-3 Action Project Selection and Development Process
Action Planning
Process
Students
Internal
stakeholder
Community
Governmental
Regulatory
Requirements
Perceived
Stakeholder
Needs
Strategic
Planning
Committee
Trend
Analysis
Prioritize
Requests/
Analyze
Needs
Add to
Action Project
List
Assign to
Appropriate
Committee
Yes
Appropriate
Addition
To
Action Project List?
No
Assign to
Appropriate
Area in
Governance
Structure
Development
of Process to
Address Issue
Implementation of
Process
Inneffective
Evaluate the
Implimentation
Effective
Report
Findings
8P4
How do you coordinate and align your planning processes, organizational strategies, and action
plans across your institution’s various levels?
Gogebic Community College’s regular full-time faculty and staff include approximately 74
people. Members of the Cabinet share the goals and objectives with their staff through a formal
structure. The Dean of Instruction works with division chairpersons to share institutional goals.
The division chairs then return to their respective divisions and develop divisional goals and
plans of action, which coordinate with those of the College. The Dean of Instruction also holds
regular meetings with all instructional and related support staff to discuss goals and issues. The
Dean of Students has Student Services meetings to develop plans consistent with the overall
goals of the College. Monthly staff meetings provide opportunities to comment and coordinate
processes. After additional staff input and review, the finalized goals go to the GCC Board of
Trustees.
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The Curriculum Committee is a cross-departmental committee with broad representation. Every
instructional division, as well as Student Services, has representation on this committee. The
Curriculum Committee addresses student-learning issues, executes action plans, and develops
cross-departmental goals.
Below in Figure 8-4, is a diagram depicting institutional coordination around our central purpose,
Student Success/ Goal Attainment. This diagram illustrates the many factors that can impact
student success as well as suggesting a strategic agenda to guide Gogebic Community
College’s response to a changing environment.
Environmental Factors:
 Economically disadvantaged population
 Traditional higher education audience declining
 Government role in higher education (funding, regulation, accreditation) is uncertain
(private vs. public good, affordability, transparency)
 Increasing tuition, flat or decreasing public support
 Business community (state-wide and nationally) says there is a need for more skilled
workforce (>high school diploma, <Bachelor’s Degree)
 Stagnating/declining family incomes
 Higher than traditional unemployment following most recent unemployment
 Makeup of undergraduate student population is evolving (more non-traditional, more
technologically savvy, first-generation)
 Delivery of instruction is evolving (example, Massive Online Open Curriculum—
MOOC’s)
Mission/Purpose:
 The mission/purpose of Gogebic Community College is to do all that it can to help its
students and stakeholders achieve their goals.
 Gogebic Community College will do so responding to opportunities/threats in an
accountable and transparent manner that recognizes its mission/purpose and its value
principles.
Value Principles:
 Gogebic Community College will foster student access to a post-secondary education
(as measured by market penetration, net cost, financial aid availability/distribution, debt
load, course scheduling, online instruction/etc.).
 Gogebic Community College will offer relevant programs and services of high quality
and that reflect student, community, workforce, and institutional needs (as measured by
environmental/workplace analysis, transferability and student success, placement in
workplace, student satisfaction survey—attainment of goal).
 Gogebic Community College will foster student persistence to completion of his/her
goals (as measured by goal attainment, transfer success, graduation-retention rates,
placement in workplace, student engagement).
 Gogebic Community College will value people (as measured by employee satisfaction
survey, student satisfaction survey).
 Gogebic Community College will create and maintain an environment that is respectful,
civil, and conducive to learning (as measured by our employee satisfaction survey,
student satisfaction survey, safety and security incident data, assessment of student
access to and utilization of support and recreational facilities).
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2013
Gogebic Community College will maintain its financial integrity (as measured by audit
and financial reporting, operate within a structurally balanced budget, maintain a fund
balance approximately equal to 10% of budget, managed enrollment/results).
Figure 8-4 Institutional Coordination (Student Success)
Environment
Access
Student
Success/Goal
Programs
& Services
Attainment
Financial Intregity
People
Programs & Services
Peristance
8P5
How you define objectives, select measures, and set performance targets for your
organizational strategies and action plans?
