2012 AQIP Systems Portfolio
Academic Quality Improvement Program
The Higher Learning Commission
AQIP Categories and Items
2008 Revision
Pilot for 2013 AQIP Systems Portfolio Guidelines
Embedded Revised Criteria Core Components
Effective date - January 1, 2013
October 2012
Wayne State College  1111 Main Street  Wayne, NE 68787
800-228-9972  www.wsc.edu
WSC Systems Portfolio
(Updated with AQIP 2008 Revision Questions)
Pilot for 2013 AQIP Guidelines with Embedded Core Components
TABLE OF CONTENTS
Page
Institutional Overview ............................................................................................................................................ 1
CATEGORY ONE – HELPING STUDENTS LEARN
AQIP Category One, Helping Students Learn, focuses on the design, deployment, and effectiveness of teachinglearning processes that underlie your organization’s credit and non-credit programs and courses, and on the
processes required to support them.
Overview ................................................................................................................................................................... 3
Processes (P)
1P1. How do you determine which common or shared objectives for learning and development
you should hold for all students pursuing degrees at a particular level? Whom do you
involve in setting these objectives? [P1] ............................................................................................................ 3
Core Component 3.B.4 .................................................................................................................................... 3
Core Component 3.B. ...................................................................................................................................... 3
Core Component 3.B.3 .................................................................................................................................... 4
Core Component 3.B.2 .................................................................................................................................... 4
Core Component 3.B.5 .................................................................................................................................... 4
Core Component 3.B.1 .................................................................................................................................... 4
Core Component 3.B.2 .................................................................................................................................... 4
1P2. How do you determine your specific program learning objectives? Whom do you involve in
setting these objectives? [1P1] ........................................................................................................................... 5
Core Component 3.B.2 .................................................................................................................................... 5
Core Component 4.B.1 .................................................................................................................................... 5
Core Component 4.B.4 .................................................................................................................................... 5
Core Component 4.B.2 .................................................................................................................................... 5
Core Component 4.B.3 .................................................................................................................................... 6
Core Component 4.B.3 .................................................................................................................................... 6
Core Component 4.B.4 .................................................................................................................................... 6
1P3. How do you design new programs and courses that facilitate student learning and are
competitive with those offered by other organizations? [1P2] ........................................................................... 6
1P4. How do you design responsive academic programming that balances and integrates
learning goals, students’ career needs, and the realities of the employment market? [1P2] .............................. 6
Core Component 4.A. and Core Component 4.A.2 ......................................................................................... 6
Core Component 4.A.3 .................................................................................................................................... 6
Core Component 4.A.4 .................................................................................................................................... 7
Core Component 3.A. and Core Component 3.A.1 ......................................................................................... 7
Core Component 3.A.2 .................................................................................................................................... 7
Core Component 3.A.3 .................................................................................................................................... 7
Core Component 1.C. and Core Component 1.C.1 .......................................................................................... 7
1P5. How do you determine the preparation required of students for the specific curricula,
programs, courses, and learning they will pursue? [1P3] ................................................................................... 8
1P6. How do you communicate to current and prospective students the required preparation
and learning and development objectives for specific programs, courses, and degrees
or credentials? How do admissions, student support, and registration services
aid in this process? [1P4] .................................................................................................................................... 8
Core Component 2.B. ...................................................................................................................................... 8
1P7. How do you help students select programs of study that match their needs, interests,
and abilities? [1P5] ............................................................................................................................................. 9
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Core Component 3.D and Core Component 3.D.1 .......................................................................................... 9
Core Component 3.D.2 .................................................................................................................................... 9
Core Component 3.D.3 .................................................................................................................................... 9
1P8. How do you deal with students who are underprepared for the academic programs and
courses you offer? [1P5] ................................................................................................................................... 10
1P9. How do you detect and address differences in students’ learning styles? [1P5] .............................................. 10
1P10. How do you address the special needs of student subgroups (e.g. handicapped students,
seniors, commuters)? [1P5] ........................................................................................................................... 11
Core Component 1.C.2 ................................................................................................................................ 11
1P11. How do you define, document, and communicate across your organization your
Expectations for effective teaching and learning? [1P6] ............................................................................... 11
Core Component 2.E and Core Component 2.E.1 ....................................................................................... 11
Core Component 2.E.3 ................................................................................................................................. 12
Core Component 2.D ................................................................................................................................... 12
Core Component 2.E.2 ................................................................................................................................. 12
1P12. How do you build an effective and efficient course delivery system that addresses
both students’ needs and your organization’s requirements? [1P7]............................................................. 12
Core Component 3.A ................................................................................................................................... 12
1P13. How do you ensure that your programs and courses are up-to-date and effective? [1P8] ............................. 13
Core Component 4.A. and Core Component 4.A.1 ..................................................................................... 13
Core Component 4.A.4 ................................................................................................................................ 13
Core Component 4.A.6 ................................................................................................................................ 13
Core Component 4.A.5 ................................................................................................................................ 13
1P14. How do you change or discontinue programs and courses? [1P8]................................................................. 13
1P15. How do you determine and address the learning support needs (tutoring, advising,
placement, library, laboratories, etc.) of your students and faculty in your student
learning, development, and assessment processes? [1P9] ............................................................................. 14
Core Component 3.D.4 ................................................................................................................................ 14
Core Component 3.D.5 ................................................................................................................................ 14
1P16. How do you align your co-curricular development goals with your curricular learning
objectives? [1P10].......................................................................................................................................... 14
Core Component 3.E. and Core Component 3.E.1 ...................................................................................... 14
Core Component 3.E.2 ................................................................................................................................. 15
1P17. How do you determine that students to whom you award degrees and certificates have met
your learning and development expectations? [1P12] ................................................................................... 15
1P18. How do you design your processes for assessing student learning? [1P11] .................................................. 15
Core Component 4.B.2 ................................................................................................................................ 15
Core Component 4.B. .................................................................................................................................. 16
Core Component 4.B.1 ................................................................................................................................ 16
Core Component 4.B.3 ................................................................................................................................ 17
Core Component 4.B.4 ................................................................................................................................ 17
Results (R)
1R1.What measures of your students’ learning and development do you collect and
analyze regularly? [1P13] ................................................................................................................................. 18
1R2.What are your performance results for your common student learning and development
objectives? [1R1] .............................................................................................................................................. 20
1R3.What are your performance results for specific program learning objectives? [1R1] ...................................... 22
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
organizations and employers)? [1P12, 1R2]..................................................................................................... 22
1R5.What are your performance results for learning support processes (advising, library
and laboratory use, etc.)? [1R3]........................................................................................................................ 23
1R6. How do your results for the performance of your processes in Helping Students Learn compare
with the results of other higher education organizations and, where appropriate, with results of
organizations outside of higher education? [1R4] ............................................................................................ 24
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Improvement (I)
1I1 What recent improvements have you made in this category? How systematic and
comprehensive are your processes and performance results for Helping Students Learn? .............................. 27
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? ....................................................... 28
CATEGORY TWO – ACCOMPLISHING OTHER DISTINCTIVE OBJECTIVES
AQIP Category Two, Accomplishing Other Distinctive Objectives, addresses the key processes (separate from
your instructional programs and internal support services) through which you serve your external stakeholders
— the processes that contribute to achieving your major objectives, fulfilling your mission, and distinguishing
yours from other educational organizations.
Overview ................................................................................................................................................................. 28
Processes (P)
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? ........................................................................................................................ 30
2P2. How do you determine your organization’s major non-instructional objectives for your
external stakeholders, and whom do you involve in setting these objectives? [2P1] ....................................... 32
2P3. How do you communicate your expectations regarding these objectives? [2P2] ............................................ 33
2P4. How do you assess and review the appropriateness and value of these objectives, and
whom do you involve in these reviews? [2P3] ................................................................................................. 33
2P5. How do you determine faculty and staff needs relative to these objectives and operations? [2P3]................. 33
2P6. How do you incorporate information on faculty and staff needs in readjusting these
objectives or the processes that support them? [2P4] ....................................................................................... 33
Results (R)
2R1. What measures of accomplishing your major non-instructional objectives and activities
do you collect and analyze regularly? [2P5]..................................................................................................... 33
2R2. What are your performance results in accomplishing your other distinctive objectives? [2R1] ..................... 34
2R3. How do your results for the performance of these processes compare with the
performance results of other higher education organizations and, if appropriate, of
organizations outside of higher education? [2R2] ............................................................................................ 39
2R4. How do your performance results of your processes for Accomplishing Other Distinctive
Objectives strengthen your overall organization? How do they enhance your relationships
with the communities and regions you serve? [2R3]........................................................................................ 40
Improvement (I)
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? ........................................................................................................................... 41
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? ..................................................................................................................................... 41
CATEGORY THREE – UNDERSTANDING STUDENTS’ AND OTHER STAKEHOLDERS’ NEEDS
AQIP Category Three, Understanding Students’ and Other Stakeholders’ Needs, examines how your
organization works actively to understand student and other stakeholder needs.
Overview ................................................................................................................................................................. 41
Processes (P)
3P1. How do you identify the changing needs of your student groups? How do you analyze
and select a course of action regarding these needs? [3P1] .............................................................................. 42
Core Component 4.C. and Core Component 4.C.1 ........................................................................................ 43
Core Component 4.C.3 ................................................................................................................................... 43
Core Component 4.C.2 and 4.C.4 ................................................................................................................... 43
3P2. How do you build and maintain a relationship with your students? [3P2] ...................................................... 46
3P3. How do you analyze the changing needs of your key stakeholder groups and select
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courses of action regarding these needs? [3P3] ................................................................................................ 48
Core Component 1.D. and Core Component 1.D.1 ........................................................................................ 48
Core Component 1.D.3 ................................................................................................................................... 48
Core Component 1.D.2 ................................................................................................................................... 48
3P4. How do you build and maintain relationships with your key stakeholders? [3P4] .......................................... 49
3P5. How do you determine if you should target new student and stakeholder groups
with your educational offerings and services? [3P5] ........................................................................................ 49
Core Component 1.D.3 ................................................................................................................................... 49
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? [3P6] .................................................................................... 50
Results (R)
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? [3P7] ............. 50
3R2. What are your performance results for student satisfaction? [3R1]................................................................. 51
3R3. What are your performance results for building relationships with your students? [3R2] .............................. 55
3R4. What are your performance results for stakeholder satisfaction? [3R3].......................................................... 58
3R5. What are your performance results for building relationships with your key stakeholders? [3R4] ................ 59
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
organizations and, if appropriate, of organizations outside of higher education? [3R5] .................................. 60
Improvement (I)
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?....................................................................................................................... 60
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? ....................................................................................................................................... 61
CATEGORY FOUR - VALUING PEOPLE
AQIP Category Four, Valuing People, explores your organization’s commitment to the development of your
faculty, staff, and administrators.
Overview ................................................................................................................................................................. 61
Processes (P)
4P1. How do you identify the specific credentials, skills, and values required for faculty, staff,
and administrators? [4P1] ................................................................................................................................. 62
4P2. How do your hiring processes make certain that the people you employ possess the
credentials, skills, and values you require? [4P1]............................................................................................. 63
Core Component 3.C. and Core Component 3.C.1 ........................................................................................ 63
Core Component 3.C.2 .................................................................................................................................. 63
4P3. How do you recruit, hire, and retain employees? [4P2] ................................................................................... 63
4P4. How do you orient all employees to your organization’s history, mission, and values? [4P2] ....................... 64
4P5. How do you plan for changes in personnel? [4P2] .......................................................................................... 65
4P6. How do you design your work processes and activities so they contribute both to
organizational productivity and employee satisfaction?................................................................................... 65
4P7. How do you ensure the ethical practices of all of your employees? [4P3] ...................................................... 66
Core Component 2.A ..................................................................................................................................... 66
Core Component 2.E. and Core Component 2.E.1 ........................................................................................ 66
Core Component 2.E.3 ................................................................................................................................... 66
4P8. How do you determine training needs? How do you align employee training with shortand long-range organizational plans, and how does it strengthen your instructional and
non-instructional programs and services? [4P5]............................................................................................... 67
4P9. How do you train and develop all faculty, staff, and administrators to contribute fully
and effectively throughout their careers with your organization? How do you reinforce
this training? [4P4] ........................................................................................................................................... 67
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4P10. How do you design and use your personnel evaluation system? How do you align
this system with your objectives for both instructional and non-instructional
programs and services? [4P6] ........................................................................................................................ 67
Core Component 3.C.3 ................................................................................................................................ 68
Core Component 3.C.4 ................................................................................................................................ 68
Core Component 3.C.5 ................................................................................................................................ 68
Core Component 3.C.6 ................................................................................................................................ 68
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? [4P7] ............................................................................................ 68
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? [4P8] .......................... 69
4P13. How do you provide for and evaluate employee satisfaction, health and safety,
and well-being? [4P9] .................................................................................................................................... 69
Results (R)
4R1. What measures of valuing people do you collect and analyze regularly? [4P1] ............................................. 71
4R2. What are your performance results in valuing people? [4R1] ......................................................................... 71
4R3. What evidence indicates the productivity and effectiveness of your faculty, staff,
and administrators in helping your achieve your goals? [4R3] ........................................................................ 72
4R4. How do your results for the performance of your processes for Valuing People
compare with the performance results of other higher education organizations and,
if appropriate, of organizations outside of higher education? [4R4] ................................................................ 73
Improvements (I)
4I1. What recent improvements have you made in this category? How systematic and
comprehensive are your processes and performance results for Valuing People? ........................................... 74
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? ........................................... 74
CATEGORY FIVE – LEADING AND COMMUNICATING
AQIP Category Five, Leading and Communicating, addresses how your leadership and communication
processes, structures, and networks guide your organization in setting directions, making decisions, seeking
future opportunities, and communicating decisions and actions to your internal and external stakeholders.
Overview ................................................................................................................................................................. 75
Processes (P)
5P1. How are your organization's mission and values defined and reviewed? When and by whom? ..................... 75
Core Component 1.A and Core Component 1.A.1 ........................................................................................ 75
Core Component 1.A.2 .................................................................................................................................. 76
Core Component 1.A.3 .................................................................................................................................. 76
5P2. How do your leaders set directions in alignment with your mission, vision, values, and
commitment to high performance? [5P1] ......................................................................................................... 76
Core Component 2.C ..................................................................................................................................... 76
Core Component 2.C.1 .................................................................................................................................. 77
Core Component 2.C.2 .................................................................................................................................. 77
Core Component 2.C.4 .................................................................................................................................. 77
Core Component 2.C.3 .................................................................................................................................. 77
Core Component 1.A.3 .................................................................................................................................. 77
Core Component 5.C and Core Component 5.C.3 ......................................................................................... 78
Core Component 5.C.1 .................................................................................................................................. 78
Core Component 5.C.5 .................................................................................................................................. 78
Core Component 5.C.4 .................................................................................................................................. 78
Core Component 5.C.2 .................................................................................................................................. 78
5P3. How do these directions take into account the needs and expectations of current and
potential students and key stakeholder groups? [5P1] ...................................................................................... 78
Core Component 1.B and Core Component 1.B.1 ......................................................................................... 78
Core Component 1.B.3 .................................................................................................................................. 79
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Core Component 1.B.2 .................................................................................................................................. 79
5P4. How do your leaders guide your organization in seeking future opportunities while
enhancing a strong focus on students and learning? [5P2] ............................................................................... 81
5P5. How do you make decisions in your organization? How do you use teams, task forces,
groups, or committees to recommend or make decisions, and to carry them out? [5P3] ................................. 82
Core Component 5.B and Core Component 5B.1 .......................................................................................... 82
Core Component 5.B.2 .................................................................................................................................. 82
Core Component 5.B.3 .................................................................................................................................. 82
5P6. How do you use data, information, and your own performance results in your
decision-making processes? [5P4].................................................................................................................... 83
Core Component 5.C.4 .................................................................................................................................. 83
Core Component 5.C.3 .................................................................................................................................. 84
Core Component 5.C.5 .................................................................................................................................. 84
5P7. How does communication occur between and among the levels and units of
your organization? [5P5] .................................................................................................................................. 84
5P8. How do your leaders communicate a shared mission, vision, and values that deepen
and reinforce the characteristics of high performance organizations? [5P6].................................................... 85
Core Component 1.B.1 .................................................................................................................................. 85
Core Component 1.B.3 .................................................................................................................................. 85
5P9. How are leadership abilities encouraged, developed and strengthened among your
faculty, staff, and administrators? How do you communicate and share leadership
knowledge, skills, and best practices throughout your organization? [5P7] .................................................... 86
Core Component 5.B and Core Component 5.B.1 ......................................................................................... 86
Core Component 5.B.1 .................................................................................................................................. 86
Core Component 5.B.3 .................................................................................................................................. 86
5P10. How do your leaders and board members ensure that your organization maintains
and preserves its mission, vision, values, and commitment to high performance
during leadership succession? How do you develop and implement your
leadership succession plans? [5P8]................................................................................................................... 87
Results (R)
5R1. What performance measures of Leading and Communicating do you collect
and analyze regularly? [5P9] ............................................................................................................................ 87
5R2. What are your results for leading and communicating processes and systems? [5R1] ................................... 88
5R3. How do your results for the performance of your processes for Leading and
Communicating compare with the performance results of other higher education
organizations and, if appropriate, of organizations outside of higher education? [5R2] .................................. 88
Improvements (I)
5I1. What recent improvements have you made in this category? How systematic and
comprehensive are your processes and performance results for Leading and Communicating? ..................... 89
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? ..................... 89
CATEGORY SIX – SUPPORTING INSTITUTIONAL OPERATIONS
AQIP Category Six, Supporting Institutional Operations, addresses the organizational support processes that
help to provide an environment in which learning can thrive.
Overview ................................................................................................................................................................. 90
Processes (P)
6P1. How do you identify the support service needs of your students and other key
stakeholder groups (e.g., oversight board, alumni, etc.)? [6P1,2] .................................................................... 90
6P2. How do you identify the administrative support service needs of your faculty, staff, and
administrators? [6P1,2]..................................................................................................................................... 91
6P3. How do you design, maintain, and communicate the key support processes that
contribute to everyone’s physical safety and security? .................................................................................... 92
6P4. How do you manage your key student, administrative and organizational support
service processes on a day-to-day basis to ensure that they are addressing the needs
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you intended them to meet? [6P3] .................................................................................................................... 92
6P5. How do you document your support processes to encourage knowledge sharing,
innovation, and empowerment? [6P3] .............................................................................................................. 93
Results (R)
6R1. What measures of student, administrative, and organizational support service processes
do you collect and analyze regularly? [6P5]..................................................................................................... 93
6R2. What are your performance results for student support service processes? [6R1] .......................................... 94
6R3. What are your performance results for administrative support service processes? [6R2] ............................... 94
6R4. How do your key student, administrative, and organizational support areas use information
and results to improve their services? [6P4] ..................................................................................................... 95
6R5. How do your results for the performance of your processes for Supporting
Organizational Operations compare with the performance results of other higher
education organizations and, if appropriate, of organizations outside of higher education? [6R3] ................ 95
Improvements (I)
6I1. What recent improvements have you made in this category? How systematic and
comprehensive are your processes and performance results for Supporting
Organizational Operations? .............................................................................................................................. 96
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
Organizational Operations? .............................................................................................................................. 96
CATEGORY SEVEN – MEASURING EFFECTIVENESS
AQIP Category Seven, Measuring Effectiveness, examines how your institution collects, analyzes, distributes,
and uses data, information, and knowledge to manage itself and to drive performance improvement.
Overview ................................................................................................................................................................. 96
Processes (P)
7P1. How do you select, manage, and distribute data and performance information to support
your instructional and non-instructional programs and services? [7P1]........................................................... 97
7P2. How do you select, manage, and distribute data and performance information to support
your planning and improvement efforts? [7P1] ................................................................................................ 98
Core Component 5.D ..................................................................................................................................... 98
Core Component 5.D.1 .................................................................................................................................. 98
7P3. How do you determine the needs of your departments and units related to the collection,
storage, and accessibility of data and performance information? [7P2] ........................................................... 99
7P4. How, at the organizational level, do you analyze data and information regarding overall
performance? How are these analyses shared throughout the organization? [7P4].......................................... 99
Core Component 5.D.2 .................................................................................................................................. 99
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? [7P3] ...................................................... 100
7P6. How do you ensure department and unit analysis of data and information aligns
with your organizational goals for instructional and non-instructional programs and
services? How is this analysis shared? [7P5] ................................................................................................. 100
7P7. How do you ensure the timeliness, accuracy, reliability, and security of your
information system(s) and related processes? [7P6] ...................................................................................... 100
Results (R)
7R1. What measures of the performance and effectiveness of your system for information
and knowledge management do you collect and analyze regularly? [7P7] .................................................... 101
7R2. What is the evidence that your system for Measuring Effectiveness meets your organization’s
needs in accomplishing its mission and goals? [7R1] .................................................................................... 102
7R3. How do your results for the performance of your processes for Measuring Effectiveness
compare with the results of other higher education organizations and, if appropriate, of
organizations outside of higher education? [7R2] .......................................................................................... 104
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Improvements (I)
7I1. What recent improvements have you made in this category? How systematic and
comprehensive are your processes and performance results for Measuring Effectiveness? .......................... 105
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? .......................... 105
CATEGORY EIGHT – PLANNING CONTINUOUS IMPROVEMENT
AQIP Category Eight, Planning Continuous Improvement, examines your organization’s planning processes and
how your strategies and action plans help you achieve your mission and vision.
Overview ............................................................................................................................................................... 106
Processes (P)
8P1. What are your key planning processes? [8P1] ............................................................................................... 106
8P2. How do you select short- and long-term strategies? [8P2] ............................................................................ 107
8P3. How do you develop key action plans to support your organizational strategies? [8P3]............................... 107
8P4. How do you coordinate and align your planning processes, organizational strategies,
and action plans across your organization’s various levels? [8P4] ................................................................ 107
8P5. How you define objectives, select measures, and set performance targets for your
organizational strategies and action plans? [8P5] ........................................................................................... 108
8P6. How do you link strategy selection and action plans, taking into account levels of
current resources and future needs? [8P6] ...................................................................................................... 108
Core Component 5.A ................................................................................................................................... 108
Core Component 5.A.1 ................................................................................................................................ 108
Core Component 5.A.2 ................................................................................................................................ 109
Core Component 5.A.3 ................................................................................................................................ 110
Core Component 5.A.4 ................................................................................................................................ 110
Core Component 5.A.5 ................................................................................................................................ 111
8P7. How do you assess and address risk in your planning processes? ................................................................. 112
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? [8P7] ........................................................................................... 112
Results (R)
8R1. What measures of the effectiveness of your planning processes and systems do you
collect and analyze regularly? [8P8]............................................................................................................... 112
8R2. What are your performance results for accomplishing your organizational
strategies and action plans? [8R1] .................................................................................................................. 113
8R3. What are your projections or targets for performance of your strategies and
action plans over the next 1-3 years? [8R2] ................................................................................................. 113
8R4. How do your results for the performance of your processes for Planning Continuous
Improvement compare with the performance results of other higher education
organizations and, if appropriate, of organizations outside of higher education? [8R3] ................................ 113
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? [8R4] ....................................................................................................................................... 114
Improvement (I)
8I1. What recent improvements have you made in this category? How
systematic and comprehensive are your processes and performance results for
Planning Continuous Improvement? .............................................................................................................. 115
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? .............................................................................................................................. 115
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CATEGORY NINE – BUILDING COLLABORATIVE RELATIONSHIPS
AQIP Category Nine, Building Collaborative Relationships, focuses on the design, deployment, and effectiveness
of teaching-learning processes that underlie your organization’s credit and non-credit programs and courses,
and on the processes required to support them.
Overview ............................................................................................................................................................... 116
Processes (P)
9P1. How do you create, prioritize, and build relationships with the educational
organizations and other organizations from which you receive your students? [9P1] ................................... 116
9P2. How do you create, prioritize, and build relationships with the educational
organizations and employers that depend on the supply of your students and graduates that meet those
organizations’ requirements? [9P1] ................................................................................................................ 118
9P3. How do you create, prioritize, and build relationships with the organizations that provide
services to your students? [9P1] ..................................................................................................................... 119
9P4. How do you create, prioritize, and build relationships with the organizations that supply
materials and services to your organization? .................................................................................................. 119
9P5. How do your create, prioritize, and build relationships with the education associations,
external agencies, consortia partners, and the general community with whom you interact? [9P1] .............. 120
9P6. How do you ensure that your partnership relationships are meeting the varying
needs of those involved? [9P2] ....................................................................................................................... 122
9P7. How do you create and build relationships between and among departments and units
within your organization? How do you assure integration and communication
across these relationships? [9P3] .................................................................................................................... 123
Results (R)
9R1. What measures of building collaborative relationships, external and internal,
do you collect and analyze regularly? [9P4]................................................................................................... 123
9R2. What are your performance results in building your key collaborative relationships,
external and internal? [9R1] ........................................................................................................................... 123
9R3. How do your results for the performance of your processes for Building
Collaborative Relationships compare with the performance results of other higher
education organizations and, if appropriate, of organizations outside of
higher education? [9R2] ................................................................................................................................. 124
Improvement (I)
9I1. What recent improvements have you made in this category? How systematic
and comprehensive are your processes and performance results for Building
Collaborative Relationships? .......................................................................................................................... 124
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? .......................................................................................................................... 124
Table of Contents – Page ix
Wayne State College (WSC) (www.wsc.edu) is a
regional, public, open-admission, not-for-profit
College, geographically positioned to serve rural
northeast Nebraska. WSC has an annual operating
budget of $57.5 million and an average enrollment of
about 3,500 students. Wayne State College is located
in Wayne, Nebraska, a city of about 5,583. The
College has been accredited through the Higher
Learning Commission/North Central Accreditation
continuously since 1917.
The College’s philosophy of providing Learning
Excellence, Student Success, and Regional
Engagement of quality educational services was used
to create Mission and Vision statements. A formal
strategic planning is done on a biennial basis with the
2012-2014 Strategic Plan most recently implemented.
Mission: Wayne State College is a comprehensive
institution of higher education dedicated to freedom of
inquiry, excellence in teaching and learning, and
regional service and development. Offering affordable
undergraduate and graduate programs, the College
prepares students for careers, advanced study, and civic
involvement. The College is committed to faculty-staff
student interaction, public service, and diversity within a
friendly and collegial campus community.
Vision: To make a notable difference to rural and
community life through learning excellence, student
success, and regional service, a regional college of
national distinction.
Wayne State College’s focus is primarily on undergraduate degrees, offering a comprehensive curriculum
with equal emphasis on the arts, sciences, business, and
teacher education. Traditional first-time, full-time
degree-seeking students constitute 19% of the total
student body (Table 0.1). Nine percent of the Fall 2011
student body was minority and 23% of the students
were non-traditional.
Table 0.1 Student Enrollment Profile
Part-time Full-time Total
759
2758
3517
Total
Enrollment
2041
2312
Undergraduate 271
First-time
6
676
682
Degree Seeking
482
41
523
Graduate
Source: Fall 2011 IPEDS.
The undergraduate student base of 2,994 is predominantly full-time 91%, female 56%, white 82%,
age 24 or less 89%, and in-state resident 86%.
Graduate students are predominately female 63%, parttime 92%, and white 67%. Source: 2011 Fall IPEDS.
Tuition and required fees for full-time, first-time,
degree-seeking undergraduates (2010-11) are the
lowest reported from the categories of in-district, instate, and out-of-state for the comparison group (N=
11) showing $5,071 for WSC and $5,252 for the
comparison group median. WSC also has the lowest
net price of attendance ($8,913 for 2009-10) in relation
to their comparison group ($9,388 for 2009-10).
Seventy-six percent of all undergraduates receive grant
or scholarship aid from the federal government,
state/local government, the institution, or other sources.
Source: 2011 IPEDS Data Feedback Report. The draft
FY 2009 national student loan cohort default rate is
8.8%. WSC’s 2010 draft default rate is 6.8%, below
the national rate.
WSC employed 125 full-time faculty, 99 part-time
faculty, and 28 graduate assistants during fall 2010.
The total student enrollment for that semester was
3,571 yielding a faculty/student ratio of 19 to 1.
Eighty percent of ranked faculty have a terminal
degree; the average faculty age is 51; and the average
faculty years of service is 14. In addition to faculty,
other full-time staff employed during fall 2010
included 122 administration/professional staff and
118 support staff.
The Board of Trustees and the Nebraska State
Legislature determine the programs of study offered at
WSC. WSC offers 32 Bachelor’s degrees, 7 Master’s
Degrees, and 1 Specialist Degree. WSC offers day and
evening classes, online courses, distance education
classes (offered at other locations), satellite classes,
and independent study. Through a cooperative effort
between the academic schools and the Office of
Continuing Education, WSC is able to offer classes at
off-campus locations and through alternative delivery
methods. WSC offers several degrees for graduate
students. The MSE is offered online and in a
Community of Learning model. The Education
Specialist degree and the Master of Business
Administration (MBA) are offered online. A Master of
Science (MS) degree in Organizational Management
with a choice of four concentrations offers a
cooperative, online venture through the Nebraska State
College System (NSCS). The College Center in South
Sioux City is a unique higher education partnership
between Wayne State College (WSC) and Northeast
Community College (NECC) that opened for classes
on March 14, 2011.
Systems Portfolio Overview – Page 1
Wayne State College – October 2012
Wayne State College was one of the original 14 charter
institutions who joined AQIP after it was developed
and launched in 1999. During the past decade, the
College has benefited by many of AQIP’s quality
principles—focusing on key processes, basing
decisions on data, decentralizing control, and
empowering faculty and staff to make the decisions
that directly affect their work.
The AQIP Council and the Strategic Planning Council
were integrated into one council in the fall of 2008.
The Strategic Planning Council hosts a biennial retreat
that embraces a cross-section of the entire institutional
environment to review the previous recommendations
and develop a Strategic Plan for the next biennium.
The recommendations are continually analyzed by the
administration and the Strategic Planning Council and
AQIP Action Projects are developed in areas where
improvement has been strategized.
During the past four years, WSC inaugurated a new
President, hired three new Vice Presidents, made many
capital improvements, and implemented a new payroll
system and a new student information system that
provided collaboration between two separate
educational systems--the University of Nebraska and
the Nebraska State College System. The Systems
Portfolio was revised from the original format to the
2008 version questions. In addition, WSC was selected
to serve as a pilot for the new 2013 AQIP Systems
Portfolio guidelines and has incorporated the Core
Components into each Category.
Wayne State College has been an active participant in
the Academy for Assessment of Student Learning,
joining the February 2008 Cohort. The institution
established a comprehensive, institutional assessment
initiative with emphasis on General Education
Assessment for academy efforts. The institution
completed its four year Academy experience during a
Results Forum held in November 2011. The WSC team
was invited to present on their exceptional plan during
the Results Forum and again at the Higher Learning
Commission’s 2012 Annual Meeting.
Wayne State College has initiated twelve Action
Projects since joining AQIP. Four Action Projects were
started in 2002 with new Action Projects being
developed as previous Action Project goals have been
satisfactorily met and projects have been completed.
These completed AQIP Action Projects have enabled
the institution the opportunity to focus on areas of
needed improvement and complete the Plan-Do-StudyAct cycle that is the cornerstone of AQIP. AQIP has
enabled the institution to target specific areas for
improvement and “shine a spotlight” on these areas as
noted improvement has been accomplished through the
AQIP process. WSC first initiated Action Projects that
were intensive, multi-year projects and only recently
has begun to change the culture and campus mindset to
embrace more AQIP projects of varied time lengths.
Accomplishments through AQIP Action Projects and
Initiatives
• AQIP Action Plans receive priority funding
• Strategic Planning Process implemented
• Human Resource Development
o Human Resource Department established
• Enrollment Growth—Steady increase the last 10 years
o Marketing Director and Admissions Staff and efforts expanded
• Building Community
o Professional and Support Staff Senates established
• Institutional Quality – Connected Learning Opportunities
o Learning Communities Program initiated
o Service-Learning Programs expanded
• Enhance International Learning Experiences
o International Studies Programs expanded
o Wayne State Semester in Greece Program and Taiwan Program
established
• Improve Student Success
o Retention rate increased to a high of 74%
o Expanded student orientation and freshman only endeavors
• General Education Assessment—A New Perspective!
o General Education Program Revision and Web site completed
o Academy for Assessment of Student Learning, February 2008
Cohort (4 year program), completed Academy Requirements in
November 2011
•
All-campus assessment retreats held with classes cancelled
•
In-service provided to faculty
•
Assessment plan for General Education Program developed
•
Innovative, culminating courses in General Education called
Educated Perspective Seminars (EPS) developed to assess the
goals of the General Education Program
•
National recognition through team presentations at the HLC,
AAC&U, and AGLS
• Enhancing General Education Assessment Using Specific
Course Data Collection
o Sustain Academy for Assessment of Student Learning initiatives
o Expand General Education Program Assessment
• Systems Portfolio Revision
o Systems Portfolio revised and updated to meet AQIP’s 2008
revision criteria and new 2013 Criteria for Accreditation
o Collaborative effort utilizing writing and review teams from all
institutional areas
• CST: Computer Software Training
o Entire campus conversion to new student information system
o Train-the-Trainer Program established, online tutorials developed
and posted online
o Software now compatible with all state colleges and universities,
unified effort
• Enhancing the Serving to Learn and Learning to Serve Initiative
o Improve and enhance the Service-Learning Program
o Hired a Service-Learning Coordinator
o Service-Learning retention study started in 2008 is continued,
initial data shows increased retention rates
• Online Course Evaluation for Quality Assurance
o Evaluated current state of online learning
o Examined and recommended improvements regarding the delivery
o Developing a quality assurance process to address the oversight,
review, and evaluation of online courses.
Systems Portfolio Overview – Page 2
Wayne State College – October 2012
Overview
Within this revised Systems Portfolio, a sincere effort
has been made to improve all processes for Helping
Students Learn. Since receiving the February 2009
Systems Appraisal Feedback Report, this entire
Systems Portfolio has been revised to answer the 2008
AQIP revision questions using various writing teams
implemented through an AQIP Action Project,
“Systems Portfolio Revision.” The College was granted
permission to pilot and follow the new AQIP Systems
Portfolio Guidelines in June 2012. An earnest effort
was made to embed evidence to address the new Core
Components of the revised Criteria for Accreditation
that becomes effective January 1, 2013. Due to all the
revisions, it is difficult to compare, apply, and align the
2009 Systems Appraisal Feedback Report criteria to
this revised Systems Portfolio. WSC has worked
diligently to continuously improve and strengthen all
outstanding opportunities (OO) and opportunities (O)
for improvement listed in the 2009 Systems Appraisal
Feedback Report. The 2009 Systems Appraisal
Feedback Report reported 13 strengths, 12
opportunities, and 11 outstanding opportunities for
Category 1.
Since 2007, the College added the professional staff
position of Assessment Director to coordinate a
systematic method of assessment across the institution.
The College also was admitted into the Academy for
Assessment of Student Learning in February of 2008,
and was able to accelerate its assessment efforts
through Academy and AQIP projects. In addition, the
WSC Academy team was selected by the Higher
Learning Commission to showcase their outstanding
project at the Final Forum and at the 2012 Academy
Showcase during the 2012 HLC Annual Meeting. The
College is continuing support of an Assessment Team
to continue General Education assessment initiatives
beginning the fall of 2012. The College added new
positions for a Service-Learning Coordinator and an
International Education Coordinator that were the
results of AQIP Action Projects. A Multicultural
Affairs Director was also hired to fill a vacancy to
enhance multicultural awareness and activities. With
this additional leadership, the College has improved
Category 1 processes from the systematic maturity
level advancing into the aligned maturity level. To fill
a retirement position, a new Vice President for
Academic Affairs was hired starting July 1, 2012.
Specifically, processes related to common learning and
developmental outcomes (1P1, 1P16, and 1P17) are
well aligned and integrated. Processes for designing
new academic programming and monitoring the
effectiveness of current programming (1P3, 1P13,
1P14) are aligned through the Academic Policies
Committee and the Graduate Council Bylaws.
Processes for determining and assessing learning
outcomes at the program level (1P2, 1P9, and 1P18)
are aligned and moving toward integrated maturity
levels. All academic departments complete biannual
assessment reports that are posted on the assessment
website. Nonacademic areas are at the systematic
maturity level with several nonacademic areas
advancing to the aligned level and are using outcomes
based assessment with yearly reviews. Processes
related to identifying and supporting student needs
(1P5, 1P6, 1P7, 1P10, and 1P18) have matured with
the addition of professional staff and expanded
services. Our Service-Learning Program received high
distinction by being selected to President Obama’s
Higher Education Community Service Honor Roll for
2010-11 and 2011-12 academic years. Initial results
from the AQIP Action Project, “Enhancing the Serving
to Learn and Learning to Serve Initiative” indicate
increased retention rates for first-year students
involved in Service-Learning initiatives.
1P1. Common or shared objectives.
Wayne State College is an open enrollment institution
committed to continuous program improvement, which
is accomplished by using assessment data to improve
programs and processes to enhance student learning.
Core Component 3.B.4 WSC is committed to
providing access and opportunity for all students to
fulfill essential educational needs regardless of race,
creed, disability, marital status, national origin, gender,
sexual orientation, culture, and/or socioeconomic
conditions. The programs and instruction have a
commitment to multicultural education from which
students can gain respect and appreciation for the total
culture of ethnic and minority groups in American
society.
In fulfilling the assignment made by the State
Legislature in establishing state colleges, WSC
endeavors to educate successful teachers and citizens
by means of the following objectives.
1) Core Component 3.B. General Objectives: To
prepare students to accept the privileges, duties, and
responsibilities of citizens in a democracy; to develop
moral and ethical values; to encourage a wellintegrated personality and behavior practices which are
consistent, tolerant, cooperative, and stable; to
encourage creative ability; to develop aesthetic
judgments; to promote the competence in and
Category 1 – Page 3
Wayne State College – October 2012
understanding of fields of knowledge which are
required of educated people, especially of teachers.
Core Component 3.B.3 2)Objectives of General
Education: General Education provides students
opportunities to develop a will and capacity for
lifelong learning and encourages the development of
creative thinking and intellectual curiosity. Core
Component 3.B.2 General Education forms the
foundation of learning at WSC. Drawing from
disciplines across the campus, the General Education
program of study fosters intellectual inquiry, personal
and professional development, and responsible
citizenship as lifetime endeavors. The program
represents a vital, diverse liberal arts approach to the
student’s undergraduate experience creating a common
framework for more specialized study within a
student’s major. General Education courses at WSC
have the following goals.
•
•
•
•
Develop expression – Foster communication skills
that facilitate effective expression of ideas; (e.g.
writing, speaking, reading, listening, and
visualizing).
Participate in methods if inquiry – Advance
ideas and concepts through applied critical,
logical, scientific, and creative thinking skills and
processes.
Expand knowledge – Enhance awareness,
understanding and appreciation of complex issues
and diverse perspectives across a broad range of
academic disciplines.
Encourage civic involvement – Develop a sense
of civic responsibility and involvement in a diverse
society.
Core Component 3.B.5 3)Objectives for
Professional Education: To provide the experiences
and courses that will serve teachers in improving
education; to develop within the student an increasing
understanding of children and adolescents as growing
and developing personalities; to make available to the
student the varied interpretations of the place of the
school in society and its present organization and
administration; to develop within the student an
appreciation of the importance of method and
technique in guiding learning activities to acquaint
students with tenable principles of teaching as
established by research and to acquaint students with
the materials now available for instructional proposes;
to encourage students to develop a philosophy that will
be useful in teaching and living in our society; to
develop within the student a wholesome attitude
toward the ethics of the teaching profession.
4)Objectives for Pre-Professional Programs: To
provide competent and appropriate preparatory
education for those students who intend to pursue a
degree program in a specialized professional area not
offered for completion at WSC; to make available for
students who do not desire to complete a WSC degree
program, a competent educational basis for limited
vocational pursuits, and to incorporate within the preprofessional preparation, areas of study which tend to
extend the professional person’s general knowledge
and appreciation.
Core Component 3.B.1 WSC’s General Education
Program consists of 44 credit hours distributed over
four blocks of courses and is aligned with the College’s
strategic plan, mission, vision, and shared objectives as
shown in Table 1P1.1. General Education Program.
Table 1P1.1 General Education Program
6 credit hours
Block 1 Communication (6)
11 credit
Block 2 Mathematics (3)
Wellness (2)
hours
Natural Sciences (6)
24 credit
Block 3 Literary, Performing, and
Visual Arts (6)
hours
History and Social Sciences
(9)
Philosophy and Modern
Languages (3)
Electives (6)
3 credit hours
Block 4 Educated Perspective
Seminar (3)
Core Component 3.B.2 The General Education
Program Committee sets and changes the common
student learning objectives. The General Education
Program Committee spent four years of extensive
review involving all academic departments on the
campus in setting new objectives and program
requirements. This revised General Education Program
curriculum was adopted by a vote of the entire faculty
and implemented during the 2008-2009 academic year.
The instructor of each individual course is responsible
for assessing student learning, but the General
Education Committee along with active participants in
the Academy for Assessment of Student Learning and
the institutional Assessment Oversight Committee with
direction from the Office of Assessment are
responsible for assessing the effectiveness of the
General Education Program outcomes using the
cumulating General Education course, Educated
Perspective Seminar. An intensive review was
completed in the spring of 2012 to reexamine
assessment measures of all general education courses.
Each academic department provides semi-annual
program assessment reports on at least one direct and
one indirect measure of their program’s effectiveness.