Gogebic Community College utilizes the data derived from student surveys, rounding sessions
with faculty and staff, employee satisfaction surveys, and other outside guidelines from
authoritative educational bodies to determine what the College objectives, measures, and
performance targets are of the institution on an annual basis.
8P6 (5A)
How do you link strategy selection and action plans, taking into account levels of current
resources and future needs?
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Action Plans/Projects are intended to inform and aid in the strategy selection process. Strategy
selection is linked to resources via the annual budget process as well as by instructional division
and committee review.
As mentioned several times above, the College has formed a Fiscal and Strategic Planning
Committee responsible for investigating the viability of institutional changes prior to the
expenditure of funds. This committee is representative of the College in membership and makes
its recommendations based on current resources and revenue forecasts. These
recommendations carry significant weight and are carefully considered by the Cabinet and the
Board of Trustees prior to the committal of funds.
Gogebic Community College’s funding supports its educational programs, and the College has
in place a budget-forecasting model to identify future needs and obligations. Gogebic
Community College’s budgeting process places the educational mission and student support
services at the forefront and does not make any elective resource decisions that would impede
the progression of said mentioned.
8P7
How do you assess and address risk in your planning processes?
Risk is inherent in any endeavor requiring the expenditure of substantial capital or institutional
resources. Our planning process seeks to minimize risk while preserving creativity and
responsiveness to our stakeholders. We recognize that some ventures have more risk
associated with them than others. For example, investing College resources and tuition dollars
in equipment and infrastructure to support an already well-established program has less risk
associated with it than the establishment of a completely new program. This is especially true
for occupational programs requiring substantial capital resources.
We address risk in a variety of ways:
 We established a Fiscal Priorities and Strategic Planning Committee specifically to
ensure that all employee groups on campus are adequately represented before
substantial resources are committed to any project.
 We form partnerships with outside organizations whenever possible to meet stakeholder
needs while minimizing our financial liability. Two recent examples of this approach are
described in 9R2 (the GCC Welding Program, and Porcupine mountains Ski Hill).
 Feasibility studies are conducted to ensure that new programs and program changes do
not interfere with our ability to meet the needs of our students.
 The Curriculum development and review process ensures transferability of our courses
and programs prior to implementation.
8P8
How do you ensure that you will develop and nurture faculty, staff, and administrator capabilities
to address changing requirements demanded by your organizational strategies and action
plans?
Gogebic Community College invests significant resources in professional development. We
attend conferences, visit other colleges, join professional organizations, we bring speakers to
campus, and we have started initiatives such as the Entrepreneurial Center for Innovation and
Development and the Center for Faculty and Staff Development.
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Results:
8R1
What measures of the effectiveness of your planning processes and systems do you collect and
analyze regularly?
Student Learning, Marketing and Enrollment Management, and Fiscal Sustainability represent
three areas of great interest to us. Data collected regarding Student Learning is listed in Figure
6-1 (6R1). As a small institution, marketing and enrollment management is critical to us. Even
small fluctuations in enrollment can have a dramatic effect on our budget. Fiscal sustainability is
paramount to our continued existence. Every area or the College has a responsibility to ensure
that we remain on target with our budget projections.
8R2
What are your performance results for accomplishing your organizational strategies and
action plans?
For the purposes of this question we will focus on the following three categories of
organizational strategies and action plans: Student Learning, Marketing and Enrollment
Management, and Fiscal Sustainability (Figure 8-5).
Figure 8-5
Gogebic Community College Performance Results:
Category: Student Learning
Goal:
Pilot Student Learning
Assessment Action Projects
Accelerated Learning
Program for English
Composition
Orientation Program
Successful student completion
of welding certificate program
(first year offered)
Automotive Technology
Automotive Service
Excellence testing (100% pass
rate)
Complete Student Learning
Action Project series
Results:
Pilot projects successful
90% successful completion of the first year ALP
program. Students simultaneously enrolled in
developmental and College level English courses
Developed more comprehensive freshmen
experience program
100% completion with all becoming certified
welders.
90% pass rate
Action Projects in final year
Category: Marketing and Enrollment Management
Goal:
Results:
Achieve a student application
to enrollment yield to greater
than 90%
Yield of 94% achieved 2012-13 Academic year
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Gogebic Community College
Improve Student Life
Programs
Annual Idea Bounce
Increase staff and student
Community engagement
Early Student Update
(interventions)
Establish Social Media
presence
Category: Fiscal
sustainability
Goal:
Reduce overall spending
Increase off-campus
enrollment
Increase fund Balance to
$1,000,000.00
2013
Additional Student life programs added including
the addition of intramural sports.
25 student participants this academic year
Staff community involvement over 5,000 hours
Student community involvement over 500 hours.
Implemented
Implemented
Results:
Reduction in excess of $100,000
Increase of greater than 2% for each of the past
two years
Achieved Through 2011-2012 (currently standing at
$845,000.00)
8R3
What are your projections or targets for performance of your strategies and action plans over
the next 1-3 years?
Our performance projections for Student Access and Success, Marketing and Enrollment
Management, and Fiscal Sustainability are as follows: (Figure 8.6)
Figure 8.6
Gogebic Community College Performance Projections:
Category: Student Access and Success
Goal:
Targets:
Develop a comprehensive
first year experience program.
100% Freshmen completion during 2014-2015 AY
Retention of first generation
college students
70% by 2014-2015 AY
Developmental Student
100% student success in developmental
Success
coursework by 2015-2016 AY
Increase Occupational
licensure examination pass
rates
100% by 2015- 2016 AY
Develop additional articulation
agreements and partnerships
with local and regional ISD’s
Develop 3-5 new agreements each year for next
and Universities
three academic years.
Adopt best practices from
Action Projects across
instructional divisions
Where applicable during 2013-2014 AY
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Category: Marketing and Enrollment Management
Goal:
Targets:
Early Student Update
Reach all students who would benefit from early
(interventions)
intervention.
Increase Student Retention
Rate
68% by Fall 2015
Increase International Student
Recruitment
5% of total FTE by 2016-2017 AY
Out of state student
Increase 5% each year for next three academic
recruitment and retention
years
Redesign student advising
By 2014-2015 AY to develop a more
model
comprehensive advising model
Improve target marketing of
Distribute revised marketing collateral to local and
occupational programs
regional High Schools
Increase enrollment of
underrepresented groups in
To increase participation and completion by 5%
occupational programs
over next two academic years.
Category: Fiscal
sustainability
Goal:
Strategically align expenses
with enrollment
Maintain $1,000,000.00 fund
balance
Increase off-campus
enrollment
Work with Federal
Government to receive
Payment in Lieu of Taxes of
Federal Land
Targets:
Strategic plan in place by 2015
$1,000,000.00 fund balance in 2015
Increase of 7% by fall of 2014
Achieve by 2015
8R4
How do your results for the performance of your processes for Planning Continuous
Improvement compare with the performance results of other higher education institutions and, if
appropriate, of organizations outside of higher education?
As of yet, other institutions do not directly share performance metrics for their individual
processes of planning continuous improvement. However, we do have comparative benchmark
data related to things like enrollment trends, retention, and completion sited in numerous places
in this document. If used as indicators of effectiveness for our systems of Planning Continuing
Improvement, then we compare favorably to other Michigan Community Colleges.
8R5
What is the evidence that your system for Planning Continuous Improvement is effective? How
do you measure and evaluate your planning processes and activities?
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As a result of our continuous improvements,
 Enrollment is relatively stable
 Student satisfaction/ goal attainment is improving
 Our occupational students can monitor their progress as compared to industry
standards.
 New programs have been added that meet or exceed industry standards.
 Data is accessible.
 Enrollments are stable even though the area population is declining.
 Identified a need for a Director of Student Success and Engagement. To be filled by fall
2013.
Improvement:
8I1
What recent improvements have you made in this category? How systematic and
comprehensive are your processes and performance results for Planning Continuous
Improvement?
The addition of Institutional Researcher to our staff has made the collection and dissemination
of quantitative data related to organizational performance much more organized and systematic.
While we have always collected data regarding our institutional performance in a number of
areas, this data at times was underutilized in our decision-making processes.
We believe our processes for planning continuous improvement are much improved and
adequate to meet the current challenges we face. We are, however, planning to improve the
processes we have in place for planning improvement.
8I2
How do your culture and infrastructure help you to select specific processes to improve and to
set targets for improved performance results in Planning Continuous Improvement?