Campus assessment retreats provide time for
Category 1 – Page 4
Wayne State College – October 2012
collaboration on assessment between the department
chairs and department faculty to establish and assess
academic goals and objectives, analyze data, and
determine recommendations for improvement.
Graduate programs review program content to design,
update and meet the standards of the accrediting
agency and Higher Learning Commission. WSC
Graduate Council approves program changes and
updates, oversees the assessment process and outcomes
of the graduate program.
WSC is an educational partner with many northeast
Nebraska community school districts in supporting a
regional, interactive, distance learning network.
Continuing education courses are scheduled and
organized to be responsive to the needs of nontraditional students and may meet weekends, evenings,
once a week, or in other flexible formats.
Dual-credit courses are available in cooperating high
schools through WSC. These courses, offered in the
high school during the regular school day, provide a
mechanism for qualified high school juniors and
seniors to take entry-level college courses.
WSC believes technology is a critical element in the
entire student experience, from classroom to dorm
room to home. Academic buildings have wireless
Internet access, smart classrooms, and computer labs
with extended hours. Laptop computers and iPads are
available for checkout in the Library and the Student
Center. All WSC residence halls and most WSC
administration buildings and the Student Center
provide wireless service. All students are provided
account credentials upon acceptance at WSC. This
account gives students secure access to an extensive
range of technology resources and tools from on
campus and off. WSC provides a number of large,
general purpose computing labs for student use as well
as a host of specialty labs for music, industrial design,
publishing, computer science and math.
WSC provides an IP video bridge to connect over a
dozen fixed and portable IP video conferencing
systems, as well as desktop video conferencing
systems, with other IP systems throughout the world.
WSC students have used these facilities to interact with
students from India, Costa Rica, Taiwan and other
locations around the world. Some of these interactions
have led to in-person visits by faculty and have led to
student exchange programs.
1P2. Specific program learning objectives.
Core Component 3.B.2 Wayne State College has
formulated student learning objectives that are
universal to all students. In addition, objectives have
been developed for general education, pre-professional,
professional education and graduate programs. These
objectives are listed in the WSC General and Graduate
Catalog. Each individual course syllabus contains the
relevant general objectives, the specific objectives, and
expected outcomes of the course.
The specific learning objectives for courses and
programs are the province of the departments and the
faculty in those departments. These objectives can be
found in the College Catalog, school office files, and
on the Assessment Web site. Core Component 4.B.1
Learning objectives are created and reviewed biannually by each department as part of the institutional
assessment reporting process. Core Component 4.B.4
A full day assessment retreat with no classes is held
each fall term and a half day each spring term to
provide all faculty time to collaborate and review
program learning objectives and assessment measures.
Reports and action plans are completed and sent to
Department Chairs, Deans, Office of Assessment and
the Vice President for Academic Affairs. Core
Component 4.B.2 Academic programs identified how
assessment activities were being used to improve
programs and student learning on the spring 2012
assessment reports and findings are posted on the
assessment website. The Art and Design Department
reported: “The parts that make up the greater whole of
our sophomore and senior portfolio review processes
are introduced and reinforced throughout the
curriculum. Based on the feedback and discoveries we
have made through this process over the past eight
years, we have made many improvements and
adjustments to our curriculum, staffing, and budgets. It
has also helped us to improve retention and to
successfully prepare students for graduate school and
employment in the field. The NASAD Self Study
process and the School Dean assisted our department
with developing and implementing an assessment plan,
which has evolved into our current practice over the
past eight years. Prior to beginning the Self Study,
there was no formal assessment plan in place. A new
Self Study will begin in December of 2012, for
reaccreditation with NASAD.”
Another example is the Mass Communication program
area that has implemented several activities and
curriculum changes as a result of the direct and indirect
data collected as part of the WSC Assessment
Program. One major revision to the curriculum is to
require CNA 280, Newswriting, in the Mass
Communication core in order to strengthen writing
skills.
Category 1 – Page 5
Wayne State College – October 2012
Core Component 4.B.3 Our STRIDE program,
Holland Academic Success Center, and Counseling
Center analyze and compare yearly assessment data
with student contact numbers, program offerings, and
retention to improve student learning using data to
drive decision-making.
Core Component 4.B.3 When assessment measures
determine that program change is needed to improve
student learning, all catalog changes require the
approval of either the Academic Policies Committee or
the Graduate Council, and the Vice President for
Academic Affairs as shown in Table 1P2.1: Academic
Policy Changes.
Table 1P2.1: Academic Policy Changes
The Academic Policies Committee is responsible for
approving any changes affecting the College’s
undergraduate programs and must follow the process
established by the Academic Policies Committee
Bylaws. The Academic Policies Committee is the
governing body of the undergraduate programs. The
Academic Policies Committee reports to Wayne State
College’s Faculty Senate on matters of concern
regarding committee responsibilities. The Graduate
Council is likewise responsible for approving changes
to the graduate programs.
Core Component 4.B.4 Some departments with
specialized accreditation also follow recommendations
by those accrediting bodies and align standards of
learned societies. For example, the program for
students wishing to become teachers is established by
standards set by the Nebraska State Board of Education
and the National Council for Accreditation of Teacher
Education (NCATE). Each program area preparing
students for pro-professional studies or licensing
regularly consult with the appropriate institution or
agency to update the course/learning requirement.
Another example, accounting faculty in the Business &
Economics (BSEC) Department review and update the
course offerings and course content based on the
changes in the law as notified by the State (Nebraska)
Board of Public Accountancy and follow International
Assembly for Collegiate Business Education (IACBE)
accreditation standards. The Art Department follows
standards from the National Association of Schools of
Art and Design (NASAD) and the music department
follows the standards from the National Association of
Schools of Music (NASM). In addition, the Rural
Health Opportunities Program (RHOP) faculties
communicate with the University of Nebraska Medical
Center (UNMC) to review and update their courses to
prepare students for programs in pre-pharmacy,
dentistry, etc.
1P3. New programs and courses.
All new programs and courses must go through a
proposal-and-approval process that guarantees their
suitability and integration into the existing
departmental and college curriculum. The approval
process for new programs includes examination by a
comprehensive faculty committee, the administration
of the College, and lastly by the Board under
legislative guidelines provided by the Unicameral.
New courses must similarly be approved by the
Academic Policies Committee at the undergraduate
level and by the Graduate Council for graduate
courses. The President and the Vice President for
Academic Affairs review the recommendations of
these faculty committees. Courses offered for the
General Education Program must also go through a
proposal-and-approval process. The General Education
Committee approves all courses offered in the General
Education Program with the final review and approval
by the Vice President for Academic Affairs and the
Academic Policies Committee.
1P4. Academic programming.
Core Component 4.A. and Core Component 4.A.2
All college level credit is evaluated by the Office of
Records & Registration. Federal regulations require
schools to have a policy to measure the academic
progress of all students. All WSC students are subject
to the Satisfactory Academic Progress (SAP) policy
and must meet the standards to remain eligible for
Federal aid consideration. Students must comply with
all three components of the SAP which are: 1)
Qualitative Grade Point Average and Academic
Standing, 2)Quantitative Completion Rate, and
3)Quantitative Maximum Time Frame. Board Policy
4200, “Program Review; Procedure,” states such
review shall be consistent with state statutes and shall
contain both qualitative and quantitative measures
representative of sound academic practices.
Core Component 4.A.3 Students entering WSC with
college credit earned elsewhere are given advanced
standing classification with ranking determined after
Category 1 – Page 6
Wayne State College – October 2012
an evaluation of such credit by the Office of Records
and Registration. Transfer students are required to
meet all academic requirements of WSC. At WSC the
unit of credit is the semester hour. It is defined as one
50-minute class per week (or its equivalent) for one
semester.
Core Component 4.A.4 The faculty, Deans, and the
VPAA set the general prerequisites for courses, rigor
of courses, and expectations for student learning.
Changes to these requirements must be approved by
the Academic Policies Committee. All courses,
including dual credit programs, are approved based
upon only the highest education standards.
Core Component 3.A. and Core Component 3.A.1
It is the purpose of the Academic Policies Committee
to act on all matters affecting the College's
undergraduate programs. The Academic Policies
Committee is the governing body of the undergraduate
programs. The Academic Policies Committee reports
to the Wayne State College Faculty Senate on matters
of concern regarding committee responsibilities. The
functions of the committee are to: 1)study on a
continuing basis undergraduate degree requirements,
including courses in the General Education program;
2)recommend to the Vice President for Academic
Affairs approval or disapproval of all changes in
academic policies, degree requirements, academic
programs, new course offerings, and changes in
courses for all courses offered for credit and applicable
toward a baccalaureate degree; and 3)review all
changes in textbook policy, grading system, criteria
and procedures for graduation with honors, articulation
of academic programs with other colleges/universities,
and acceptance of transfer credit. Board Policy 4200,
Program Review; Procedure, states: existing programs
shall be reviewed on a regular basis by each College.
Core Component 3.A.2 WSC differentiates between
undergraduate and graduate level (100 through 700
level) courses in the development and redesign of its
programs using an institutionally-adopted rubric and
policy. Learning goals are stated in the catalog and
syllabi and continuous program review is part of the
assessment process used by WSC. Assessment reports
are reviewed by the Assessment Oversight Committee,
the VPAA, and the Assessment Director. Board Policy
4140, “Academic Program and Degree Requirements,”
ensures all academic degrees and programs conform to
specific descriptions and definitions listed in the
policy. Core Component 3.A.3 Ensuring consistency
of student requirements, prerequisites, program and
course design, and student learning outcomes across all
modes of delivery is the responsibility of the Deans
and VPAA and is monitored by the Director of
Assessment and the Academic Policies Committee.
According to Board Policy 4220, “Assessment; Policy
and Procedures,” In recognition of the importance of
assessment, each College shall engage in a collegewide assessment system of student learning, program
quality, and institutional effectiveness to enhance the
quality and excellence of learning and teaching for
students.
Based on analysis of the regional economy, individual
departments use a variety of methods to design
programs and determine job market needs. Information
from regional employers, Department of Labor
statistics, and alumni surveys are examples of these
methods. Wayne State makes every effort to listen to
the perceived needs of constituents. For example, the
Dean of the School of Education and Counseling,
together with the Director of Continuing Education,
conducted a series of feedback sessions at many area
schools, giving teachers a chance to express their
thoughts about what constitutes useful graduate
offerings. The successful Community Learning
Delivery Model for graduate programs was a direct
result of this process. The School of Education and
Counseling Undergraduate Teacher Preparation
Renewal process involved a tripartite of education
faculty, arts and sciences faculty, and P-12 partners.
WSC departments utilize online information from
national and state sources to project the needs and
trends of the market for programs and degrees. The
websites for the Occupational Outlook Handbook and
the Nebraska Department of Labor are recommended
to find this information. Annual department reports can
contain a section summarizing this market information.
Other data comes from student perception of their
needs indicated by the numbers of students declaring
for different majors. Balancing market and student
needs is accomplished through faculty advising, the
Career Services Office, and career discussions held in
introductory and upper division courses.
Core Component 1.C. and Core Component 1.C.1
Based on WSC’s open enrollment policy the College is
committed to providing access and opportunity for all
students to fulfill essential educational needs regardless
of race, culture, disability, and/or socioeconomic
conditions. The programs and instruction have a
commitment to multicultural education from which
students can gain respect and appreciation for the total
culture of ethnic and minority groups in American
society. Wayne State College recognizes diversity to
be at the core of its educational aspirations, values and
beliefs. Board Policy 3675, “College Diversity and
Multiculturalism,” recognizes and encourages the
Colleges to advance multiculturalism and an awareness
and appreciation of a pluralistic society to their
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Wayne State College – October 2012
students. Annually, the Colleges, as part of the
Presidents’ report, shall provide to the Board a
summary of activities that promote awareness and
appreciation of a diverse cultural, intellectual and
social environment at the College. The Office of
Multicultural Affairs provides an environment for our
students, faculty and staff to gather and celebrate
diversity. It is the mission of this office to promote the
variety of cultures in and around campus and the
communities it serves.
The Nebraska State College System consists of equal
opportunity institutions (WSC, Chadron, and Peru) and
do not discriminate against any student, employee
or applicant on the basis of race, color, national origin,
sex, disability, religion, or age in employment and
education opportunities, including but not limited to
admission decisions. Each College has designated an
individual to coordinate nondiscrimination efforts to
comply with regulations implementing Title VI, VII,
IX, and Section 504.
1P5. Preparation required of students.
Admission to an undergraduate program at WSC
requires the completion of a diploma from an
accredited high school or the completion of high
school requirements through equivalency exams
(GED). A high school curriculum is recommended in
the catalog to prepare students for the college program.
Students in high school may also complete freshman
level courses in a field of interest not offered by the
high school. These early entry students need only to be
enrolled in a high school at the time of completion of
these courses. In addition, all freshman students under
21 are required to complete the ACT or SAT, and these
scores are used to recommend transitional courses to
help prepare students for freshman level courses.
Transfer students not on academic suspension from
their previous institution are eligible for admission to
WSC. Transfer students on probation may be admitted
with approval of the Director of Admissions but will be
required to complete a transition course to prepare
them for undergraduate courses. Transfer students who
have completed an associate degree program from an
accredited college/institution may be admitted with
junior standing.
The WSC Honors Program offers special opportunities
and challenges for students with high aspirations. For
incoming freshmen, eligible students are those who
have achieved an ACT score of 25 or higher (or an
SAT score of 1100 or higher), and who have graduated
from high school with a grade point average of 3.5 or
higher. Alternately, freshmen who rank in the upper
one-fourth of their graduating class, provide a sample
of their written work, and have a strong
recommendation from a high school instructor can also
be considered. For students already enrolled at WSC,
or who are transferring to WSC from another
institution, eligible students are those who have
achieved a college grade point average of 3.3 or higher,
and provide a sample of their written work as well as a
letter of recommendation from a faculty member and
their academic advisor.
The Rural Health Opportunities Program (RHOP) also
has selection guidelines for enrollment. These
guidelines are explained by admissions staff during
high school visits. The admission requirements and
selection procedures are explained to prospective
students.
The preparation required for individual courses is
stated in course prerequisites. These prerequisites are
determined by the faculty of the department in order to
assure adequate understanding of the topics that will be
needed to complete the course successfully. Some
courses such as mathematics, chemistry, and foreign
languages, build upon knowledge gained in previous
courses. The School of Education and Counseling has
established a series of Benchmarks that include
completion of courses and standardized tests before a
student is allowed to register for upper level courses.
The Department of Business and Economics requires
students to complete a set of foundation courses with a
grade of C or better before being formally accepted
into the program. The Art Department requires a
sophomore level assessment of their students before
advanced courses may be taken.
1P6. Required preparation and learning.
In compliance with Federal requirements, the Wayne
State College Catalog is published annually and made
available to all current and prospective students on the
College Web site. Core Component 2.B. The Catalog
communicates to the public the information on
programs, requirements, faculty and staff, costs to
students, control, accreditation relationships, and other
vital information. Prospective students receive
information about the Catalog during high school
visits, campus visits, career fairs, and at various
admissions’ sponsored events. A Student Handbook
with similar information is also available to students
online. The College annually reviews and updates the
WSC Catalog and Student Handbook.
Virtually every academic program has flyers or
brochures to complement traditional ways of
communicating programmatic expectations and
objectives to prospective students, such as the
academic web pages, the printed college catalog, and
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Wayne State College – October 2012
the View Book. Admission’s staff use these brochures
on high school visits, and are trained to discuss
programmatic requirements as well as matters
concerning academic preparation. Beyond the Office of
Admissions, the Center for Multicultural Affairs
conducts an aggressive outreach program. The Director
of Multicultural Affairs along with a diverse group of
students currently enrolled at Wayne State College
make regular visits to targeted area schools with high
minority student populations. There they meet with
minority students who have expressed an interest in
higher education. They talk about collegiate
requirements, study habits, career trajectories, and their
educational requirements.
Current students are required to meet with their
academic advisors each semester. These meetings
address program progress and subsequent course
needs. Prospective students meet with faculty in their
desired programs during campus visits. Information
about all programs is available on the WSC Web site.
The Office of Records and Registration is well versed
in programmatic objectives and plays a key role in
monitoring prerequisites. Beyond this, there is a large
array of student support services in place to help
students refine their writing skills in preparation for the
writing portion of the Praxis exam for students seeking
teaching credentials. Moreover, Continuing Education
offers preparatory courses for students who wish to
prepare for the GRE, LSAT, GMAT or other
professional/graduate admissions exams. Various
professional/graduate admission test preparation
materials are available at the Library. Several
departments have required capstone courses used to
assess student learning.
Professors in all programs produce course syllabi that
clearly state objectives that are directly tied to overall
program objectives. In this way current students are
frequently reminded of learning objectives related to
their program of study.
1P7. Programs of study.
Core Component 3.D and Core Component 3.D.1
New Student Registration (NSR) is for first time
freshmen who have been accepted and are ready to
make arrangements to attend WSC beginning in the
fall. The purpose of the NSR program is to provide
students with a smooth and helpful transition to college
life which includes fall course registration. WSC
strongly encourages first time freshmen who are
admitted to attend a New Student Registration
program.
Core Component 3.D.2 A total of five credits may be
applied as electives to a degree program from General
Studies. These courses are offered to assist students
who may need a preparatory course. Courses are
offered in Beginning Algebra, Elementary Algebra,
Succeeding in College, Speed Reading and Vocabulary
Development. Succeeding in College is designed to
assist students in improving learning efficiency and
effectiveness for all facets of college. Learning styles
and personality assessments are used to explain how
each student learns and interacts, it is highly
recommended for all new WSC students.
Core Component 3.D.3 WSC offers advising services
to both incoming and current students with or without a
declared major. Advising services are offered by the
Advising and Counseling Center and the Office of
Career Services to incoming freshmen and transfer
students. The Counseling Center provides academic
advising and related academic assistance to students to
help ease the transition to college life at Wayne State
College.
Students may work individually with an advisor or
register for a one credit career planning class, IDS 196
Career Planning. Working with an advisor, the student
will discover interests, needs and abilities as they relate
to occupational and career alternatives. Activities
designed to accomplish this goal include interest
inventories, skills testing, interviews, occupational
exploration, and developing a career plan. As a result
of these activities, each student will be able to make an
informed choice regarding their occupational and
career goals and determine the steps necessary to reach
those goals. The exploration/planning process can take
place as soon as a student wishes to begin. On-line
career assessments and occupational searches are also
available through the Academic Advising Web site.
The Advising Center invites department chairs and
other faculty to describe program requirements and to
improve the communication between support services
and faculty. The Advising Center creates a yearly
Faculty Advising Handbook summarizing all relevant
information.
The NeSIS (Nebraska Student Information System)
gives students and faculty timely access to academic
records and reports. With less time spent on
administrative tasks and information gathering,
advisors have more time to interact with students in
meaningful ways. The software allows faculty and
students to customize course and non-course degree
requirements, establish and track degree requirements
for each student, customize academic programs for
individual students, create degree audit reports to
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Wayne State College – October 2012
summarize progress, and compare student academic
reports to program requirements.
The Career Services office provides career planning
services to all current students throughout the academic
year. Career planning is designed for students who
have not yet decided on a major course of study in their
college experience. Students who have some
uncertainty about occupational goals are encouraged to
sign up for career planning. Students who have a goal
in mind, but would like clarification are also
encouraged to seek career planning. In addition,
advising services such as the Myers-Briggs tests are
directed toward new and undeclared students including
new freshmen and students transferring from other
colleges and universities.
1P8. Underprepared students.
As an open enrollment college, Wayne State College
must address the remediation needs of its students.
WSC has several programs for students who are
underprepared for the academic programs. The ACT
score (or COMPASS score) is used to determine
placement in mathematics courses. Several lower level
courses are available to students who show weakness
in mathematics. Additionally, GST 110 Succeeding in
College is recommended to all first year students with
an overall ACT score of 20 or below.
The STRIDE Program is available to students with
learning disabilities, those who qualify for low socioeconomic status, or are the first generation in the
family to attend college. STRIDE services include peer
mentoring and peer tutoring. The Athletic Academic
Program provides tutoring and mentoring for at-risk
athletes. Through the Holland Academic Success
Center (HASC), peer tutor services are available for all
academic areas with the emphasis on lower level
coursework. A Writing Help Desk, staffed by
professional staff at the instructor level, is available for
students who need assistance in writing and/or
proofreading.
A student with a declared major is assigned a faculty
member in the student’s major as an academic advisor.
The student is required to meet with his or her advisor
before registering for classes each semester. This
allows the advisor to monitor the student’s progress as
well as determine what particular program and courses
are suitable for the student’s career goals. Advisors are
also notified of any low midterm grades for their
advisees. The advisor then arranges a meeting to
discuss ways the student can improve academic
performance. Through the Early Alert Program
instructors can give feedback to the HASC regarding
students whose attendance or performance is poor. The
HASC staff provides follow up and intervention
strategies to help the student correct any problems. The
Student Admissions and Retention (SAR) Committee
has adopted the Cooperative Advising Program (CAP)
which is designed for use with students who have been
academically suspended and then readmitted to WSC
through the SAR appeal process. The SAR Committee
uses CAP as a means of tracking readmitted students
and offering support to help them complete their
academic programs and to learn what attitudes, skills
and behaviors cause them continued academic
problems.
An agreement is signed by each readmitted student and
the CAP advisor. By signing this contract the
readmitted student agrees to: 1)complete a selfassessment to evaluate the individual’s current outlook
as a student, 2)meet with the CAP advisor a minimum
of twice a month, 3)identify specific academic goals
and areas for improvement in collaboration with the
CAP advisor, 5)identify the specific, concrete steps the
student plans to use to implement proposed changes,
6)meet with the student’s academic advisor during the
semester, and 7)meet with the student’s professors at
mid-semester to assess progress in classes.
1P9. Differences in students’ learning styles.
WSC students arrive at the college with varying types
of learning styles, skills, and level of preparedness to
enter college. Faculty observe and address the
differences in and needs of students in their courses
and use a variety of teaching and learning strategies to
address differences in students‘ learning styles. No
formal testing is done, but most faculty use multiple
means of presenting information and assessing learning
to accommodate a variety of learning styles to aid in
meeting the needs of their students. Courses are offered
in a variety of formats, which include lectures,
discussion, seminars, portfolios, laboratory classes,
internships, accelerated courses, fieldwork,
independent studies, hybrid, and distance learning
frameworks. Faculty members also accommodate
individual differences in student learning styles using a
variety of instructional delivery methods, learning
activities, and performance-based assessments.
Individual learning differences are also addressed by
providing a variety of student services for students.
These services include peer tutoring, supplemental
instruction, study groups in the residence halls, general
studies courses, freshman orientation activities, an
Early Alert program, Service-Learning project
involvement, and academic monitoring. Students can
also visit the STRIDE, Holland Academic Success
Center, and Counseling Centers for academic
assistance in areas such as; test-taking skills, study
skills, study skills and comprehension. Faculty attend
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Wayne State College – October 2012
training on ways to incorporate activities that appeal to
diverse learning styles as part of their professional
development programs.
1P10. Special needs of student subgroups.
The Disability Services Coordinator at the Counseling
Center works with students who have documented
disabilities. Accommodations are made to fit individual
needs. For example, one visually handicapped student
had all textbooks and handouts enlarged for her use.
These students may take tests for extended time
without any distraction at the Counseling Center.
First year students who have ACT scores of 21-25 are
eligible to participate in the First Year Experience. In
this program students enroll in the same two to three
general education classes where the content and syllabi
are coordinated for collaborative experiences. (First
Year Experience is specifically designed for the middle
group. High ACT students can go into Honors
Program; low ACT students are required to take the
Succeeding in College course.) The average new
Freshmen ACT composite score for the fall 2011 at
WSC was 21.5.
Core Component 1.C.2 Wayne State College is
committed to providing access and opportunity for all
students to fulfill essential educational needs regardless
of race, creed, disability, marital status, national origin,
gender, sexual orientation, culture, and/or
socioeconomic conditions. Board Policy 3675, College
Diversity and Multiculturalism, recognizes and
encourages the Colleges to advance multiculturalism
and an awareness and appreciation of a pluralistic
society to their students.
WSC recognizes diversity to be at the core of its
educational aspirations, values and beliefs. The Office
of Multicultural Affairs provides an environment for
our students, faculty and staff to gather and celebrate
diversity. It is the mission of this office to promote the
variety of cultures in and around campus and the
communities it serves.
The Office of Multicultural Affairs serves underrepresented groups and also invites everybody to
participate in the activities offered. There are specific
events that engage discussions on issues relating to
academia, career development, educational support
services, social interaction, mentoring, and study
groups.
Transfer students and non-traditional students are
welcomed to the campus with a special orientation
each semester offered by the Student Activities office.
Commuting students can often arrange their classes
into a Tuesday – Thursday or Monday – Wednesday –
Friday schedule. Many courses have online and
evening sections which accommodate commuters or
those employed full time. In the School of Education
and Counseling, upper division courses can be
scheduled so that two or three days a week are open for
participation in the NENTA program which allows
those students to be substitute teachers. Courses
offered at the College Center in South Sioux City offer
place-bound students access to several degree options.
The student organization, Able, Capable and Equal
(ACE), enables handicap students to voice concerns in
a non-academic setting. Handicapped parking is
available and buildings are handicapped accessible.
1P11. Expectations for teaching and learning.
An evaluation process is used for the purpose of
improving instruction, encouraging and supporting
professional development, and providing information
necessary, in part, for personnel decisions, including
reappointment, promotion, and tenure decisions. All
formal faculty evaluations are conducted by full-time
academic administrators. Core Component 2.E. and
Core Component 2.E.1 Wayne State College teacher
evaluation is consistent with and reflective of the role
and mission of the Nebraska State College System and
its primary emphasis on effective teaching. The criteria
categories for faculty evaluation are: 1)Demonstrate
ability to teach effectively and to contribute to students'
academic growth and development; 2)Evidence of
continuing preparation and study through scholarly
and/or creative activities and achievements related to
the primary area of employment; and 3)Evidence of
service to the college, community, and profession.
Evidence of service to the college shall include but not
be limited to: good citizenship at the departmental,
school, and campus levels, including participation in
all aspects of department, school, and campus life; a
commitment to responsibly representing the school on
committees; and civil and collegial communication
with department members and supervisors. The
objectives of the Wayne State College evaluation
processes, which are consistent with the procedures
outlined in the State College Education Association
(Union) (SCEA) Contract, are to develop consistent
procedures, forms, and timelines for all academic
schools at Wayne State College; to provide formative
and constructive feedback; and to define and clarify the
role of the Department Chairs and Deans in the
evaluation process. Definitions and expectations for
effective teaching and learning are documented in the
collective bargaining agreement (primarily in section
16.3.a), and Nebraska State College System Board
Policy 4651. The negotiated definitions and
expectations in the bargaining agreement are
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Wayne State College – October 2012
communicated each biennium by the bargaining unit
through distribution of the negotiated agreement to all
faculty members and are implemented via the School
Deans.
Core Component 2.E.3 Board Policy No. 4651,
“Academic Responsibility, Faculty” states,
Membership in the State College academic
community imposes certain obligations. These
obligations include the following duties of academic
responsibility: 1. To respect a) the dignity of others;
b) the right of others to express differing opinions; c)
the right of others to be free from fear, from violence,
and from personal abuse; and d) the right of the
academic community to be free from actions that
impede its normal functioning. 2. To enroll, teach, and
evaluate the work of students without regard to
considerations such as age, sex, race, color, national
origin, religious or political beliefs, or disability. …9.
To create and protect an atmosphere of intellectual
honesty in the academic community. 10.To comply
with federal, state and local laws, and Board and
college policies as appropriate.
Core Component 2.D. Board Policy No. 4650,
“Academic Freedom, Faculty” states a teacher is
entitled to full freedom in research and in the
publication of the results, subject to the adequate
performance of his or her other academic duties;
research for pecuniary return should be based upon an
understanding with the authorities of the institution; a
teacher is entitled to freedom in the classroom in
discussing his or her subject, but he or she should be
careful not to introduce into his or her teaching
controversial matter which has no relation to his
subject. Limitations of academic freedom because of
religious or other aims of the institution should be
clearly stated in writing at the time of appointment.
The college or university teacher is a citizen, a
member of a learned profession, and an officer of
an educational institution. When he or she speaks or
writes as a citizen, he or she should be free from
institutional censorship or discipline, but a teacher's
special position in the community imposes special
obligations. As a person of learning and an
educational officer, the teacher should remember that
the public may judge his or her profession and his or
her institution by his or her utterances. Hence, a
teacher should at all times be accurate, should
exercise appropriate restraint, should show respect for
the opinions of others, and should make every effort to
indicate that he or she is not an institutional
spokesman.
Core Component 2.E.2 Conn Library, as an integral
part of Wayne State College, serves the campus and
the region with instructional, research and general
information needs. The Library facilitates the
interaction of students and faculty, supports and
enriches the academic programs of the college, serves
as a partner in the information seeking process and
encourages intellectual development for lifelong
learning.
1P12. Course delivery system.
Deans and Department Chairs create and follow
prescribed Programs of Study through a rotation of
courses set by the Deans and Department Chairs and
communicated to the students in their Programs of
Study and advising. In some cases, a course
substitution and/or directed study may be offered to
accommodate students’ needs.
Wayne State College has built an effective classroom
structure based on the traditional 3 x 1 hour/week, 2 x
90 min/week and 1 x 3 hour/week structure. The
majority of these classes are offered during daytime
hours on the Wayne State Campus. Others are offered
in the evening hours at the Wayne State Campus or at
one of the following remote locations: South Sioux
City College Center, Fremont, and Norfolk. The
College Center enables students to complete a degree
at that site.
Instructors may travel to these remote locations and
deliver the class in person or they are offered online
through Sakai. Courses are also offered on a hybrid
basis combining some face-to-face class sessions with
online sessions. A few courses are still offered by
Voice via Internet Protocol where the professor’s voice
and image are transmitted to remote locations. These
different options help Wayne State College
accommodate the varying schedules of the traditional
as well as the non-traditional students. They assist
instructors by providing different teaching
environments that allow a 100% online, 100%
classroom format, or a hybrid of several different
formats. The institutional benefit comes from the
ability to attract a wider variety of students from wider
geographic locations.
Core Component 3.A. Board Policy 4730, Delivery
of Distance Education Courses, states; This policy is
designed to encourage the development and use of
distance education courses for educational purposes,
where appropriate, while ensuring a level of quality
equivalent to that of regular on-campus credit
instruction.
WSC is committed to interactive small classes. Course
scheduling is a function of the departments. Formal
and informal surveys of students are often used to
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Wayne State College – October 2012
determine the courses that are needed. A variety of
schedules are provided to accommodate the diverse
needs of the students. The maximum class size is
determined by Departments and the Dean. WSC puts
the students first by offering small class sizes,
whenever possible, to allow the students to interact on
a one-to-one level with the instructors. The minimum
size needed to offer a class is set by the President and
Vice President for Academic Affairs, generally 14 for
undergraduate classes and six for graduate classes. The
Summer Advisors keep track of the number of new
students and make recommendations to departments
for additional sections when the enrollment is near
capacity.
1P13. Ensuring programs and courses.
Based on WSC’s open enrollment policy the College is
committed to providing access and opportunity for all
students to fulfill essential educational needs regardless
of race, culture, disability, and/or socioeconomic
conditions. The programs and instruction have a
commitment to multicultural education from which
students can gain respect and appreciation for the total
culture of ethnic and minority groups in American
society.
Core Component 4.A. and Core Component 4.A.1
According to Board Policy 4200, Program Review;
Procedure, states; programs on campus are reviewed
on a regular basis (every seven years) in accordance
with the Program Review practices of the Nebraska
State College Board of Trustees and Coordinating
Commission (CCPE) guidelines. The effectiveness of
programs is determined through assessment processes.
Each program review provides evidence of an
established program review process that evaluates the
program; the need for the program in the state of
Nebraska and at the institution; the demand for the
program by students; efficiency of the program; and
justification if the program is below commission
thresholds. Such review is consistent with state statutes
and contains both qualitative and quantitative measures
representative of sound academic practices. Core
Component 4.A.4 The review process provides for
evaluation of each academic program and is primarily
a self-study conducted at the department, school and
college levels. Although designed to assist in program
improvement to enhance program quality and promote
attainment of educational goals, the review is also
useful in planning and assuring efficient use of
resources.
Nebraska's Coordinating Commission for
Postsecondary Education (CCPE) serves as an
independent voice within Nebraska's higher education
system. The CCPE is a state constitutional agency,
whose mission is to promote sound policies for
Nebraska's state and community colleges and the
University of Nebraska. The CCPE balances the best
interests of taxpayers, students and Nebraska's
postsecondary institutions.
The Office of Assessment documents assessment
results and provides evidence that results are used for
the continuous improvement of programs and services
to cultivate a strong systemic culture of assessment at
WSC. All departments have assessment plans
developed and implemented with direct and indirect
measures being assessed.
Core Component 4.A.6 Some departments seek
outside recommendations to help shape their program.
For example, the Computer Technology and
Information Systems department utilizes an Advisory
Board to obtain information into what current
technological needs would best benefit the Computer
Information Systems and Computer Science graduate.
This committee is made up of 7-10 technical
representatives from several local and national
corporations. Their recommendations provide insight
into how well prepared our students have become for
the working world after graduating from the CTIS
program. The School of Education and Counseling
utilizes the Teacher Education Advisory Council
(TEAC) which consists of faculty from the School,
faculty from the arts and sciences, and current teachers
and administrators from K-12 schools within the
region. The TEAC provides input concerning current
and proposed programs.
The Department of Business and Economics surveys
employers regarding our graduates’ performance in the
workplace. Most units at WSC have some linkage with
their respective regional professional organizations.
Core Component 4.A.5 Based on WSC’s open
enrollment policy the College is committed to
providing access and opportunity for all students to
fulfill essential educational needs regardless of race,
culture, disability, and/or socioeconomic conditions.
The programs and instruction have a commitment to
multicultural education from which students can gain
respect and appreciation for the total culture of ethnic
and minority groups in American society. In addition,
several departments on campus have affiliation with
national accreditation agency linkage and meet their
high standards, such as NCATE (Education), IACBE
(Business), NASM (Music), and NASAD (Art).
1P14. Changing programs and courses.
Programs on campus are reviewed on a regular basis
(every seven years) in accordance with the Program
Review practices of the Nebraska State College Board
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Wayne State College – October 2012
of Trustees and Coordinating Commission (CCPE)
guidelines. Faculty in programs that seem to attract
insufficient majors must offer written documentation to
justify retaining the program. The Board has the
authority to discontinue the program.
The decision to change or discontinue a course can also
be initiated at the departmental level. Once a decision
is made by the department, a proposal regarding the
course is sent to the Academic Policies Committee. If
the Committee approves, the description of the course
in the Wayne State College General and Graduate
Catalog is changed, or the course is deleted from the
catalog. New courses can also be added to the catalog
by the same procedure. All proposals to the Academic
Policies Committee must include assessment data to
support any changes.
1P15. Learning support needs.
Core Component 3.D.4 Student support needs are
identified and addressed through the Holland
Academic Success Center (HASC) that offers
individualized academic advising, individual academic
assistance, and specialized programming for students
referred by faculty or staff members. The Writing Help
Desk, Peer Tutor Program, Athletic Academics, Early
Alert, and the use of instruments such as the MyersBriggs test and the PPST (Pre-Professional Skills
Test), and courses in general studies support student
learning needs. Student learning needs are also
identified through data generated by annual program
assessment processes and data generated with the
general education assessment processes such as the
NSSE and CAAP testing results. Assessment data is
analyzed and improvements in student learning are
made.
Faculty support needs are identified and addressed
through the bargaining unit’s biennial negotiation
process. The Faculty Resources Center,
implementation of strategic initiatives (such as course
development support for those wishing to teach on-line
courses; technological facilitation in website creation;
opportunities leading to international activity, etc.),
annual intramural grants available for instructional
improvement projects and teaching initiatives, and
through suggestions submitted to the VPAA via a
suggestion box in the administration building also
enable needs to be identified. Additional resources in
support of more modest or one-time support requests
by individual professors are allocated by the School
Deans.
Core Component 3.D.5 The Library Committee
provides feedback for concerns or issues from the
academic community and serves as a channel of
information from the Library to the Schools about
library issues and activities. Needs are determined
through collaboration with twenty-four faculty Subject
Group Librarians to determine materials to be
purchased. The Library has an Embedded Librarian
program to assist students in on-line courses and
conducts workshops and library tours for students and
faculty. Conn Library provides information and
instructional resources to support academic programs
and improve the intellectual environment of the
College. In addition to print and electronic resources,
the library provides public computing laboratories;
audiovisual materials and equipment; seating space for
study, conference and classrooms; a children’s and
young adult resource library; a popular reading
collection; instruction in general and specialized
topics; and media production facilities. The Library
also serves as a depository for both federal and state
documents. The Interlibrary Loan Department fulfills
student and faculty research needs by obtaining
materials not available locally.
The Technology Initiative process is designed for
planning of short and long-term technology needs
through goals and need justifications of programs with
alignment to the College Mission. The Chief
Information Officer discusses the needs documented
with the School Dean and Department Chair(s) of each
building/school for further justification after the
Teaching and Learning Technology Standing
Committee processes them. There are numerous
computer labs, science labs, language labs exercise and
sport medicine labs (in collaboration with WSC and
Providence Medical Center), plus a science
observatory to support learning.
1P16. Aligning co-curricular development goals.
Core Component 3.E. and Core Component 3.E.1
The co-curricular mission is developed through the
Student Activities and Student Life Offices and
coordinated with the Office for Academic Affairs.
Both co-curricular and academic goals are reviewed
and aligned with the mission of the College and the
General Education Program goals. Goals are reviewed
and assessed as part of the strategic planning process,
where goals and objectives for all the institutional
areas are reviewed and new goals are set every two
years. Many co-curricular activities are very tightly
connected to academic goals as the table on the Clubs
and Organizations Student Activities Web site
designates. Board Policy 3300, Student Organizations,
mentions all recognized student organizations shall
have a charter agreement and/or constitution that is
approved by the Student Senate and the Vice President
responsible for student affairs.
Category 1 – Page 14
Wayne State College – October 2012
Several units in the Student Affairs area have
developed goals and assessment plans to measure how
they impact student learning. The Career Services
Department, the Counseling Center, and the Financial
Services Departments have conducted in-service using
the campus Assessment Director. The Students
Activities unit and Office of Admissions continuously
assess student satisfaction using SurveyMonkey©
results to improve student satisfaction. The STRIDE
and Counseling Center annually submit data reports to
the Office of Assessment.
There are over 100 student organizations on campus
with a mission and goals aligned to the career goals of
the students in various academic programs. These
organizations provide opportunities for the students to
discuss specific culture, debates, and inquiries of a
discipline and/or career; beyond the classroom in an
informal setting; such as Explorers Club, Biology
Club, Spanish Club, PBL, SHRM. These organizations
bring speakers from outside the college, take field
trips, participate in regional to national competition,
and engage in community services. Core Component
3.E.2 With the expert guidance of their advisors the
students gain valuable leadership skills and deeper
knowledge in academic areas. In addition, the
institution has a very active Service-Learning initiative.
The Wayne State College Service-Learning Program
promotes, mobilizes, and supports the efforts of our
institution, united in strengthening our academic and
co-curricular programs through Service-Learning in
our communities, state and nation.
Faculty members in collaboration with the
Multicultural Center sponsor specific events that
engage discussions on issues relating to academia,
career development, educational support services,
social interaction, mentoring, and study groups. The
President’s Council for Diversity is comprised of
students, faculty, staff, and community members who
organize an annual Diversity Conference involving
area school districts and other Nebraska State Colleges.
1P17. Awarding degrees.
The Records and Registration Office is responsible for
assuring completion of all requirements for undergraduate students. The Graduate Office has the same
responsibility for all graduate students. Requirements
are listed in the General and Graduate Catalog which
are available online.
Career Services collects data relating to graduated
students and their present employment status. The
Career Services Graduate Survey is sent to graduates
within one year following graduation to determine their
employment status and/or continuing education
endeavors. The results from these surveys are used by
academic departments, Admissions and Career
Services when working with current students,
prospective students and their parents. The percentage
of our graduates working in their field of study or
attending graduate or professional school, what types
of careers our students pursue upon graduation as well
as what salaries can be expected in the various fields of
study are of great interest to both current and
prospective students.
The Graduating Student Survey is distributed through
the Registrar’s Office to graduation candidates when
they are eligible to graduate. The survey results are
compiled through the Administrative Computing
Office and distributed to the Office for Academic
Affairs. Results are used by the Vice President for
Academic Affairs and the School Deans for
administrative decision-making.
Every program has both direct and indirect measures to
assess student learning. The General Education
Program uses a method of assessment designed by the
Academy for Assessment of Student Learning team in
collaboration with the General Education Program
Committee. These methods are further defined on the
campus Assessment Web site.
1P18. Processes for assessing student learning.
Reporting to the Vice President for Academic Affairs,
the Director of Assessment is responsible for
coordinating and working collaboratively with Deans,
Division Chairs, Program Directors, and faculty in
articulating and developing student learning outcomes
at the institutional, program, major, and course levels.
In addition, the Office of Assessment ensures all
outcomes align with the institutional mission and goals
through mapping how these outcomes are being
addressed across the curriculum and implementing
procedures to assess effectively whether students are
achieving all outcomes. Wayne State College joined
the Voluntary System of Accountability (VSA) from
2008-2011 as an initiative of the Nebraska State
College System’s Board of Trustees.
Core Component 4.B.2 The National Survey of
Student Engagement (NSSE) survey has increasingly
become part of the WSC assessment process,
specifically to identify aspects of the undergraduate
experience that can be improved upon inside and
outside the classroom. National testing scores from the
2003, 2006, 2009, and 2012 National Survey of
Student Engagement (NSSE) are posted at
http://www.wsc.edu/assessment/nsse/. The Assessment
Oversight Committee and the Office of Assessment
Category 1 – Page 15
Wayne State College – October 2012
uses the data from the NSSE survey results to make
recommendations for program improvements.
WSC selected freshman and senior students to
complete the Collegiate Assessment of Academic
Proficiency (CAAP) testing during the 2009-2010
academic year. CAAP is the standardized, nationally
normed assessment program from ACT that enables
the institution to assess, evaluate, and enhance the
outcomes of the general education program. The
results from the 2009-2010 CAAP testing are posted
on the Assessment Web site. The School of Business
and Technology and the School of Education uses the
ETS Major Field Exams to assess the outcomes of their
programs and to improve on the quality of instruction
and learning efforts.
The Career Services Graduate Survey is sent to
graduates within one year following graduation to
determine their employment status and/or continuing
education endeavors. The results from these surveys
are used by Academic Departments, Admissions, and
Career Services when working with current students,
prospective students, and their parents. The 2009-2010
survey indicated that 100 percent of all WSC graduates
surveyed are employed or are attending graduate
school. In addition, 82 percent of these graduates
remain in Nebraska for their employment or graduate
school.
Students complete a Freshman Survey during
orientation each year called the Cooperative
Institutional Research Program (CIRP) from the
Higher Education Research Institute at UCLA. The
survey is a widely cited source of data on college
demographics and attitudinal trends. The results from
these surveys provide a comprehensive portrait of the
changing character of entering students.
The Office of Assessment has worked with the
Administration and Financial Department Chairs to
develop goals, objectives, and assessments that align
with the mission and goals of the institution. This
department is transitioning to an outcomes based
process of assessment. In addition, Career Services and
the Counseling Center are engaging in assessment of
student learning.
Additional non-academic departments are creating
assessment plans with Career Services developing a
plan that began the fall of 2011, along with other new
assessment initiatives in student services, counseling,
residence life, business services, and freshman
retention. The Counseling Center, STRIDE Program
and the Holland Academic Success Center use data
based evidence to improve programs.
The Office of Assessment works with external
accreditation and assessment with the School of
Business and Technology in their International
Assembly for Collegiate Business Education (IACBE)
accreditation processes and with the School of
Education and Counseling in their National Council for
Accreditation of Teacher Education (NCATE)
accreditation endeavors. These efforts are coordinated,
collaborated and systemically reviewed by the schools
and departments in the institution and external
accreditation bodies to improve student learning. The
entire WSC institution has adopted an assessment of
learning outcomes approach to all assessment
endeavors, which are guided by efforts of the
Assessment Oversight Committee and institutional
administration.
The School of Arts and Humanities, Department of Art
and Design, is an accredited institutional member of
the National Association of Schools of Art and Design
(NASAD). NASAD is the only organization
recognized by the U.S. State Department to accredit
Art units. The School of Arts and Humanities,
Department of Music, is accredited by the National
Association of Schools of Music (NASM). NASM is
the national accreditation agency for music and musicrelated disciplines.
Core Component 4.B. The culture of assessment at
WSC has increased tremendously from the increased
emphasis and implementation of the systematic method
of assessment implemented through the Office of
Assessment since its establishment in July 2007. At
that time, Wayne State College added the professional
staff position of assessment director to coordinate a
systematic method of assessment activities across the
institution. In addition, a substantial budget was
appropriated for the assessment office to assist in
assessment projects and initiatives.
A timeline was developed by the Assessment Director,
Deans and the Vice President for Academic Affairs.
This timeline was presented to the department chairs
and faculty to use as a guide in developing an
institutional, systematic method of assessment. Phase I
was completed by 100 percent of all departments.
Phase I was facilitated by an all-campus assessment
retreat. The assessment process and assessment retreats
have been systematically continued with the sixth
annual all-campus retreat held the fall of 2012.
Core Component 4.B.1 As the systematic process of
assessment was established, a WSC Assessment Data
Flow Chart was developed indicating the systematic
flow of assessment data from the faculty to internal and
external users of the data as shown in Table 1P18.1
Category 1 – Page 16
Wayne State College – October 2012
WSC Assessment Data Flow Chart. (The link will
provide an enlarged version of the chart.)
Table 1P18.2 WSC Assessment Cycle
Create
Mission
Statement
Table 1P18.1 WSC Assessment Data Flow Chart
Implement
Improvement
Strategies
and Budget
for Change
Create
Program
Goals
WSC
Assessment
Plan
Create
Analyze
Results
Program
Objectives
Identify
Measurement
Strategies
Each department has been systemically reporting and
collecting assessment data for analysis and program
improvement as Phase I, Phase II, Phase III, and Phase
IV were completed. Continuing annual fall and spring
status reports are now being completed. Each
department develops program and course goals that
align with the goals of the institution. The departments
continually evaluate their program’s specific
objectives/outcomes; measurement tools (at least one
direct and one indirect measure); and collect and report
assessment data to the Office of Assessment. The
departments also analyze data collected and implement
change when needed. An annual fall report has been
completed by the departments or programs beginning
in the fall of 2009. A spring status report has been
completed beginning with the spring of 2010. Program
improvement is now an ongoing process using annual
fall reports and spring status reports. This process has
been a successful tool to engage the institution, assess
and validate program content and student learning, and
provide direction for continuous improvement of
programs as shown in Table 1P18.2 WSC Assessment
Cycle.
Core Component 4.B.3 The Office of Assessment
documents assessment results and provides evidence
that the results are used for continuous improvement of
programs and services to cultivate a strong systemic
culture of assessment at WSC. All institutional
learning programs have developed and reported
assessment plans to the Office of Assessment with 100
percent compliance. Results for Phase I, II, III, IV, and
the continued spring status and fall annual reports may
be viewed using the Assessment Web site Program
Plans link. A new initiative for departments and
programs to create curriculum maps was started during
the 2010-2011 academic year. Completed curriculum
maps may be viewed using the Assessment Web site
Curriculum Map link.
WSC has developed and continuously refined a
learning outcomes Assessment Web site that provides
information about its assessment process. This includes
information about assessment committees, learning
outcomes for all programs of the institution, ongoing
initiatives to support outcomes assessment, faculty
resources, data reports, improvements and best
practices.
Core Component 4.B.4 Academy for Assessment of
Student Learning. Wayne State College has been an
active participant in the Academy for Assessment of
Student Learning, joining the February 2008 Cohort.
The institution was accepted into the Academy for
Assessment of Student Learning on September 18,
2007. The institution established a comprehensive,
institutional assessment initiative with emphasis on
General Education Assessment for their academy
Category 1 – Page 17
Wayne State College – October 2012
action project. The institution completed its four year
Academy experience during a Results Forum held in
November 2011. The WSC team was invited to present
on their exceptional plan during the Results Forum and
again at the Higher Learning Commission’s 2012
Annual Meeting in Chicago. During the four year
commitment, team members participated in the
Learning Exchange for Academy members all four
years by exhibiting a poster in the Academy Poster Fair
(twice), leading a discussion group, presenting (twice)
and annually meeting with their HLC mentor to receive
feedback on their Action Project. The Action Project
was part of their academy work and is also a WSC
Academic Quality Improvement Program (AQIP)
Action Project. The Academy Team has hosted two
successful "Faculty Conversation" seminars in late
March of 2011 and 2012 on the General Education
Program assessment process and allowed faculty to
share best practices on teaching pedagogy for EPS
courses. The events received very positive feedback
and will be continued.
General Education Program Assessment. The initial
Academy Team project and WSC AQIP Action Project
entitled, “General Education Assessment—A New
Perspective!” was completed after fulfilling all the
various assessment activities and goals that had been
designed and developed. This project created a General
Education Program plan using the Educated
Perspective Seminar (EPS) courses as the means for
direct assessment of the four general education goals.
A second AQIP Action Project entitled, “Enhancing
General Education Assessment Using Specific Course
Data Collection” is now being implemented to assist in
sustaining the previous accomplishments while adding
additional assessment of specific General Education
Program courses.
Starting with the academic year 2006-2007, the
General Education Committee began accepting
General Education course proposals for the revised
General Education Program that was implemented in
the fall of 2008. The original General Education course
submission forms asked faculty to address at least one
of the four General Education Program Goals, list the
course outcomes that targeted the goal(s), and identify
the assessment tools used to measure student
outcomes. During the Spring 2012 term, the General
Education Committee and the Office of Assessment
asked the General Education Program faculty to update
these records with current practice for each General
Education course, excluding the EPS courses that must
address all four of the General Education Goals. A
matrix of results has been compiled and distributed for
analysis to the General Education Committee, the
Assessment Team, the Vice President for Academic
Affairs, the Office of Assessment, Assessment
Oversight Committee, Deans and Department Chairs
for conversations on how each of the four General
Education Program goals are being addressed.
Institutional Assessment. The assessment process
also incorporates the goals established through the
strategic planning and budgeting process. The AQIP
Council and the Strategic Planning Council were
integrated into one council as part of a well thoughtout, sequential process in the fall of 2008. Previously,
the AQIP Council had been instrumental in organizing
AQIP at WSC and the Strategic Planning Council had
been instrumental in organizing a systemic, continuous
strategic planning process at WSC. As the Strategic
Planning Council integrated AQIP categories for
improvement into its strategic planning a natural
migration of the AQIP process occurred. Thus, the
former AQIP Council transitioned and was combined
into the Strategic Planning Council. The Strategic
Planning Council meets at least twice a semester to
discuss and analyze the strategic needs of the
institution. The WSC Strategic Plan is systemically
reviewed at these meetings with recommendations
made for continuous improvement utilizing AQIP
guidelines. The Strategic Planning Council hosts a
biennial retreat that embraces a cross-section of the
entire institutional environment to review the previous
recommendations and develop the Strategic Plan for
the next biennial. The recommendations are
continually analyzed by the administration and the
Strategic Planning Council and AQIP Action Projects
are developed in areas where improvement is
strategized.
The institutional Strategic Plan is used for budgeting
and alignment of goals with the Nebraska State
College System (NSCS). Long-range planning for
large-scale budget items is done in a very deliberate,
systematic process through the 10-year Master Plan
process. One innovative initiative and major planning
effort between Northeast Community College and
Wayne State College enabled the College Center in
South Sioux City to become a reality in January 2011.
Many capital improvements are implemented from the
Master Plan.
1R1. Measures of students’ learning.
The National Survey of Student Engagement (NSSE)
survey has increasingly become part of the WSC
assessment process, specifically to identify aspects of
the undergraduate experience that can be improved
upon inside and outside the classroom. National testing
scores from the 2003, 2006, 2009, and 2012 National
Survey of Student Engagement (NSSE) are posted on
the Assessment Web site. The Assessment Oversight
Category 1 – Page 18
Wayne State College – October 2012
Committee and the Office of Assessment uses the data
from the NSSE survey results to make
recommendations for program improvements. WSC
had an exceptional completion rate of 50.27 percent
from students completing the 2012 NSSE, which is
above the 2011 average institutional response rate of
33 percent.
improve on the quality of instruction and learning
efforts. The School of Education has 100% of all
graduates meeting state minimum requirements for the
Praxis I.
An annual Institutional Data Report is completed by
the Information Management Office. Among the data
summarized is the number of students graduating with
undergraduate or graduate degrees, rates of completion
data, and the student retention rate. The Holland
Academic Success Center prepares an annual report
that summarizes the student retention rates, the rate of
probationary students, and the success rates of
transitional programs in helping students learn. Table
1R1.1: WSC Achievement Data summarizes this
data.
Wayne State College selected freshman and senior
students to complete the Collegiate Assessment of
Academic Proficiency (CAAP) testing during the
2009-2010 academic year. Additional testing is being
conducted during the 2012-2013 academic year to
provide trending analysis. The results from the 20092010 testing are posted on the Assessment Web site.
The School of Business and Technology and the
School of Education uses the ETS Major Field Exams
to assess the outcomes of their programs and to
Table 1R1.1: WSC Achievement Data
2001- 2002- 2003- 2004- 20052002 2003 2004
2005 2006
Student retention rate (after one
year)
Student retention rate for those with
low ACT scores who successfully
completed Succeeding in College*
Student retention rate for those with
low ACT scores who did not take
Succeeding in College
Percent of students who left in poor
standing after 1 year
20062007
20072008
20082009
20092010
65%
70%
70%
67%
70%
74%
65%
67%
68%
69%
81%
73%
76%
68%
74%
70%
71%
64%
59%
66%
59%
61%
58%
70%
53%
59%
54%
17%
18%
19%
20%
15%
14%
20%
20%
20%
*Excludes students who withdrew from Succeeding in College
The Graduating Student Survey is distributed through
the Registrar’s Office to graduation candidates when
they are eligible to graduate. The survey results are
compiled through the Administrative Computing
Office and distributed to the Office for Academic
Affairs. Results are used by the Vice President for
Academic Affairs and the Deans for administrative
decision-making.
The Institutional Data report summarizes the student
evaluations of services they received at WSC.
Students rate themselves as to levels of ability in
several areas such as academic, artistic, computer
skills, writing, math, leadership, public speaking, and
self-confidence. Ten of the fourteen abilities show
from 10%-19% improvement. In addition, the selfratings of graduating seniors are compared to the selfratings of freshmen on these same abilities. The results
consistently show considerable improvement on most
abilities. Students also rate their level of satisfaction
with various campus services. Except for ratings of
parking, the results showed high levels of satisfaction
with the services: 80%-99% of those who used the
service were satisfied.
The School of Education and Counseling completed a
survey of upper level education majors that asked
students whether their professional education field
experiences exceeded, met, or did not meet their
expectations that they would experience cultural
diversity. While 68%-81% stated their expectations
were met, very few indicated that the experiences
exceeded their expectations (6-23%). The School of
Education compiles a Teacher Education Bachelors’
Degree Survey that is completed by employment
supervisor/principal of First Year Teachers. Table
1R1.2 shows an exceptionally high rate of satisfaction
for recent graduates from Wayne State College over a
four year period from graduates with teaching degrees.
Category 1 – Page 19
Wayne State College – October 2012
Table 1R1.2: Rate of approval of first year teachers
Rate of supervisor satisfaction with first year teachers who are graduates
of WSC based on a 4.0 scale of Key Assessments
2006 2008
2008 2010
3.2
3.2
adjustments to the course delivery and/or objectives. A
summary of student grade point averages is shown in
Table 1R1.3.
At the course level, instructors often prepare exams to
reflect the students’ level of achievement of the course
objectives. Instructors use the results of the student
performance measures to assign grades and to make
Table 1R1.3: WSC Mean student grade point
Fall Fall Fall Fall Fall Fall Fall Fall
2004 2005 2006 2007 2008 2009 2010 2011
Undergrad students
3.11
3.12
Students complete a Freshman Survey during
orientation each year called the Cooperative
Institutional Research Program (CIRP) from the
Higher Education Research Institute at UCLA. The
survey is a widely cited source of data on college
demographics and attitudinal trends. The results from
these surveys provide a comprehensive portrait of the
changing character of entering students.
As the systematic process of assessment was
established, a WSC Assessment Data Flow Chart was
developed indicating the systematic flow of assessment
data from the faculty to internal and external users of
the data. Each department has been systemically
reporting and collecting assessment data for analysis
and program improvement as Phase I, Phase II, Phase
III, and Phase IV were completed. Continuing annual
fall and spring status reports are now being completed.
Each department develops program and course goals
that align with the goals of the institution. The
departments continually evaluate their program’s
specific objectives/outcomes; measurement tools (at
least one direct and one indirect measure); and collect
and report assessment data to the Office of
Assessment. This data is publicly displayed on the
Web site. The departments also analyze data collected
and implement change when needed. This process has
been a successful tool to engage the institution, assess
and validate program content and student learning, and
provide direction for continuous improvement of
programs.
The Office of Assessment documents assessment
results and provides evidence that the results are used
for continuous improvement of programs and services
to cultivate a strong systemic culture of assessment at
3.12
3.10
3.09
3.09
3.10
3.12
WSC. All institutional learning programs have
developed and reported assessment plans to the Office
of Assessment with 100 percent compliance. Results
for Phase I, II, III, IV, and the continued spring status
and fall annual reports, along with program curriculum
maps may be viewed on the Assessment Web site.
Every graduate program requires a culminating project
and/or measure according to current catalog listings.
Table 1R1.4 shows program reporting participation.
Table 1R1.4: Program Reporting Participation
Assessment Reporting
Program/Department
Participation
Percent
Fall 2007
100
Spring 2008
97
Fall 2008
87
Spring 2009
97
Fall 2009
94
Spring 2010
83
Fall 2010
88
Spring 2011
85
Fall 2011
73
Spring 2012
96
1R2. Performance results for student learning.
All academic assessment results are posted on the
Wayne State College Assessment Web site. This
includes institutional VSA (Voluntary System of
Accountability)/College Portrait findings, NSSE data
results, CAAP testing results and all departmental
assessment reports.
Category 1 – Page 20
Wayne State College – October 2012
The General Education Program is the foundation for
learning at Wayne State College (WSC). An
assessment plan was designed for the General
Education Program to use at least one direct and one
indirect measure, following the guidelines developed
for all institutional department program assessment
plans. The selected indirect measure uses information
gathered from the National Survey of Student
Engagement (NSSE) and locally created surveys. Two
direct measures are being used. One direct measure
utilizes ACT’s Collegiate Assessment of Academic
Achievement (CAAP). The other direct measure uses
an innovative assessment process with culminating
courses of the General Education Program, called
Educated Perspective Seminar (EPS) courses.
This institution has worked collaboratively with the
General Education Committee and the Higher Learning
Commission/AQIP to create, accelerate, and advance
efforts to assess and improve student learning through
the EPS courses. The institution’s Network and
Technology Services (NATS) Department has been
instrumental in developing an electronic means for the
data input and reporting of this assessment process.
The process asks EPS instructors to identify primary
project(s) or activity(ies) that demonstrates student
learning as it relates to the four General Education
Program goals. Each instructor assesses student’s
achievement of each goal on a rubric using a five-point
scale. To assure that similar expectations and criteria
for scoring exist throughout the campus when
assessing the EPS project(s), rubrics based upon the
AAC&U’s VALUE Rubrics for the various
performance levels have been identified and used.
Students self-rate their achievement on each goal using
the same process. In addition, faculty and students are
provided an opportunity to reflect on their experiences
with the four general education goals evaluated.
Assessment results for EPS course assessment are
reported electronically to the Office of Assessment and
aggregated. The General Education Committee, the
Assessment Oversight Committee, and the EPS faculty
analyze the aggregated data to determine areas for
improvement. Action plans have been strategized and
developed to improve student learning in targeted
areas. Table 1R2.1 shows averaged assessment ratings
after four years (2008-2012) for all EPS courses for
each of the four General Education Program goals as
reported by faculty and student self-assessment
electronic reports.
Table 1R2.1: General Education Program Goals comparing faculty and student self-assessment
The first full analysis of all three methods of
assessment selected to evaluate the General Education
Program all seem to be indicating the same
conclusions, which indicates that the tools are
accurately reflecting the outcomes being measured.
The institution has completed a full Plan-Do-Study-Act
cycle of ongoing, continuous, improvement using this
process of outcomes assessment. The process will be
continually monitored, assessed and revised to improve
student learning. A new Action Project has been
developed to expand upon this completed project. A
correlation with the General Education Program Goals
for the NSSE 2009 and 2012 results is shown in Table
1R2.2: General Education Program Goal
Assessment Data Analysis NSSE Survey (Indirect
Measure).
Category 1 – Page 21
Wayne State College – October 2012
Table 1R2.2: General Education Program Goal Assessment Data Analysis
NSSE Survey (Indirect Measure)
2009 Data
2012 Data
Plains
Plains
Classification WSC Public WSC Public
Goal 1--Develop Expression
NSSE: Made a class presentation
FY
2.48*
2.35
2.53*
2.29
SR
3.13*
2.76
2.99*
2.73
NSSE: Number of written papers or reports of 20 pages or more
FY
1.20
1.30
1.14
1.23
SR
1.55
1.60
1.44
1.58
NSSE: Number of written papers or reports of fewer than 5 pages
FY
3.10*
3.15
3.10*
2.97
SR
3.49*
3.18
3.20*
3.09
Goal 2--Participate in Methods of Inquiry
NSSE: Analyzing the basic elements of an idea, experience, or theory, such as examining a particular case or
situation in depth and considering its components
FY
2.96
2.99
3.03
3.10
SR
3.12
3.20
3.09
3.26
Goal 3--Expand Knowledge
NSSE: Included diverse perspectives (different races, religions, genders political beliefs, etc.) in class discussions
or writing assignments
FY
2.78*
2.75
2.65
2.70
SR
2.73
2.81
2.76
2.82
Goal 4—Encourage Civic Involvement
NSSE: Voting in local, state, or national elections
FY
2.44
2.57
1.80
1.87
SR
2.43*
2.32
1.87
1.94
NSSE: Contributing to the welfare of your community
FY
2.33
2.39
2.30
2.37
SR
2.65*
2.45
2.55*
2.47
*WSC mean score is higher than scores at Plains Public, Carnegie Class, and combined NSSE 2009 survey institutions
Respondent Characteristics:2009-49% WSC Response Rate/NSSE Response Rate 31%
2009-FY Number=523, 44% Response Rate; SR Number=323, 58% Response Rate
Respondent Characteristics:2012-50% WSC Response/NSSE Response Rate 25%
2012-FY Number=560, 46% Response Rate, SR Number=542, 55% Response Rate
1R3. Performance results for program learning.
Every program area (major) on campus utilizes an
assessment plan and each fall files a report of annual
activities with a spring follow-up report. While these
plans are unique to individual programs, each program
area has stated specific learning objectives and
predicted expectations. All assessment plans include
specific collection/analysis of both direct and indirect
measures of assessment. Direct measures utilized by
program areas require evaluation of critical thinking,
analytical skills, and use of methodology. Indirect
measures revolve around collection of exit survey
responses or other data outside the classroom. We
review collected data in an ongoing cycle. The
assessment plans involve program areas discussing the
use of collected data for curriculum and program
changes. Departments are making adjustments to
improve student learning based on the outcomes.
Program area plans for all programs and reports are
available at the WSC Assessment Web site. Examples
of assessment exemplars are published annually on the
Assessment Web site.
1R4. Evidence students have acquired knowledge.
The Career Services Office annually sends out a
graduate survey. The results from these surveys are
used by Academic Departments, Admissions, and
Career Services when working with current students,
prospective students, and their parents. The 2009-2010
survey indicated that 100 percent of all WSC graduates
surveyed are employed or are attending graduate
school. In addition, 82 percent of these graduates
remain in Nebraska for their employment or graduate
school. Table 1R4.1 indicates those findings.
Category 1 – Page 22
Wayne State College – October 2012
Table 1R4.1: Rate of employment/continued education of WSC graduates
2006- 2007- 2008- 20092007 2008 2009 2010
Percentage of WSC graduates who are
91% 97% 98% 100%
employed or continuing education
The information for Table 1R4.2 was obtained from
the WSC Office of Information Management. At least
two-thirds of WSC graduates believe that in academic
ability they compare well to graduates of other
institutions.
Table 1R4.2: Self ratings of academic ability of WSC graduates
2002 2003 2004 2005 2006 2007 2008 2009 2010
Percentage of graduating WSC
seniors who rated their academic
66% 64% 65% 68% 73% 63% 68% 68% 68%
ability to be above average
Additional program and department surveys are also
used to gain evidence of student success with results
reported annually in the Institutional Data Book.
Undergraduate and graduate graduation rates are also
Year
2001-02
2002-03
2003-04
2004-05
2005-06
2006-07
2007-08
2008-09
2009-10
2010-11
2011
65%
listed in the Institutional Data Book. The
undergraduate degrees awarded are shown in Table
1R4.3: 2001-2010 Undergraduate Degrees Awarded
(By School).
Table 1R4.3: 2001-2010 Undergraduate Degrees Awarded (By School)
Arts &
Business &
Education &
Natural & Social
Humanities
Technology
Counseling
Sciences
85
181
102
187
69
164
92
177
60
175
106
163
63
182
108
184
62
175
88
182
76
166
94
189
57
158
91
178
56
165
96
180
78
169
89
177
57
158
120
201
1R5. Performance results for learning.
The Wayne State College Library has more than
350,000 volumes housed in more than 75,000 square
feet. The library has a totally wireless environment
with over 100 laptops available for students to check
out and use. The library’s special collections include
the Val Peterson papers, the Robert Zahniser film
collection, and the Children’s Book Examination
Center.
Laptop computers and iPads are available for checkout
in the Library and the Student Center. All WSC
residence halls and most WSC administration buildings
provide wireless service. All students are provided
account credentials upon acceptance at WSC. This
account gives students secure access to an extensive
range of technology resources and tools from on
campus and off. WSC provides a number of large,
general purpose computing labs for student use as well
as a host of specialty labs for music, industrial design,
publishing, computer science and math. Each WSC
academic building contains more than one smart
classroom, which create new opportunities in teaching
and learning by integrating networking, digital, and
audio visual technologies.
In keeping with WSC’s mission to prepare students for
careers, advanced study and civic involvement, the
library is dedicated to providing access to as many
resources and services as possible to support
curriculum-related teaching, research, and other
scholarly endeavors to all students. It is the mission of
the Library Instruction Program to foster the
development of information literacy. The program
teaches library users information research methods and
skills that they need to attain their academic goals and
become lifelong learners through point-of-use, courserelated, web-based, and credit course instruction while
at the same time encouraging a collaborative
relationship between librarians, students, faculty, and
staff.
Category 1 – Page 23
Wayne State College – October 2012
The Library has seen a steady number of faculty
requests for instructional sessions. Each semester
librarians teach several dozen information literacy
sessions for campus classes. The library staff works
closely with faculty in their courses, fielding questions
and providing time-appropriate tips about research and
library usage via Sakai throughout the course of the
entire semester through the "Embedded Librarian"
program. This program assigns librarians to assist
students taking online classes with their research.
Participation in this program has increased
dramatically since it was initiated in 2007. Finally, our
usage statistics as measured by gate counts, database
searches, and materials circulation all point to solid
usage of library services as indicated in Table 1R5.1.
Library Statistics.
Table 1R5.1: Library Statistics
Library Statistics for the 2010-2011 Academic Year
Books/videos circulated
Laptops circulated
Public Service Hours
Attendance (gate count)
New books added to collection
Database searches (all databases)
Reference Desk transactions
Bibliographic Instruction classes taught
Number of students attending Bibliographic Instruction classes
22,914
37,087
3,788
238,517
2,590
153,105
4,657
88
1,458
career planning, disability services, international
student advising, alcohol and other drug education,
violence prevention, presentations, working with
groups and giving exams.
Performance results indicating number of students
served from the Holland Academic Success Center are
shown in Table 1R5.2 along with Counseling Center
numbers which includes all contacts counselors have
with students through counseling, academic advising,
Table 1R5.2: Holland Academic Success Center and WSC Counseling
Center showing number of students served
2008-2009
2009-2010
2010-2011
General Studies classes
532
539
578
Writing Help Desk
1,975
1,930
2,444
Peer Tutors
3,195
2,895
2,888
Early Alert
440
475
654
Athletic Academic Program
40
28
34
Myers-Briggs Type Indicator Testing
355
387
419
Counseling Center
12,024
13,568
15,706
Supportive Campus Environment. Table 1R6.1 below
summarizes 2009 and 2012 results for our institution
and institutions in our selected comparison groups. The
‘+’ symbol indicates that our institution's score is
higher than the respective comparison group (p<.05),
the ‘-’ symbol indicates a score lower than the
comparison group, and a blank space indicates no
significant difference
1R6. Performance results compared with results of
other higher education organizations.
To focus discussions about the importance of student
engagement and to guide institutional improvement
efforts, NSSE created five Benchmarks of Effective
Educational Practice: Level of Academic Challenge,
Active and Collaborative Learning, Student- Faculty
Interaction, Enriching Educational Experiences, and
Table 1R6.1: Key NSSE Benchmark Comparisons Results
2009
Comparison Groups
WSC
Class
Plains
Public
Carnegie
Class
NSSE
2009
WSC
2012
Comparison Groups
Plains
Public
Carnegie
Class
NSSE
2009
Level of Academic Challenge (LAC)
Category 1 – Page 24
Wayne State College – October 2012
How challenging is your institution's
intellectual and creative work?
FirstYear
50
Senior
56
−
Active and Collaborative Learning (ACL)
Are your students actively involved in FirstYear
their learning, individually and
45
+
working with others?
Senior
58
+
FirstYear
36
Senior
48
+
−
51
-
-
-
53
-
-
-
+
46
+
+
+
+
55
+
+
+
Student-Faculty Interaction (SFI)
Do your students work with faculty
members inside and outside the
classroom?
Enriching Educational Experiences (EEE)
FirstDo your students take advantage of
Year
complementary learning
25
opportunities?
Senior
44
FirstYear
63
Senior
65
35
+
+
+
+
+
43
−
26
+
39
-
-
+
Supportive Campus Environment (SCE)
Do your students feel the institution is
committed to their success?
66
+
+
+
+
+
+
61
IPEDS:181783
NSSE:2012
Respondent Characteristics:2009-49% WSC Response Rate/NSSE Response Rate 31%
2009-FY Number=523, 44% Response Rate; SR Number=323, 58% Response Rate
Respondent Characteristics:2012-50% WSC Response/NSSE Response Rate 25%
2012-FY Number=560, 46% Response Rate, SR Number=542, 55% Response Rate
WSC has participated in multiple NSSE
administrations, Table 1R6.2: NSSE 2012 Multi-Year
Benchmark Report presents recalculated and
comparable benchmark scores by year so that patterns
of change or stability are discernible for the NSSE
benchmark areas. It also provides statistics such as
number of respondents, standard deviation, and
standard error so that shorthand mean comparison
tests can be calculated. This report indicates a fairly
stable, steady level has been maintained.
Table 1R6.2: NSSE 2012 Multi-Year Benchmark Report - Detailed WSC Statisticsa
First-Year Students
Seniors
200 200 200
2003 2006 2009 2012
3
6
9
Level of
LAC
48.1
49.5
50.4
50.7
LAC 54.9 52.0 56.3
Academic
n
100
145
216
238
n
94
210 185
Challenge
SD
11.4
12.2
13.5
12.3
SD
13.2 13.1 12.6
SEM
1.14
1.01
.92
.80
SEM 1.36 .91
.93
Upper
50.3
51.5
52.2
52.3 Upper 57.6 53.8 58.1
Lower
45.8
47.5
48.6
49.1 Lower 52.2 50.2 54.5
Active and
ACL
40.4
45.6
45.2
45.9
ACL 53.3 54.1 57.9
Collaborative
n
100
164
231
256
n
94
221 187
Learning
SD
14.3
15.0
15.3
15.4
SD
16.7 16.4 17.2
SEM
1.44
1.17
1.01
.96
SEM 1.73 1.10 1.25
Upper
43.2
47.9
47.2
47.8 Upper 56.7 56.3 60.4
Lower
37.6
43.3
43.3
44.0 Lower 50.0 52.0 55.5
StudentSFC
37.0
37.2
41.8
40.9
SFC 49.7 48.2 53.4
201
2
53.3
291
12.9
.76
54.8
51.8
55.4
297
15.7
.91
57.2
53.7
48.5
Category 1 – Page 25
Wayne State College – October 2012
Faculty
Interactionb
n
SD
SEM
Upper
Lower
100
16.2
1.63
40.1
33.8
148
20.6
1.69
40.5
33.8
224
20.4
1.36
44.4
39.1
243
20.1
1.29
43.5
38.4
n
SD
SEM
Upper
Lower
94
22.8
2.35
54.3
45.1
215
19.6
1.34
50.9
45.6
186
20.3
1.49
56.3
50.4
294
20.5
1.20
50.9
46.2
SFI
31.7
35.9
35.2
SFI
42.9 48.3 43.1
n
147
224
238
n
213 185 291
SD
18.3
18.4
18.2
SD
18.7 20.7 19.2
SEM
1.51
1.23
1.18
SEM
1.28 1.53 1.12
Upper
34.6
38.3
37.5 Upper
45.4 51.3 45.3
Lower
28.7
33.5
32.9 Lower
40.4 45.3 40.9
Enriching
EEE
26.2
25.2
25.7
EEE
38.7 44.1 39.0
Educational
n
141
214
231
n
207 184 288
Experiencesc
SD
15.0
11.9
13.9
SD
16.0 17.4 16.0
SEM
1.27
.81
.91
SEM
1.11 1.28 .94
Upper
28.7
26.8
27.5 Upper
40.9 46.6 40.8
Lower
23.7
23.6
23.9 Lower
36.5 41.6 37.1
Supportive
SCE
62.5
60.7
63.4
65.9
SCE 61.6 60.2 64.6 60.6
Campus
n
100
140
209
228
n
92
206 181 288
Environment
SD
15.0
17.5
16.9
15.1
SD
18.0 17.5 18.1 17.0
SEM
1.50
1.48
1.17
1.00
SEM 1.87 1.22 1.35 1.00
Upper
65.5
63.6
65.6
67.8 Upper 65.3 62.6 67.3 62.6
Lower
59.6
57.8
61.1
63.9 Lower 57.9 57.8 62.0 58.7
a
n=number of respondents; SD=standard deviation; SEM=standard error of the mean;
Upper/Lower=95% confidence interval limits
b
Due to a change to the ‘research with faculty’ item in 2004, statistics for ‘SFC’ (the alternate version
of Student-Faculty Interaction that does not include that item) are reported for all years, and 'SFI' is
reported beginning with 2004.
c
2001-2003 'EEE' scores are not provided because they are not comparable with those of later years.
This is because response options for several of 'EEE' items were substantially altered in 2004.
IPEDS: 181783
Respondent Characteristics:2009-49% WSC Response Rate/NSSE Response Rate 31%
2009-FY Number=523, 44% Response Rate; SR Number=323, 58% Response Rate
Respondent Characteristics:2012-50% WSC Response/NSSE Response Rate 25%
2012-FY Number=560, 46% Response Rate, SR Number=542, 55% Response Rate
A comparison of performance between the three state
colleges is shown in Table 1R6.3: NSSE
Comparisons using NSCS College Comparisons. It
shows a comparison of the performance of our
institution as compared with the other colleges in the
Nebraska State College System. NSSE reports allow
our college to determine if the engagement of our
typical student differs in a statistically significant,
meaningful way from the average student in these
comparison groups. They also provide more insight
into how the student experience varies on our campus
and in comparison groups. This report indicates that
WSC has higher scores in three of the four criteria,
when compared to the other colleges in the NSCS.
More detailed information about these benchmarks can
be found on the Assessment Web site.
Category 1 – Page 26
Wayne State College – October 2012
Table 1R6.3: NSSE Comparisons using NSCS College Comparisons
The CAAP test results from the Fall 2009 and Spring
2010 CAAP tests (freshmen in the fall; seniors in the
spring) is providing baseline and comparative data
using national norms as the following charts show that
58% of our seniors scored at or above the national
norm in the Critical Thinking test and 47% in the
Writing Essay test. Our student learning gains were
reported as “the same as” what would be expected at
an institution with students of similar academic
abilities as reported in Table 1R6.4. Additional testing
is being conducted during the 2012-2013 academic
year to provide trending analysis.
Table 1R6.4: WSC CAAP Scores Compared To National Percentiles
The institution’s 2008-2011 voluntary involvement
with the VSA (Voluntary System of Accountability)
and its College Portrait component provided a source
of basic, comparable information about public colleges
and institutions. The College Portrait was created as
part of the Voluntary System of Accountability, (VSA)
- a program designed to provide greater accountability
through accessible, transparent, and comparable
information.
1I1 Recent improvements.
Our recent efforts in this category have led to
significant expansion in the breadth of program
assessment taking place on our campus; the creation of
Category 1 – Page 27
Wayne State College – October 2012
a systematic semi-annual program assessment cycle;
and creation of the means to assess our General
Education Goals via two direct measures (the EPS
course, CAAP test), and one indirect measure (NSSE).
Starting in 2007, the Office of Assessment has
collected over five years of data and results.
Wayne State College has been an active participant in
the Academy for Assessment of Student Learning,
belonging to the February 2008 Cohort and completing
the Academy requirements in November of 2011 at the
final Results Forum. Every year the Higher Learning
Commission’s (HLC) Annual Conference is preceded
by the Assessment Academy's Learning Exchange, at
which Academy schools share ideas and strategies,
and--as the title of the event implies--learn from each
other. In 2012, the HLC invited WSC to have a special
role in the Exchange. The Learning Exchange opened
with a plenary session. In the past, the HLC invited
guest lecturers to deliver a plenary address, but in
2011, the HLC changed the format and featured four
recently "graduated" Academy institutions in a panel
that discussed their Academy experience. The HLC
wanted to continue that successful practice in 2012 and
invited the WSC team leader to be part of the 2012
opening session panel. The HLC also runs a series of
concurrent sessions on Friday afternoon and Saturday
morning in which they showcase successful programs
in the Academy. The focus here is on the program the
institution managed, its content and processes. Thus,
the panel deals with ways to manage your project, the
concurrent session deals with the project itself. The
HLC invited WSC to do one of these sessions as well.
The WSC Academy Team has been instrumental in
providing professional development of assessment for
continuous improvement of student learning through
various activities and also completed an AQIP Action
Project. The Higher Learning Commission recognized
WSC’s Academy Team and showcased them and their
project. Since the fall of 2007, all departmental
programs are systematically assessing, reporting,
evaluating and closing the learning gaps where
determined. The first Academy for Assessment of
Student Learning Team’s AQIP Action Project has
been completed titled, “General Education
Assessment—A New Perspective!” and a new AQIP
Action Project has been started titled, “Enhancing
General Education Assessment Using Specific Course
Data Collection.”
To assure that students who graduate from Wayne
State College have completed a major that prepares
them for a meaningful career and life-long learning,
each program of study has established student learning
outcomes, which include direct and indirect
assessments. Departments annually evaluate their
students’ performance in achieving those outcomes as
part of the college’s overall commitment to student
success and continuous improvement. Since the fall of
2007, program department assessment plans have been
posted to the public WSC Assessment Web site.
Performance results are made available on the program
level twice a year with supporting evidence that results
are increasingly being acted upon. Performance results
on the campus level (via General Education
assessment) have assisted in establishing benchmarks
and these results are also posted on the WSC
Assessment Web site. An alignment of General
Education courses to the goals of the General
Education Program was completed in April 2012.
Changes have been made with course offerings through
distance learning options. These changes were a result
of conversations with Deans and faculty in response to
student requests for alternative locations of courses. A
current AQIP Action Project is targeting the
effectiveness of our online instruction titled, “Online
Course Evaluation for Quality Assurance.”
1I2. Improved performance results.
The Office of Assessment coordinates in-service
training for faculty in General Education Assessment
and program assessment planning. All-campus
assessment retreats have been established for fall and
spring terms. Guest speakers on assessment of student
learning have been brought to the campus with all
faculty invited to attend. Individual program
department meetings have been conducted on
assessment. The institution’s involvement with the
Higher Learning Commission’s Academy for
Assessment of Student Learning from February 2008
through completion in November of 2011, has helped
accelerate assessment efforts to improve student
learning. In addition, funding has been provided to
allow additional faculty to attend the annual Higher
Learning Commission’s Annual Meeting. The
Department of Art and Design was selected to present
on their assessment plan at the 2012 HLC annual
meeting. The college has attended three AQIP Strategy
Forums and received reaffirmation of accreditation
through AQIP in 2007-2008.
Overview
In our over 100 years of existence, WSC has developed
many distinctive programs that contribute to our major
objectives, align with our mission, and distinguish us
Category 2 – Page 28
Wayne State College – October 2012
from other educational institutions. Specifically,
learning excellence, student success, and regional
engagement align with our mission of regional service.
The College is at various levels of maturity in this
category from systematic to aligned to integrated. Our
Service-Learning program is at the integrated level as
well as our successful athletic programs and supportive
WSC Foundation. Other programs are making strides
toward continual program improvement and are
progressing from the systematic to the aligned level of
maturity. Our College has a solid reputation serving as
a regional center for community art, music, theater,
athletics, and academics. WSC has worked diligently
to continuously improve and strengthen all outstanding
opportunities (OO) and opportunities (O) for
improvement listed in the 2009 Systems Appraisal
Feedback Report. The 2009 Systems Appraisal
Feedback Report reported 1 strength, 8 opportunities,
and 3 outstanding opportunities for Category 2.
In the past four years, WSC added a Service-Learning
Coordinator position and an International Education
Coordinator position that resulted from strategic
planning and AQIP Action Projects. An International
Education Policy Committee is chaired by President
Frye and is aiding in the expansion of our cultural
experiences.
WSC is known regionally for the culture of student
success that drives the college's outstanding student
graduation rate. Recognition moved onto the national
stage when a report published by the Southern
Regional Education Board (SREB) in May of 2010,
profiled Wayne State among 15 public colleges and
universities from across the nation. The SREB noted
that WSC's "success in raising graduation rates may
provide other institutions with practices and strategies
that work to help more students succeed."