Through our strategic and Action Planning processes outlined in this section, we remain
responsive to the needs of our stakeholders. As an organization we welcome comments and
input from both internal and external stakeholders alike. Our planning processes have
assessment components built into them that inform our analysis and decision-making
processes. Planning continuous improvement is how we stay relevant to our students,
community, and other stakeholders.
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Category Nine
Building Collaborative Relationships
Introduction:
Building Collaborative Relationships is an area where we as an organization excel. In part, this
is out of necessity. As a small rural Community College we do not have the resources to be all
things to all people. However, by investigating opportunities to collaborate with other area
organizations, we can dramatically expand our capacity to meet the needs of our students while
staying within our resources. In this section, you will find examples of how we have magnified
our ability to serve the needs of our students and community by making the formation of
partnerships part of our culture and strategic planning process (9R2). We would describe the
maturity of our approach to this process as Aligned.
Process:
9P1
How do you create, prioritize, and build relationships with the educational institutions and other
organizations from which you receive your students?
Representatives of Gogebic Community College reach out to our primary sources of prospective
students on a regular basis. Our admissions recruiter visits each traditional source of students in
the fall and remains in contact with schools and agencies throughout the year. Our Director of
Financial Aid conducts financial aid seminars at the regional high schools for students
anticipating attending college, whether that college is Gogebic Community College or not.
Counselors from high schools in our service area are invited to campus for roundtable
discussions with faculty and college administrators. GCC hosts a College Day and College
Preview Day each year on campus. The President of the College meets with the
superintendents on a rotating basis throughout the year. Employers and Michigan Works attend
program advisory board and program-review committee meetings to discuss the needs for
training. Informal communication is ongoing with community organizations. Individuals know
each other on a first-name basis. Such open informal communication makes the College aware
of educational needs in the area and opportunities for new collaborative relationships.
The College values its relationships with regional school districts. Members of our Executive
Committee are active participants in regional superintendent and principal groups, as well as
with the Intermediate School Districts (ISD). Currently, two of our faculty members are trustees
sitting on local school boards.
The College values a long-standing, unique partnership with the Gogebic-Ontonagon
Intermediate School District. The ISD holds office space at the College and offers approximately
six courses per academic year on the College campus for high school students, employing
college instructors to teach these courses. Articulation agreements are in place for students to
advance from the high school to college courses with ease.
The Admissions officers work daily with high school personnel on visit days, college fairs, career
information, transition workshops, and admissions information. Gogebic Community College
enjoys an extremely high percentage of local graduating high school students becoming GCC
students. Our high school visits generally cover over 60 schools in a two-state area.
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In addition, the number of dual-enrolled students is increasing. The College is working on an
Early College concept for next fall with several regional high schools. In addition, dualenrollment opportunities are currently being expanded to a high school in Wisconsin, which
borders Ironwood. This opportunity to cross state borders is an exciting challenge.
9P2
How do you create, prioritize, and build relationships with the educational institutions and
employers that depend on the supply of your students and graduates that meet those
organizations’ requirements?
Gogebic Community College is committed to its mission of service to students. Service to our
students requires that we cultivate relationships that encourage student success and desired
outcomes even after graduation or transfer. We recognize that active engagement of
organizations that depend on our students is vital to our continued existence and relevance
within our service area.
The creation and maintenance of these relationships begins with identifying these external
stakeholders and developing a clear understanding of their needs.
As a leader in the economic development process of the region, we are in a great position to
monitor the needs of local employers. Members of the campus community serve on a number of
regional boards and regularly host and attend meetings with leaders of business and industry,
as well as with agencies that support job growth. Our President serves on the local hospital
Board of Directors and most of the regional medical hospitals, clinics, and nursing homes serve
as clinical sites for our students. The knowledge gained from these connections informs our
decisions regarding the update of current and development of new occupational programs. Our
close working relationship with Michigan Works! has most recently resulted in the
establishment of a state of the art welding program at GCC.
All occupational programs at GCC have advisory boards consisting of knowledgeable people
currently working in industry. These industry leaders are prospective employers of our
graduates and by providing curriculum guidance serve to ensure that our programs remain
relevant and consistent with the current workforce trends.