WSC provides many key organizational services for
our students and external stakeholders with over 100
student clubs and organizations on campus. WSC’s
clubs and organizations encompass a wide variety of
interest areas. These areas offer students a multitude
of engaging activities related to academics, service,
governmental and social programs. These clubs and
organizations sponsor on-campus events, bring
nationally renowned speakers to campus, or host offcampus field studies that allow students to apply
classroom knowledge in the field and witness the
connection between the classroom and the world of
work. WSC’s clubs and organizations, plus
intramural sports, the Student Activities board and
NCAA Division II athletics provide more than 400
student-centered activities on campus each year.
Members of the faculty have developed numerous
Service-Learning projects that are integrated into the
curriculum of various courses. Some departments
require an internship experience to fulfill degree
requirements. All of these approaches result in
excellent collaborative learning opportunities.
Many of the services provided to our students are
listed below with in-depth descriptions listed on the
WSC Web site.
Academic Advising
Athletic Academic Program (AAP)
Campus Security
Career Planning
Career Services
Counseling Center and Programs
Early Alert Program
Holland Academic Success Center
Peer Tutor Program
Service-Learning
STRIDE
Writing Help Desk
Extracurricular activities are promoted at WSC
because they can make a significant contribution to the
education and satisfaction of students. Some activities
are co-curricular and related to classes, but open to any
student interested in participating. Among them:
•
•
•
•
•
•
•
•
•
Athletics - The intercollegiate athletic program at
WSC.
Broadcasting - Stereo FM radio station on the air
daily through first and second semesters, television
station airing several nights a week on a city cable
channel.
Concerts, speakers, drama - The College’s Black
& Gold Series brings renowned speakers,
musicians, and other interesting performers to
campus.
Dramatics – Produces five to seven plays and
musicals a year, including several one-acts that are
student-directed.
Forensics – Offers intercollegiate competition in
forensic events.
Intramural sports - Attract a large percentage of
WSC students, offering approximately 40 sports.
Music - Marching and concert band, chorus,
orchestra, madrigal singers, jazz band, small
ensembles.
NENTA – Unique teaching program offering
specialized training and on the job experience.
Social activities - Students may attend social
activities such as formal and informal dances,
parties, and programs sponsored by campus
organizations.
Category 2 – Page 29
Wayne State College – October 2012
•
Student publications - Weekly newspaper rated
All-American, annual literary magazine.
Three organizations are concerned with student
government: the Student Senate, the Student Activities
Board, and the Residence Hall Councils.
A list of all other WSC organizations are listed on the
college website and in the Student Activities
Handbook, and include:
•
•
•
•
•
•
honoraries in academic disciplines
national service honoraries and a scholastic
honorary for high-ranking freshmen
a national professional fraternity in business
religious clubs
a variety of special interest clubs
social sororities and fraternities
2P1. Key non-instructional processes.
The College takes a holistic approach to serving the
needs of our stakeholders and has endeavored to be one
of the best places to learn, to grow, and to succeed in
the region through a wide variety of innovative
learning experiences. From a broad perspective, our
objectives are guided by the Nebraska State College
System’s (NSCS) Strategic Plan, established by our
governing body, the NSCS Board of Trustees. Wayne
State College’s key non-instructional processes align
with those of the NSCS and the institution’s mission
and vision.
Wayne State College is a dynamic institution providing
an affordable education in a student-centered
atmosphere. All of the elements necessary for an
outstanding educational experience are in place at the
College: the right size, strong teaching, plenty of
support, and opportunities for involvement and
interaction.
Arboretum
Ecological Study Area
(ESA)
Athletics
Cultural Experiences
WSC is all about students. Connections between
students and faculty, in and out of the classroom, are
strong predictors of academic success. WSC is known
for its user-friendly environment and dedication to our
students' success. WSC is an excellent place to make
connections. Our faculty work closely with students in
and outside of the classroom.
Several initiatives that distinguish our College have
been ongoing for many years and have been continued
through Wayne State College’s biennial Strategic Plan,
the Campus 10-year Master Plan and the Master
Landscape Plan. The strategic planning process
involves cross-functional teams that represent all
aspects of the College, including the Board of Trustees,
administration, faculty, professional staff, support staff,
and students. This process is further defined in
Category 8. Several initiatives and AQIP Action
Projects have resulted from the strategic planning
process including Service-Learning and international
study opportunities. The Athletic Department and the
Network and Technology Services Department also
conduct strategic planning with alignment and
collaboration with the institutional Strategic Plan. Most
key non-instructional processes are further designed
through processes developed by each unique unit.
The College offers many cultural events through the
schools. The School of Arts and Humanities offers
many cultural events that are open to students and the
community. These are described in detail in Category 9
under section 9P5.
A large number of stakeholders are served through the
accomplishments of our non-instructional units. Many
of these units provide a historical distinction that
continues to embellish the 100-year, plus existence of
the College. Each of the non-instructional units
described in Table 2P1.1 Non-Instructional Units has
its own unique distinctive structure, procedural
guidelines and processes, and assessment plans.
Table 2P1.1 Non-Instructional Units
WSC and Dr. Charles R. Maier, Emeritus Faculty member in Biology, were founding
participants in the Nebraska Statewide Arboretum in 1978. Kim Schramm is the
Arboretum and Landscape Manager for the campus, and faculty and staff from various
departments at WSC constitute the Arboretum Committee.
The Wayne State College Athletic Department, as an integral part of the College’s
educational mission, is committed to offering opportunities to experience academic and
athletic excellence for our student athletes through Academic Integrity and Leadership,
Athletic Achievement, Personal Development, Fiscal Integrity, Governance, Outside
Support, Quality Support, and Equity. The facilities are made available for various
community and regional sporting events for area schools when not scheduled for use by
the College.
The Vice President for Academic Affairs with leadership from the Deans of the four
schools and faculty have implemented strategies to increase international experiences
Category 2 – Page 30
Wayne State College – October 2012
Foundation
Library
Planetarium
Museum of Natural
History
Nebraska Business
Development Center,
Wayne
Recreation Center
RHOP
through continued coordination with current international connections in Greece, China,
Australia, Taiwan, France, Nepal, India, and Costa Rica. A semester abroad opportunity
is being offered in China and Greece. A new 2013 Semester in Asia program has been
announced.
The Wayne State Foundation works with the College in its mission of student
development and regional service. One of the ways the Foundation is able to do this is
through the generous support of alumni and friends of Wayne State College. The Wayne
State Foundation is an institutionally related but separately incorporated nonprofit 501
(C) (3) corporation that exists for the sole benefit and promotion of Wayne State College.
The foundation benefits from the support and leadership of Wayne, Nebraska,
community leaders who serve as trustees and are on the executive committee.
Conn Library, as an integral part of WSC, serves the campus and the region with
instructional, research and general information needs. The Library facilitates the
interaction of students and faculty, supports and enriches the academic programs of the
college, serves as a partner in the information seeking process and encourages
intellectual development for lifelong learning.
The Wayne State College planetarium includes a high-definition projection system
putting 3 million pixels on the 30-foot dome; astronomy software with a database of 500
million stars that can move backward and forward through time +/- 100,000 years,
allowing an audience to look at space from any location in the solar system; and an
extensive educational library of astronomical images and movies for K-college class use.
The planetarium can be used as a learning environment with a surround-sound system
and offers shows for adults and children in the northeast Nebraska communities.
The Wayne State College Museum of Natural History is located on the lower level of the
Carhart Science Building on the campus of Wayne State College. The Museum’s
mission: To study and protect biological and human diversity through preservation of
animal and plant specimens and archeological artifacts and to serve as an educational
resource for Wayne State College, regional public schools, and the people of
Northeastern Nebraska.
Since 1977 Wayne State College has served as the host site for the Nebraska Business
Development Center (NBDC) and is staffed with a professional consultant who assists
start-up or existing small, for-profit businesses in Northeast and North Central Nebraska.
The center provides area small businesses with expertise in the areas of market research,
marketing plans, loan packaging, business plans, strategic planning, financial planning,
cash flow budgeting, and capital budgeting. The center also assists small business as a
place to gain government procurement.
The Recreation Center provides Wayne State College students, its faculty and staff,
members, and drop-in patrons with exemplary service and courtesy. The facilities were
designed and are operated with the primary purpose of improving the quality of
educational and developmental activities available to students and community members.
To fulfill this mission statement, the Recreation Center Staff :
• Ensure college, community, and staff input to improve the quality of service and
programs.
• Encourage students, faculty, staff and members to participate in the various programs
and activities provided.
• Provide a professional staff capable of administering day-to-day activities.
• Promote a positive public image of the Recreation Center and its activities.
• Develop effective promotional methods to ensure all patrons are aware of activities
available.
• Provide recreation facilities that allow for a wide variety of safe recreational and
athletic opportunities for all patrons.
• Spirit a cooperative effort among other public and private recreation providers to
avoid duplication of services.
Wayne State College participates in a program found uniquely in Nebraska or the
Category 2 – Page 31
Wayne State College – October 2012
Service Learning
Student Engagement
Student Services
Midwest. The Rural Health Opportunities Program (RHOP) guarantees highly qualified
student participants at WSC admission into the University of Nebraska Medical Center
(UNMC) or Creighton University. Students begin pre-health studies at WSC and
complete their degree at UNMC. This program aims to return students to rural
communities after they have completed their studies.
The WSC mission of regional service is exemplified in our long standing ServiceLearning Program. The first integrated courses began in 2000, and to-date (fall 2007 spring 2012) an average of 29 faculty/staff members and 600 students complete 20
Service-Learning project/events in the region per semester. During this period,
participating WSC students provided an average of ten hours of service addressing and
serving the needs of 45 community partners.
The purpose of campus organizations is to provide opportunities for students to
participate in those activities which develop desirable social and personal qualities.
These organizations are important adjuncts to the academic life of the College. Wayne
State offers a multitude of student groups engaged in activities related to the academic,
recreational, and social programs of the College.
• Clubs & Organizations
• Intramurals--Wayne State offers a wide variety of intramural activities ranging
from individual sports like power walking or tennis, to team sports such as
bowling or basketball.
• Student Activities
• Student Activities Board
• Student Senate
The Career Services Office offers a variety of services and programs to assist in the
career development and employment needs of Wayne State College students, graduating
seniors and alumni. Opportunities available through this office include Cooperative
Education/internship experiences and part-time and full-time employment. The Office
serves the needs of area businesses as well in recruitment of new employees.
Wayne State College Counseling Services emphasizes short term psychological
counseling and crisis intervention in the provision of counseling services. This emphasis
is consistent with the mission of the College, the resources available to the Counseling
Center, the population being served, and the availability of mental health services in the
community. The center offers educational workshops to the community.
The Holland Academic Success Center focuses upon individual students, their retention
and academic success through course work, tutor programs, Early Alert and academic
counseling.
The Student Support Services (SSS) program is called STRIDE (Student Taking
Responsibility in Development and Education). Each STRIDE applicant is welcomed by
a member of the professional staff who serves as that student's STRIDE/SSS advisor.
Together, the student and the advisor create a plan for academic success that includes an
assessment of the student's skills and abilities, individualized instruction (when needed)
in math and writing, and frequently schedule appointments to monitor ongoing progress.
2P2. Non-instructional objectives.
Most of the institution’s major non-instructional
objectives are determined by the Board of Trustees
policies and processes, funding and budgeting, the
strategic planning process, and developed specifically
for each of the unique, individual non-instructional
units from across the campus. Objectives are driven by
the Strategic Plan and the strategic planning process.
The Foundation develops fundraising plans in
alignment with the 10-year Master Plan. Input into the
strategic planning process to delineate some of the
major non-instructional objectives for our external
stakeholders are gathered by measurement instruments
such as employee value surveys, NSSE surveys, and
other data collection as determined by the needs of
each unique, non-instructional group.
Category 2 – Page 32
Wayne State College – October 2012
2P3. Communicating expectations.
A variety of media is used to communicate
expectations, including face-to-face communication by
College administrators and leaders, board meetings,
formal presentations, informal conversations and
written communications including personal letters,
Foundation annual reports and newsletters, and the
alumni magazine. Goals are developed in consultation
with both internal and external stakeholders and
objectives are communicated to all relevant
stakeholders.
Electronic messages are exchanged and evidence of
strategic plan initiatives being completed are posted on
the internal hard drive of the College, which is
accessible to all employees. The biennial Strategic Plan
is posted on the Wayne State College Web site and
annually reviewed by the Strategic Planning Council.
2P4. Assessing and reviewing objectives.
A variety of methods are used to assess and review
the appropriateness and value of the objectives. Both
quantitative and qualitative measures are collected
and analyzed throughout each term. Input is collected
from but not limited to, students, staff participants,
instructors, and community members. The
President’s Staff and the Strategic Planning Council
annually reviews and assesses the appropriateness of
the College’s major non-instructional objectives,
after receiving input from all areas of the College.
This review includes all non-instructional objectives
and instructional objectives of the College and is
cascaded through various information conduits
throughout the College through individual meetings,
communications, and website media. Individual
professional and support staff needs are assessed
during annual performance evaluations that review
individual objectives and accomplishments. When an
identified need and/or request for special allocation
of resources is presented, it is discussed at that time.
Requests for school or department budget allocations
are prepared by the respective Deans or Directors
from input by members of those departments and
submitted to the appropriate Vice President for
budgetary consideration.
2P5. Faculty and staff needs.
Non-instructional needs are determined by the
professional staff directing the unit. Each unit works on
identifying and communicating outcomes to the
members of the unit. Each unit is unique and has
identified a unique set of outcomes to be measured that
align with the mission and strategic plan of the
College. Documentation is maintained on the number
of students served, time and efficiency of service, and
student satisfaction. Several of these outcomes have
been and are listed on the institutional Strategic Plan.
Needs are gathered from conversations held during
departmental meetings, President’s Cabinet meetings,
faculty forum meetings, student focus groups, feedback
from students, employers, and community advocates.
Staff and faculty development training offerings can
be requested and/or initiated by administration,
management, or by an individual. Some topics that
have been targeted are technology, advising,
appreciation of diversity, and grant writing. The
Human Resources Department, the Professional Staff
Senate and the Support Staff Senate are instrumental
in bringing training opportunities to the campus
community in topic areas such as conflict resolution,
maintaining high morale, and the history and
development of Wayne State.
Individual faculty needs are addressed through a
systematic process that focuses on specific areas:
library requests, institutional grants, equipment, and
travel for faculty, students, and honors students. Any
additional special requests are made during annual
reviews and submitted to the respective unit lead for
consideration.
2P6. Incorporating information.
Members of the campus community began a uniform,
systematic method of program assessment in the fall
of 2007. The assessment plan asks all academic
programs to measure at least one direct and one
indirect assessment with reports submitted to the
Office of Assessment once each term. This plan is
being replicated throughout all campus units for
measurement and assessment. The campus units start
with collecting baseline data in identified areas. The
data is used for review and revision. AQIP Projects,
the Strategic Planning goals, objectives, and other
initiatives are monitored. The Strategic Planning
Council defines a timeline, defines who is
responsible, and asks for feedback on annual progress
for strategic planning goals from responsible units.
The results and findings provide the administration
with substantial information about the College.
2R1. Measures collected.
WSC utilizes a number of different measures to
assess the outcomes of non-instructional objectives,
including survey methods, summaries of hard data
(e.g., amount of money raised, number of
participants), and other feedback mechanisms.
There is an Institutional Data Book that is maintained
and updated each year that includes information on
accreditation, enrollment, retention, faculty, finances,
alumni, and assessment. The reports in this book
Category 2 – Page 33
Wayne State College – October 2012
provide a comprehensive snapshot of the College, as
well as using various charts and graphs to show
trends in each of the areas. This data assists in
analyzing the results and progress of noninstructional activities listed in 2P1.
Arboretum
Athletics
Cultural
Experiences
Foundation
Library
Planetarium
Nebraska
Business
Development
Center,
Wayne
Recreation
Center
RHOP
ServiceLearning
Student
Engagement
Student
Services
Table 2R2.1 Non-Instructional Unit Measures
The Arboretum measures student usage and plant diversity.
The athletic department measures the academic success of its student athletics by the cumulative GPA.
The College measures student and faculty involvement.
The Foundation impacts the College through funding scholarships other capital improvements through
revenue received from contributions.
The Wayne State College Conn Library measures the volumes and technology available for student,
faculty, and community use.
The Planetarium measures attendance in the categories of education and public use.
The data in Table 2R2.1c Citizen Use, illustrates area business community use of the Nebraska
Business Development Center services.
The Recreation Center facility measures usage by memberships extended to the community and
region, as well as Wayne State students, faculty, and staff. Corporate memberships are also available.
The RHOP program measures the number of students who continue their program at UNMC.
Service-Learning measures the number of faculty, students, projects, and community members
engaged each term.
Student engagement is measured by the number of clubs and organizations offered, and the number of
students and faculty involved.
• The Career Services Office measures the number of students assisted.
• Wayne State College Counseling Services measures the number of students.
• The Holland Academic Success Center measures the number of students served and their retention
and academic success records.
• The Student Support Services (SSS) Program, STRIDE, is compliant with grant requirements and
measures funding and students served.
There are annual reports from each school and unit
submitted to and kept on file by the appropriate vice
president. Data is collected and analyzed annually at
the program and service level for such things as the
number of students served, number involved, external
stakeholders involved and feedback gathered by
surveys. National Survey of Student Engagement
(NSSE) results are collected on a three year cycle.
WSC provides perceptions through NSSE results and
student learning outcomes in critical thinking and
Arboretum
Ecological
Study Area
(ESA)
The measures of accomplishing our major noninstructional objectives and activities that are
collected and analyzed regularly are listed in Table
2R2.1 Non-Instructional Unit Measures.
written communication collected through the
Collegiate Assessment of Academic Proficiency
(CAAP) exam as described in Category One.
2R2. Performance results.
Performance results for the key non-instructional
groups are listed in Table 2R2.1 Non-Instructional
Unit Performance Results. These results are reported
by the individual unique units and align with the
strategic planning process.
Table 2R2.1 Non-Instructional Unit Performance Results
A collection of resources for ecological study exists around the campus for use by faculty, students,
and the community, including two trails. The Wildcat Trail winds past an herb garden (with culinary,
pioneer, historical, medicinal, Native American, and potpourri herb and perennial beds), an
Arboretum, a native prairie area, a designated ecological study area, and a fitness court. The Willow
Bowl Trail takes a loop around the campus that allows one to view, with named plants, about 75% of
the plant diversity on campus. Faculty in the Department of Life Sciences regularly take students to
the ESA and involve them in a variety of activities, including independent research projects, prairie
restoration, and identification of invertebrates. Approximately 75 students a semester use the ESA in
Category 2 – Page 34
Wayne State College – October 2012
Athletics
Cultural
Experiences
Foundation
their studies.
The cumulative GPA for all student athletes has been over 3.0 for the past 17 consecutive semesters.
Academic success rates are available on the WSC Wildcat Web site under All-Academic.
A major accomplishment has been securing funding to enable students the opportunity for
international learning experiences. The institution has listed International Education as a Wayne State
College priority on the Wayne State College Biennium Strategic Plan and the Nebraska State College
System (NSCS) Biennium Budget. The institution began seeking funding for waivers and staffing to
coordinate efforts over two biennium budgets, (2007-2009 and 2009-2011). Several full-time faculty
members (17 out of 125) traveled on international trips during the 2008-2009 academic year and were
supported by the College. A new program “Wayne State Semester in Greece” was implemented
during the 2008-2009 academic year with 80 students participating from three colleges through 2012.
Wayne State College completed the goals of the AQIP Action Project which was designed to increase
diverse, international cultural learning interactions for our students and faculty. This Action Project
was successfully accomplished by creating a Coordinator of International Education position,
increasing the educational experiences in foreign countries, and through interaction via technology
and other means with students in and from several different foreign countries. A new Semester in Asia
program will be offered for the summer of 2013. During the 2012-2013 academic year, WSC is host to
a Fulbright Scholar from Russia.
Since its founding, the Wayne State Foundation has focused on providing students with scholarships.
With the initial scholarship support of $1,300 in 1962 to over $1 million awarded in 2009-2010, the
foundation continues its commitment to increase scholarships for Wayne State College’s more than
3,500 students. The foundation’s impact on the College doesn’t stop there. Through contributions of
alumni, employees, trustees, foundations and corporations the foundation provided funding for the
following College projects. The success in receiving donations from alumni and community members
shows their favorable connections to the College. The highlights from the fiscal year ending June 30,
2012 are:
•
•
•
•
•
•
Library
Planetarium
Received $3.16 million in revenue from contributions.
Received endowment contributions of $493,000. The endowment increased to $12.2 million.
Investments returned 0/36%.
Awarded scholarships totaling $1.7 million to 709 students.
Loaned and granted $13,780 to 15 students from the Paul and Sally Latta, Emma Kienke and
Anneliese Cawthon loan funds.
Provided $3.27 million in financial support for WSC.
Refurbished 15 pianos (replacement cost $150,000).
Capital improvements using Foundation funding the past four years include:
• Willow Bowl Restoration
• Hahn Administration Renovation
• Carhart Science Renovation
• Campus Commons Outdoor Pedestrian Walkway
• Memorial Stadium Renovation
• Renovation of the power plant into a studio arts teaching facility
• Construction of the Hoffbauer Plaza located between the Student Center and Bowen Hall
• Renovation of Ramsey Theatre and construction of the Lied Performing Arts Center
• Construction of the Tim and Leslie Bebee Entry Plaza and renovation of the track at Memorial
Stadium
• Development of the Wildcat Sports Medicine Center
• Development of the Hoffbauer Plaza
The Wayne State College Conn Library has more than 350,000 volumes housed in more than
75,000 square feet. The library has laptops and iPads available for students to check out to use in a
totally wireless environment. The library’s special collections include the Val Peterson papers, the
Robert Zahniser film collection, and the Children’s Book Examination Center.
The WSC Planetarium has been a valuable resource for both WSC and the communities in the
surrounding area. The Planetarium experienced water damage during the 2009-2010 academic year
Category 2 – Page 35
Wayne State College – October 2012
and was totally updated with new equipment. Full dome shows offered since the October 2010
reopening include titles such as; Astronaut, Dawn of the Space Age, Enchanted Reef, Origins of
Life, Season of Light, Stars, and Zula Patrol. Astro lesson topics include Night Sky, Lunar Eclipse
and Zodiac. A total of 4,230 people attended shows at the Planetarium between 2008 and 2011 as
Table 2R2.1a Planetarium Attendance shows utilization in the categories of education and public
use that includes area school children, special groups, and the general public. The total number of
shows over this time period was 155.
Museum of
Natural
History
Table 2R2.1a Planetarium Attendance
2008200920102011Attendance Categories
2009
2010*
2011
2012
Education (K-12 Schools and College Use)
1,828
273
2,780 3,652
Public Shows
310
177
993 1,641
Total Attendance
2,138
450
3,773 5,293
*Closed in December (Water Damage)
Museum related research is devoted to specimens from Nebraska and focuses on invertebrate diversity
in Northeast Nebraska. Museum related education includes tours and outreach. The Museum was
moved into storage during late spring semester 2012 to prepare for renovation activities in Carhart
Science Building. Despite the move, the Museum reached approximately 510 people in the region,
240 through tours of the Museum and 270 through environmental education programs as presented in
Table 2R2.1b Museum Tours and Outreach from September 2011 to August 2012.
Table 2R2.1b. Museum Tours and Outreach, 2011-2012
Number of
Activity
Participants
Ponca State Expo School Day
80
WSC class tours
35
K-12 tour
30
K-12 tour
30
K-12 tour
90
K-12 tour
20
WSC class tours
35
NDED, WSC Service-Learning Project
190
510
Total
The data in Table 2R2.1c Citizen Use, illustrates area business community use of the Nebraska
Business Development Center services.
Table 2R2.1c Citizen Use
Requested
Request Amount
Approved
Approved Amount
2006
35
13,889,100
27
$10,951,400
2007
23
10,552,100
21
$10,120,300
2008
15
6,108,300
15
6,108,300
2009
35
17,007,400
29
13,007,400
2010
36
19,737,600
31
15,463,400
2011
22
11,229,900
22
11,229,900
The Recreation Center facility membership is extended to the community and region, as well as
Wayne State students, faculty, and staff. Corporate memberships are also available. The Recreation
Center offers a variety of exercise programs and the Health, Human Performance and Sport
Department offers personal trainers and a Senior Wellness Program. More specific information about
the Recreation Center is posted on the website.
Date
18-Sep
Fall Semester
25-Feb
12-Mar
18-Apr
1-May
Spring Semester
Fall Semester and Spring Semester
Nebraska
Business
Development
Center,
Wayne
Recreation
Center
The 50,000 square foot Recreation Center features three college regulation basketball courts and a 160
meter 6 lane mondo track on the perimeter. The arena has the capability to provide setup for
Category 2 – Page 36
Wayne State College – October 2012
volleyball, tennis, badminton/pickleball, plus options for a wide variety of other activities.
The Recreation Center has 3 racquetball courts, selectorized room and a cardio room that are adjacent
to the arena. The selectorized room contains twelve FreeMotion machines while the cardio room
includes treadmills, steppers, ellipticals, bikes and a core/stretching area. The Center also includes a
free weight room, swimming pool, men's and women's locker rooms and two meeting rooms.
Recreation Center, Athletic Administrative offices, coaches’ offices and the Sports Medicine Center
are all located on the upper level of the Recreation Center. Carlson Natatorium and Rice Auditorium
are facilities that are connected to the Recreation Center. The data in Table 2R2.1d Rec Center
Usage indicates the amount of community use during 2011-2012.
Table 2R2.1d Rec Center Usage
Venue
Rec Center/Pool
Event/Group
Community and Senior Wellness
Memberships
Rec Center/Outdoor Track
National Guard Fitness Training
Memorial Stadium
Wayne High School Varsity Football
Walking Trail
Year Round Open Use
Memorial Stadium Track
Year Round Open Use
Rice Auditorium
UNL Sophomore Extension Day
Rec Center
SAB Freshman Orientation Activities
Rec Center
Business Expo Day
Rice Auditorium
December Graduation(s)
Rice Auditorium/Rec Center
Wayne High School Basketball Tournament
Rice Auditorium
Mid-States High School Basketball Trny
Rice Auditorium
No. of
Events
Use
Each
Total
160
160
2
50
100
4 games
1000
4000
1 Day
800
4 Activities
250
1 Day
1000
2
500
3 days
2000
6000
10 games
300
3000
SAB Spring Concert
1 Day
2000
2000
Rec Center
High School Indoor Track Meets
2 Days
1000
1000
Rice Auditorium
National Junior Academy of Science
1 Day
250
250
IM Fields
Rugby Tournament
2 Days
350
700
Swimming Pool
American Red Cross Lifeguard Training
10 days
15
150
Swimming Pool
Wayne Swim Team Practices
9 Days
30
270
Swimming Pool
City of Wayne (Back-up Site) Swim Lessons
Ave of 5
100
500
Rec Center/Pool
Boy Scout Lock-In
1
125
125
Rec Center/Pool
1
110
110
Memorial Stadium/Track
Youth Ministry Lock-In
High School & College Outdoor Track
Meets
4
500
2000
Rice Auditorium
WSC Graduation
1
2500
2500
Rice Auditorium
Wayne High Graduation
1
500
500
Memorial Stadium
Relay For Life
2 Days
1000
1000
Rec Center
NASC Summer Camp
5 Days
200
2000
Rec Center/Pool
Christian Leadership Camp
5 Days
50
250
Rice Auditorium/Rec Center
Volleyball Summer League/Camps
2000
Rice Auditorium/Rec Center
Women's Basketball Summer League/Camps
1500
Outdoor Fields
Football Team Camps
1500
Baseball Complex
Baseball Camps
650
Softball Complex
Softball Camps
450
Home WSC Athletic Events
Memorial Stadium
WSC Football
6 games
2000
12000
Category 2 – Page 37
Wayne State College – October 2012
Soccer Complex
WSC Soccer
14 games
200
2800
Rice Auditorium
WSC Volleyball
11
600
6600
Rice Auditorium
WSC Women's Basketball
15
400
6000
Rice Auditorium
WSC Men's Basketball
12
400
4800
Rec Center
WSC Indoor College Track Meets
2
200
400
Practice Fields
WSC Cross Country Meet
1
100
100
Baseball Complex
WSC Baseball
20 games
150
3000
Softball Complex
WSC Softball
20 games
125
2500
Estimated Total 73465
Additional usage for NSIC Tournament Competitions and NCAA Regional Competitions, Team/Individual
Practices and Scrimmages, Intramural Activities, Band Practice and Competitions, HHPS and Exercise Classes
are not reported. The Walking Trail and Memorial Stadium and Track usage that are open year round are not
reported.
RHOP
The RHOP program addresses the special needs of rural Nebraska by encouraging rural residents to
pursue health care careers. Upon completion of studies at WSC, students will obtain admission to
participating University of Nebraska Medical Center Colleges.
Programs available through Wayne State College are: Clinical Laboratory Science (CLS), Dental
Hygiene, Dentistry, Medicine, Pharmacy, Physical Therapy, Physician Assistant and Radiography.
Beginning the Fall of 2010, Nursing was added in cooperation with UNMC College of Nursing
Northern Division in Norfolk, NE. To date, over 95% of those students fully completing their career
educations have returned to rural America. The number of RHOP students and the year they started
classes at UNMC is shown in Table 2R2.1e.
ServiceLearning
Table 2R2.1e RHOP Students
Enrolled at UNMC
2007
7
2010
5
2008
14
2011
12
2009
13
2012
14
For the past 12 years, federal grants and institutional support have provided Service-Learning sub
grants for regional service initiatives and community needs. In 2010, WSC worked with three other
state universities to develop a state Campus Compact Office. The Campus Compact became an
official state office in fall 2011 with WSC and nine other founding members. The Campus Compact
Office offers our institution national pedagogical resources and grant access. In addition, in 2010 and
2011, the Service-Learning Program at WSC was recognized nationally as an Honor Roll Member in
the President’s Higher Education Community Service Honor Roll. Additionally, WSC is currently
among 270 colleges/universities in the nation that are participating in the President’s Interfaith and
Community Service Campus Challenge, advancing Interfaith Cooperation and Community Service in
Higher Education. The year-long initiative provides WSC a unique opportunity as one of only two
schools in the state of Nebraska that have chosen to participate. The college’s mission to provide
resources and service to the area, enhanced learning opportunities for students, and increase civicmindedness is in alignment with the mission of the Service-Learning Program at WSC. Table 2R2.1f
shows the number of faculty, students, projects and community partners involved in Service-Learning.
Table 2R2.1f Service-Learning Engagement
Service-Learning Engagement at Wayne State College
Community
Dates
Faculty Students Projects
Partners
Fall 07-Spring 08
61
1771
47
96
Fall 08-Spring 09
53
1175
40
77
Fall 09-Spring 10
54
915
30
75
Category 2 – Page 38
Wayne State College – October 2012
Student
Engagement
Fall 10-Spring 11
59
971
37
95
Fall 11-Spring 12
66
1246
43
119
The purpose of campus organizations is to provide opportunities for students to participate in those
activities which develop desirable social and personal qualities. These organizations are important
partners to the academic life of the College. Wayne State offers a multitude of student groups engaged
in activities related to the academic, recreational, and social programs of the College. Every student is
encouraged to become a member of those clubs which appeal to their special interest.
•
•
Student
Services
Clubs & Organizations—WSC has 97 clubs and organizations.
Intramurals—The number of participants is shown in the following table. During the 20112012 academic year, 794 teams were organized that held 1,041 games and had a total 10,080
participants. Table 2R2.1g Intramural Involvement shows the number of students involved
during the 2011-2012 academic year.
Table 2R2.1g Intramural Involvement
Participants
2010-2011
2011-2012
Male
691
1679
Female
489
932
Total
1180
2611
• Student Activities
• Student Activities Board
• Student Senate
The Career Services Office offers a variety of services and programs to assist in the career
development and employment needs of Wayne State College students, graduating seniors and alumni.
Opportunities available through this office include Cooperative Education/internship experiences and
part-time and full-time employment.
Wayne State College Counseling Services emphasizes short term psychological counseling and crisis
intervention in the provision of counseling services. This emphasis is consistent with the mission of
the College, the resources available to the Counseling Center, the population being served, and the
availability of mental health services in the community.
The Holland Academic Success Center focuses upon individual students, their retention and academic
success through course work, tutor programs, Early Alert and academic counseling.
The Student Support Services (SSS) Program, STRIDE, receives grants for five-year cycles of funding
from the U.S. Department of Education. The most recent grant totaled $317,925. This amount
represents 100% of the financial support for the STRIDE program.
2R3. Comparing our performance results with
other higher education organizations.
From our NSSE results as reported in Table 2R3.1
Performance Comparisons, WSC students are
participating in community based projects,
participating in co-curricular activities, contributing to
NSSE Criteria
Participated in a communitybased project (e.g. service
learning) as part of a regular
course
the welfare of their community, participating in
practicum and internships, and talking about career
plans to a higher degree than students in our
comparisons groups and even the NSSE national
average.
Table 2R3.1 Performance Comparisons
NSSE 2009
Plains Carnegie NSSE WSC
WSC
Class
Public
Class
2009 Mean
Mean
Mean
Mean
Mean
NSSE 2012
Plains Carnegie
Public
Class
Mean
Mean
NSSE
2009
Mean
FY
1.65
1.55
1.59
1.56
1.65
1.53
1.60
1.62
SR
2.05
1.81
1.82
1.70
2.11
1.79
1.81
1.74
Category 2 – Page 39
Wayne State College – October 2012
Participated in co-curricular
activities (organization,
campus publications, student
government, fraternity or
sorority, intercollegiate or
intramural sports, etc.)
Contributing to the welfare of
your community
Practicum, internship, field
experience, co-op experience,
or clinical assignment
Talked about career plans
with a faculty member or
advisor
FY
2.54
2.27
2.16
2.29
2.30
2.32
2.21
2.30
SR
2.73
2.04
2.01
2.11
2.31
2.20
2.05
2.11
FY
SR
2.33
2.65
2.39
2.45
2.49
2.57
2.50
2.49
2.30
2.55
2.37
2.47
2.49
2.55
2.51
2.54
FY
.08
.07
.07
.08
.09
.07
.07
.08
SR
.55
.50
.52
.52
.57
.49
.49
.49
FY
2.39
2.21
2.23
2.20
2.42
2.26
2.24
2.23
SR
2.82
2.49
2.50
2.41
2.63
2.49
2.48
2.44
Respondent Characteristics:2009-49% WSC Response Rate/NSSE Response Rate 31%
2009-FY Number=523, 44% Response Rate; SR Number=323, 58% Response Rate
Respondent Characteristics:2012-50% WSC Response/NSSE Response Rate 25%
2012-FY Number=560, 46% Response Rate, SR Number=542, 55% Response Rate
2R4. Results that strengthen our College.
In alignment with the part of our mission statement
which involves “regional service and development,”
Wayne State College’s other distinctive objectives
serve to strengthen our community and region. Results
are collected by each individual group involved with
the non-instructional group performance results as
reported in Table 2R2.1 Non-Instructional Group
Performance Results.
The 2013 U.S. News & World Report College Compass
ranks Wayne State College 88th out of more than 180
Midwest Regional Universities, a category made up of
a mix of public and private colleges and universities.
Wayne State is ranked 32nd among public colleges in
the Midwest region. WSC is the fourth highest ranked
college or university in Nebraska in the Midwest
Regional University category (behind Creighton and
Concordia, both privates, and University of NebraskaKearney).
Only one other college besides Wayne State among the
more than 180 listed as Midwest Regional Universities
is noted as having a 100 percent acceptance rate. The
average acceptance rate for the top 15 Public Midwest
Regional Universities is 71 percent.
“What's remarkable is that Wayne State College has
maintained a 67 to 69 percent retention rate for quite a
few years, which is close to the rate seen at highly
selective colleges and universities throughout the
nation,” President Frye said.
Of the colleges and universities in the Midwest, only
15 have a higher alumni giving rate than Wayne State.
In fact, WSC has a higher alumni giving rate than the
top 15 Public Midwest Regional Universities. “What
better endorsement could a college ask for than the
financial support of its mission and vision from its
graduates?” Frye said. Phyllis Conner, WSC Vice
President for Development and Executive Director of
the Wayne State Foundation said “Our alumni
consistently talk about the value of their education and
their whole experience as a student; it changed their
lives. This is a powerful motivation to contribute.”
Washington Monthly, founded in 1969, rates schools
based on their contribution to the public good. “Unlike
U.S. News & World Report and similar guides, this one
asks not what colleges can do for you, but what
colleges are doing for the country,” according to the
magazine's press materials. “Every year we lavish
billions of tax dollars and other public benefits on
institutions of higher learning. This guide asks: Are we
getting the most for our money?”
Wayne State has the highest overall score of any public
institutions in Nebraska, according to Washington
Monthly. The college ranks third among all public and
private schools in Nebraska and comes in at 87th in the
nation among master's universities. Also of note,
Wayne State is ranked second in Nebraska and 41st in
the nation for the quality of its service staff, courses
and financial aid support.
Colleges of Distinction is a college guide with a unique
approach. Instead of looking for the richest or the most
famous schools, the guide asks which colleges are the
best places to learn, to grow, and to succeed.
According to its Web site, “We describe schools that
take a holistic approach to admissions decisions that
consistently excel in providing undergraduate
education, and have a truly national reputation.”
Category 2 – Page 40
Wayne State College – October 2012
A “College of Distinction” is nationally recognized by
education professionals as an excellent school, strongly
focused on teaching undergraduates, home to a wide
variety of innovative learning experiences, an active
campus with many opportunities for personal
development, and highly valued by graduate schools
and employers for its outstanding preparation.
Wayne State College is the only public institution
listed from Nebraska and is featured in the publication
for the second year in a row.
“Based on outside evaluation, Wayne State is
succeeding in truly becoming a regional institution of
distinction,” President Frye said.
2I1. Recent improvements.
Wayne State College uses a variety of means to
gather information about ways to improve its
processes and systems: forums using the National
Issues Forum format, focus groups, general meetings
of faculty and staff, surveys, and planning retreats.
AQIP and the Strategic Planning process provide
opportunities to review current practice and identify
strengths and weaknesses. The institution has a
current AQIP Action Project entitled, “Enhancing the
Serving to Learn and Learning to Serve Initiative.”
This Action Project will help enhance the ServiceLearning Program and community relationships.
Service-Learning is very reciprocal, and leads to
interconnectedness between students and potential
employers, students and faculty, and faculty and
community members; as the program builds strong,
memorable relationships. The Program received
national high distinction by being selected to the
President’s Higher Education Community Service
Honor Roll for 2010-11 and 2011-12 academic years.
WSC will add a semester-long Study Abroad
Program in Asia starting in the Spring of 2013,
according to President Curt Frye. The Asia program
will serve as a companion to the current Semester
Abroad in Greece that is now in its fourth year. “It is
a high priority at WSC to offer students experiences
in other countries and other cultures,” Frye said. “The
result is students have a broader world view, and
these experiences stand out in the eyes of prospective
employers. I am pleased that we are able to add Asia
to our already stellar portfolio of travel abroad
experiences.”
2I2. Selecting specific processes to set targets.
The Strategic Planning process continues to be
refined with measurable outcomes. The Strategic
Planning Council annually reviews the progress of
the Strategic Plan receiving input from targeted
responsible persons across the institution. Results are
reviewed by the President’s Staff, the President’s
Cabinet, the Strategic Planning Council, and each
targeted area of the plan. Wayne State College has
superior communication within program areas
regarding the events and initiatives that comprise the
other distinctive objectives using face-to-face and
internet communication resources. The College has
been working with a marketing consulting firm, a
collaboration that has resulted in a more focused
sense of direction and approach to marketing and
creating a brand for the College in conjunction with
the mission. The results generated by the AQIP
process itself, and the process of strategic planning
being undertaken by the institution are assisting in
determining specific priorities for improvement.
Overview
Within this revised Systems Portfolio, a sincere effort
has been made to improve all processes for
Understanding Students’ and Other Stakeholders’
Needs. Since receiving the February 2009 Systems
Appraisal Feedback Report, this entire Systems
Portfolio has been revised to answer the 2008 AQIP
revision questions using various writing teams
implemented through an AQIP Action Project,
“Systems Portfolio Revision.” The College was granted
permission to pilot and follow the new AQIP Systems
Portfolio Guidelines in June 2012. An earnest effort
was made to embed evidence to address the new Core
Components of the revised Criteria for Accreditation
that becomes effective January 1, 2013. Due to all the
revisions, it is difficult to compare, apply, and align the
2009 Systems Appraisal Feedback Report criteria to
this revised Systems Portfolio. WSC has worked
diligently to continuously improve and strengthen all
outstanding opportunities (OO) and opportunities (O)
for improvement listed in the 2009 Systems Appraisal
Feedback Report. The 2009 Systems Appraisal
Feedback Report reported 2 strengths, 5 opportunities,
and 8 outstanding opportunities for Category 3.
WSC has maintained detailed records in the
Information Management Office since 1987 to help
understand students’ and other stakeholders’ needs.
The College has a premier Information Management
Office system that collects, summarizes, analyzes, and
provides data from IPEDS that provides comparison
group data, CSRDE that provides gender, ethnicity and
retention data, and NeSIS (Nebraska Student
Information System) data to all WSC units. The
Category 3 – Page 41
Wayne State College – October 2012
maturity level of this process is systematic and aligned
maturity with data collection processes at the
integrated maturity level.
3P1. Changing needs of our student groups.
WSC has numerous inputs to identify changing student
needs, as shown in Table 3P1.1 Input Data and Who
Gathers the Data. Data are gathered continually.
Table 3P1.1 Input Data and Who Gathers the Data
Feeder Institutions & Potential Students
Demographic and State Studies
X
Admission Reports:
Non-Matriculant Survey
ACT
Carnegie High School Needs
Assessment
Carnegie Market Analysis
Snitily Carr Market Analysis
SSRC Business Community Needs
Assessment
Sioux City Needs Assessment
2004
Systems Office
2004
2006
2007
Systems Office
Marketing
Continuing Education
2005-2006
X
X
Complaint Analyses
As needed
Senior Seminar Groups
Number of Majors/Minors/
Undeclared (Each class level: Fr.
through Sr.)
National Survey of Student
Engagement (NSSE)/ Institutional
Benchmark Report
CIRP Freshman Survey
Graduating Student Survey
Student Technology Survey
Library Patrons Survey
Online Course Evaluation
Campus Visit Survey
Graduates, Continuing, & Non/Degree
Classroom Satisfaction Surveys
Courses: range and availability
Newsletters
Publications (various)
Admissions Office, College
Relations
Admissions Office
X
Freshmen thru Seniors
Classroom Satisfaction Surveys
Student Exit Interviews
RESPONSIBLE PARTY (RP)
Other
(specify)
Annually
COLLECTED
Quarterly /
Semester
INPUT DATA
Monthly
STAKEHOLDER
X
X
2012,
(every 3
years)
X
Bi-annual
X
X
X
Each visit
X
X
X
X
Wayne State College &
Northeast Community College
Schools/Departments
Schools/Departments; Career
Services
Schools/Departments; Deans;
Vice President for Academic
Affairs
Schools/Departments
Records and Registration
Schools/Departments
Office of Assessment/
Information Management
Information Management
Records and Registration
Network and Technology
Services
Library
Continuing Education
Admissions
Schools/Departments
Grad Council; Graduate Dean
Schools
Foundation/Alumni Office
Category 3 – Page 42
Wayne State College – October 2012
National Survey of Student
Engagement (NSSE)/ Institutional
Benchmark Report
Student Technology Survey
X
X
Library Patrons Survey
Alumni
Alumni Assessment Survey
Graduate Employment Survey
Academic School Alumni Surveys
Employees
Various Institutional Reports (i.e.
major/minor, load, QAR, data book)
Network and Technology
Services
Library
X
X
X
Determined
by School
X
X
Campus Capacity Measures
X
Contract Studies (Load, Salary
As needed
Compaction)
Nebraska State College System Board & Coordinating Commission
At least 28 Various Reports
X
Additional Reports as requested
Our successfully completed AQIP Action Projects,
“Improve Student Success” and “Enrollment Growth,”
focused on improving retention rates and expanding
student orientation and freshman only endeavors.
Retention summary figures are shown in Table 3P1.2.
Table 3P1.2 Retention Summary New First Year
Students, Status After the First Year
2005 2006 2007 2008 2009 2010 2011
70%
74%
65%
67%
68%
68% 69%
Core Component 4.C. and 4.C.1 WSC has kept
comprehensive, internal records of student retention,
persistence, and completion rates since 1987. The
Institutional Data Book is prepared annually by the
Information Management Office and has tracked
26,031 individual students in the Retention Study that
includes all full-time and part-time undergraduates on
campus since the fall semester of 1987 through fall
2010. These internal records track new first year
students, students after one year, and students after
four years in four categories: who remains, who left in
good standing, who left in poor standing or who was
pre-professional gone. Data is also maintained and
studied on the retention rates of students who complete
the GST-Succeeding in College course. Data is also
categorized by departments to track student movement.
A goal of 75% retention rate was set for the AQIP
Action Project, Improve Student Success.” Our open
enrollment College was able to get to a 74% retention
rate just as the economy started to decline. A goal was
Office of Assessment/
Information Management
As needed
Alumni Office
Career Services
Academic School/Departments
Information Management/
Administrative Computing/
Office of Assessment
Information Management
Information Management/
Administrative Computing
Information Management/
Administrative Computing
Information Management/
Administrative Computing
set in the 2012-2014 Strategic Plan to “increase
retention of first and second year students to 70%.”
Core Component 4.C.3 During the 2011-2012
academic year, a Student Services Retention
Committee was established to study data of past
student behaviors and determine ways to improve
student retention and graduation rates. Two completed
AQIP Action Projects focused on improving student
retention. The President’s Staff under direction of the
VPAA is studying rates and trends and a new
advising/mentoring program is under consideration.
Student Activities have increased student involvement
in activities to aid in retention.
Core Component 4.C.2 and Core Component 4.C.4
In addition to the IPEDS reporting requirements for
retention and completion, WSC conducts
supplementary retention studies to provide more
detailed evaluation for retention, persistence and
completion. The General Retention Study utilized by
WSC is an in-house study that analyzes each student
by tracking their attendance at WSC. This study allows
users to easily see how many students leave in good
standing, poor standing, or to pursue pre-professional
program studies. Because the study is conducted at the
student level, it also accounts for stop-outs and allows
the counts to be adjusted each time a student re-enters
or leaves the institution. Another retention study
utilized by WSC is the Student Retention Data
Exchange (CSRDE). This study, conducted by the
Category 3 – Page 43
Wayne State College – October 2012
University of Oklahoma, tracks students by gender and
ethnicity data to determine persistence and completion
rates. In addition to these major studies, there are
several internal retention studies that are tailored
specifically to departments or courses. In some cases,
they are done annually; in other cases, they are
requested on an ad hoc basis. Examples include
“Retention by Department”, “GST Retention (Students
Enrolled in Succeeding in College Courses)”, and
“Service Learning Retention”.
Since 1994, WSC has been a member of The
Consortium for Student Retention Data Exchange
(CSRDE). The CSRDE is located at the University of
Oklahoma and is a consortium of two-year and fouryear institutions dedicated to achieving the highest
levels of student success through collaboratively
sharing data, knowledge, and innovation. Founded in
1994, the CSRDE is probably best known for its
annual retention studies which provide executives at
two-year and four-year institutions with access to
timely, comprehensive, comparative benchmarking
data on retention and graduation, not available from
any other source. This source based on IPEDS data
provides retention and graduation data based on gender
and ethnicity.
The short and long-term requirements and expectations
of the current students and other stakeholder groups
WSC serves are detailed in Table 3P1.3 Student and
Stakeholder Segments. WSC has identified various
classifications of students as having unique needs and
expectations. These classifications include freshmen,
other undergraduates, and graduate students. In
addition, we have identified numerous other
stakeholders who are important to our college. Our
major stakeholders as well as their requirements and
expectations are identified. Primary competitors in
serving these groups would be other higher education
institutions within our region.
Table 3P1.3 Student and Stakeholder Segments
STUDENT AND STAKEHOLDER SEGMENTS
WITH CORRESPONDING REQUIREMENTS AND EXPECTATIONS
Feeder Institutions
• High Schools
Timely and helpful interaction
Interaction with high school guidance counselors
Facilities use and faculty involvement with activities: business competition day, history day, FCCLA and math
contests, etc.
Timely and helpful interaction
• Community Colleges
Northeast Community College/Wayne State College and the South Sioux City College Center
Western Iowa Technical Community College (WIT)
Transfer articulation agreements
Timely and helpful interaction
Potential Students
• Excellent customer service/student orientation
• Timely information and assistance
• Assurance of quality programs
• Useful website (on-line services)
• Clear and accurate information
• Scholarship/financial aid packages
Freshmen
• Effective teaching and learning
• Learning support resources (campus technology network,
tutors, special population needs, library)
• Available classes
• Campus learning facilities, activities and recreation
• Academic advising
opportunities
• Quality faculty
•
Employment
opportunities (testing, placement, work-study)
• Fiscal responsibility
• Student success/completion of academic goals
• Respect
• Safe and secure campus
• Modern residence halls
• Financial aid
All Other Undergrads
• Effective teaching and learning
• Campus learning facilities, activities and recreation
opportunities
• Available classes
• Employment opportunities (testing, placement, work-study)
• Academic advising
Category 3 – Page 44
Wayne State College – October 2012
• Quality faculty
• Specialized information and skills (in major)
• Fiscal responsibility
• Respect
• Learning support resources (library, campus
technology network, tutors, special population
needs)
Graduate
• Specialized information and skills (in major)
• Technology resources
• Financial Assistance availability
• Relevance of coursework to employment requirements
• Effective teaching and learning
• Range/availability of courses
• Academic advising
• Quality faculty
• Clear/concise programs of study
• Effective teaching and learning
• Range/Availability of courses
• Quality faculty
• Convenient schedules for courses
• Student success/completion of academic goals
• Technology resources
• Safe and secure campus environment
• Financial Assistance availability
Continuing/Non Degree Seeking
• Timely and helpful communication
• Career advancement/Job Skills
• Relevance of coursework to employment requirements
• Effective teaching and learning
• Safe campus
• Communication from college/connection with
other alumni and faculty
• Assurance of sustained quality and effectiveness
• Positive institutional image
Parents
• Affordable education
• Academic Support Services
Alumni
• Recognition for support (donations, time, mentoring, etc.)
• Job networking
Supporters
• Support contributes meaningfully to college
• Recognition for support
• Well-prepared graduates and employees
(includes basic & specialty areas)
• Well-prepared interns
• Population Growth
• Student
• Employee
Employers
• Collaboration & partnerships
• Opportunities for continuing education
Local Government Agencies
• Good Citizenship (fiscal responsibility, law abiding)
• Community Contributors
Nebraska State College Board; Coordinating Commission
• Exercises overall governance over
• Student success and satisfaction
colleges/compliance with system standards
• Quality academic programs and instruction/positive
institutional image
• Promote system-wide efforts & initiatives
• Fiscal responsibility/cost effectiveness
• Service to our region
Minorities
• Address special needs
• Convenient schedules for courses
• Effective teaching and learning
• Timely and helpful communication
• Range/Availability of courses
• Career advancement/job skills
• Quality faculty trained to assist special needs
• Relevance of coursework to employment requirements
Wayne State College
• Exercises overall governance over
• Student success and satisfaction
colleges/compliance with college & system
• Quality academic programs and instruction/positive
standards
instructional image
• Promote college-wide efforts & initiatives
• Service to our region
• Fiscal responsibility/cost effectiveness
Category 3 – Page 45
Wayne State College – October 2012
Employees (Faculty, Professional, Support, Casual)
• Timely communication from College
• Teaching support resources (library, campus technology
network, tutors, special population needs)
• Assurance of sustained quality and effectiveness
• Campus learning facilities, activities
• Positive institutional image
• Respect
• Recognition for support (donations, time,
• Fiscal responsibility/cost effectiveness
mentoring, etc.
• Effective teaching and learning opportunities
• Collaboration & partnership
Legislature
• Fiscal Responsibility /cost effectiveness
• Retention: student /graduates /employee
• Success: student /employee
Other Four Year Institutions
• Collaboration and partnerships
• Shared Distance Education
• Educational opportunities
• Service to communities
Nebraska Citizens (especially northeast region)
• Access to programs and service
We have numerous other input areas (e.g.,
monitoring other colleges, National surveys, etc.).
Once data are collected, they are routed to the
appropriate departments for analysis and response,
as shown in Table 3P1.4 Routing Data for
Analysis and Response.
Table 3P1.4 Routing Data for Analysis and Response
In an effort to make data more readily available to
employees for use in assessment and analysis, a folder
(WSC AQIP Data) has been created on the G: Drive
(common network drive for all employees). All
electronic versions of data collection reports are placed
on this drive. Historical reports will be retained on this
drive as well. Every effort is being made to acquire all
data and reports in electronic fashion for this purpose.
The Family Educational Rights and Privacy Act
(FERPA) guidelines are followed to ensure
confidentiality where required. Thus some reports are
available only on a “need to know” basis.
3P2. Building student relationships.
We focus on face-to-face contacts (with faculty, staff,
and students), information sharing, student recognition,
and a voice of the student body for building and
maintaining student relationships, as shown in Table
3P2.1 Methods to Build and Maintain Student
Relationships. The average faculty/student ratio is
Category 3 – Page 46
Wayne State College – October 2012
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
Parents
x
Continuing/
Non-Degree
Seeking
x
Graduates
x
x
x
x
x
x
x
All Other
Undergraduates
x
x
x
Freshmen
Potential
Students
Area College Days
Freshman/Transfer Orientations
“Fridays at WSC” Program
WSC personnel representation at local, county & state fairs/parades
Faculty-student advising sessions
Counseling Center Advising Services
Direct contact between faculty and students
Semester-Abroad Program
Clubs and Organizations
Student Support Offices & Sponsored Events
Special Programs for Student Needs: SRIDE/Holland Academic
Success Center/Multicultural Center
Service Learning Program
NENTA Program (Teacher)
Presentations at Area Institutions/Events
Assist with Area Contests and Special Events
Special Events targeting student interests: i.e., Physics Show on the
Road, Madrigal Singers
Black & Gold Series
Information Sharing
Electronic Media: E-mail, WSC Radio/TV stations, WSC Cable,
Local Radio/TV Cable, Web Pages, E-Campus & Class Sharing
Capabilities, TV Bulletin Boards in WSC Buildings
Student Representation: College Committees, Nebraska State
College Board, Student Government/Committees
Majors/Minors Fair
Career Fairs
WSC Student Newspaper (weekly)
Telephone 800 number
Alumni/Foundation Newsletters & Publications
President’s Lecture Series
Information Management Office
Student Recognition
Honors Program for Academic Status
Honor Societies (i.e., Cardinal Key, Psi Chi)
Student Research Symposium/Colloquiums
Highlights of Student Organizations and Clubs
Who’s Who
“Hot Papers” Project for Student Writings
Student Music Recitals
Student Art Work Shows
Student Research Financial Support
Feeder
Institutions
20.1 which facilitates interaction and promotes student
retention.
Table 3P2.1 Methods to Build and Maintain Student Relationships
Face-to-Face Contact
Stakeholder
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
Category 3 – Page 47
Wayne State College – October 2012
Voice for Student
Open meetings with VPAA and/or President, monthly
Student Activities Board: numerous events throughout the year,
decided by students
WSC radio station; WSC TV channels; WSC newspaper;
Committee Representation:
Student Government/Committees (i.e., Food Service, Bookstore,
Residence Hall Councils, Resident Assistants)
Dean of Students Office/Student Support Offices
College/College State Board Committees
3P3. Analyzing needs of key stakeholder groups.
In addition to identifying and analyzing student
needs, Wayne State College employs various
methods to identify and analyze the needs of other
stakeholders. The College surveys alumni, through
both the Alumni Office and the Career Services
Office. Several departments also survey alumni for
input on program improvement.
Our School of Education and Counseling has a
Teacher Education Advisory Council (TEAC) that
includes educators from surrounding school districts.
Several representatives of that body asked if there
might be a way to more conveniently deliver the ESL
endorsement, in summers, so that they might
appropriately serve their growing numbers of ESL
students. We now offer 12 hours of the 15 hour ESL
endorsement in the summer in four different area
communities. In addition, several area districts have
been unable to find certified Spanish teachers. Once
again, a request was made by TEAC for WSC to help
fill this need. WSC now offers four sections of high
school Spanish that are delivered via distance
education for area high schools. The TEAC was used
in the renewal process of the School of Education and
Counseling in changing the curriculum to improve
the teacher education program.
Core Component 1.D. and Core Component 1.D.1
The School of Business and Technology houses the
Nebraska Business Development Center which
provides technical assistance to small for-profit
businesses in Northeast and North Central Nebraska.
Referrals for assistance come from area banks as well
as partners such as the Northeast Nebraska Economic
Development District, the Nebraska Department of
Economic Development, and regional Chambers of
Commerce. The development center helps to develop
business plans, strategic plans, marketing plans,
financial analysis, and loan applications.
Core Component 1.D.3 NSCS Board Policy 2510,
Mission Statement, Core Values, and Vision Statement
for the NSCS states: Mission Statement: The Nebraska
State College System serves our students, communities
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
and state by providing high quality, accessible
educational opportunities. Core Values: Provide a safe,
stimulating, caring, and enriching learning experience.
Meet the changing needs of our students and the state.
Assure financial, programmatic, and geographic access
to NSCS institutions. Maintain affordable tuition and
fees. Provide opportunities for applied research. Foster
cooperative ventures among NSCS institutions and
other agencies and organizations. Emphasize
participation in public service and service learning.
Recruit and retain quality faculty and staff. Vision
Statement: Chadron State College, Peru State College,
and Wayne State College, along with the System
Office and the Board of Trustees constitute the
Nebraska State College System. Working together with
a unity of purpose: We will become a premier system
of state colleges that will be recognized as centers for
intellectual growth, cultural enlightenment, and
economic development. We will serve as a model of
collaborative educational excellence, setting standards
for strengthening individuals and communities through
knowledge, service, leadership, and global
understanding.
The AQIP Action Project “Enhancing the Serving to
Learn and Learning to Serve Initiative” and the
Service-Learning initiatives allow the institution to be
involved in the community at large which is an
important component of higher education systems. The
Service-Learning Coordinator is also able to evaluate
stakeholder needs both internally and externally and
aid in the quality improvement of education at Wayne
State College.
Core Component 1.D.2 Wayne State College created
a student success task force in 2006 as part of the
completed Action Project “Improve Student Success.”
This group of faculty, students, professional and
support staff recommended long-term and short-term
actions and strategies to improve student success
during the first or freshman year of enrollment. They
also developed a working definition of student success.
•
Enrolled at WSC for a second year
Category 3 – Page 48
Wayne State College – October 2012
•
•
Left WSC in good academic standing and
transferred to another postsecondary institution
Positive student perception of their own learning
and development
The task force completed the following tasks to
achieve its objectives:
1. Reviewed recent WSC learning and retention data,
reports, and recommendations from the
Information Management Office, AQIP, and
strategic planning efforts
2. Examined employee perceptions of what is
currently being done that contributes or hinders
student success;
1. responses generated at a recent cabinet
meeting
2. responses generated at committee
members' staff meetings
3. Developed a comprehensive, on-going method to
solicit faculty, staff, and students perceptions and
recommendations related to task force objectives
1. employees: student success roundtables
2. students: adding questions to
faculty/course evaluation forms; webbased survey/feedback
4. Reviewed successful learning and retention
practices at other institutions
3P4. Building and maintaining relationships.
We build and maintain relationships with key
stakeholders through the following activities.
• Publications and electronic media, i.e. Alumni
Magazine
• Student internships with area employers and schools,
i.e. Teacher Education Advisory Council (TEAC)
• Community and regional service projects and events
• Providing Cultural and Artistic programming for the
region, i.e. Black & Gold series
• Assisting with regional economic development, i.e.
Nebraska Business Development Center
• Hosting student focused events
3P5. Targeting new students and stakeholders.
WSC aligns processes with the mission and strategic
plan of the institution in targeting new student and
stakeholder groups keeping within our geographical
region. Recently, WSC has more aggressively
recruited in the Lincoln and Omaha metro areas. The
College Center provides an opportunity to serve
students through coordination with Northeast
Community College. We market our new and current
programs and our top programs in education and preprofessional health. We serve all students offering
specialized programs like STRIDE and others.
Wayne State College executed an aggressive marketing
plan since 2006 that includes newspaper, radio and
television advertising. The "See Yourself at Wayne
State College" campaign was targeted at potential high
school students in the Omaha, Lincoln, Sioux City and
Norfolk areas. A new campaign was introduced in
2010 called “Be A Part of It.” WSC also redesigned its
Web site to attract new students and placed billboards
in Sioux City and Omaha for greater exposure. The
Nebraska State College System also began promoting
the three colleges through a thirty second television
commercial, newspaper ad in the Omaha World Herald
and billboards in the Omaha/Lincoln area.
Communications are coordinated through the
Marketing and College Relations Offices.
Core Component 1.D.3 Departments and offices
discuss internally any possible new offerings or
services. If a new service/offering is deemed proper,
a proposal is submitted for approval to the
appropriate Dean, Director, or Vice President of
Academic Affairs. Some departments and offices
look at the number of requests by similar persons,
i.e., students, parents, feeder schools, faculty.
Department Chair/Director determines if action
should be taken. All catalog changes must be
approved by the Academic Policies Committee for
Undergraduate programs and the Graduate Council
for Graduate programs with final approval by the
Administration. NSCS Board Policy 4100 states: All
new programs, degrees and addition of majors to
existing degrees, options and endorsements within
majors, or minors where a major does not exist shall
be submitted to the Chancellor who will formulate a
recommendation for the Board through the Academic
Affairs Subcommittee.
Snitily-Carr is an advertising and marketing group that
was selected by WSC to create admission’s materials.
As the initial step in creating our materials, they felt
market research was important to determine the best
way to position WSC. They conducted focus groups on
campus with WSC faculty and staff, upperclassmen
and freshmen. They also did focus groups of high
school students and guidance counselors in Lincoln,
Omaha and Sioux City. This company was also
selected by our marketing coordinator to produce some
TV ads which ran on Omaha, Lincoln, and Sioux City
stations. In addition, they created and put up roadside
advertising billboards for the College.
Carnegie Consulting was also hired by the Nebraska
State College System to review marketing strategies
for both the system and its three campuses. Carnegie
Consulting generated a report for all three of the State
Colleges and looked at methods to target a variety of
Category 3 – Page 49
Wayne State College – October 2012
categories: Prospective students, current students,
guidance counselors, and community members. They
came up with marketing plans for both the Nebraska
State College System (NSCS) and for each of the three
campuses. Results of this study impacted television
commercials, web sites, billboards, View Books for the
admissions department, and a variety of other
publications.
3P6. Collecting and analyzing complaint data.
The Student Handbook and the College Catalog lists
Grievance Procedures for students. Board Policy 3210
outlines specific Grievance Procedures for Students.
Faculty and staff follow the grievance procedures
established by the Board of Trustees and Negotiated
Employment Agreements under the “Grievance and
Arbitration Procedures.” It is the policy of the Board to
grant procedural due process to students accused of
misconduct under the terms of Board Policy 3100.
Regarding allegations of academic dishonesty; grade
appeals; failure to pay a financial obligation; or,
academic performance, achievement, probation and
suspension each College will devise its own
adjudication procedures. However, for allegations of
misconduct identified in Policy 3100 that may result in
disciplinary sanctions, the due process procedures in
Board Policy 3200 are followed.
Several units follow established policies, such as the
Foundation Whistleblower Policy. The Wayne State
Foundation’s Code of Ethics and Conduct (“Code”)
requires directors, officers and employees to observe
high standards of business and personal ethics in the
conduct of their duties and responsibilities. As
employees and representatives of the Foundation,
members must practice honesty and integrity in
fulfilling their responsibilities and comply with all
applicable laws and regulations. It is the responsibility
of all directors, officers and employees to comply with
the Code and to report violations or suspected
violations in accordance with the Whistleblower
Policy.
3R1. Student and other stakeholders satisfaction.
The following instruments are used to determine
student/stakeholder satisfaction. The instruments
using a Survey format collect and analyze results as
shown in Table 3P6.1 under item 3P.6.
•
•
•
•
•
•
•
Number of complaints used as measure of
satisfaction
A survey example used in a campus-wide survey sent
out by the College Relations Office is shown in Table
3R1.1. This table displays online survey results from
the spring 2012 communications satisfaction survey
showing 57.1% of the freshman (N=28), 67.3% of the
sophomores (N=49), and 66.0% of the faculty and staff
(N=153) survey respondents indicated they were
somewhat satisfied to very satisfied with the amount of
information they receive about campus-wide activities,
issues and news.
Table 3R1.1: Information Satisfaction Survey
How satisfied are you with the amount of
information you receive about campuswide activities, issues and news?
Very unsatisfied
Somewhat unsatisfied
Neutral
Somewhat satisfied
Very satisfied
0
Faculty and Staff
10
20
Sophomore
30
40
50
Freshman
Another example is Table 3R1.2 showing 99.3% of
the 128 survey respondents to the 2012 Career Fair
Student Evaluation Survey question indicated an
adequate, very good or excellent rating when
responding to the question, “Was the time spent at the
fair beneficial to you?”
Student evaluations
Surveys (local and nationally normed)
Results tabulated and published
Opinionnaires
Case by case basis
Online survey (in development)
Category 3 – Page 50
Wayne State College – October 2012
Table 3R1.2 2012 Career Fair Student Evaluation
Was the time spent at the fair
beneficial to you?
60.00%
50.00%
40.00%
43.00%
33.60%
30.00%
22.70%
20.00%
8.00%
10.00%
0.00%
Excellent
Very
Good
Adequate
Poor
3R2. Performance results for student satisfaction?
Many departments are using SurveyMonkey© to
create, distribute and receive results on student
satisfaction about WSC. Over 98 percent of the 450
potential students who responded to a survey asking
for feedback on their recent campus visit experience
to WSC rated their overall visit experience in the
“good” or “excellent” category as shown in Table
3R2.1 Campus Experience Evaluation.
Table 3R2.1 Campus Experience Evaluation
Results from SurveyMonkey©
Campus Experience Evaluation- 08-09
How would you rate your overall visit to Wayne
State?
Response
Response
Answer Options
Percent
Count
Excellent
72.9%
328
Good
25.6%
115
Fair
1.6%
7
Needs Improvement
0%
0
Answered question 450
Skipped question 12
Student again indicated high levels of satisfaction
with the visitation experiences when asked about
specific items. Table 3R2.2 Interactions With
Potential Students, Results from SurveyMonkey©
indicated high levels of satisfaction with the
visitation experiences with Admissions, the Campus
experience, and information presented to them about
their major study of interest. Overall 96.6% of the
875 potential students rated their overall visit as
“great.” This information was taken from summer
2012 summative survey results for the academic year
2011-2012.
Table 3R2.2 Interactions With Potential Students, Results from SurveyMonkey©
How was your Wildcat experience?
Great!
It was ok
Below
Rating
Response
expectations
Average
Count
Admissions & More
90.4% (788)
9.6% (84)
0.0% (0)
1.10
872
Campus Experience
96.1% (839)
3.9% (34)
0.0% (0)
1.04
873
Your Major in Detail
85.3% (741)
13.7% (119)
1.0% (9)
1.16
869
Your visit overall
96.6% (836)
3.4% (29)
0.0% (0)
1.03
865
Answered question 875
Statistics from 2011 – 2012
Skipped question 12
Table 3R2.3 Interest from Campus Visit, Results
from SurveyMonkey© indicates that as a result of
their campus visit, almost 74% of the potential
student survey respondents were “more interested” in
the college as a result of the campus visit.
Table 3R2.3 Interest from Campus Visit
Results from SurveyMonkey©
How do you feel it affected your interest?
Loved it! More interested!
73.6%
About the Same
25.6%
Less interested
.8%
Wayne State College targeted enrollment growth as
one of its successfully completed AQIP Action
projects. Table 3R2.4 On-Campus and Continuing
Education Fall Enrollment, Unduplicated
Headcount shows positive growth for 2007-2009 and
again in 2011 and predictions indicate continued
position growth for 2012. The data in this table
represents students taking courses both on-campus and
off-campus as “on-campus” students.
Category 3 – Page 51
Wayne State College – October 2012
Table 3R2.4 On-Campus and Continuing Education Fall Enrollment,
Unduplicated Headcount
WSC First-time Fulltime Students rated the reasons
they decided to attend college and objectives they
considered “essential” or “very important.” The 2009
CIRP (Cooperative Institutional Research Program at
the Higher Education Research Institute at UCLA)
Survey, which is administered annually to incoming
WSC freshmen is used for this data collection. The
three most important items noted are shown in Table
3R2.5 Reasons noted “very important” in deciding
to go to college, from CIRP fall 2009 selected results
and Table 3R2.6 Objectives considered “essential”
or “very important”, from CIRP fall 2009 selected
results. Our students are attending college to receive
career training (get a better job) slightly more than the
comparison groups and consider raising a family more
essential or important than their comparison group.
Table 3R2.5 Reasons noted “very important” in deciding to go to college
Public
Public
WSC
4-Year Colleges4-Year
medium selectivity*
Colleges*
To be able to get a better job
87.5
84.7
85.8
To learn more about things that interest me
76.4
80.8
81.1
To be able to make more money
76.6
75.7
75.6
*Compared to National CIRP Norms Fall 2009
Table 3R2.6 Objectives considered “essential” or “very important”
Public
4-Year
WSC
4-Year CollegesColleges*
medium selectivity*
Being well off financially
75.2
80.5
80.0
Raising a family
81.3
75.3
75.3
Becoming an authority in my field
56.3
55.2
57.3
*Compared to National CIRP Norms Fall 2009
The National Survey of Student Engagement (NSSE)
2012 data shown in Table 3R2.7 NSSE Data,
addresses five clusters of educational practices. The
levels are Level of Academic Challenge (LAC), Active
and Collaborative Learning (ACL), Student-Faculty
Interaction (SFI), Enriching Educational Experiences
(EEE), and Supportive Campus Environment (SCE).
The NSSE is administered every three years and results
from 2003, 2006, 2009, and 2012 are available on the
Assessment Web site. This section of the NSSE
Benchmark Comparisons report allows us to estimate
the performance of our average student in relation to
the average student attending two different institutional
peer groups identified by NSSE for their high levels of
student engagement: (a) those with benchmark scores
placing them in the top 50% of all NSSE schools in
2012 and (b) those with benchmark scores in the top
10% for 2012. These comparisons allow us to
determine if the engagement of our students differs in
Category 3 – Page 52
Wayne State College – October 2012
significant, meaningful ways from students in these
high performing comparison peer groups.
Table 3R2.7 NSSE Data
NSSE 2012 Benchmark Comparisons - Detailed Statistics and Effect Sizes a
Reference Group
Senior Comparison Statistics
Mean Senior Statistics
Deg. of
Freedom e
Mean
Diff.
Sig. f
Effect
size g
.1
11,623
-3.8
.000
-.28
14.3
.0
292
-4.7
.000
-.33
58.4
14.4
.0
291
-5.1
.000
-.36
Top 50%
61.8
13.9
.0
125,623
-8.5
.000
-.61
Top 10%
64.3
13.9
.1
42,803
-11.0
.000
-.79
SD b
SEM c
53.3
12.9
.8
57.1
13.8
58.0
NSSE 2012
Mean
LEVEL OF ACADEMIC CHALLENGE (LAC)
WSC
(N = 291)
Plains
Public+Peers
Carnegie
Class
ACTIVE AND COLLABORATIVE LEARNING (ACL)
WSC
(N = 297)
55.4
15.7
.9
51.2
18.2
.2
316
4.3
.000
.24
53.0
17.9
.1
298
2.5
.007
.14
NSSE 2012
52.1
17.9
.0
297
3.3
.000
.19
Top 50%
56.3
17.3
.0
124,957
-.8
.420
-.05
Top 10%
60.6
17.6
.1
307
-5.2
.000
-.29
43.1
19.2
1.1
43.9
20.9
.2
308
-.8
.491
-.04
43.7
21.5
.1
292
-.7
.564
-.03
NSSE 2012
42.9
21.4
.0
291
.1
.899
.01
Top 50%
50.3
22.0
.1
293
-7.2
.000
-.33
Top 10%
56.0
22.1
.2
309
-12.9
.000
-.59
Plains
Public+Peers
Carnegie
Class
STUDENT-FACULTY INTERACTION (SFI)
WSC
(N = 291)
Plains
Public+Peers
Carnegie
Class
ENRICHING EDUCATIONAL EXPERIENCES (EEE)
WSC
Plains
Public+Peers
Carnegie
Class
NSSE 2012
(N = 288)
39.0
16.0
.9
39.1
17.6
.2
305
-.1
.923
-.01
39.6
18.4
.1
289
-.6
.514
-.03
40.4
18.6
.0
288
-1.4
.136
-.08
Category 3 – Page 53
Wayne State College – October 2012
Top 50%
48.4
18.1
.1
289
-9.5
.000
-.52
Top 10%
56.0
17.5
.1
18,611
-17.0
.000
-.98
60.6
17.0
1.0
60.4
18.8
.2
306
.3
.792
.01
60.8
19.9
.1
289
-.2
.876
-.01
NSSE 2012
60.5
19.8
.0
288
.1
.919
.01
Top 50%
65.4
19.3
.1
289
-4.8
.000
-.25
SUPPORTIVE CAMPUS ENVIRONMENT (SCE)
WSC
(N = 288)
Plains
Public+Peers
Carnegie
Class
Top 10%
69.2
18.5
.2
302
-8.6 .000
-.46
a
All statistics are weighted by gender and enrollment status. Comparison group statistics are also weighted
by institutional size.
b
Standard deviation is a measure of the amount the individual scores deviate from the mean of all the
scores in the distribution.
c
Standard Error of the Mean: Use SEM to compute a confidence interval (CI) around the sample mean. For
example, the 95% CI is the range of values that is
95% likely to contain the true population mean, equal to the sample mean +/- 1.96 * SEM.
d
A percentile is the point in the distribution of student-level benchmark scores at or below which a given
percentage of benchmark scores fall.
e
Degrees of freedom used to compute the t-tests. Values vary for the total Ns due to weighting and whether
equal variances were assumed.
f
Statistical significance represents the probability that the difference between the mean of your institution
and that of the comparison group occurred by chance.
g
Effect size is calculated by subtracting the comparison group mean from the school mean, and dividing
the result by the pooled standard deviation.
IPEDS:181783
Respondent Characteristics:2009-49% WSC Response Rate/NSSE Response Rate 31%
2009-FY Number=523, 44% Response Rate; SR Number=323, 58% Response Rate
Respondent Characteristics:2012-50% WSC Response/NSSE Response Rate 25%
2012-FY Number=560, 46% Response Rate, SR Number=542, 55% Response Rate
Additional NSSE data showed the WSC students were
more satisfied with their college experience than their
Plains Public, Carnegie Class or the entire NSSE 2009
and 2012 comparison groups. Table 3R2.8: 2009 and
2012 NSSE Student Satisfaction Survey Results
shows these results. The trend indicates WSC students
continue to be highly satisfied with their educational
experience.
Table 3R2.8: 2009 and 2012 NSSE Student Satisfaction Survey Results
NSSE 2009
NSSE 2012
Plains Carnegie NSSE
Plains Carnegie
WSC
WSC
Public
Class
2009
Public
Class
NSSE
2012
How would you
evaluate your entire
educational experience
at this institution?
First Year
Students
3.25
3.15
3.22
3.21
3.31
3.22
3.23
3.25
Senior
Students
3.34
3.17
3.24
3.22
3.28
3.22
3.23
3.25
If you could start over
again, would you go to
the same institution
you are now
attending?
First Year
Students
3.27
3.19.
3.22
3.23
3.41
3.24
3.24
3.26
Senior
Students
3.26
3.19
3.21
3.20
3.26
3.20
3.20
3.23
1=Poor, 2=Fair, 3=Good, 4=Excellent
1=Definitely no, 2=Probably no, 3=Probably yes, 4=Definitely yes
Respondent Characteristics:2009-49% WSC Response Rate/NSSE Response Rate 31%
2009-FY Number=523, 44% Response Rate; SR Number=323, 58% Response Rate
Category 3 – Page 54
Wayne State College – October 2012
Respondent Characteristics:2012-50% WSC Response/NSSE Response Rate 25%
2012-FY Number=560, 46% Response Rate, SR Number=542, 55% Response Rate
Retention rates remain very high for WSC students and
serve as a positive indicator of student satisfaction.
Table 3R2.9 Retention Rate for New First Year
Students lists the retention rates for new first year
students remaining after one year.
Table 3R2.9 Retention Rate for New First Year Students
Year
Retention Rate
Year
Retention Rate
2006
74%
2009
68%
2007
65%
2010
68%
2008
67%
2011
69%
According to the data source National Survey of
Student Engagement for 2009 and 2012, National
Survey for WSC, the “Student Experience in Brief”
lists questions and supportive data under the “Student
Faculty Interaction” section. This NSSE data from
2009 and 2012 is shown in Table 3R2.10 NSSE
Student Experience Comparisons and trends indicate
an increase in student satisfaction for faculty to be
available, helpful and sympathetic, and a lower
satisfaction in working on research projects.
Table 3R2.10 NSSE Student Experience Comparisons
2009
2012
Are faculty members accessible and supportive?
44% of First-Year students say their faculty
81% of First-Year students say their faculty are
are available, helpful and sympathetic.
available, helpful and sympathetic.
How many students work on research projects with faculty?
By their senior year, 23% of students have
By their senior year, 15% of students have done
done research with a faculty member.
research with a faculty member.
Do students receive prompt feedback on academic performance?
48% of First-Year students indicate that they
50% of First-Year students indicate that they
frequently get prompt verbal or written
frequently get prompt verbal or written feedback
feedback from faculty members
from faculty members
How often do students talk with advisors or faculty members about their career plans?
94% of seniors at least occasionally discuss
89% of seniors at least occasionally discuss career
career plans with faculty. 4.6% never talk
plans with faculty. 11% never talk with faculty
with faculty members about career plans.
members about career plans.
Do students and faculty members work together on committees and projects outside of course work?
54% of First-Year students at least
55% of First-Year students at least occasionally
occasionally spend time with faculty members spend time with faculty members on activities
on activities other than coursework.
other than coursework
3R3. Performance results.
Three principal measures of student relationship
building are (a) how our college has met students’
expectations, (b) overall satisfaction with their
experience, and (c) whether they would enroll at WSC
again if they had to repeat their choice. Data from the
National Survey of Student Engagement 2012,
indicates WSC students have a higher level of
satisfaction compared to other groups as shown in
Table 3R3.1 NSSE 2009 and 2012 Report Data.
Table 3R3.1 NSSE 2009 and 2012 Report Data
2009 NSSE
Plains Carnegie NSSE
Class WSC
WSC
Public
Class
2009
How would you evaluate
your entire educational
experience at this institution?
2012 NSSE
Plains Carnegie
Public
Class
NSSE
2012
FY
3.25
3.15
3.22
3.21
3.41
3.24
3.24
3.26
SR
3.34
3.17
3.24
3.22
3.26
3.20
3.20
3.23
Category 3 – Page 55
Wayne State College – October 2012
1=Poor, 2=Fair, 3=Good,
4=Excellent
Providing the support you
need to help you succeed
academically (Institutional
Environment)
To what extent does your
institution emphasize each of
the following? 1=Very little,
2=Some, 3=Quite a bit,
4=Very much
If you could start over again,
would you go to the same
institution you are now
attending? (Satisfaction)
1=Definitely no,
2=Probably no, 3=Probably
yes, 4=Definitely yes
FY
3.01
2.98
3.10
3.08
3.21
3.06
3.12
3.14
SR
3.15
2.93
3.02
2.94
3.04
2.98
3.01
3.01
FY
3.27
3.19
3.22
3.23
3.41
3.24
3.24
3.26
SR
3.26
3.19
3.21
3.20
3.26
3.20
3.20
3.23
Respondent Characteristics:2009-49% WSC Response Rate/NSSE Response Rate 31%
2009-FY Number=523, 44% Response Rate; SR Number=323, 58% Response Rate
Respondent Characteristics:2012-50% WSC Response/NSSE Response Rate 25%
2012-FY Number=560, 46% Response Rate, SR Number=542, 55% Response Rate
According to the data source National Survey of
Student Engagement 2012, National Survey for WSC,
the “Student Experience in Brief” lists the following
questions and supportive data under the “Supportive
Campus Environment” section. This data shown in
Table 3R3.2 indicates some positive changes in
student experiences when comparing the 2009 data to
the 2012 NSSE comparative data.
Table 3R3.2 NSSE Student Experience Comparisons
2009
2012
How well do students get along with other students?
67% of First-Year students report that their 86% of First-Year students report that their
peers are friendly, supportive, and help
peers are friendly, supportive, and help them
them feel as if they belong.
feel as if they belong.
Are students satisfied with their overall educational experience?
90% of First-Year students report a
91% of First-Year students rate their
favorable image of this institution; 84% of experience as good or excellent; 87% of seniors
seniors would choose this school again if
would choose this school again if they could
they could start their college career over.
start their college career over..
How much time do students devote to co-curricular activities?
13% of First-Year students spend more
28% of First-Year students spend at least 5
than 15 hours a week participating in cohours a week participating in co-curricular
curricular activities. 24% spend no time
activities. 24% do not participate in such
participating in co-curricular activities.
activities.
How well do students get along with administrators and staff?
40% of First-Year students find the
71% of First-Year students find the
administrative personnel and offices
administrative personnel and offices helpful,
helpful, considerate, and flexible.
considerate, and flexible.
To what extent does the school help students deal with their academic and social needs?
73% of First-Year students feel that this
84% of First-Year students feel that this
institution has a substantial commitment to institution provides substantial support for their
their academic success. 55% feel wellacademic success. 60% perceive substantial
supported by the institution regarding their support for their social needs.
social needs.
Category 3 – Page 56
Wayne State College – October 2012
The number of transfer students is recorded yearly, as
shown in Table 3R3.3 Number of New Transfer
Students. This data from the Common Data Set (CDS)
indicates the number has increased almost each year.
Table 3R3.3 Number of New Transfer Students
Year
2007
2008
2009
2010
Number
219
230
242
227
Results are listed in Table 3R3.4 Students’
Satisfaction with Various Administrative Offices
from the Graduating Student Survey from May and
2011
211
August of 2010. WSC had a 55% response rate for
these surveys.