Relationships with our main transfer institutions have been in existence for decades. Our
Transfer Coordinator works closely with the institutions that receive our students to ensure that
our programs continue to transfer and are functionally equivalent to those offered at the transfer
institutions. To this end, our transfer coordinator has been given a permanent seat on the
Curriculum Committee, ensuring that curriculum decisions reflect and take into account the
needs of our graduates and our partner institutions. Gogebic Community College has worked to
promote transfer opportunities for students since its founding in 1932 and receives excellent
feedback from the institutions we work with.
9P3
How do you create, prioritize, and build relationships with the organizations that provide
services to your students?
Gogebic Community College has a high population of first generation, low-income students, so
the College partners with many regional agencies to provide funding for students beyond the
traditional state and federal financial aid programs. These relationships are vital to our student
population. The Student Services Division is the primary contact for these relationships and
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meet regularly with agencies such as Michigan Works!, Vocational Rehabilitation, Wisconsin
CEP, and many others.
As GCC’s residence hall has a capacity of 96 students, the College has formed a unique
partnership with a motel that is in close proximity to campus to provide student housing. When
our hall is full, students can then choose to live at the motel, which has renovated space for a
kitchen and lounge area just for students.
Because of the small size of the College, we partner with a local agency for alcohol/drug
screenings, as well as for mental health services. These agencies provide training programs oncampus for students, as well as faculty and staff.
The College also hosts a Community Resource Fair on campus each fall for students that is
attended by representatives for many regional community assistance organizations. These
organizations provide information, resources, as well as prizes for the students.
This past year, the College has greatly expanded its work with veterans, and has entered into
an agreement with the Department of Veterans Services in Michigan to have a professional
veterans’ counselor visit GCC’s campus to meet with students on a bi-monthly basis. This
program gives veteran students the ability to meet directly with a veterans’ official.
The College takes these partnerships extremely seriously, as they are vital to the success of our
students.
9P4
How do you create, prioritize, and build relationships with the organizations that supply
materials and services to your institution?
Gogebic Community College’s Business Office is responsible for the procurement of supply
materials, as well as any bid processes in accordance with sound business practices and laws
of the State of Michigan. The Business Office is also responsible for communicating the College
policies and guidelines to all vendors, as well as assisting departments with necessary
purchases.
The College’s budget process helps to prioritize expenditures. Each division chairperson works
with their departments to determine divisional priorities, Requests are then given to the Dean of
Business Services for scrutiny as to how the expenditures fall within the scope and mission of
the College as a whole.
9P5
How do you create, prioritize, and build relationships with the education associations,
external agencies, consortia partners, and the general community with whom you interact?
Relationships with educational associations, external agencies, consortia partners, and the
general community are created with the goal in mind of student success and the achievement of
stakeholder goals. As a small, rural community college, we are at the forefront of education and
economic development in our region. We take this responsibility seriously and each member of
our campus community engages in these relationships, especially with high schools and other
higher learning institutions. From academic departments, Admissions, Financial Aid,
Development, Athletics, the Entrepreneurial Center (ECID), to our student and conference
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center, as well as at the Mt. Zion Winter Recreation Center on campus and our operation of the
Porcupine State Park Ski Hill, all relationships fall within the mission and scope of the College.
We build and continue relationships through personal interactions with each by our faculty, staff,
and administration. At Gogebic Community College, we are committed to personal relationships
not only with students, but with each stakeholder. Ongoing communication is a key component.
External agencies and partners such as the Michigan Community College Association, the
Department of National Resources (Porcupine Mt. State Park), transfer schools, high schools,
work with us regularly on issues vital to our region. These are but a few of our many
partnerships.
9P6
How do you ensure that your partnership relationships are meeting the varying needs of those
involved?
All relationships and partnerships at Gogebic Community College are developed to support the
achievement of our students’ goals. This student focus is what guides the priorities of the
relationships.
In most partnerships, formal agreements, such as articulation agreements, are developed and
maintained. Student success and satisfaction is monitored and used to gauge the success of
the various partnerships.
9P7
How do you create and build relationships between and among departments and units within
your institution? How do you assure integration and communication across these relationships?