Table 3R3.4 Students’ Satisfaction with Various Administrative Offices
I did not
I knew
I used this
I used this
know about
about this
service but
service and
No
this service. service but
was not
was
Response
did not use
satisfied with
satisfied
it.
it.
with it.
Services
Admissions
1%
10%
2%
86%
1%
Registration
0%
3%
6%
90%
1%
Business Office
1%
9%
7%
81%
2%
Academic Advising
3%
25%
11%
58%
2%
Counseling & Testing
10%
61%
4%
24%
1%
Reading, writing, math, &
24%
54%
3%
17%
2%
study skill improvement
Minority Affairs
46%
47%
1%
5%
1%
College Cultural Programs
20%
68%
1%
10%
1%
Recreation & Athletic
6%
37%
3%
53%
1%
Programs
Financial Aid
2%
21%
8%
69%
0%
Student Employment
8%
60%
4%
27%
1%
Career Planning
17%
52%
7%
24%
0%
Career Services
7%
42%
5%
46%
1%
Housing Services
8%
33%
6%
53%
1%
Cafeteria
2%
22%
12%
63%
1%
Health Services
4%
39%
8%
49%
1%
Library
1%
8%
3%
88%
1%
Bookstore
1%
6%
15%
77%
1%
Parking
1%
12%
39%
47%
1%
Campus Security
3%
35%
18%
44%
0%
According to the data source National Survey of
Student Engagement 2009, National Survey for WSC,
the “Student Experience in Brief” lists the following
questions and supportive data under the section,
“Enriching Educational Experiences.” This 2009 and
2012 NSSE data indicates a slight decline in almost all
categories as shown in Table 3R3.5 NSSE Student
Experience Comparisons.
Table 3R3.5 NSSE Student Experience Comparisons
2009
2012
How often do students interact with peers with different social, political, or religious views?
53% of FY students say they frequently have
47% of FY students frequently have serious
serious conversations with students who are
conversations with students who are different
different from themselves in terms of their
from themselves in terms of their religious,
religious, political, or personal beliefs.
political, or personal beliefs.
Category 3 – Page 57
Wayne State College – October 2012
How often do students interact with peers from different racial or ethnic backgrounds?
44% of FY students frequently have serious
40% of FY students frequently have serious
conversations with those of a different race.
conversations with those of a different race or
ethnicity.
How many students study in other countries?
By their senior year, 9% of students have studied
By their senior year, 2% of students have
abroad.
studied abroad.
Do students participate in activities that enhance their spirituality?
26% of FY students frequently engage in
33% of FY students frequently engage in
spiritually enhancing activities such as worship,
spiritually enhancing activities such as worship,
meditation, or prayer.
meditation, or prayer.
What percentage of students participate in community service?
By the time they are seniors, 70% of students have By the time they are seniors, 66% of students
participated in community service or volunteer
have participated in community service or
work.
volunteer work
3R4. Results for stakeholder satisfaction.
According to the Career Services Graduate Survey
from students receiving a bachelor’s degree from
December 2010 through August 2011, 99% are
employed or enrolled in graduate school or continuing
education. The survey had a 76% response rate.
The Graduating Student Survey is administered to all
approved graduation candidates and is mailed to
candidates approximately mid-semester of their term of
completion. It is included with their informational
packet regarding the graduation ceremony and
procedures. The survey was originally created for
institutional assessment purposes and captured
essential data such as demographics, evaluation of
campus services, and perceptions of individuals’
abilities. When meeting the requirements for the
Voluntary System of Accountability (VSA), we
expanded the survey to include additional questions
relating to the students’ future plans.
Another indication of stakeholder satisfaction using to
2009 NSSE data, indicates 84% of the seniors would
choose this school again if they could start their college
career over. Table 3R4.1 shows IPEDS graduation and
transfer-out rate (2004 cohort); graduation rate cohort
as a percent of total entering students and retention
rates of first-time students (Fall 2012). The Graduation
rate cohort includes all full-time, degree/certificateseeking undergraduate students. Entering class
includes all students coming to the institution for the
first time. Only institutions with a mission to prepare
students to transfer are required to report transfers out.
Graduation and transfer-out rates are the Student
Right-to-Know rates. Retention rates are measured
from the fall of first enrollment to the following fall.
Four-year institutions report retention rates for students
seeking a bachelor’s degree. Median values for the
comparison group will not add to 100 percent. N is the
number of institutions in the comparison group.
Table 3R4.1 Graduation and transfer-out rate
WSC
Comparis
on Group
Median
(N=11)
Graduation rate, overall (N=11)
47%
37%
Transfer-out rate (N=8)
39%
26%
Graduation rate cohort as a
74%
49%
percent of total entering students
(N=11)
Full-time retention rate (N=11)
68%
66%
Part-time retention rate (N=11)
0%
38%
Source: U.S. Department of Education, IPEDS; Spring
2011, Graduation Rates component and Fall
Enrollment component.
Table 3R4.2 Time to program completion, indicates
bachelor’s degree graduation rates of full-time, firsttime, degree/certificate-seeking undergraduates within
4 years, 6 years, and 8 years: 2002 cohort. The 6-year
graduation rate is the Student Right-to-Know (SRK)
rate.
Table 3R4.2 Time to program completion
WSC
Comparison
Group Median
(N=11)
4 years
26%
17%
6 years
48%
33%
8 years
49%
37%
Source: U.S. Department of Education, IPEDS;
Spring 2011, Graduation Rates component and Fall
Enrollment component.
WSC has a high 48% 6-year graduation rate as
compared to our peers for an open enrollment
institution.
Category 3 – Page 58
Wayne State College – October 2012
3R5. Building relationships with key stakeholders.
Since its founding, the Wayne State Foundation has
focused on providing students with scholarships. With
the initial scholarship support of $1,300 in 1962 to
over $1 million awarded in 2009-2010, the Foundation
continues its commitment to increase scholarships for
Wayne State College’s more than 3,500 students.
The President’s Society was formed to encourage the
active participation of alumni, friends, and business in
the affairs of the College and to establish an exemplary
pattern of annual support. Members are recognized for
their financial leadership and counsel which help fulfill
Wayne State College’s mission. Contributors are
recognized through the President’s Society
membership at various levels of support.
WSC has developed a relationship with area K-12
schools with our Northeast Nebraska Teacher
Academy (NENTA). This program provides an
opportunity for our education majors to be substitute
teachers for area schools. Collaborative agreements
have been reached with several community and four
year colleges for transfer of credit.
The Wayne State College Teacher Education Advisory
Council can be described as an internal/external
advisory group for the School of Education and
Counseling. TEAC is chaired by the Dean. This group
helps to initiate changes in curriculum, academic
programs, and activities to meet the needs of Wayne
State College students as well as the needs of K-12
schools in our regional service area. The group acts as
a sounding board for the evaluation of current practices
and is encouraged to share ideas for improvement.
The Teacher Education Advisory Council is made up
of faculty members from the School of Education and
Counseling, secondary education faculty members
from across campus, area school administrators, and
area K-12 teachers. Members serve on the Council for
a two year period. The committee meets once per
semester for an evening dinner meeting in the WSC
Student Center. TEAC meetings allow information to
be shared and input gathered on future initiatives.
Some examples of WSC programs that were formed as
a result TEAC input are: English as a Second
Language supplemental endorsement, MSE Learning
Communities, Elementary Leadership Conference, and
the Mamie McCorkindale School Museum project.
TEAC also has a role in the NCATE accreditation
process. TEAC members have reviewed material in
preparation for onsite visits. They also meet with
members of the NCATE team during the campus visit.
TEAC members were involved with the 2010-2011
School of Education renewal initiative.
Following a feasibility study conducted in 2005 by
Research Associates, a collaborative initiative between
Northeast Community College and Wayne State
College was started. It was determined that Northeast
Community College and Wayne State College would
collaboratively build a new facility (College Center) at
1001 College Way in South Sioux City, Nebraska. This
facility provides a new location for Wayne State
College to offer classes. The feasibility study used five
different populations (General, K-12 education,
Business, Health, and high school students) and
gathered data through telephone interviews and selfadministered written questionnaires. While both
institutions had previously provided limited course
offerings and degree programs in that area, the results
of the study indicated that the extent of the programs
offered were undersized compared to the market area
and demand of the region. The area is experiencing
strong economic and demographic growth—most
notably in the ethnic minority population. The College
Center benefits Wayne State College on many levels—
recruitment, development, and public relations—by
expanding our market reach and creating valuable
partnerships.
The collaborative partnership between Wayne State
College and Northeast Community College in the same
building provides unique opportunities for students to
earn associate, baccalaureate, and master's degrees
without having to relocate, a combination of
customized training for businesses and industry,
continuing education, licensing programs, and career
and technical training. In addition, this innovative
learning center offers students the opportunity to
complete two year degrees from Northeast Community
College and continue their program of study toward a
four year degree from Wayne State College—all in the
same location.
Construction on the approximately 39,600-square-foot
facility began in July of 2009. The building opened in
March of 2011. A capital campaign was used to raise
monies for the facility. The $12 million needed of the
total $12 million project cost was funded through the
contributions of the two colleges, private donations,
foundations, and federal funds.
In addition to the academic programs offered at the
College Center, Wayne State College and Northeast
Community College will provide a number of frontline services for students. These services will include
tutoring; advising; assistance with financial aid,
registration, and disability services; testing; student
accounts; and limited library and bookstore operations.
Academic oversight of curriculum delivery and
Category 3 – Page 59
Wayne State College – October 2012
assessment will remain under the direction of the Vice
President for Academic Affairs and Academic Deans
on the main campus in Wayne and Norfolk.
Administrative oversight for financial aid, student
records, and all budgeting and hiring authority will be
maintained on the main campus as well. The
community and region will benefit not only from the
programs and services provided by the College Center,
but by the increased strength and financial viability of
the College so WSC can continue to serve the region
into the future. Both institutions in cooperation with
the City of South Sioux have developed an inter-local
agreement and are defining joint construction,
administration and operation parameters of the facility.
The Coordinating Commission and both institutional
governing boards approved the proposed College
Center.
Our Mission states: Wayne State College is a
comprehensive institution of higher education
dedicated to freedom of inquiry, excellence in teaching
and learning, and regional service and development.
Offering affordable undergraduate and graduate
programs, the College prepares students for careers,
advanced study, and civic involvement. The College is
committed to faculty-staff-student interaction, public
service, and diversity within a friendly and collegial
campus community.
Therefore, we plan to continue our excellence in
teaching and learning and regional service by offering
courses that could lead to any degree already approved
by the Higher Learning Commission for Wayne State
College at the College Center in South Sioux City.
3R6. Results comparisons.
WSC’s processes for understanding student and other
stakeholder needs are consistent with other AQIP
institutions in the use of internal surveys, feedback,
and national norms using the Noel-Levitz and National
Survey of Student Engagement Surveys. Data is posted
on the Assessment Web site.
Alumni satisfaction is demonstrated through “giving
back to the institution.” The alumni participation rate,
defined as the percentage of alumni who make
contributions to their alma mater, is a figure used by
US News and World Report when ranking colleges and
universities in their annual “American’s Best Colleges”
edition. Wayne State College was ranked among the
top 100 Midwest colleges in the 2013 US News and
Work Report edition of “Americas Best Colleges.” The
Alumni participation rate as reported to US News and
World Reports for the Fiscal Year 2010 was 17%.
3I1. Recent improvements.
WSC routinely uses data and feedback to make
improvements. Recent changes in admission’s
procedures, college visitation agendas, freshman
orientation, and registration procedures have been
modified and enhanced to better satisfy student and
other stakeholders’ needs. The new student information
system has improved class registration and advising
procedures.
Many recent improvements have taken place in the
processes for this category. Those improvements are
noted in the following areas.
Service-Learning: Expanding Service-Learning
initiatives is the goal of a 2010 AQIP Action Project,
titled, “Enhancing the Serving to Learn and Learning
to Serve Initiative.” This project is expanding on the
improvements already made in this area. Now in its
14th year (2012), WSC on average, has more than 500
students participate in a Service-Learning project each
semester. The program gives community members
insight into the many positive aspects of the college
and its students. Through a service-learning project,
people see how the college is a valuable resource. The
projects provide an avenue for important relationships
to form between faculty members, business owners,
non-profit organizational leaders, school teachers and
community leaders. Wayne State is pleased to
announce that the college was included in the
President's Higher Education Community Service
Honor Roll for 2011 and 2012. Recipients are honored
for their “exemplary, innovative and effective
community service programs.” The students, faculty,
and community partners who made it possible for
WSC to be named to the President's Higher Education
Community Service Honor Roll are to be commended.
The Wayne State Service-Learning program promotes,
mobilizes, and supports the efforts of the college,
united in strengthening academic and co-curricular
programs through Service-Learning in Northeast
Nebraska, the state and the nation. Service-Learning
also plays an important role in engaging and retaining
Wayne State students.
MBA Program Receives Recognition: Wayne State's
online MBA program has grown steadily in size and
reputation since being approved by the Higher
Learning Commission in 2007. The college is excited
to announce that GetEducated.com, a consumer group
that reviews and ranks online universities for cost,
quality, and credibility, has ranked Wayne State No. 1
nationwide for the affordability of its program since
2010. The online university cost rankings of the top
best values in online MBAs are based on a
comprehensive, independent survey of 90 regionallyCategory 3 – Page 60
Wayne State College – October 2012
accredited business schools that offer 250 MBA
degrees via distance education. Wayne State College
earned an "A" in affordability for its general online
MBA. Total degree cost: about $6,750. By
comparison, the average cost for an online master's in
business (regionally accredited category) is $22,924.
Retention and Graduation Rates: Wayne State is
known regionally for the culture of student success that
drives the College's outstanding student graduation
rate. Now that recognition has moved onto the national
stage. A recent report published by the Southern
Regional Education Board (SREB) profiled Wayne
State among 15 public colleges and universities from
across the nation, noting that WSC's "success in raising
graduation rates may provide other institutions with
practices and strategies that work to help more students
succeed."
These 15 public colleges and universities - including
institutions in Kentucky, Mississippi, North Carolina
and Texas - are outperforming most similar institutions
in helping students stay on track and graduate, a major
new report from SREB shows. The report, Promoting a
Culture of Student Success: How Colleges and
Universities Are Improving Degree Completion,
profiles six public institutions in SREB states: Murray
State and Western Kentucky universities in Kentucky,
Delta State University in Mississippi, North Carolina
Central and Elizabeth City State universities in North
Carolina, and Sam Houston State University in Texas.
Healthcare Needs of Rural America: The Rural
Health Opportunities Program (RHOP) and the MidAmerican Rural Health Opportunities Program
(MARHOP) are designed to address the special needs
of rural America by encouraging rural students to
pursue a health career and then return to rural America.
The programs are a cooperative between WSC and the
University of Nebraska Medical Center and Creighton
University. The programs continue to grow in number
of students and offerings.
3I2. Selecting processes to improve.
Our culture and infrastructure processes for
improvement have been noted by other stakeholders.
WSC welcomed the U.S. News & World Report
college rankings (2010), which ranked the college 88th
among Midwest universities. The college was ranked
92nd in the 2009 edition. Wayne State also is ranked
33rd among the public colleges in the 2010 report.
"These things don't happen by themselves," said Curt
Frye, President of Wayne State. "It's a combination of
hard work and a commitment to providing a quality
education at one of the most affordable prices in the
region. We have seen a steady climb in the USNews
report during the past 10 years and we expect to
continue to rise. We know rankings don't define us, but
we are heartened to receive recognition for our
devotion to keeping classes small, alumni engaged and
students on track to finish their degrees."
A look at the numbers used to calculate the rankings
reveals several areas of excellence at the college. Of
the 142 universities in the college's 12-state region,
only 18 had a higher rate of alumni giving rate (16
percent of WSC alumni give). The Wayne State
Foundation continues to reach our graduates and
engender a sense of appreciation for the outstanding
education they received at the college. That gratitude
often translates into gifts that further the mission of the
college. The foundation plays a pivotal role in ensuring
that students have access to the resources they need to
afford college.
The college's graduation rate and freshmen retention
rate (49 percent and 69 percent respectively) were on
par with schools ranked much higher than Wayne
State. The college takes great pride in noting these
retention/graduation rates given that Wayne State has a
100 percent acceptance rate versus a rate that plunges
as low as 41 percent among the universities with higher
ranking.
Students frequently put class size at the top of their
reasons for college choice. The report noted that 42
percent of Wayne State's classes have less than 20
students, compared to 45 percent for Creighton
University, which was ranked first overall among
Midwestern universities. Of the 142 colleges and
universities in the Midwest rankings, only 41 joined
Wayne State with having one percent or less of classes
of more than 50 students.
During the fall of 2010 WSC celebrated their many
successes during the College’s Centennial celebration.
Overview
WSC employed 125 full-time faculty, 99 part-time
faculty, and 28 graduate assistants during Fall 2010.
The total student enrollment for that semester was
3,571 yielding a faculty/student ratio of 19 to 1. Eighty
percent of ranked faculty hold a terminal degree; the
average faculty age is 51; and the average faculty years
of service is 14. All full-time faculty and staff
employed during fall 2010 are listed in Table O4.1
Employee Numbers. In addition, an organizational
chart for WSC can be found on the Web site.
Category 4 – Page 61
Wayne State College – October 2012
Table 04.1 Employee Numbers
FULL-TIME FACULTY AND STAFF
FALL 2010
FACULTY (by School):
Arts and Humanities
33
Business and Technology
26
Education and Counseling
19
Natural and Social Sciences
47
ADMINISTRATION/PROFESSIONAL STAFF:
Administration (President, Vice Presidents, Deans)
9
Directors and Managers
34
Coaches, Assistant Coaches, Athletic Trainers
15
Technology (Admin. Systems, Network Services,
15
Graphic Design)
Other Student Services Professional Staff
21
All Other Non-Supervisory Professional Staff
28
SUPPORT STAFF:
Clerical and Secretarial
55
Service and Maintenance
63
This category is still progressing from a reacting
maturity level to a more systematic and aligned level of
maturity. The 2009 Systems Appraisal Feedback
Report reported 6 strengths, 5 opportunities, and 10
outstanding opportunities for Category 4. A job
description study was completed in 2010, for all
professional staff positions with new job descriptions
designed and aligned with state descriptions.
In 2004, the Human Resource Department was
established and a Human Resource Director was hired
as a direct result of a completed AQIP Action Project,
“Human Resources Development.” The position was
vacated in 2005 and an interim was hired in 2006.
Since, a full-time Human Resources Director has
increased the office personnel to include four
additional employees. The Human Resources
Department (HR) is the hub of all hiring and other
personnel related issues. The HR also provides
professional development on various employee/
supervisor issues as a result of documented requests,
interest, and NSCS Board recommendations. The
Human Resources Department is responsible for
developing and administering a comprehensive human
resources services program for all personnel at Wayne
State College. It acts in accordance with the policies
and procedures of Wayne State College, the Board of
Trustees of the Nebraska State College System, the
State of Nebraska, the Federal government and general
standards of human resources administration.
Bargaining agreements exist between the Board of
Trustees for the Nebraska State Colleges and the State
College Education Association (SCEA), the Nebraska
State College Professional Association (NSCPA), and
the Nebraska Association of Public Employees
(NAPE) for the purpose of establishing mutually
acceptable procedures, practices, and conditions
regarding rates of pay, hours of work, and conditions
of employment.
WSC is organized as part of the Nebraska State
College System (NSCS) that serves close to 9,000
students from Nebraska and surrounding states through
three geographically diverse institutions: Chadron State
College, Peru State College and Wayne State College.
Combined, the three colleges offer more than 200
degree, certificate, and pre-professional programs that
are accessible on the three campuses, via the internet,
and in several satellite locations throughout the state.
With more than 250 credentialed faculty and 50,000
successful graduates, the NSCS provides significant
human and intellectual capital that contributes to the
current and future economic strength of the State of
Nebraska.
4P1. Identifying credentials.
We seek credentialed, creative, energetic individuals
we believe will be compatible with WSC’s mission and
values, with our students’ needs and goals, and with
colleagues. We hire by identifying needs and
qualifications that are incorporated into an approved
job description working closely with supervisors and
appropriate vice presidents. Our State College
Education Association (SCEA) union contract specifies
academic credentials for faculty. The Nebraska State
College System Professional Association (NSCPA)
and the Nebraska Association of Public Employees,
Local #61, American Federation of State, County and
Municipal Employees (NAPE) unions specify hiring
terms for the professional and support staff employees.
The credentials, skills and values that are listed in the
various employees’ job descriptions are formulated to
coincide with the other two state colleges through the
Nebraska State College Systems office. The Human
Resources Department is notified by the various hiring
managers when a position becomes vacant. Human
Resources posts a position after it is approved by the
appropriate Vice President and currently with the
budget constraints some positions are first submitted to
the President. The Human Resources Director, hiring
manager and search committee formulate the vacancy
announcement to be advertised. The State College
Education Association (SCEA) union is for the purpose
of establishing mutually acceptable procedures,
practices, and conditions regarding rates of pay, hours
of work, and conditions of employment for faculty to
be observed by the parties to the SCEA Agreement on
the three state college campuses. The Nebraska State
College Professional Association (NSCPA) for
professional personnel and Nebraska Association of
Category 4 – Page 62
Wayne State College – October 2012
Public Employees (NAPE) for support personnel
govern the decisions for these units.
4P2. Hiring processes.
Faculty and employees are hired based on need
determined by the Academic Deans and unit
supervisors centered on budget funding allocations.
Core Component 3.C. and Core Component 3.C.1
According to Board Policy 7000, Budgets, The
academic requirements of the State Colleges shall drive
the operating and capital construction budgets. Nothing
in the budgets shall be deemed sacrosanct, and no part
of the State Colleges’ operations will be immune from
scrutiny or possible reallocation if evaluations
determine that such action is necessary for an efficient
and effective operation. Core Component 3.C.2 The
State College Education Association (SCEA) union
contract specifies academic credentials for faculty
under Article XXI. Hiring. The Nebraska State College
System Professional Association (NSCPA) and the
Nebraska Association of Public Employees, Local #61,
American Federation of State, County and Municipal
Employees (NAPE) unions specify hiring terms for the
professional and support staff employees. The
agreement states: “all candidates will be provided a
general description of assigned duties. The Faculty
rank at the time of hire shall be determined by the
President. The terms and conditions of every faculty
“Probationary/Tenure /Track Appointment” shall be
stated or confirmed in writing and a copy will be
supplied to the faculty member.” Background and
reference checks are made on all applicants. All
instructors are confirmed to possess an academic
degree relevant to what they are teaching and at least
one level above the level at which they teach.
According to the NAPE Agreement, in Article 4,
Hiring Sections 4.0 and 4.1, it states; whenever a
vacant position, which is covered by this Agreement, is
posted, a notice of such openings will be listed on
designated employee bulletin boards and the College
website stating the job title, description, qualifications,
date of availability, and where appropriate, minimum
pay. The Employer may consider external candidates
for any vacant position as well as internal candidates
and may conduct internal and external searches
simultaneously. The Employer shall fill job vacancies
using a variety of factors including, but not limited to,
knowledge required, work experience and ability,
relevant job related tests, and, if applicable, active
recall rights. If the qualifications and suitability of
external and internal candidates are relatively equal,
the Employer will select the most senior internal
candidate. Table 4P3.1 General Hiring Process details
this process.
WSC is an equal opportunity institution and does not
discriminate against any student, employee or applicant
on the basis of race, color, national origin, sex,
disability, religion, or age in employment and
education opportunities, including but not limited to
admission decisions. WSC has designated an
individual to coordinate the College’s nondiscrimination efforts to comply with regulations
implementing Title VI, VII, IX, and Section 504.
Inquiries regarding non-discrimination policies and
practices may be directed to the Director of Human
Resources, who serves as the Title IX Compliance
Coordinator.
4P3. How we recruit, hire, and retain employees.
Administrative and faculty positions are advertised in
the Chronicle of Higher Education, discipline specific
trade and professional journals, local newspapers,
and on the College Web site. Support and
professional staff positions are advertised in local and
state newspapers. Job descriptions are fashioned by
departmental discussion of student needs and/or
position requirements and a resulting consensus. In
the case of work-study positions, staff receive a list
from financial aid, interview students, and hire on the
basis of compatibility and skills. Part-time student
workers that are not on work-study are also
considered for employment. Experience is desirable,
but optional; as these student workers are trained on
the job. Changes in work-study personnel are
expected to occur each semester because students
graduate, their financial aid status changes, or they do
not fit the position. In the current climate of deficit
and budget cuts, the retirement of an existing faculty
member or the retirement/resignation of
administrative personnel, support staff, or
professional staff generates the plans for a new hire
or a decision to eliminate the position.
Each appointed search committee screens applications
including letters of recommendation, verifies
references, and conducts telephone conference calls
and personal interviews. Candidates are then identified
to bring to campus for an interview process which
includes meeting with various pertinent personnel and
departments through formal sessions. To ensure all
campus groups’ involvement and enfranchisement,
open sessions which may include vice presidents,
deans, the college president, staff, faculty and students
are held to meet and screen each of the finalists. The
finalists’ interview itineraries for most positions are
announced and disseminated by HR via email and the
campus electronic communication mode called
“Campus at a Glance.” Comment sheets for the open
sessions are provided and compiled by HR to ascertain
individual feedback to the search committee.
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Wayne State College – October 2012
Comments are shared with the hiring manager. Hiring
processes must also coincide with the collective
bargaining agreements when applicable. The hiring
Responsibility
Hiring Supervisor
Senior Administrator
Human Resources
Human Resources
Human Resources and
Hiring Supervisor
Affirmative Action
Officer/Human Resources
Director
Human Resources or Hiring
Supervisor and Search
Committee
Search Committee
Search Committee
Search Committee and
Campus Sessions
Search Committee
Human Resources
Hiring Supervisor
Human Resources and
Hiring Supervisor
Human Resources and
Hiring Supervisor
President’s Office
Candidate
Human Resources
process consists of the steps shown in Table 4P3.1
General Hiring Process.
Table 4P3.1 General Hiring Process
Process Description
Submits for approval a position description (uniform format) accompanied by a
signed requisition
Appoints a balanced search committee
Reviews and classifies position; establishes pay grade
Sends staffing requisition with new position description to the budget committee
for approval. Requisition for an existing position requires a budget committee
member’s signature
Base advertising on position description and Affirmative Action guidelines
Reviews application materials and follows up with search committee chair
Reviews applicant pool and establishes a short list; Human Resources reviews
short list before candidates are invited to campus
Conducts phone interviews
Conducts reference checks
On-campus interviews of candidates, candidates are provided benefits information
Compiles strengths and weaknesses of interviewed candidates, submits to Human
Resources
After candidate selection, sex offender and other background checks are
completed
Recommend applicant to hire
Negotiates salary within an approved range
Position is offered and a starting salary is negotiated
Sends letter of appointment/contract
Returns signed contract
Compiles records and files and provides new employee orientation
Retention begins with a thorough hiring process and is
maintained by creating a positive employee climate.
Employees have excellent benefits and opportunities
for professional training, following the negotiated
agreements. Based on Fall 2011 figures, the Office of
Information Management reports 59% of full-time
faculty positions, 39% of the professional staff
positions, and 53% of the support staff positions are
held by employees with over 10 years of service to
WSC. The average years of faculty service in each
school is: Arts and Humanities, 14 years; Business and
Technology, 17 years; Education and Counseling, 17
years; and Natural and Social Sciences, 11 years. The
average years of service ranking are: Professors, 21
years; Associate Professors, 13 years; Assistant
Professors, 5 years; and Instructors, 4 years. A
breakdown of full-time faculty years of service is
shown in Table 4P3.2 Full-time Faculty Years of
Service Fall 2011.
Table 4P3.2 Full-time Faculty Years of Service
Fall 2011
0-5 yrs
27%
6-10 yrs
14%
11-15 yrs
16%
16-20 yrs
15%
21-25 yrs
12%
26-30 yrs
6%
Over 30 yrs
10%
4P4. Employee orientation.
The Human Resources Department schedules new-hire
orientations for all employees. They meet with the new
hires and discuss the employment entry and exit
process as well as employee benefits.
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Wayne State College – October 2012
Administration, faculty, professional staff and support
staff are also oriented using handbooks of employee
conduct, union contract specifications, and sexual
harassment guidelines. All employees have access to
the employee handbook which provides basic
orientation and employment information. It is College
specific and sent annually to the union. The Nebraska
State College System also has information which
covers all three state colleges in the system. At the
beginning of each academic year, each faculty member
shall receive an email notice that provides active links
to the NSCS Board Policy Manual and the current
Agreement with the unions. In department meetings
and meetings/workshops with all faculty and staff
members, the institution’s history, mission, and values
are often reviewed.
New professors may be assigned mentors from the
ranks of senior colleagues, to help facilitate
transitions and to provide direct access to needed
information during the first year. A centralized brief
orientation is provided for new faculty prior to the
beginning of each fall term. An annual evaluation
procedure is set up for faculty members and follows
SCEA procedures. In that process, faculty are asked
to comment on the development activities they
undertook throughout the year. If those activities are
plentiful and match the larger goals of the College,
they are reinforced through positive comments on the
evaluation document. If the developmental activities
are scarce or they do not match the larger goals of the
college, this too, is noted as an area that needs
improvement on the evaluation document.
The Professional Staff Senate is in the process of
developing a mentor program for new employees
throughout their departmental units. Professional
Staff has a formal evaluation process to annually
determine training and development needs based on
goals set. On-going training and development is
required for some to remain licensed in their
profession. The institution supports this training
through provision of time and resources to
accomplish the training goals.
ongoing processes of program assessment and
evaluation; closely monitor developing professional
program and curricular trends, closely monitor national
and state accreditation standards, and current
field/market trends and needs in various professional
areas. Supervisors also monitor program enrollments,
curricular needs and revisions, current faculty
members' expertise, and other aspects of faculty
contribution/needs (advising, program development,
assessment, scholarly activity, service) to determine
areas of greatest need in meeting current and future
academic goals. Upon completing a comprehensive
needs assessment, supervisors then communicate
personnel needs to the Vice President for Academic
Affairs and President to fill positions in priority order.
For staff positions, the academic supervisors
collaborate with departmental faculty and staff to
monitor administrative and support service needs in
schools and departments. The HR Office works
directly with the Vice Presidents, Deans and Directors
in reviewing replacement of vacant staff positions and
necessary personnel changes, and determines the
appropriate response to such changes.
4P6. Designing work processes.
The President’s Cabinet, Academic Council, the
President’s Council for Diversity, Faculty Senate,
Professional Staff Senate, Support Staff Senate, and
Student Senate provide exchanges of information and
assist with improving the work processes through
suggestions and concerns during regularly scheduled
meetings. They discuss and assess current issues and
needs as they arise. Schools and departments also hold
timely meetings and ensure meeting times are
convenient for all pertinent personnel to attend.
A Strategic Planning Retreat is conducted biennially to
update and analyze the current institutional Strategic
Plan. Employees from all areas of the college areas
have representation at the retreat where ideas are
brainstormed, prioritized and incorporated into the next
Strategic Plan.
Support Staff receive on-the-job training. Some of
their tasks require specialized technical training,
which the institution supports through workshops and
classes set up on campus. Safety issues with regard to
use of chemicals and emergency procedures are
addressed through specific workshops or through
departmental memoranda.
Grievance procedures are outlined in the Board of
Trustees Policy Manual and/or Collective Bargaining
Agreements as follows: Faculty Employees – Board
Policy 5102 & NSCS-SCEA Bargaining Agreement
Article 9, Professional Staff Employees – Board Policy
5103 & NSCS-NSCPA Bargaining Agreement Article
11, and Support Staff Employees – Board Policy 5104
& NSCS-NAPE Bargaining Agreement Article 15.
4P5. Planning for personnel changes.
Academic supervisors collaborate with faculty to
address personnel needs. For faculty, academic
supervisors collaborate with departmental faculty in
Information obtained from employee exit interviews
are used to assist in organizational productivity and
employee satisfaction. Each department is empowered
to develop work processes and activities that will
Category 4 – Page 65
Wayne State College – October 2012
maximize effectiveness, efficiency and customer
service, while providing a positive working
environment for the employees involved. The NSCS
Board has also implemented appropriate policies
against discrimination and harassment to ensure
relevant protections.
4P7. Ensuring ethical practices.
Core Component 2.A Ethical practices are the
responsibility of every individual and all employees are
informed of the institution’s professional ethics
guidelines. Peer review of ethical concerns takes place
on a departmental basis. Ethical practices are
established by policy, including but not limited to
sexual harassment policy, FERPA, and equal
employment opportunity guidelines. FERPA guidelines
are available to all employees and training is done by
individual departments. HIPAA compliance is
enforced by the Student Health Office. When policies
are not met, the situation is promptly addressed by the
employee’s immediate supervisor and action is taken to
remedy the situation. If the situation involves serious
violations, the HR Director is consulted along with the
appropriate Vice President to discuss the next steps for
corrective action.
An offer of employment is dependent upon a
satisfactory background check, specifically a criminal
history check. The College uses Avert, Inc. to conduct
the criminal history check. Because Avert is a
consumer-reporting agency, a criminal history check
conducted by them is technically a consumer report.
The Nebraska State College Board of Trustees and
Wayne State College recognize and affirm its
responsibility and commitment to maintain a drug-free
workplace environment according to Policy: 5006
Drug-Free Workplace. In accordance with this
responsibility and to ensure worker safety and
workplace integrity, the Board prohibits the illegal
manufacture, possession, distribution or use of
controlled substances in the workplace by its
employees or those who engage or seek to engage in
business with the State College System. The College is
continually striving to provide a workplace that is safe
and provides appropriate motivation to ensure a
creative and productive work force and student
learning environment.
The College ensures that faculty, students, and staff
acquire, discover, and apply knowledge responsibly.
Core Component 2.E. and Core Component 2.E.1
WSC Human Subjects Institutional Review Board
(HSIRB) abides by the Code of Federal Regulations,
Title 45: Public Welfare”, developed under the
Department of Health and Human Services division of
the National Institutes of Health, Office for the
Protection From Research Risks, Part 46: “Protection
of Human Subjects.” This policy was developed as a
guide to ethical research involving human subjects and
is shown in Table 4P7.1.
Table 4P7.1: HSIRB Approval Process
WSC HSIRB Approval Process:
http://www/wsc.edu/research/
Does your
Research Involve Human
Subjects?
No:
Yes:
Download Proposal Form and Guidelines
From “Research” Quick Link
NOTE: Deadlines for next Full Review Meeting
Contact Committee Member with Questions
Choose Review Classification:
(See WSC Guidelines)
1. Exempt from Full Review
2. Expedited Review
3. Full Review
Submit application to Vickie Loofe:
Note Request for Exempt or Expedited Review
1. Exempt Review is confirmed by HSIRB Chair within 14 days
2. Expedited Review is reviewed by Chair and one other
Committee member within 14 days.
3. Full Review will be made by the HSIRB at the next Scheduled
Meeting
Make Revisions
And Resubmit to
Chair
If IRB Response is:
Conditional
Approval
Approval
Rejection
Start Research
Start Over
BJE 04.09.04
The goal is to protect vulnerable individuals from
unnecessary harm while maximizing the potential
benefits resulting from research. It is the responsibility
of all researchers to be knowledgeable of and follow
Federal Guidelines for ethical research involving
human subjects. Failure to do so not only compromises
the integrity of the entire WSC community but may
jeopardize federal funding for WSC. Following these
guidelines protects both the subjects and the
researchers. Core Component 2.E.3 Academic
dishonesty will not be ignored according to the WSC
Student Handbook. It is a disservice to both faculty and
student whenever such actions are ignored. According
to NSCS Policy 3100, Conduct & Discipline; Students;
The Board grants authority to the Presidents to
designate appropriate officers, establish representative
college committees, render initial decisions and
provide appeal procedures in regard to allegations of
academic dishonesty; grade appeals; failure to pay a
financial obligation or academic performance,
achievement, probation and suspension.
Category 4 – Page 66
Wayne State College – October 2012
4P8. Training needs.
Trainings are continually being planned and
implemented when a need is determined for
institutional employees. These training needs are
determined by the immediate supervisors of faculty
and staff. Specialized training is provided for all new
hardware and software implementations by the
Training Resource Center (TRC). Emergency and
crisis procedure training is coordinated by the campus
Crisis Management Team.
During the third Strategic Forum attended by the
institution, a train-the-trainer Action Project entitled,
“CST: Computer Software Training,” was created and
implemented to assist in the major student information
system software conversion between the old and new
student information systems. The “train-the-trainer”
process worked so well that the process is being used
to further train personnel when needed. In addition, the
TRC (Training Resource Center) offers timely
computer software training on various software
packages utilized across the institution.
records for defensive driving courses and other
trainings as deemed necessary for employee records.
Blood borne pathogen training is given to employees
with the potential of occupational exposure and is
provided at no cost to the employee. New employees
receive this training before their initial assignment. All
employees must receive annual training.
Professional staff has an annual performance
evaluation process to determine training and
development needs based on the goals set. Campus
student workers are acclimated to procedures and
guidelines by the respective department of whom they
are employed.
The custodial support staff employees are provided
training on chemical use by the chemical company
representatives and vendors. The training is on scrub
machines (how to operate and clean), vacuum care and
maintenance, and waxing floors and floor care.
Training on energy plant safety and other pertinent
issues are offered to keep employees up to date.
The Human Resources Department sponsors trainings
on various employee related concerns throughout each
academic year. Seminars on ergonomics, safety, sexual
harassment, insurance, employee job descriptions, and
others have been offered. A four-part professional
development program on customer service by Noel
Levitz, called “Connections Training” was offered to
support staff. Brown Bag sessions are held on various
professional development topics.
Campus Security Officers receive training pertinent to
enhancing their job performance skills and safety for
the campus. They are trained in first-aid, CPR, criminal
investigation, and defensive tactics.
Employees are encouraged to participate in
professional development activities such as state,
regional and national conferences, webinars or other
training. Employees are able to gain knowledge which
is current and relevant to both instructional and noninstructional activities. The Vice President for
Academic Affairs has a discretionary travel support
budget that faculty may request to use for professional
development. Faculty are also allocated a small travel
budget for professional development activities each
year through department budgets.
The Crisis Management Team conducts periodic
tabletop exercise discussions and mock crisis drills to
review and update procedures.
Brown bag discussions are held to bring faculty and
staff together to discuss teaching and learning topics or
any issue bearing interest to higher education for the
purpose of exchanging information for professional
development.
4P9. Training and developing employees.
A new faculty orientation is conducted prior to each
fall term for newly hired faculty and graduate
assistants. The day is organized by the Vice President
for Academic Affairs. A formal “top down” procedure
is in place for encouraging faculty development, but
informal mentoring procedures are used at the
academic unit level with faculty members availing to
each other for assistance/guidance. Training is
reinforced through employee assessment and additional
training opportunities. The HR Office maintains
On campus and on-site technology training
opportunities are made available as technology
changes become implemented throughout the
institution.
Travel to instate and out of state conferences for
training is provided through designated travel funds.
Sabbatical leave for faculty is also available for
professional growth.
4P10. Personnel evaluation system.
All employees’ evaluation procedures and processes
are designed and in compliance with the collective
bargaining units’ union agreements. WSC faculty,
administrative employees, professional and support
staff are evaluated annually by their supervisors. Their
job description outlines specific duties and
responsibilities. The annual evaluation reflects how
well these requirements have been fulfilled.
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Wayne State College – October 2012
The WSC President is evaluated by the Vice Presidents
and the Nebraska State College System’s Chancellor.
The evaluation is reviewed by the System’s Board of
Trustees. The Vice Presidents are evaluated by the
President. The job performance of some administrative
staff, such as the Vice President of Academic Affairs
and the Deans for the respective schools is also
evaluated by faculty.
Core Component 3.C.3 Tenured faculty are evaluated
annually by their Deans and each semester by students,
who complete a questionnaire and add remarks as
desired. The purpose of the faculty’s evaluation
process is to improve instruction, encourage and
support professional development, and provide
information necessary for personnel decisions,
including reappointment, promotion, and tenure
decisions. All faculty in the bargaining unit are
evaluated once each academic year and the evaluation
is to be completed prior to campus submission of
salary recommendations for the upcoming academic
year. Core Component 3.C.4 A professional
development plan and set of goals for the next calendar
year are submitted with the annual evaluation
materials. The goals and plan should refer to each
evaluation criterion (teaching, scholarship, and
service), one’s professional development, and the
goals/objectives of the department, school and College.
The Department Chair reviews and signs the goal form
and then forwards the goals to the Dean. Core
Component 3.C.5 According to the SCEA Negotiated
Agreement, Section 5.5 Work Environment, 5.5.1
Office Hours, Office hours on campus are required of
all faculty, at least five (5) hours per week for no less
than three (3) days per week. Reasonable allowances
for office hours may be arranged upon mutual consent
between the faculty member and the Dean.
A standard form created by the College is used to
evaluate all support staff. The support staff’s
immediate supervisor completes the evaluation form
and forwards it to the next higher supervisor or vice
president for additional remarks. After the form is
returned to the supervisor, he/she consults with the
support staff employee. At this time, the employee may
agree with the evaluation by adding remarks and
signing or disagree by not signing and providing an
optional written rebuttal. If a supervisor does not
submit an evaluation form for a support staff
employee, it is deemed as a satisfactory job
performance. Support staff interact daily with students,
facilitating and answering questions; and thus all their
employment practices relate to the college’s mission
and with AQIP Criterion 1: Helping Students Learn.
Departments annually evaluate their students’
performance in achieving their outcomes as part of the
college’s overall commitment to student success and
continuous improvement. The college also monitors
the success of its graduates through student surveys.
Core Component 3.C.6 Professional development
was provided for all faculty, support and professional
staff on Wildcats Online, the College’s online student
information system for grades, transcripts, courses,
enrollment, advising, financial aid, etc. Training was
designed through a completed AQIP Action Project,
titled “CTS: Computer Software Training.” Ongoing
trainings on various topics are offered through the
Teaching, Learning, Resource Center. The Professional
Staff Senate, Nebraska State College Professional
Association (NSCPA), Office of Student Activities and
the President’s Office started the initial stages of
developing a professional development workshop
series on campus for both support and professional
staff during the spring 2012 term. Travel funds are
available for faculty and staff to use for professional
development.
The objectives of the students evaluating the faculty is
to develop consistent procedures, forms, and time lines
for all academic schools at Wayne State College and to
provide formative and constructive feedback. Students
are instructed to take the evaluation seriously. Written
comments are highly encouraged. The results are used
for course improvement and personnel decisions.
Confidentiality is protected as evaluations are sealed at
the end of the evaluation process and taken to
Administrative Systems Computing; written comments
are compiled and typed. Instructors see the results only
after assigning final grades.
4P11. Employee recognition.
Excellence in teaching is rewarded to full-time
faculty thru nominations for the Nebraska State
College Teaching Excellence Award. Faculty who
meet the criterions of a minimum of four years of
continuous employment at a Nebraska State College
and teaching a minimum of 15 credit hours during the
academic year are considered. Recipients are
recognized at a Board of Trustees meeting.
Professional staff are evaluated annually by their direct
supervisor. As part of the evaluation process, goals are
submitted and reviewed. Ensuring these individual and
department objectives and goals align with those of the
College is an important part of the process.
Several departments sponsor award recognitions. For
example, the English Department has the BalsleyWhitmore Award which is given to an English
faculty member in recognition of his or her
contribution to teaching. The WSC Foundation also
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Wayne State College – October 2012
awards grants for faculty renewal. Faculty receiving
national rewards such as a Fulbright Grant are
allowed unpaid leave to accomplish their year of
international teaching and development.
The Student Senate offers an annual Professor of the
Year award. All full-time faculty are eligible with
nominations being submitted by students only. The
Student Senate reads the nominations and then votes
on the recipient. A certificate is awarded to the
recipient and given out at the general faculty meeting
held at the end of the spring semester.
The Professional Staff Senate sponsors an annual event
for professional staff that recognizes employees based
on years of service at WSC and a recognition award for
a Professional Staff employee of the year. This Senate
in conjunction with the WSC Foundation also awards
grants.
Service records of support staff employees are
recognized at a brunch held annually and hosted by the
Human Resources Department with food provided
from President’s funds. Two support staff employees
are also recognized by the Support Staff Senate as
Employees of the Year after being nominated by the
entire campus community and meeting the nomination
criteria. A framed certificate donated by the Support
Staff Senate and a $25 Wayne eating establishment
certificate is given by the President’s office to the
award recipients.
In November of each year as part of the WSC
Foundation Employee Campaign, one support staff
employee and one professional staff employee is
randomly drawn by the Foundation Office to receive a
reserved parking space for a one year period. To be
included in the drawing, staff must have made a
monetary donation or completed a payroll deduction
form to the WSC Foundation for the current year.
The employee benefits package enhances the total
compensation package, which allows the college to
attract and retain quality employees, which is key to
effectively carrying out the College’s mission in both
instructional and non-instructional areas.
Collective bargaining units represent the faculty
(SCEA), professional staff (NSCPA) and support staff
(NAPE). Contract negotiations are completed on a
two-year basis. Not all faculty, professional staff and
support staff are represented by their respective union,
but the union does support both members and nonmembers. Wayne State College provides benefits for
its employees such as health insurance, Rx prescription
drug card, dental insurance, life insurance, disability
insurance, flexible benefits plan (optional), retirement
(TIAA-CREF), employee assistance program (Best
Care), vision insurance (optional), credit union, tuition
assistance, college savings plan, paid holidays, and
sick and vacation leave.
4P12. Key issues related to motivation.
Various key issues of the institution are addressed
during the biennial strategic planning retreats. These
retreats provide employees an opportunity to identify
key issues and create plans of action. These issues are
prioritized and developed into the institutional
Strategic Plan. Action Plans and means of funding
have been developed based on these key issues. In
addition, some supervisors query employees before
their annual evaluations so that employees may be
prepared to voice suggestions and concerns about the
workplace during that session. Such queries may
include the effectiveness of the supervisor’s influence
on the work environment, the need for additional
equipment to enhance job performance, or changes in
procedure. Other supervisors informally invite
feedback during this session or at any time. The
FSSE was administered in 2003 to survey faculty.
Faculty and staff concerns and issues are brought
forward through the respective Senates (Faculty
Senate, Professional Staff Senate and Support Staff
Senate), the President’s Staff, President’s Cabinet,
Academic Council, and Dean’s Council. Issues are
discussed and solutions determined. WSC utilizes
survey results, exit interviews, focus groups and
ongoing communications with students, faculty, staff,
and unions to identify and act on issues related to
motivation.
A President’s Council for Diversity was created to
make recommendations to the President regarding
issues and services as a voice for the needs of
minority students. The President’s Council for
Diversity is comprised of students, faculty, staff, and
community members.
4P13. Employee satisfaction, health and safety.
The Human Resources Office coordinates the
institution’s Employee Assistance Program (EAP). As
of July 1, 2011, the Continuum EAP of Lincoln, was
chosen to provide this benefit. The program offers five
counseling sessions; this includes a full range of
counseling services to meet individual needs. It is a
confidential program that addresses a variety of
personal and workplace issues, such as anxiety,
depression, family issues, marriage and relationship
concerns, stress, and substance abuse. This free
employee benefit is offered to all employees. Several
EAP seminars have been offered for employees on
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Wayne State College – October 2012
ergonomics, positive attitude and self motivation. The
end result is a positive impact on all employees.
Information on the flu and flu shots and other health
care needs have been offered through Student Health
Services, Wayne Mercy Medical Clinic and the Human
Resources Department.
The college offers good medical and dental insurance
plans that relieve employees of much of their medical
expenses. The health insurance plan includes a
prescription drug card for reduced prescription prices.
Worker’s Compensation covers most expenses for
workers injured on the job. Employees have days of
leave per month and may transfer those unused days to
ill or injured colleagues who have exhausted their own
through a shared leave pool. Employees may use the
College’s Recreation Center facilities, pool, and
walking trail free of charge when these are not
dedicated to specific events but open for general use. A
retirement plan provides regular, matching
contributions to employees’ retirement accounts, is tax
sheltered and allows employee to choose investment
options.
A campus-wide safety committee exists for identifying
and addressing safety issues. It is the mission of
WSC’s Campus Security to provide a safe and secure
learning, working and living environment for faculty,
staff, students and visitors to our campus. To maintain
a safe and secure environment on campus we enlist the
help of all campus community members through
community policing.
WSC has a crisis management plan that is the basic
framework for crisis preparedness. This plan is
fashioned in accordance with appropriate laws,
regulations and policies that govern crisis/emergency
preparedness and reflects the best and most current
thinking in this area. It is also designed to maximize
human survival and preservation of property, minimize
danger, restore normal operations of the College, and
ensure responsive communications with the College,
the City of Wayne and surrounding towns. This plan is
set in operation whenever a natural or induced crisis
affecting the College reaches proportions that cannot
be handled by established measures.
Wayne State has recently implemented a new
emergency alert system, the CRISCOM Emergency
Notification System. Students, staff and faculty receive
alerts via text or voice message. The alert message
clearly states the nature of the emergency and provides
specific instructions to follow. Notifications of an
emergency are also provided via telephone, the college
website, email and the college computer network. A
crisis management plan was established in 2007 which
applies to all units of Wayne State College. This plan
provides the basic framework for Crisis preparedness.
Information on bomb threats, tornadoes, fires, etc., is
available in the online Student Handbook and on the G:
Drive for employees. There is also a section on
“Coping with Emergencies.” Emergency procedure
posters are posted throughout the campus in all
buildings and in all student rooms in the residence
halls.
The WSC Counseling Center provides for students
free, confidential personal, career, and academic
counseling delivered through individual and group
sessions. A Wildcat Wheels Safe Ride Program is
provided for students on Thursday evenings during the
academic year with a goal of deterring driving while
under the influence. The Toward Responsible Use of
Substances Today (TRUST) Coalition provides
leadership to fulfill the commitment of WSC to create
and sustain a campus and community that promotes
responsible decisions and eliminates obstacles to
students’ academic goals. It is the mission of the
TRUST Coalition to reduce problems related to alcohol
and drug abuse through leadership and policy
development, information dissemination, and program
innovation. The goals of the SAVE (Students Against
Violence Everywhere) Program are to provide support
and assistance to individuals negatively impacted by
sexual assault, relationship violence, and stalking;
alleviate through education the climate that allows
violence against women and others to exist; and work
to make our campus and communities safer
environments for women and everyone.
Employee’s health and wellness is also promoted by
the College’s Health, Human Performances, and Sport
(HHPS) Department offering personal trainers and
individual fitness assessments to employees in the fall
and spring semesters. The WSC Wellness program
offers many services to WSC students, faculty, and
staff as well as to the community of Wayne. The
College Recreational Center is available at no charge
for use by College employees.
The Campus Safety Committee purchased an
electronic defibrillator from Crisis Management Funds
for the campus security van to promote timely, proper
response to medical emergencies. It is compatible with
the Wayne Providence Medical Center Hospital.
Employees are encouraged to use the “Suggestion
Box” in the Hahn Administration building to provide
input on campus community effectiveness.
Category 4 – Page 70
Wayne State College – October 2012
4R1. Measures of valuing people.
WSC uses the NSSE survey and an employee climate
survey to measure employee satisfaction, as well as
reviewing years of employment data. Employees are
encouraged to share ideas for improvement with
supervisors and senior administration and where
possible, new processes have been implemented.
NSSE results related to students’ perception of the
quality of their relationships with faculty and
administrative personnel serves as a performance
indicator from the standpoint of student satisfaction.
See Table 4R4.1 Student Relations with Faculty
and Staff for data analysis from the NSSE surveys.
A survey completed by administration, faculty,
professional staff and support staff was conducted
during August and September of 2009. This survey
indicated that 83% of the respondents had been
moderately to highly involved in AQIP activities. In
addition, 85% of those responding agreed that AQIP
was a good instructional process to meet
accreditation requirements. The survey respondents
listed some of the following positive changes that
have resulted from involvement in AQIP’s
continuous improvement process.
•
•
•
•
•
•
AQIP helps to focus our resources and energy
and created a culture of accountability and
continuous improvement
More focused strategic planning and assessment
Formation of the Human Resources Department
More involvement in planning by all employees
Better understanding of what we do well, and
what we need to improve—better documentation
of what we do
Streamlined the assessment process
I frequently feel valued.
I sometimes feel valued.
I rarely feel valued.
I do not feel valued at all.
N/A
56
65
20
8
23
29%
34%
10%
4%
12%
4R2. Performance results in valuing people.
An Employee Climate Survey was developed in 2011
using Survey Monkey© and 242 employees responded.
It was also used in the fall of 2012. The positions of
respondents in 2011 included 5% administration,
27.7% professional staff, 28.5% support staff, 31.4%
full-time faculty, 5.4% part-time faculty, 1.7%
graduate assistants, and .4% were other. In 2012 the
positions of respondents included 3.2% administration,
22.4% professional staff, 28.8% support staff, 39.2%
full-time faculty, 4.8% part-time faculty, 0.8%
graduate assistants, and 1.6% were other from 125
respondents. The survey gives employees the
opportunity to provide their input regarding the
college's accreditation objective of valuing its
employees. All employees were encouraged to
participate in this important evaluation process. Results
are shown in Table 4R2.1: 2011 and 2012 Employee
Climate Survey Results. The respondents indicated
94.8% in 2012 and 94.4% in 2011 are glad to be
working at WSC.
Table 4R2.1: 2011 and 2012 Employee
Climate Survey Results
An employee survey was conducted to determine 1)
how valued employees feel; 2) which institutional
benefits or processes contribute to that attitude; 3) the
relative importance of each of these benefits and/or
processes; 4) which areas need improvement in
relation to feeling valued; 5) the level of satisfaction
with the current performance evaluation process; and
6) suggestions to improve the evaluation process or
the employee’s sense of feeling valued. Responses
received totaled 192, or 57% of WSC employees.
Results follow in Table 4R1.1 AQIP Survey for
Valuing People.
Table 4R1.1 AQIP Survey for Valuing People
2004
No. of
Total
Attitude
Responses Percent
I definitely feel valued.
20
10%
Category 4 – Page 71
Wayne State College – October 2012
When asked to choose which of the following benefits
and processes contributed to their sense of being
valued in the survey in Table 4R1.1 AQIP Survey for
Valuing People, employees chose (in order by highest
to lowest number): verbal praise, annual performance
evaluation, collegiality, benefits package, interpersonal
communication, written commendations (cards, letters,
etc.), salary, participation in campus committees,
promotion, participation in campus organizations, and
participation in service learning projects. When
participants were then asked to rank in order of
importance the benefits and processes that contribute to
their feeling valued, respondents rearranged the
benefits/processes as shown in Table 4R2.2 Valuing
People.
Table 4R2.2 Valuing People
Ranked in order of importance to the greatest
number of employees, the benefits and processes
that contribute to their feeling valued.
2004
Salary
69% or 132
Verbal praise
66% or 127
Annual performance evaluation
62% or 119
Written Commendations
45% or 87
Collegiality
43% or 82
Benefits package
42% or 81
Promotion
40% or 77
Interpersonal communications
39% or 75
Professional Development
33% or 63
Participation in campus committees 14% or 26
Participation in campus
7% or 14
organizations
Participation in Service-Learning
1% or 2
projects
Industries and businesses come to recruit them at our
Career Job Fairs. Over 80 businesses have participated
in our career job fairs in the fall and spring hosted by
our Career Services Office. Employers hire them.
Graduate programs are accepting them. Alumni
contribute generously to the Foundation and attend
alumni affairs and outings both on and off campus.
Most importantly, because we can chart a student’s
evolution over four years, we know we are producing
educated, informed people who are more open to new
ideas and diverse cultures than the generations before
them, people who are making a difference in the world.
Retention rates, undergraduate success, progress rates,
degrees awarded, and student experiences/perceptions
can be found on WSC’s Web site in the Institutional
Data Book.
The Professional Staff Senate, Nebraska State College
Professional Association (NSCPA), Office of Student
Activities and the President’s Office developed a
professional development workshop series on campus
for both support and professional staff. During the
spring 2012 term, they solicited feedback from staff on
campus to determine their level of interest, needs and
wants for professional development. Table 4R3.1
Professional Development Topics shows the interest
levels of the 117 survey respondents, which indicated a
need for improving communication.
Table 4R3.1 Professional Development Topics
Professional Development Topics
63.2%
Improving working…
Survey results strongly indicate that institutional
support such as salary, performance evaluations, and
promotion is basic to feeling valued, and also that
immediate and crucial effects on an employee’s feeling
of value are achieved by conscious, timely recognition
of individual effort and a positive work environment.
Figures consistently demonstrate that verbal praise,
that item so light on the budget, is a powerful producer
of feelings of value.
Use of campus resources
Individual responses cited positive feedback from
students and co-workers, e.g.: “Students on a daily
basis thank me for the services our office provides”
and “My fellow staff members in the department where
I work are great co-workers.”
Work and home life balance
4R3. Productivity and effectiveness.
The best indicator of employee productivity and
effectiveness is the continued success of our students.
70.9%
Improving communication
53.8%
48.7%
Conflict resolution
Quality of work…
46.2%
How to reward and…
44.4%
Time management
42.7%
Self-motivation
39.3%
Fairness
38.5%
38.5%
Giving and receiving…
36.8%
29.9%
Customer service
Other (please specify)
5.1%
The Professional Development Team conducted
“Professional Communication” as the first in a series
of presentations to promote personal and professional
Category 4 – Page 72
Wayne State College – October 2012
skill development during June of 2012. Professional
Communication was presented by WSC’s own Jay
Collier, Director of College Relations. A “Follow-Up
Roundtable on Professional Communication” was held
in July of 2012 to continue discussions on
communication efforts on the WSC campus. Follow-up
was based on the feedback we received from the
communication session that was held in June 2012.
Additional professional development topics will be
addressed during the 2012-2013 and beyond academic
years.
Academic departments annually evaluate their
students’ performance in achieving student learning
outcomes as part of the college’s overall commitment
to student success and continuous improvement.
Program assessment is an on-going, systematic process
designed to monitor and improve student learning. The
College also monitors the success of its graduates
through student surveys as shown in Category 3, Table
3R3.4 Students’ Satisfaction with Various
Administrative Offices.
The NeSIS (Nebraska Student Information System)
project to replace the existing student information
systems (SIS) at both the University of Nebraska (NU)
and the State College System (NSCS) and to have both
NU and NSCS use a common student information
system (SIS) was the basis for the AQIP Action
Project, “CST: Computer Software Training.” Each
campus held training sessions for faculty and advisors
on the self-service applications and the student
registration process to prepare them for assisting
students during the 2009-2010 academic year. They
also prepared websites with training resources and
distributed communications about the new systems.
WSC identified key personnel and faculty from each
academic department and support unit on campus to
attend specialized “train-the-trainer” software
application trainings on the new NeSIS system
software. A WSC programmer analyst, was the head
trainer and conducted the face-to-face trainings for the
key personnel and faculty. The trainings were
conducted using small group settings with personnel
who required knowledge of similar parts of the
software conversion package trained together. Step-bystep procedural online video tutorial guides were
created and posted on the campus Web site. These
tutorials were designed to provide all users of the
NeSIS software with additional reinforcement and
assistance on navigating the new software. The
tutorials are accessible any time through the campus
Web site at Wildcats Online Training. After receiving
their training, the identified key people became the
trainers and conducted trainings for all the other
members of their respective departments. Separate
trainings were provided for office assistants and
professional staff on aspects of the software which they
would use. Due to the uniqueness and specialization of
some aspects of the software, several employees were
trained by the software consultants in specialized
trainings at off-campus settings. These employees
returned to campus and provided training to others in
their specialized units.
The Office of Assessment works with several
committees on campus related to the monitoring and
assessment of outcomes. They engage in program
assessment, general education assessment and
localized assessment.
Interest in employee productivity and effectiveness is
evidenced by our employees’ participation in WSC’s
Strategic Planning, AQIP, and campus committees/
activities. The Strategic Planning process is fully
described in the Category 8 section. The support staff’s
participation in the Connections Training was positive
and fostered increased knowledge of customer service.
4R4. Valuing People comparisons.
The faculty completed a national survey called FSSE
(Faculty Survey of Student Engagement) in 2006 and
participated in the NSSE (National Survey of Student
Engagement) in 2003, 2006, 2009, and 2012 with the
results posted on the WSC assessment Web site.
The NSSE results from 2009 indicated that 40% of first
year students found the administrative personnel and
offices helpful, considerate, and flexible. One measure
of productivity registers in student satisfaction. NSSE
results of WSC employee contributions to the
benchmark category “Supportive Campus
Environment” were higher than the NSSE mean for
most First Year and Senior Year scores from 2006,
2009, and 2012 as shown in Table 4R4.1 Student
Relations with Faculty and Staff below.
Table 4R4.1. Student Relations with Faculty and Staff
Relationships with Faculty Members
2006
2009
FY
SR
2012
WSC
Scores
Selected
Peers
Carnegie
Peers
NSSE
2006
WSC
Scores
Selected
Peers
Carnegie
Peers
NSSE
2009
WSC
Scores
Plains
Public
Carnegie
Class
NSSE
2009
5.20*
5.56*
5.24
5.56
5.33
5.62
5.19
5.42
5.33*
5.80*
5.21
5.50
5.34
5.62
5.21
5.42
5.46
5.48
5.30
5.56
5.38
5.59
5.35
5.53
Category 4 – Page 73
Wayne State College – October 2012
Relationships with Administrative Personnel and Offices
FY 4.73*
4.68
4.70
4.60
4.93*
4.81
SR 4.62*
4.65
4.61
4.50
5.06*
4.79
4.86
4.82
4.74
4.60
5.20
4.70
4.85
4.89
4.91
4.79
4.89
4.81
*WSC score is above the NSSE average mean.
4I1. Recent improvements.
Our retired AQIP Action Project ”Human Resource
Development” was a perfect example of how AQIP has
helped our institution complete the Plan-Do-Study-Act
cycle. This Action Project developed after fact-finding
activities on campus determined that the AQIP Category
of Valuing People could be improved. The Action
Project was developed, researched, and acted upon by
hiring a Human Resource Director and establishing an
Office of Human Resources (HR). The HR department is
being utilized extensively and through additional needs
assessment additional support staff has been hired.
Another Action Project that has been retired “Building
Community” was developed and identified using
brainstorming, nominal group, multi-voting, and rank
ordering techniques. A campus climate survey was
developed and administered with a 58.8 percent response
rate from faculty members. The action resulting from
this Action Project was the implementation of the
Professional Staff Senate and the Support Staff Senate.
4I2. Improving performance results.
Wayne State College has a biennial strategic planning
retreat that encompasses employees from all units of the
college. During this strategic planning, new ideas and
targets for improvement are strategized. Objectives and
strategies for valuing people are included in the 20122014 Strategic Plan shown in Table 4I2.1 2012-2014
Strategic Plan. The College continues to provide a work
environment that respects and values its employees.
WSC’s participation in AQIP has provided the
opportunity for expanded dialogues amongst faculty
members, administration, professional staff, support
staff, and students. As a result, a number of priorities
have been identified. The AQIP culture of quality
improvement helps WSC improve and set targets for
Valuing People. AQIP processes are used to identify
needed changes and to track results and improvements
through the strategic planning process.
Table 4I2.1 2012-2014 Strategic Plan
STRATEGIES
-Create advising standards and guidelines
-Develop systematic training for faculty on advising
-Create standards and guidelines for online courses
Develop Curriculum
-Develop evaluation and assessment procedures for online courses
-Expand General Education Program assessment
-Initiate professional development series
-Increase International Education opportunities for students at Wayne
Increase international education
State College
opportunities
-Increase International Education opportunities for faculty at Wayne
State College
-Increase International Education opportunities for students abroad
-Increase International Education opportunities for faculty abroad
-Develops processes to improve efficiency, recruitment, retention,
Develop processes to recruit and
consistency, and service to employees
retain employees
-Conduct trainings for all employees on employment policies and
procedures
-Implement a web content management system
Improve College communication
-Revise College communication processes
-Increase number of academic courses and programs to meet demand at
Increase enrollment at the College
the College Center
Center
-Increase partnership initiatives with the College Center
-Establish regional data center services – service in the cloud
Expand College/Regional/
-Publicize existing partnerships internally and externally
Community Partnerships
-Revise strategic plan process to have specific measurable objectives
Improve Biennial Strategic Planning
with a time frame and responsibility for accomplishment assigned
Process
OBJECTIVES
• Create Advising Standards
•
•
•
•
•
•
•
Category 4 – Page 74
Wayne State College – October 2012
•
Develop Action Projects
•
Promote institutional awareness of
AQIP process
Maintain System Portfolio
Implement Campus Master Plan
Initiatives
•
•
•
•
•
•
Expand Technological Resources
Implement Conservation/
Preservation
Increase Public and Private Support
Broaden Marketing Plan
•
•
Increase Student Retention
Increase Student Recruitment
•
•
Increase regional outreach
Enhance Student Life
-Develop an Action Project focused on student persistence to
graduation (retention)
-Develop an Action Project for campus evaluation of assessment
activities
-Inform new employees of accreditation process
-Discuss Action Projects during faculty meetings
-Revise Systems Portfolio on an annual basis
-Initiate 2012-2022 Master Plan initiatives
-Expand the Recreation Center
-Expand the Student Center to include the Multicultural Center
-Renovate older residence life facilities
-Create a life cycle funding model for technology
-Expand recycling projects, incorporating service-learning initiatives
-Create stronger marketing to stimulate public and private support
-Create professional positions at the academic school level to contribute
to the recruiting, advising, and marketing functions
-Market WSC as the cultural hub of Northeast Nebraska
-Communicate the College marketing plan to all employees
-Promote WSC and share mission
-Increase retention of first and second year students to 70%
-Increase diversity of students
-Increase international student recruitment
-Develop a transfer student recruitment plan
-Involve alumni in active student recruitment and career connections
-Assess recruitment measures
-Promote visibility in economic development outreach
-Fund athletic operational costs and scholarships at a higher level
-Provide holistic student services
Overview
Leadership, decision-making, and communication
processes are aligned with our mission and values
developed through our Strategic Planning process. The
College recognizes the need for improvement in the
area of communication, with “Improve College
Communication” as one of the objectives found in the
2012-2014 Strategic Plan. The strategic goal to
improve communication through a web content
management system was recognized as a tool for this
process. New processes were developed after the
deployment of an entirely new student information
system that align with the College’s mission, values
and software capabilities.
During the spring of 2012, a survey was conducted for
faculty/staff and students to better understand how to
improve communications at WSC.
The maturity level of this category is at the systematic
level. WSC has worked diligently to continuously
improve and strengthen all outstanding opportunities
(OO) and opportunities (O) for improvement listed in
the 2009 Systems Appraisal Feedback Report. The
2009 Systems Appraisal Feedback Report reported 5
strengths, 10 opportunities, and 4 outstanding
opportunities for Category 5.
5P1. Organization's mission and values.
Core Component 1.A and Core Component 1.A.1
The NSCS Board Policy No. 2510, Mission Statement,
Core Values, and Vision Statement, states “The
Nebraska State College System serves our students,
communities and state by providing high quality,
accessible educational opportunities.” The WSC
Mission Statement (see page 1) aligns with this
Mission as set by the governing board. In 1994 a
strategic planning process was begun to identify the
College’s strategic initiatives for the five year period,
1995-2000. The strategic initiatives to come out of the
process were to focus the College’s work in such a way
as to strengthen the College and enhance its
development while the College remained true to its
role and mission as a regional public college. The
President challenged the faculty and staff to begin to
Category 5 – Page 75
Wayne State College – October 2012
think about how the College could improve the quality
of teaching and learning. The initial activity consisted
of campus wide focus groups and a questionnaire. In
1995 the College used the information developed by
these campus-wide discussions as a starting point for
participation in the PEW Higher Education Roundtable
process, a national effort to improve the quality of
teaching and learning. The PEW Roundtable process
developed the “Initiatives for Teaching-Learning”.
These initiatives guided the quality improvement
efforts of the College from 1995-2000.
In 1999 the College initiated the next cycle of the
planning process with another series of focus groups
composed of members from all sectors (faculty, staff,
students, and administration) of campus. These focus
groups examined strengths, weaknesses, opportunities,
and threats and had discussions about the Vision &
Values of the College and the Mission statement. Core
Component 1.A.2 The process culminated in the
development of Goals for the College that are
consistent with the Vision & Values and Mission
statements. The planning process itself embodied the
first two AQIP Guiding Values (Focus and
Involvement). The Goals developed by the planning
process (see below) include statements that are very
similar to the other Guiding Values (Leadership,
Learning, People, Collaboration, Agility, Foresight,
Information, and Integrity) for the AQIP program. In
2000, The Partnership Request was the first step in
becoming a participant in the Academic Quality
Improvement Project (AQIP). Wayne State made this
request in October 2000 and was accepted into the
project in November 2000. The mission, vision and
goals for the College are reviewed every two years
during the biannual strategic planning process.
The Wayne State College Mission Statement and
Strategic Plan form the two primary mediums for
articulating and aligning college values. The Mission
Statement details our involvement in regional service
and development, civic engagement, public service,
communication, diversity, and excellence in teaching
and learning. The completed AQIP Action Project,
“Building Community”, focused on improving the
utilization and accessibility of existing media and
information to promote better communication.
Core Component 1.A.3 Our College Strategic Plan
articulates these values further and provides the
framework for their implementation. Detailed
information on the Strategic Planning process is given
in Category 8, Planning Continuous Improvement. At
the core of the plan are six central themes or core
values that were formulated by the entire campus
community in a lengthy, articulation process. The six
themes include:
• Continuous Improvement of Academic Quality and
Learning
• Community Building
• Collaboration with Regional Partners
• Systematic Quality Improvement on all College
Levels
• Stewardship of Campus Resources
• Student Retention and Enrollment
These six core themes integrate the various value
initiatives already in progress and direct the content
areas of future efforts. General ways of addressing
each theme or core value are specified. The six themes
are designed to guide and direct our daily activities,
and to provide focus to our shared sense of vision for
the future.
The articulation and expression of institutional values
has undergone considerable restructuring. This process
of change and review has been stimulated by many
factors: the presidential leadership exercised during
this period, the major revision of the Board Policy
Manual, the adoption of a Strategic Planning Process,
the adoption of a 10-year Campus Master Plan, college
enrollments, state budget deficits and the resulting
campus budget cuts, and a fledgling initiative toward
campus conservation/ preservation issues. All of these
forces have contributed to a significant reevaluation of
who we are and what we value.
5P2. Alignment with mission.
Core Component 2.C According to Board Policy
2000, Authority; Board of Trustees, the Board is a
body corporate created by the State Constitution and
empowered by statutory authority with the general
government of the State Colleges as now existing, as
such other State Colleges as may be established by
law. Powers of the Board include but are not limited to:
1)Appoint an Chancellor/Secretary, Presidents and
such other personnel as may be required; 2)Fix their
compensation and prescribe their duties; 3)Remove all
persons appointed, but the affirmative votes of four
Board members shall be necessary to remove the
Chancellor or a President during the time for which
such persons were appointed; 4) Prescribe for the State
Colleges such courses of instruction as will best serve
such persons for teaching and managing the public
schools, and their instruction in the arts and sciences
generally; 5)Provide, through an extension division, for
holding of classes at various locations throughout the
state, avoiding unnecessary duplication of courses
offered by other educational institutions in such
locations; 6)Acquire real and personal property and
Category 5 – Page 76
Wayne State College – October 2012
dispose of the same when a State College will be
benefited thereby, but no grounds on which any
buildings of any State College is located shall be
disposed of without consent of the Legislature; 7)Pay
expenses for recruitment of academic, administrative,
professional, and managerial personnel; 8)Make
available benefits for all present and future employees,
including group life insurance, group hospital-medical
insurance, group long-term disability income insurance
and retirement benefits; 9)Institute a continuing
program of preventive maintenance and a program of
deferred maintenance consistent with the provisions of
sections RRS 81-173 to RRS 81-190; 10)Consult with
the Nebraska Arts Council and acquire works of art for
the original construction of any public building under
its supervision consistent with sections RRS 82-317 to
RRS 82-329, RRS 85-106 to RRS 85-106.03, and RRS
85-304 to RRS 85-304.03; 11)Establish tuition rates
and fees; 12)Confer degrees upon the recommendation
of the respective college faculty; 13)Make rules and
regulations for the admission of students to the State
Colleges; 14)Receive on behalf of the State Colleges
gifts and endowments as the Board may decide to
accept; and 15)Acquire lands by purchase or
condemnation necessary for State Colleges.
Core Component 2.C.1 The Board of Trustees of the
Nebraska State College System (NSCS) provides
primary direction, review, and oversight of the
college’s leadership. The Board delegates routine
administrative and oversight responsibilities to the
Nebraska State College System Office, which oversees
the operations of the three state colleges. The Board’s
primary vehicle for oversight is the Board Policy and
Procedural Manual.
Core Component 2.C.2 According to Board Policy
2006, Application of Board Policies, Board policy and
procedures apply equally to each campus and to all
employees within the State College System. Core
Component 2.C.4 Campus administrations are
responsible for the application of Board policy and
procedures within their respective institutions, and
shall ensure that all employees comply with the
provisions of these policies. Board policies and
procedures shall not be construed as limiting in any
way the power and authority of any campus President
or the Chancellor to make rules and regulations
governing the conduct of campus employees and the
performance of campus functions, provided that such
campus rules and regulations shall be consistent with
and limited by the provisions of Board policy and any
collective bargaining agreement. Provisions of Board
policy and procedures, or the provisions of a collective
bargaining agreement, supersede all campus rules.
Employees subject to a certified collective bargaining
agreement as provided in Sections 81-1369 to 1390,
Nebraska statues, 1983, as applicable, are not covered
by Board policy to the extent that wages, hours, and
other terms and conditions of employment are provided
for by contract. Core Component 2.C.3 The Board’s
intent is to retain maximum authority and
responsibility at the campus level for decisions to
select and terminate employees and other facets of
management as may be consistent with rule-making
authority of the Board for the development of uniform
administrative procedures.
Through the System Office, The Board of Trustees also
exercises oversight by routine reports and meetings.
The following organizations also exercise oversight
functions of the college’s leadership:
• Higher Learning Commission of the North Central
Association of Colleges and Schools
• Nebraska State Colleges and Universities
Coordinating Commission
• National Council for Accreditation of Teacher
Education
• Other Institutions of the State College System
• National Collegiate Athletic Association
• Certification and regulatory agencies that affect
specific academic departments or programs
• State fiscal and engineering offices that regulate
college operations
Core Component 1.A.3 Board Policy 7000, Budgets,
states, the academic requirements of the State Colleges
shall drive the operating and capital construction
budgets. Nothing in the budgets shall be deemed
sacrosanct, and not part of the State Colleges’
operations will be immune from scrutiny or possible
reallocation if evaluations determine that such action is
necessary for an efficient and effective operation.
Board Policy 8060, Capital Construction; Budget
Request states, the Board is committed to the
development of facilities and buildings to serve higher
education programs in the State College System. In
carrying out this responsibility, the Board is guided by
the principle that buildings and facilities central to the
mission of each state college should be constructed by
the State of Nebraska. The Board wishes to make
known its position that state funding should not require
as a condition that private funds also be raised.
Meetings at every level are the basis of strong
communication across all levels of employment as well
as for the students. Results of these meetings are
communicated directly or through printed or electronic
media, to all members and interested parties. These
meetings include NSCS Board Meetings, FacultyCategory 5 – Page 77
Wayne State College – October 2012
Professional- Support Staff-and Student Senate,
President’s Staff and Cabinet, Academic Council,
Union organizations and others.
Fall and spring General Meetings for all campus
employees are held to bring everyone up to date about
the institution, to recognize individual
accomplishments, and to introduce and welcome new
employees. Previously, the Faculty meeting was for
faculty and administrators only, but recently the
General Faculty meeting at the start of the academic
year has been attended by a larger percentage of WSC
employees from all backgrounds.
Through conversations within Support Staff, plus
survey results from Department Heads in
administrative roles and Department Chairs in the
academic system, the following leadership comments
emerge:
• Best practices: Increasing encouragement and some
time is made available for all staff to attend and
participate in meetings and seminars on campus.
• Feedback on projects related to employment area is
perceived to be improving.
AQIP conversations, plus the work for revising and
updating the Systems Portfolio, has brought
recognition of the need for training and improvement
at all levels of employment and provided for some of
the time and monies needed.
One of the hallmarks of most offices here, academic
and administrative, is a sense there is an open door
access policy. No such policy is in writing, but it seems
to be a tradition at WSC.
A Connections Training Program (customer service)
by Noel-Levitz was provided for all Support Staff in
support of WSC’s student success and enrollment
growth priorities.
Core Component 5.C and Core Component 5.C.3
The Strategic Planning Council hosts a biennial retreat
that embraces a cross-section of the entire institutional
environment. Biennial Strategic Planning retreats have
been conducted in 2003, 2007, 2009 and 2011. This
process includes a review of the previous
recommendations and a SWOT analysis. A Strategic
Plan for the next biennial and fiscal period with
continued alignment to the Mission Statement and its
goals is developed. The Strategic Plan articulates these
values further and provides the framework to ensure
alignment and implementation. The plan includes six
central themes or core values that were formulated
during initial strategic planning.
Core Component 5.C.1 The institutional Strategic
Plan is cross-walked annually by the President’s
Council to ensure alignment with the institutional
financial goals for financial budgeting and with the
Nebraska State College System (NSCS) Strategic Plan.
Budget allocations are aligned and prioritized with
AQIP Projects and Strategic Planning items receiving
highest priority. The planning process evolved with
AQIP planning and AQIP initiatives being merged and
integrated within the strategic plan. In addition, a 10year Master Plan is developed according to Board
Policy 8016, College Master Plans. Core Component
5.C.5 Facilities Master Plans shall be developed by
each College, using the services of a professional
person or firm with experience and qualifications in
producing such a document. The Master Plan shall
include the following sections: 1)History of College;
2)Description of College Facilities; 3)Purpose and
Objectives of the Master Plan; 4)Analysis,
Observations, Conclusions and Recommendations
related to the following Components: a)Academic
Space Utilization; b)Land Use and Function;
c)Circulation and Parking; d)Aesthetics and Open
Space; e)Utilities; and f)Landscape Design.… Core
Component 5.C.4 Each Campus Master Plan shall be
submitted to the Board for approval. The College
Master Plans shall be updated every ten (10) years or
less, if needed. …Recommendations and priorities
included in the College Master Plans shall be the basis
for biennial capital construction requests for state
general funds, unless the institution can justify any
deviation therefrom.
Core Component 5.C.2 Assessment strategies are in
place to measure our student learning. Assessment
objectives align with the WSC Mission. Assessment is
a requirement for each program, and is reported with
budget concerns to the respective Dean and the Office
of Assessment in each bi-annual report, plus the
periodic Program Review process provides the Board
of Trustees an overview of programs on a regular
basis. Many programs have adopted student portfolios
as an assessment data tool. The Department of
Educational Foundations and Leadership has adopted
electronic portfolios for each student, providing both
assessment functions as well as ensuring technological
competency among our teacher education graduates.
5P3. Needs and expectations of stakeholders.
The goals are in the areas of teaching, service, and
professional development and are congruent with the
mission, vision, and values of WSC. Core Component
1.B and Core Component 1.B.1 The mission, vision,
and values of WSC are posted on the College Web site,
published in the College Catalog and Student
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Wayne State College – October 2012
Handbook. The mission is visible in many publications
and documents distributed by the College. The Vision,
Mission, and Strategic Themes of the College are
based on the vision and mission set for WSC by the
Strategic Planning Committee every two years and
identifies the mission and strategic goals for the
College. Category 4, Table 4I 2.1 displays the 20122014 Strategic Plan developed during the November
2011 strategic planning retreat by members of the
campus community.
Core Component 1.B.3 The College’s basic mission
is twofold: it strives to develop students of a wide
range of academic abilities through quality teaching
and support, and it strives to assist with the
development of its service region through the delivery
of public service programs and activities. The Mission
Statement, Strategic Plan, and all relevant
communications are available through the institutional
Web site. Besides the Web site, the institution uses email, newsletters, blogs, Facebook, Twitter, and faceto-face meetings to disseminate communications. The
Faculty Senate, Student Senate, Professional Staff
Senate and Support Staff Senate serve as
communication bodies for their members.
Core Component 1.B.2 Wayne State College has
expressed its primary values and expectations as
holistic and continuous learning, civic engagement,
quality education, honesty in communication, good
stewardship initiatives, upgrades to the physical plant,
internal communication development, strengthening of
diversity, expansion of community and rural
connections. These values are defined in several ways
and continuously checked for alignment with the
College mission.
These directions take into account the expectations of
students and key stakeholder groups as leaders require
faculty, along with Professional and Support Staff, to
write goals each year and report on accomplishments at
the end of the year.
Individual high academic performance is the focus of a
wide range of opportunities for the motivated student:
the Honors’ program, linked and blocked courses at the
undergraduate level, travel and project support for
faculty from the schools as well as the VPAA’s office,
instructional improvement grants, hybrid classes,
Service Learning Grants, Learning Communities
(through Continuing Education Office), etc.
Individual faculty development is encouraged with
grants, money set aside for each faculty member for
professional development, technology grants, and
foundation scholarships. The VPAA reserves funding
to support faculty members traveling to conferences to
report on faculty directed research. Even during the
recent state-wide budget crisis, the VPAA was able to
support such faculty development efforts.
Examples of leadership training for students include
the Student Activities Office, Student Senate, Student
Activities Board, and Circle K which provides a
Student Leadership Workshop/Conference each year.
The Residence Life Office and Assistant Residence
Life Directors provide educational experiences for the
Senior Residence Assistants and Residence Assistants,
Ambassador training for the New Student Orientations,
Navigators training through the Admissions Office,
and Peer Educators (tutors). Additionally, students
serve on the standing committees of the Faculty
Senate, are on the various AQIP committees, and are
invited to the open forums on campus (various
employee searches, the Strategic Planning meetings
and retreats). Staff leadership opportunities include
PEW round table discussions, semi-annual all-staff
meetings, open campus forums, AQIP Committees,
and Presidential/VP searches.
Faculty Improvement Grants from the Wayne State
Foundation provide funds for innovative projects and
courses. The WSC professional and support staff have
a Professional Development Committee for continuing
education, bringing in speakers and providing for
workshops and consultants to assist the campus.
WSC supports local community events; for example,
Chicken Days community celebration in July, United
Way, CHAD, Walks for Cancer, Habitat for Humanity,
Wayne Food Pantry, Wayne Industries, Legislative
Task Force, Chamber Coffees, and individual
memberships in community organizations. Faculty
members are expected to be contributing members and
active in their professional associations. Alumni are
requested to complete surveys and are informally
interviewed when professors are supervising at their
field sites.