Gogebic Community College uses a variety of ways to create and foster relationships between
departments and units within the institution. The President’s Cabinet discusses many issues of
importance and brings the information back to their respective divisions/departments. Monthly
meetings of the entire staff are conducted. In addition, academic Division Chairs meet, as do
individual departments. Representatives from Student Services are included in Instructional
meetings.
Many other cross-departmental committees meet regularly and bring representatives of many
departments together on a regular basis. Examples include the Retention Committee,
Curriculum Committee, Marketing, and Developmental Education, to name a few. Minutes from
these meetings are distributed to the entire campus community.
The President’s Office issues a monthly electronic newsletter that includes contributions from
people across campus. This office also distributes news from the state political newswire daily
so that all employees can keep abreast of political activities.
All student groups have an active faculty/staff advisor.
Results:
9R1
What measures of building collaborative relationships, external and internal, do you collect and
analyze regularly?
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We evaluate the building of external and internal collaborative relationships in a number of
ways. Including:
 Student Satisfaction Surveys.
 Student class evaluations.
 Student Exit Surveys.
 Non Returning Student Surveys.
 The number of industry based advisory committee members attending committee
meetings (a number of these individuals have to drive considerable distances)
 Hours of community service volunteered by our staff in the local community each
calendar year. (community involvement survey)
 Campus facility usage by community groups.
 The annual Employee Satisfaction Survey gauges the attitudes, concerns, and overall
satisfaction of our staff with GCC as a place to work. Results of this anonymous survey
are distributed to the entire staff. A five-year comparison of the survey results is posted
on our Web site.
 Because of the high degree of involvement of our staff in community organizations, we
are well aware of how we are perceived.
9R2
What are your performance results in building your key collaborative relationships, external and
internal?
The faculty, staff, administration, and board of trustees at GCC enjoy a good working
relationship. Evidence for this can be found in our annual Employee Satisfaction Survey. The
figures below indicate that a majority of the GCC faculty and staff not only feel that they have a
good working relationship with their peers and supervisors, but that their peers and supervisors
take the time to recognize their good work.
Figure 9-1 Employee Satisfaction Survey Results – Peer Relationship
I have a good working relationship with my peers
100.0%
90.0%
80.0%
70.0%
2012
60.0%
2011
50.0%
2010
40.0%
2009
30.0%
2008
20.0%
10.0%
0.0%
Agree
Category Nine: Building Collaborative Relationships
Disagree
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Figure 9-2 Employee Satisfaction Survey Results – Supervisor Relationship
I have a good working relationship with my
supervisors
100.0%
90.0%
80.0%
70.0%
60.0%
50.0%
40.0%
30.0%
20.0%
10.0%
0.0%
2012
2011
2010
2009
2008
Agree
Disagree
Figure 9-3 Employee Satisfaction Survey Results – Peer Recognition
In the last month, I have received recognition or
praise for doing good work from my peers
60.0%
50.0%
2012
40.0%
2011
30.0%
20.0%
2010
10.0%
2009
2008
0.0%
Strongly
Agree
Agree
No
Response
Category Nine: Building Collaborative Relationships
Disagree
Strongly
Disagree
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Figure 9-4 Employee Satisfaction Survey Results – Supervisor Recognition
In the last month, I have received recognition or
praise for doing good work from my supervisors
50.0%
40.0%
2012
30.0%
2011
20.0%
2010
10.0%
2009
0.0%
2008
Strongly
Agree
Agree
No
Response
Disagree
Strongly
Disagree
We have been very successful in establishing external collaborative relationships which serve to
enhance the overall educational experience of our students. For example, all area health care
facilities (including those in the Copper Country) serve as clinical sites for our allied health
students. In addition, through a collaborative arrangement with Michigan Technological
University, all GCC students attending classes at our Copper Country Center in Houghton,
Michigan, can use the MTU library and library services free of charge.
This year we established a state of the art welding program, which follows the American
Welding Society Level II SENSE curriculum and Curriculum Standards. This program would not
have been possible for us to offer without the formation of a collaborative arrangement between
Gogebic Community College, Ironwood High School, and the Gogebic-Ontonagon Intermediate
School District. Although the college-level welding classes are held in GCC classrooms, the
shop facilities are housed in Ironwood High School. In order to accommodate the level of
instruction necessary for our students to be ready for employment upon completion of the
program, each of the partners committed substantial resources to the facility. None of the three
organizations could afford to accomplish this on their own, but by working together, all of our
students benefit from a well-equipped facility.
GCC is fortunate to offer one of only two Ski Area Management programs in the country and the
only program which has its own ski hill on campus. Our close ties to our state representatives
and our reputation for excellence has precipitated another collaborative relationship. The
Department of Natural Resources has launched a partnership with Gogebic Community College
in Ironwood that will allow students from the school’s ski area management department to
operate the 400-acre ski hill at the Porcupine Mountains Wilderness State Park in Ontonagon
for the 2012-2013 season. The college’s ski area management students handled all aspects of
ski operations at the Porkies, from managing and marketing the ski hill and equipment
maintenance, to overseeing the operation of the slope’s onsite restaurant and ski shop.This
collaboration has opened up additional educational experiences for our students with little
financial risk to the College.
These are just a few examples of the kinds of collaborative relationships we engage in. The
development of these relationships would not be possible if all parties were not aware of the
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resources and capabilities of the other potential partners. This level of awareness takes
dedication, hard work, and most of all the willingness to invest time in the community.
9R3
How do your results for the performance of your processes for Building Collaborative
Relationships compare with the performance results of other higher education institutions
and, if appropriate, of organizations outside of higher education?
Because of the unique nature of each collaborative relationship we develop, we do not make
direct comparisons of our results for building collaborative relationships with that of other
organizations. Differences in the scope, needs goals, and administration of collaborative
relationships introduce far too many variables for relevant comparisons to be made. For
example, on what bases would we compare our ski hill operation collaboration with the state of
Michigan with that of another College when this relationship is unique?
As student success and goal achievement are primary in any collaborative relationship, the fact
that Gogebic Community College has been ranked in the top ten percent of community colleges
in the country by the Aspen Institute and the U.S. Department of Education for the past two
consecutive years attests to our high degree of success in comparison with other higher
education institutions.
Improvement:
9I1
What recent improvements have you made in this category? How systematic and
comprehensive are your processes and performance results for Building Collaborative
Relationships?
Gogebic Community College’s approach to building, maintaining and improving collaborative
relationships is simple, direct and highly effective. We know the organizations we work with and
we know the people who work for those organizations. Our process improves when we learn
more about our partners and understand how our mutual needs can be met. We have expanded
the travel resources of our president so he can maintain the relationships he has established
both in Lansing and in Washington, D.C. We have an ongoing dialogue with all of our partners –
both formally and informally. This provides us with a great deal of feedback that we can access
and act on. In an attempt to increase our awareness of student needs and concerns, we have
expanded the resources earmarked for student life activities.
9I2
How do your culture and infrastructure help you to select specific processes to improve and to
set targets for improved performance results in Building Collaborative Relationships?
The improvement of collaborative relationships is a perpetual process. The College’s strategic
planning process is one avenue used to identify specific areas in need of improvement but
certainly not the only one. Establishment of improvement priorities can begin at any number of
levels within the organization including the president’s cabinet, individual instructional divisions,
or the Strategic Fiscal Planning Committee.
Category Nine: Building Collaborative Relationships
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Because of the size and location of our College and the region we serve, the College is often
the host of agency and organization meetings and events. This opens the doors to direct
communication with outside groups that develop into mutually beneficial partnerships.
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Appendix A
Gogebic Community College Organizational Chart
Board of Trustees
President
Dean of Business
Services
Dean of Student
Services
Dean of Instruction
Director of
Development
Accounting
Allied Health Division
Admissions
Foundation Board of
Directors
Bookstore
Applied Technology/
Occupational Division
Community Relations
& Public Relations
Alumni Relations
Buildings & Grounds
Business Education
Division
Counseling &
Placement
Fiscal Services
Fine Arts Division
Financial Aid
Programs
Institutional
Computing & Support
Learning Resources
Center
Lindquist Center
Operations
Math & Science
Division
Registration &
Registrar Functions
Snack Bar
Social Science
Division
Student Government
& Activities
Athletics
Student Housing
Off Campus Programs
Student Success
Center
Institutional
Research
Transfer Relations
TRIO Grant Programs
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Appendix B
Gogebic Community College Committee Structure
Board of Trustees
Board Audit
Committee
President
Cabinet
Governance
Committee
Administrative
Council
Social Committee
Institutional Policy
Review Committee
Fiscal & Strategic
Planning Committee
Facilities, Safety, and
Technology
Committee
Division Chairs/
Directors Committee
Curriculum
Committee
Developmental
Education Committee
Faculty Development
Committee
Distance Learning
Committee
Financial Aid Appeals
Committee
Retention Committee
Student Personnel
Committee
Dean of Business
Services
Dean of Instruction
Dean of Student
Services
Director of
Development
College Foundation
Board of Directors
Foundation Special
Event Committees
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Appendix C
GCC Recruitment and Selection Process:
New position request
GCC Recruitment & Selection Process*
Restructuring and/or realignments considered by Cabinet, with input
from Deans and others as appropriate
Request reviewed by Fiscal & Strategic Planning
Recommendation to
put on wish list
Position description developed or updated by the
Dean with input from most directly affected
parties
Recommend to
proceed
Proceed
without major
changes
Request for more
information or to
restructure
REJECT
APPROVE
Proceed after
position
reconstructed
Announcement of vacancy and call for ideas
from employees by appropriate person as
ID’d by Dean
Cabinet Review
Send to Dean or
director
Vacant position
Process ends
BOARD OF TRUSTEES REVIEW
Sent to President
Request for more
information or to
restructure
APPROVE
REJECT
Process Ends
Search committee (SC) established as outlined in board policy
Position announcement reviewed
Send to Dean or director
Position
restructuring
recommended
Accept as
written
Posting by Dean’s office
Revise details
Immediate: Internal posting on
bulletin boards, email, and website
(include 10 day disclaimer)
Collection of application / resumes by Dean’s office
10 days: External posting to press
and other appropriate publications /
websites
Screening for minimal qualifications by Dean
Forward to SC
* This process will be followed for the
purpose of filling new and vacant
positions unless mitigating
circumstances prevent full compliance
Send letters of
regret
Review of resumes by SC
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GCC Recruitment and Selection Process continued:
Review of resumes by SC
Complete standard
raking for for each
candidate
Establish short
list
Collection &
summery by Chair
Compensation
established by
contract or
classification
Send letters of
regret
Choose
interview
candidates
Optional phone
interview
Complete standard
raking for for each
candidate
Personality test sent to candidates for
senior administrative positions and
others deemed appropriate
On ground interview
Initiate criminal
background check
Collection &
summery by Chair
Reference checks
“On hold”
candidates
Back to short
list
Recommendendation
for hire to Dean
Back to posting
Offical written/verbal offer extended (conditional based on
background check)
Tentative
acceptance
Decline
Back to SC for new
recommendation
Decline
Back to SC for new
recommendation
Recommendation for hire to the board
ACCEPT
Remove ads
Start personnel file &
orientation process
Letters of regret to
short list candidates
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Appendix D
Links to Additional Supporting Documents
GCC Web page ~ http://www.gogebic.edu/
GCC Catalog ~ http://www.gogebic.edu/academics/course-catalog.php
GCC Accreditation Web page ~ http://www.gogebic.edu/news/accreditation.php
This link will take you to the following information:
 Gogebic Community College Systems Portfolio -2013
 Gogebic Community College Systems Portfolio -2009
 Gogebic Community College AQIP Action Projects and feedback reports
o Current Projects
o Completed Projects
 Math and Science Division Student Learning Reports
 Employee Satisfaction Survey – Historical Comparisons (five year)
Public Act No.62 Disclosures and Public Act No. 201 Transparency Reporting ~
http://www.gogebic.edu/dashboard/PA62.php
This link will take you to the following information:
 Five Year Campus Master Plan
 Best Practices Resolution 2012
 Annual Audited Financial Statements
 Annual Budget
 General Fund Balance Sheet
 General Fund Expense & Expense Summary
 Statement of Changes in Fund Balance
 Price of Attendance
 Health Care Benefits
o Vision plan
o Dental plan
o Medical plan
 Bargaining Unit Contracts
o AFSCME
o GCC MAHE
 Link to Activities Classification Structure Manual
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