Stakeholder groups are a key part of the assessment
and accreditation processes. For example, pizza
luncheons at area schools were conducted in order to
receive input from educators and a sponsored golf
activity is provided for high school counselors to
encourage communication and recruiting.
The Teacher Education Advisory Council is a tripartite
model with teachers and administrators from area
schools, Educational Service Unit, Arts & Sciences
professors, Business professors, and Teacher Education
professors. Dinner meetings were held during the
Spring of 2003 with administrators, educators, and
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Wayne State College – October 2012
counselors to thank them for their contributions to
Teacher Education and to discuss having their schools
become Professional Development Schools with a
greater part in supervision and education of prospective
teachers.
Other stakeholders are Advisory Committees with
community members, the Foundation Board of
Directors, Alumni, Student Leadership Groups, past
and potential employers, counselors from K-12 school
systems are brought on-campus for a workshop on
Financial Aid and are provided with brochures, etc.
describing WSC programs. One professor meets with
area School Counselors, School Psychologists, and
Community Psychologists, Counselors, and Social
Workers and provides information about WSC and
answers questions.
Support Staff and Professional Staff: Many of these
functions have higher organizations with ties to the
College. For instance, the Registrar’s Office belongs to
the American Association of Collegiate Registrars and
Admissions Offices, hence these external stakeholders
exert a measure of influence and control on how some
offices of the campus conduct their functions. Similar
agency or organizational ties exist with many of our
services, from the food service contractor to our boiler
room technicians.
A number of programs involve community members in
the audience on a regular basis, part of our ongoing
community outreach function. In the School of Natural
and Social Sciences, our Planetarium presents regularly
scheduled programs for area school children. The
Natural History Museum, serves as a center for school
children to learn about the interface between place and
people and plants and animals, plus the museum
provides “Learning Kits” to the schools for
instructional use in their classrooms. The School hosts
History Day, State Geography Contest, Math
Competition Day, a Wellness Fair, sport camps, and
participates in classroom visits by faculty. The School
of Arts & Humanities engages a wide range of
audiences who also are our stakeholders. We have
special programs for children each year, with schools
in our region bringing hundreds of children to campus.
Our theater and music programs bring a wide variety of
audiences for performances. Off campus “poetry
slams” and other performances bring WSC talent to the
community and provide opportunities for our students
to gain feedback and public presentation experiences.
Our Humanities School publishes the weekly Wayne
Stater, produces community programming in KWSC
Television and Radio, and publishes the Judas Goat, a
collection of writings from students. Furthermore,
Humanities sponsors Foreign Language Day, a Plains
Writers Festival, and a Language Arts Festival as well
as many art shows, showcasing art by students, our
own faculty, and visiting artists. The School of
Business and Technology hosts Business Competition
Day, Industrial Technology Competition Day, and ITE
Power Drive for area high school students. This school
also serves our external stakeholders as the host site for
the Nebraska Business Development Center and has
also implemented an Executive In Residence Program.
The WSC campus is a place for community members
to have access to the WSC Conn Library, numerous
programs on campus, use of our Arboretum, use of the
walking trails, athletics fields and facilities, and also
many community groups conduct programs and
meetings on the WSC campus. This is a campus with
its community relations in good condition. Many
campus members serve in community organizations
(two faculty members were on the eight member City
Council), and many college employees serve on a
variety of community boards and committees. Our
students comprise a major part of the local
employment base and certainly are significant in
contributing to the local economy.
The employees of WSC support a number of
community, state and national health and charitable
agencies. The Community Enrichment Campaign
through the Wayne State Foundation combines the
fund drives of three agencies, streamlining the process
of WSC employee donations and giving each employee
the choice of where to direct his/her charitable
contributions.
The WSC Multicultural Center hosts several activities
which include Dr. Martin Luther King Day celebration,
Black History Month, Brown Bag Lunch Series,
various speakers, and also provides outreach to many
high school students.
The Career Services Office also hosts an annual Career
Fair which attracts over 100 employers and is attended
by both the campus and community.
A Student Satisfaction Survey (Noel-Levitz) summary
was last provided in the fall of 2001. This study
provides feedback to a wide range of student services
functions, which, in concert with our annual exit
survey of graduating seniors, provides a wealth of
information about assessment of our services functions
and how to improve student services. In addition, the
National Survey of Student Engagement (NSSE) has
been used administered in 2003, 2006, and 2009.
A safe, clean, quiet campus with pleasant surroundings
for study is provided for students and others. The
American Democracy Project focus is on mutual
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Wayne State College – October 2012
learning by students, faculty, and others who
participate in The Forum discussion and/or attend the
meetings. Title III focused on student learning,
especially in the first year experience. The “All About
Students” campaign raised funds for scholarships for
students.
Service-Learning has been expanded in recent years
with more emphasis on integrating services in the
community with academic study (theory/curriculum).
Faculty, in partnership with representatives of nonprofit, community organizations, design and implement
service learning projects.
Several informative sessions/activities are held on
campus for prospective and incoming new students
such as the three-day New Student Orientation
Program in the fall, a one-day New Student Orientation
Program in the spring, a one-day transfer/nontraditional student orientation each fall and spring,
summer registration days for incoming students,
Fridays at WSC for prospective high school seniors,
and Just Juniors for high school students.
5P4. Guiding our organization.
Wayne State College has engaged in long range
planning for many years. Under former President
Mash, the College developed its first twenty year plan
in June 1990, “Campus Master Plan”, using input from
open meetings, faculty and staff groups, special needs
groups, and a professional planning firm. The result
was a realistic twenty year development plan, showing
infrastructure needs, building expansion, and relocation
of many functions. In the years since, several projects
were completed: an extensive reworking of the
underground maintenance lines for heat and water and
electric services; a new Business building was built;
the renovation of the Student Center included
expansion into new offices, a new set of meeting
rooms and a flexible facility for public meetings and
banquets, and a new bookstore and snack-bar areas; the
student cafeteria was renovated and a coffee shop was
added in Conn Library; a new NATS Center and MultiMedia Lab; the former power plant was gutted and
renovated into a studio arts building; the heating plant
was purchased from a private vendor and completely
overhauled and expanded; A new outdoor running
track and revised entry way and concessions stand area
was built in the football stadium; Connell Hall,
carrying about 1,000 students during the busiest class
hours, was gutted and renovated; and Terrace and
Neihardt Residence Halls were renovated. Wireless
technology is now available in all the residence hall
lobbies, U.S. Conn Library, Connell Hall and the
Student Center. Some redecorating of the
administrative office areas was accomplished, and a
new maintenance building was completed. An
extensive addition was made to Ramsey Theatre in the
Fine Arts Building and relocation of the radio and
television studios were completed. The Wildcat Sports
Medicine Center was added to the upper level of the
Recreation Center. Initially this was a public/private
partnership between STAR Physical Therapy (owned
by a Wayne State alumnus) and the college. As of May
2007 this center is being operated by the college staff
and students. The Student Senate provided the funds
for an Upper-Deck in the Student Center Lower Food
Court.
The ten-year plan, “2002 Master Plan Concept” was
completed, directing plans for a Commons area in the
middle of the campus, reworking the Main Street
entrances, completely reworking the traffic pattern on
to and leaving campus, and directing several
landscaping changes to enhance the entrances.
Included in the discussion were long range plans to
move the student services functions (Financial Aid,
Admissions) to a central location, possibly an addition
to the Student Center, along with a relocation of some
of our dispersed distance learning capabilities. A recent
addition to Carhart Science added an ADA compliant
elevator, restrooms and a complete overhaul of the
second and third floors. Pile Hall was renovated and
Hahn Administration building renovation was
completed during the fall of 2012. Improvements to the
Willow Bowl are also underway for completion in
2012-2013. A new ten year plan for 2012 was created
and projects and initiatives have already started with
additional renovations to Carhart Science. On the
drawing board are renovations and HVAC/Code
upgrades to the Library and planning for field turf at
the football field, with renewed track, and an expanded
soccer field under development.
As a result of the biennial Strategic Planning and
financial allocations for learning environments, WSC
has made improvements in several areas. We’ve
expanded the concept of service learning, hired a
campus-wide service-learning coordinator, hired an
international studies coordinator, and have dedicated
funds to support such activities. Also, WSC
participates in the RHOP program, for selecting and
educating students headed for medical professions and
further training at the University of Nebraska Medical
Center. The School of Natural and Social Sciences is
adopting an undergraduate research skills package of
courses. The Arts and Humanities School is developing
a Women’s Studies program. Business and Technology
is developing a formal leadership studies program and
added an online MBA Program. The School of
Education and Counseling is initiating a Peace Studies
program.
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Wayne State College – October 2012
WSC has been participating in the National Survey of
Student Engagement (NSSE) every three years since
2003, to get a better perspective on who our students
are and what they bring to the campus. We’ve done a
Department Chair review of the advising process, plus
the Advising Director’s own continuous study of
advising effectiveness. STRIDE Student Support
Services is a federal TRIO grant working with
identified high risk students. We have enhanced this
narrowly defined program with our own student
services system to deliver assistance to students with
academic and personal issues. WSC has sent a
representative to the Fall Institute for Academic Deans
and Department Chairs for the National Resource
Center for the First Year Experience.
5P5. Making decisions.
Wayne State College functions as a top to bottom
organization. The role and mission of the institution is
the guide for decisions made at all organizational
levels. Ideas can be generated by any individual or
group, and flow in a two dimensional, open direction.
The WSC organizational chart is included in the WSC
Institutional Databook and on the College Web site and
universal campus G:drive for access by all employees.
A replication is shown in Table 5P5.1 Simplified
Organization Chart and the complete WSC
Organization Chart Fall 2012 is also available. (The
link provides a full page view of the entire WSC
Organization Chart).
Table 5P5.1 Simplified Organization Chart
Core Component 5.B and Core Component 5.B.1
According to Board Policy 2006, Application of Board
Policies, under the Governance and Administration,
Nebraska State College System, Board policy and
procedures apply equally to each campus and to all
employees within the State College System. Campus
administrations are responsible for the application of
Board policy and procedures within their respective
institutions, and shall ensure that all employees comply
with the provisions of these policies. Board policies
and procedures shall not be construed as limiting in
any way the power and authority of any campus
President or the Chancellor to make rules and
regulations governing the conduct of campus
employees and the performance of campus functions,
provided that such campus rules and regulations shall
be consistent with and limited by the provisions of
Board policy and any collective bargaining agreement.
Provisions of Board policy and procedures, or the
provisions of a collective bargaining agreement,
supersede all campus rules. Employees subject to a
certified collective bargaining agreement as provided
in Sections 81-1369 to 1390, Nebraska statues, 1983,
as applicable, are not covered by Board policy to the
extent that wages, hours, and other terms and
conditions of employment are provided for by contract.
Core Component 5.B.2 The Board’s intent is to retain
maximum authority and responsibility at the campus
level for decisions to select and terminate employees
and other facets of management as may be consistent
with rule-making authority of the Board for the
development of uniform administrative procedures.
Core Component 5.B.3 The Strategic Planning Task
Forces (2005, 2007, 2009, 2011), with wide input and
representation from the campus make initial decisions
about the future direction of the campus through
strategic planning. Decisions on how the Strategic Plan
will be implemented rests with the President’s Staff
and subsequently with the Chancellor and related units.
Top administration makes decisions pertaining to
implementing Board of Trustees directives, adopting
and implementing new initiatives, and making
organizational changes impacting the entire institution.
Input from the Administrative Council, Dean’s Council
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Wayne State College – October 2012
and other advisory groups often is sought before final
decisions are made.
Deans make decisions that affect academic schools and
their programs. These decisions involve issues handed
down from top administration, initiatives developed by
the Dean, and program issues brought forward by
academic departments. Input from Department Chairs,
department faculty and other advisory groups may be
sought before final decisions are made. Top
administration approval is requested or required in
many instances.
Department Chairs make decisions that affect specific
academic programs. These decisions involve issues
handed down by top administration and/or Deans,
initiated by the Department Chair, and brought forth by
department faculty. Method and level of faculty input
varies from department to department. Input may also
be solicited from students, advisory boards, and other
stakeholder groups. Dean approval is requested or
required in most instances.
Professional staff and support staff decisions are made
in a similar fashion as decisions made in the academic
path in that the types of decisions made at the various
levels of the chain-of-command are comparable. A
major difference, however, is the variance in span of
control; some areas may have a supervisor with a large
staff, while several other areas may have a one-on-one
boss/support relationship.
The use of teams, task forces, groups or committees to
recommend or make decisions has been built into the
formal organizational structure of Wayne State
College. Three major groups (faculty, professional
staff and support staff) are recognized as bargaining
units by the institution. Each group is provided
opportunities for representation in the decision-making
process through a formal committee structure. These
committees serve as advisory groups in the decisionmaking process. Committee issues may be initiated at
any level of the chain-of-command. Students are also
provided the opportunity for input through the Student
Senate structure and through representation on faculty
standing committees.
An example of the formal committee structure is the
faculty standing committee architecture which serves
an advisory role for academic issues. The Faculty
Senate Committee is the coordinating body for all
other faculty standing committees. It reports to the
College President and to the Vice President for
Academic Affairs. Other standing committees, such as;
Academic Policies, Rank and Professional
Development, Computer Users, etc. report to the Vice
President for Academic Affairs and/or the Faculty
Senate. Most issues addressed by these committees are
initiated by administration or through formal faculty
channels; for instance, proposed changes in academic
programs are presented to the Academic Policies
Committee by academic departments. Committee
members and administration representatives often meet
formally to discuss issues as they are being addressed.
Committee recommendations are presented to the Vice
President for Academic Affairs or College President
for approval. Standing committees are also established
within Schools and Departments to address decisionmaking issues at those levels and to provide a link to
the college standing committee structure.
Wayne State College makes use of ad-hoc committees
and task forces to provide input to non-routine
decisions. These committees may exist at the
department, school or college level. Members are
generally appointed by administrators, and depending
on the issue, may represent broad- or narrow-based
constituencies.
5P6. Using data for decision-making.
Core Component 5.C.4 The biennial strategic
planning process and the Strategic Planning Committee
tracks institutional performance through annual
measures and targets. Prior to each biennial strategic
planning retreat, the entire campus is asked for input
and feedback on the status of objectives and completed
strategies from the current Strategic Plan. Comments
are compiled by the President’s Staff and used during
the retreat. The President’s Staff makes adjustments to
initiatives for budgeting and planning purposes.
Faculty members conduct course evaluations annually,
depending on their tenure status and rank, and some
faculty voluntarily conduct course evaluations in all
courses (particularly if the faculty member is up for
promotion or tenure), and all non-tenured faculty are
evaluated in each course. All extended campus courses
are evaluated each semester, regardless of faculty
status. Faculty evaluations are presented in summary
form to the faculty after the semester is completed, and
department chairs are required to review evaluations
with each faculty member shortly thereafter. Deans
conduct formal evaluation of faculty members,
including the Dean’s review of the course evaluation
materials. Faculty promotion and tenure decisions are
based, in part, on the student evaluation information
and the Dean’s annual evaluation of each faculty
member.
Assessment plans are required in each program
measuring one direct and one indirect measure, and
each program assessment plan includes a mechanism
for faculty collaboration and review of the assessment
Category 5 – Page 83
Wayne State College – October 2012
materials. Furthermore, Department Chairs have a
responsibility in the assessment reporting process, as
does the Dean and Assessment Director, commenting
on the assessment results. The Academic Policies
Committee requires assessment concerns are to be
considered in any proposal to change the catalog.
Core Component 5.C.3 Each academic program is
subject to formal program review, from the program to
the Chair, to the Dean, to the VPAA, then reviewed by
the Assessment Oversight Committee and then
submitted to the Board and then to the Nebraska
Higher Education Coordinating Commission.
Nebraska's Coordinating Commission for
Postsecondary Education (CCPE) serves as an
independent voice within Nebraska's higher education
system. The CCPE is a state constitutional agency,
whose mission is to promote sound policies for
Nebraska's state and community colleges and the
University of Nebraska. The CCPE balances the best
interests of taxpayers, students and Nebraska's
postsecondary institutions. This review is on a
minimum cycle of every five years, or sooner if so
directed by the Coordinating Commission.
Core Component 5.C.5 Additionally, academic
program changes are self directed and based on data
derived from assessments. New faculty members,
changes in faculty interests, changes in student
numbers, technology changes, perceptions of changes
in the career fields, and correspondence from and to
the learned societies in each subject can lead faculty
members to initiate change in the curriculum. Here, the
professional development travel support of the faculty
to attend regional and national conferences results in
WSC being geographically remote yet remaining at the
cutting edge in many of the academic disciplines.
Changes in the staffing and maintenance functions of
the college are directed by external forces, such as
State mandated training, training by equipment
vendors, and training for general purposes on campus,
such as workshops on computer technology,
workshops on employee motivation, and workshops on
sexual harassment policies.
The Business Office has a professional accountancy
audit each year, by independent auditors. The report of
the auditors is used by the Vice President of Finance
for training and procedure changes, as needed, on an
annual basis.
5P7. Communication levels.
The majority of our communication is a very open and
collaborative in both directions, from top to bottom and
bottom to top following the organization charts for the
Nebraska State College System and WSC. The WSC
organizational chart is included in the WSC
Institutional Databook and on the College hard drive
(G:drive) for access by employees. A replication is
shown in Table 5P5.1 WSC Organization Chart Fall
2012 and Table 5P7.1 shows the NSCS organization.
(The link provides a full page view of the Organization
Chart).
Table 5P7.1 NSCS Organizational Chart, Policy No. 2550
Category 5 – Page 84
Wayne State College – October 2012
Key communication vehicles for the College’s mission
and vision include: emails, electronic bulletin boards,
campus mail, campus radio and TV stations, the
campus newspaper “Wayne Stater”, campus marquees,
meeting minutes from faculty, professional staff,
support staff, and student senates, cabinet
meetings/minutes, campus committees/ minutes, union
representatives, academic council meetings/minutes,
campus forums, college catalog, student handbook,
WSC web site, webinars, online seminars, school and
departmental meetings and minutes, surveys, Human
Resources audit, Human Resources Office newsletters,
academic advising, faculty advising handbook, alumni
relations and activities, foundation activities and
relations, College Relations Office, academic quality
improvement projects, campus master plans, grants,
board policies, Strategic Plan, Learning Communities,
multicultural activities, Admission’s Office programs,
AQIP communication survey, and AQIP/Strategic
Planning Council meetings/minutes/newsletters,
The College Relations Office provides a weekly
schedule of events on campus, "campus at a glance",
provided to campus email users. This handy reminder
lists campus meetings, events, concerts, performances,
employment opportunities, etc. The eCampus Resource
Center offers students and employees postings of WSC
News, Student Activities, Student Resources, Athletics
and Weather. The eCampus Portal accesses e-mail,
files, online classes, campus news and WebCAT
resources.
Our opening meetings in the Fall are attended by most
faculty, support and professional staff. Thereafter,
Support Staff and Professional Staff have their own
opening meetings while the Faculty meet within their
School and Department structure. There is also a
General Faculty and separate General Staff meeting in
the spring. The Professional Staff and Support Staff
also host annual recognition events.
Communication is encouraged on a case-by-case basis
for questions and answers and problem resolution,
using face to face communication, email, written
memos or letters, and the campus suggestion box.
Support Staff and Professional Staff representatives are
part of the President’s Cabinet. The President’s
Cabinet meets monthly or as needed each term to
enhance communication. The President’s Staff and
Dean’s Council meet weekly. The Academic Council
meets on a regular basis as well with Professional Staff
Directors to encourage communication between
various units on campus.
5P8. Communicating a shared mission.
Core Component 1.B.1 The college leadership
communicates a shared vision, mission, values, and
high performance objectives in a number of traditional
ways. These include the following:
• The Board of Trustees Policy and Procedural Manual
• The College’s Vision and Mission Statements
• The Wayne State College Strategic Plan
• The Student Handbook (including statements on
Student Responsibilities, Honesty, Bill-of-Rights, and
Conduct)
• General and Graduate Catalogs
• College Web site (including the President’s
Statements of Welcome and Institutional Values)
• Meetings
• Weekly Bulletins
• Institutional Web site
Recent initiatives have improved this communication
in a more consistent and shared manner. The adoption
of the AQIP process itself has communicated a more
shared responsibility for our academic certification.
The College’s participation in the American
Democracy Project communicates our leadership’s
interest in promoting student civic engagement and
responsibility. The establishment of Support Staff and
Professional Staff Senates created as a result of the
completed AQIP Action Project, “Building
Community”, now complements the previously existing
Faculty and Student Senate organizations. These
senates increase the overall level of information
exchange and shared governance.
Core Component 1.B.3 The implementation of the
Strategic Planning Process has resulted in the
numerous communication initiatives – many of these in
the transference of shared values. All college offices
are required to plan, conduct, and report on specific
programs that serve to implement one of the Strategic
Plan’s six themes. These initiatives include everything
from community and school cooperative programs,
campus beautification initiatives, and the establishment
of program advisory committees. All activities are
documented on a prescribed form and published
campus-wide. In addition, the Strategic Plan calls for
each campus department to begin collecting data on all
of the department’s activities that serve to meet one of
the Strategic Plan’s Themes. This initial data collection
will provide the benchmarks for the later assessment of
the Plan’s success and future direction.
Other initiatives to improve communication of shared
values include: 1) student representation on most
standing, search, and ad-hoc committees, 2) the
adoption of the Campus Master Plan that includes key
Category 5 – Page 85
Wayne State College – October 2012
provisions for improving the teaching-learning
environment with a new plan underway for 2012 and
3) an updated Web site and eCampus information.
5P9. Leadership abilities developed.
Core Component 5.B and Core Component 5.B.1
WSC leadership structures are articulated and follow
the WSC Organizational Chart shown in Table 5P5.2
WSC Organization Chart Fall 2012. The chart shows
the academic side detailed down to the Department
level. This formal organizational chart of the College
melds the Support and Professional Staff into their
functional units. The College is hierarchical in
structure, with the President of the College reporting to
the Board of Trustees of the Nebraska State Colleges
according to Board Policy 2550, the Nebraska State
College System Organizational Chart. Not only does
the WSC Organization Chart show the structure, it also
reflects the communication patterns without
acknowledging that communication flows in both
directions: from the top to bottom and bottom to top.
The chart includes the Faculty Senate, the
representative body of the faculty and our manner of
shared governance. The Standing Committees of the
Faculty Senate are advisory to the VPAA, according to
the Faculty Senate Bylaws, which are available to
employees on the G:drive. Hence, the routine decisions
of the committees are advisory to the VPAA, while the
committees serve under the auspices and direction of
the Faculty Senate and correspond directly with the
faculty.
There is a faculty union, The State College Education
Association, which functions as the bargaining agent
for the faculty, regardless of membership in the union.
The SCEA functions as a union in the grievance
process, in providing benefits to its members, and in
lobbying with the Legislature on matters effecting
college education in the state. Local leaders of the
union are faculty members elected to these positions by
their member peers.
Core Component 5.B.1 Professional Staff are
employees of the college, governed by the Board
Policy Manual and by the various state and federal
workplace laws and regulations.
There is a union for Professional Staff, the Nebraska
State College Professional Association, which
functions as listed above for the faculty. Local union
leadership is elected by members (NSCPA). The union
is the bargaining agent for Professional Staff at the
College.
Support Staff are employees of the College, governed
by the Board Policy Manual and by the various state
and federal workplace laws and regulations. They also
have a union, the Nebraska Association of Public
Employees, Local #61, American Federation of State,
County and Municipal Employees (NAPE). The union
is the bargaining agent for Support Staff at the College.
Faculty, Professional Staff, Support Staff, and Students
have their own “Senate” organizations on campus as a
result of the completed AQIP Action Project, “Building
Community”, with leaders elected from within their
respective memberships.
The Faculty, Professional Staff, Support Staff, and
Student Senates post meeting minutes on the G:Drive
which allows for all campus employees access to
actions taken by the Senates. The Professional Staff
and Support Staff Senates have appointed liaisons who
attend scheduled Faculty Senate meetings and relay
information back to their respective members. Student
Senate members participate in Faculty Senate issues
through many of the standing committees of the
Faculty Senate that include Student Senators as
committee members.
Core Component 5.B.3 There are external entities
with some organizational leadership regarding the
campus. From the national level, the National Council
for Accreditation of Teacher Education (NCATE) has a
major impact on this campus, directing the content and
structure and staffing of the teacher education
certification programs on campus. NCATE formally
reaffirmed the School of Education’s accreditation in
the fall of 2010. Additionally, the Nebraska
Department of Education stipulates similar rules,
particularly Rule 24, detailing objectives for each of
the courses in teacher certification programs. The
compliance with Rule 24 is an annual report to the
Dean of Education, who is the Certification Officer for
the College, and then on to the Nebraska State
Department of Education. The School of Business and
Technology, Department of Business and Economics
has received specialized accreditation from the
International Assembly for Collegiate Business
Education (IACBE), The School of Arts and
Humanities, Department of Art and Design, was
approved as an accredited institutional member of the
National Association of Schools of Art and Design
(NASAD) in April 2009. The School of Arts and
Humanities, Department of Music is accredited by the
National Association of Schools of Music (NASM).
Faculty belong to the higher education community;
there are professional standards, in the social norms of
the professorate, in the AAUP and other organizational
codes, in the Union contract, and in the ways in which
faculty are evaluated on their service to the community
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Wayne State College – October 2012
and the professions. The professorate includes
expectations of comportment in the classroom,
standards for professional research and publication,
and for how we deal with students and student records.
Departures from such standards generally are
addressed through student evaluation comments,
observers, student complaints, and formal complaints
under the Student Handbook.
5P10. Leadership succession.
The NSCS Board, Executive Selection Process,
describes the process for the selection of the
Chancellor and College Presidents for the Nebraska
State College System (NSCS). The process has the
Board appoint an interim upon the resignation or
retirement of the President and then follows the search
procedure. This Board Policy is maintained and
preserved through the NSCS Board of Trustees.
Presidents shall be appointed by the Board of Trustees.
When making Presidential appointments, the Board
may take into consideration recommendations from the
Chancellor and any search committee(s) comprised of
College and other constituent groups authorized by the
Board. The selection process follows equal opportunity
hiring requirements. The WSC Human Resource
Department conducts searches for all other campus
positions following the College’s search policies and
procedures to match new hires with the values and
mission of the College.
The Crisis Team has developed a succession plan
(Executive Delegation of Authority) in case of an
emergency crisis that would prevent a leader or board
member from performing their duties. The delegation
of authority for the WSC executive administration will
normally be as follows: President, Vice President and
Dean of Students, Vice President for Academic
Affairs, Vice President for Administration and
Finance, and Vice President for Development. In
accordance with the WSC Crisis Management Plan
(CMP), the Crisis Management Team would be
convened by the Vice President and Dean of Students
or the Vice President for Administration and Finance
following any event triggering activation of the CMP.
The entire “Crisis Management Plan” is reviewed
annually and is available to all units.
Leadership development workshops are held for
department chairpersons sponsored by the Vice
President for Academic Affairs. The Human Resource
Department coordinates training sessions on various
leadership topics each academic year that are of
interest to all employees.
5R1. Performance measures collected and analyzed.
Performance measures frequently collected and
analyzed include employee evaluations, academic
program reviews, employee workplace longevity data,
NSSE data, Graduating Student Survey data, student
enrollment, and alumni data. The President’s Office
provides a personnel report to the Board along with a
President’s Report, highlighting campus activities for
each Board meeting. The Board meets six times per
year during the academic year. At each meeting the
College is represented by the President, VPAA, VPAF,
VPSS, a student Board member, the College Relations
Director, the Marketing Coordinator, the Director of
Admissions, and as needed, the VP for Development.
Minutes of each Board meeting are archived in the
campus library and are available on the electronic
bulletin board for all campus users. The Board’s “The
Nebraska State Colleges’ Strategic Plan,” provides
guidance on the Board’s plan for our enterprise.
Formal evaluation processes are in place for all
employees. Faculty members are evaluated by
students, staff members are evaluated by their
supervisors, and faculty evaluate the Academic Deans
and the Vice President for Academic Affairs. Only the
Board evaluates the President. One can assess general
faculty satisfactions through the resolutions of the
Faculty Senate, or lack thereof. In the 2001
HERI/UCLA faculty survey, shared governance, which
had been a fairly low interest for faculty in the 1992
and 1995 surveys, became a noticeably higher faculty
interest for 2001, possibly due to faculty involvement
in the college academic reorganization at the time the
survey was conducted. The instrument for use in
faculty evaluation of the VPAA is available online and
was approved by the Faculty Senate.
Program evaluations are done through the Program
Review process, assessing each academic program on a
periodic basis, every seven (7) years or by request of
the NSCS Board.
Student perceptions of satisfaction with leadership and
communication are conducted annually through the
Graduating Student Survey and through the National
Survey of Student Engagement (NSSE) conducted
every three years.
Data charts for fundraising, endowment, capital fund
and alumni giving goals are analyzed annually. The
achievement of Strategic Plan initiatives are
established biannually and reviewed annually by the
Strategic Planning Council. Institutional student
learning assessments and operational plans are posted
on the Web site.
Category 5 – Page 87
Wayne State College – October 2012
The new Student Information System (NeSIS) using
PeopleSoft Enterprise campus solutions software is
providing our students, alumni, faculty, and staff with
immediate access to real-time information and
connects that information to specific action.
5R2. Results for leading and communicating
systems.
Professional and Support Staff Senates have been fairly
active in adopting efforts at workplace related training
opportunities, and completed AQIP Action Projects
have focused on how communication reaches
Professional and Support Staff. The Professional and
Support Staff Senates were established as part of the
completed AQIP Action Project, “Building
Community.” Faculty have reported there is a general
agreement about enjoying relatively open access to the
VPAA and President’s offices. The ability to speak
directly to the decision makers has been a hallmark at
WSC for a long time, and remains so under the current
administration. The addition of the Human Resource
Office has provided another channel of communication
for employees. Employees under union contract
communicate with their respective union
representatives for leadership on employment issues.
The Strategic Plan is reviewed annually and updated
and revised in a formal process every two years.
Current objectives are checked for progress and
completion and new ideas are added.
Student satisfaction results are shown in the results
section of Category Three, Understanding Students’
and Other Stakeholders’ Needs, Table 3R3.1 NSSE
2009 and 2012 Report Data. A strong indicator of
employee satisfaction is longevity in the workplace.
Data from fall 2011 shows 59% of full-time faculty
positions are held by employees with over 10 years of
service to WSC as shown in Category Four, Valuing
People, Table 4P3.2 Full-time Faculty Years of
Service Fall 2011. In addition, Employee growth is
steady as Table 5R2.1 Employee FTE shows.
FTE 2012
(May)
FTE 2012
(January)
Table 5R2.1 Employee FTE
FTE 2011
372.299
(October)
FTE 2010
370.199
(May)
368.449
372.44
5R3. Results for the performance of our processes.
Nebraska's Coordinating Commission for
Postsecondary Education (CCPE) serves as an
independent voice within Nebraska's higher education
system. The CCPE is a state constitutional agency,
whose mission is to promote sound policies for
Nebraska's state and community colleges and the
University of Nebraska. The CCPE balances the best
interests of taxpayers, students and Nebraska's
postsecondary institutions. The CCPE has identified a
set of Peer Institutions for comparison for Wayne State
College. Of this list, only two are AQIP institutions,
Fort Hays State University and Southern Arkansas
University. Our Peer Institutions include the following:
• Bemidji State University (Bemidji, MN)
• Eastern New Mexico University (Portales, NM)
• Fort Hays State University (Hays, KS)
• Georgia Southwestern State University (Americus, GA)
• Minot State University (Minot, ND)
• Northern State University (Aberdeen, SD)
• Southeastern Oklahoma State University (Durant, OK)
• Southern Arkansas University (Magnolia, AR)
• Southern Oregon University (Ashland, OR)
WSC has joined a Nebraska AQIP Institution User
Group entitled, “Heartland Pathways Consortium.”
Quarterly meetings to discuss AQIP and other
accreditation and assessment related issues are
attended by college representatives from the Iowa
Western Community College, University of Nebraska
at Omaha, Bellevue University, College of Saint Mary,
Methodist College, Metropolitan Community College,
Central Community College, Clarkson College,
Western Iowa Tech Community College, Mid-Plains
Community College, and Wayne State College.
WSC has been a member of the Voluntary System of
Accountability (VSA), which is an initiative by public
4-year universities to supply basic, comparable
information on the undergraduate student experience to
important constituencies through a common web report
– the College Portrait.
Data from the National Survey of Student Engagement
2012, indicates WSC students have a higher level of
satisfaction compared to other groups as shown in
Category Three,Table 3R3.1 NSSE 2009 and 2012
Report Data.
The overall graduation rate is also known as the
"Student Right to Know" or IPEDS graduation rate and
shows student success. It tracks the progress of
students who began their studies as full-time, firsttime degree- or certificate-seeking students to see if
they complete a degree or other award such as a
certificate within 150% of "normal time" for
completing the program in which they are enrolled.
Some institutions also report a transfer-out rate, which
is the percentage of the full-time, first-time students
who transferred to another institution.
Category 5 – Page 88
Wayne State College – October 2012
Note that not all students at the institution are tracked
for these rates. Students who have already attended
another postsecondary institution, or who began their
studies on a part-time basis, are not tracked for this
rate. At this institution, 75 percent of entering
students were counted as "full-time, first-time" in
2011. The IPEDS graduation rate survey data is shown
in Table 5R3.1 Overall Graduation and TransferOut Rates for Students Who Began Their Studies in
Fall 2005. The 4-year average Student-Right-to-Know
completion or graduation rate calculation (Total
Completers within 150%/Adjusted Cohort) is 49% and
the 4-year average student-Right-to-Know transfer-out
rate calculation (Total Transfer-out Students / Adjusted
Cohort) is 36%. For the cohort of all full-time
bachelor’s degree-seeking, undergraduate students who
entered WSC as freshmen in Fall 2010 (or the
preceding summer term), 68% were still enrolled in
Fall 2011. Source: Common Data Set 2011-2012.
Table 5R3.1 Overall Graduation and Transfer-Out Rates
for Students Who Began Their Studies in Fall 2005
Cohort
Total
completers
within
150%
Total
transferout
students
2002
2003
2004
2005
602
286
(48%)
598
300
(50%)
552
262
(47%)
587
299
(51%)
4-year
Total
2,339
1,147
(49%)
206
(34%)
215
(36%)
217
(39%)
208
(35%)
846
(36%)
Source: IPEDS Graduation Rate Survey
5I1. Recent improvements.
The University of Nebraska’s Board of Regents and
the Nebraska State College System Board of Trustees
of where they would like the College to be in the
future. Thus, Department Chairs may set their own
vision of change, or may adopt change developed by
program faculty within that unit.
WSC communicates with a variety of stakeholders
using a wide range of media. We have an excellent
public and student Web site, weekly electronic bulletin,
notices in the Wayne Stater, notices in the local
newspapers (Wayne, Sioux City, Norfolk), WS
Foundation quarterly magazines, articles in the
quarterly Nebraska State Colleges System News,
extensive use of published calendars on a monthly and
semester and annual basis, the campus radio and
television systems, open meetings, public forums,
webinars, online seminars, and the variety of ad hoc
committee, standing committee, and task force reports.
approved Oracle USA to provide a new student
information system (NeSIS) to serve students at the
four campuses of the university - Kearney, Lincoln,
Medical Center and Omaha - and the three state
colleges - Chadron, Peru and Wayne State. As the
conversion process began in 2009-2010, with seven
organizations in NeSIS, communication between these
entities increased. In addition, the new software
provides enhanced communication for students, faculty
and staff. The conversion was successful due to
communication and training processes provided for all
employees using the system. The WSC Network and
Technology Department continues to design
technological methods of communication for the
College and continues to bring tremendous change and
opportunity for expanding communication.
The Professional Development Committee has
sponsored a series of workshops during the summer of
2012 to improve the understanding of communications
across the campus. An online calendar will be
implemented during the fall of 2012 that will enable all
units and departments to add events to a unified
campus calendar of events.
5I2. Setting targets for performance results.
Setting targets for improvement is driven by guidance
or mandate from the Legislature, the Coordinating
Commission, the Board of Trustees, and from the
variety of levels of responsibility within the College.
The President’s vision is driven by the same forces,
plus his or her own assessment of the College, our
economic situation, and the Strategic Plan. All
initiatives are aligned to the Board of Trustee’s and
WSC’s mission and vision statements. Similarly, the
VPAA and the respective Deans use their own school’s
strategic plans and assessment of the talents and
shortcomings of their units, and their own assessment
Our AQIP involvement falls on the heels of the campus
participation in the PEW Foundation process in the
1990’s, wherein virtually everyone employed at the
college engaged in several open meetings and group
discussion sessions to identify issues and concerns, as
well as to propose a wide range of possible changes for
the College. One of the strengths of this process was
the experience of faculty and staff members sitting
down together, an experience many had not had before.
This awareness of mutual concerns is a precursor to the
current level of participation in AQIP on this campus,
and the willingness of faculty, professional staff, and
support staff to work together in AQIP committees.
Communication of change is a function of how far
reaching is the change. For campus wide issues, we
utilize a variety of media, including President or Vice
President Forums or meetings, articles in the Stater and
Category 5 – Page 89
Wayne State College – October 2012
the Alumni magazine, items in the weekly bulletin, and
specific email, Web site notices or directed memos
from the President or the VPAA. Within academic
units, there are meetings of the School, at least
annually, messages via email or memorandum, and
discussion from the Dean to the Department Chairs,
and from the Department Chairs to the faculty. All
standing committees of the Faculty Senate report their
minutes on the G:drive, and many are circulated among
the faculty by their committee chairs, using email.
The college administration, in concert with the Faculty
Senate, the Professional Staff Senate, the Support Staff
Senate, the Union, and the Student Senate, have a
deliberative process for considering issues of change.
Overview
Wayne State College’s dedication to helping students
learn and accomplishing other distinctive objectives
has been a focus of its mission since before the college
embarked on the AQIP process. AQIP has provided an
opportunity to allow all units on campus to actualize
specific action projects and processes aimed toward
meeting those goals. Progress on these projects is
reported annually and published for campus review on
the WSC AQIP Web site. The College has successfully
completed eight AQIP Action Projects and is currently
working on four active projects.
Wayne State College’s Strategic Plan includes a
number of goals and strategies that illustrate ways in
which efforts by support units reinforce AQIP’s role
in continuous campus improvements. Learning
Community and Service-Learning projects have
brought together student support groups,
administrators, faculty members and stakeholders in
the community; Technology Infusion projects have
led to increased collaboration among student support,
administrative support and academic areas; and
Human Resources Development efforts have resulted
in cooperation among a variety of units on campus,
from the Operations & Maintenance Office to the
President’s Office.
The Assessment Office has five years of documented
assessment results providing evidence of continuous
program and services improvement which cultivates a
strong systemic culture of assessment at WSC. All
institutional learning programs have developed and
reported assessment plans to the Assessment Office
with 100 percent compliance. Results may be viewed
on the Assessment Web site.
As the systemic process of assessment was established,
a WSC Assessment Data Flow Chart was developed
indicating the systematic flow of assessment data from
the faculty to internal and external users of the data.
Each department collects and reports assessment data
for analysis and program improvement.
Wayne State College was an active participant in the
Academy for Assessment of Student Learning,
belonging to the February 2008 Cohort and completing
the Results Forum in November of 2011. The College
established a comprehensive, institutional assessment
initiative with emphasis on General Education
Assessment for their academy action project. The WSC
Academy Team was instrumental in providing
professional development of assessment for continuous
improvement of student learning through various
activities developed via the Academy Action Project,
which also developed into two AQIP Action Projects,
“General Education Assessment—A New Perspective!”
and “Enhancing General Education Assessment Using
Specific Course Data Collection.”
To improve tracking of how campus units reinforce
these and other AQIP criteria, guidelines and
procedures have been developed to systematize
departmental annual reports, specifically to determine
how each department measures stakeholder
satisfaction and identifies stakeholder support service
needs.
The College groups operations into processes that are
stable, consciously managed, and regularly evaluated
for improvement. It strives to make sure that what it
learns is shared among institutional units. Coordination
among units, divisions, and departments is increasing.
Strategic planning efforts have allowed people to see
“the big picture” and relate what they do to
institutional goals and strategies. Thus, this College is
at the aligned maturity level and working into the
integrated level of maturity in many units. WSC has
worked diligently to continuously improve and
strengthen all outstanding opportunities (OO) and
opportunities (O) for improvement listed in the 2009
Systems Appraisal Feedback Report. The 2009
Systems Appraisal Feedback Report reported 3
opportunities and 3 outstanding opportunities for
Category 6.
6P1. Identifying support service needs.
WSC identifies the support service needs of our
students and other key stakeholder groups through
various programs established for that purpose. We use
our Early Alert program, STRIDE program,
admissions information (e.g., ACT scores), and various
surveys to determine needs of students. We analyze
Category 6 – Page 90
Wayne State College – October 2012
National Survey of Student Engagement (NSSE)
results to determine student needs and compare data to
national norms.
Dialog between students, Student Affairs, and Student
Senate also helps identify the needs of students.
Faculty who work with students in advisory roles
identify many of the students’ needs. Community
communications between our campus and local
business aid in determining needs of students. Various
academic programs, such as the agreements with the
Science Department and the Medication Center
determine program needs of our students.
Our completed AQIP Project “Enrollment Growth”
provided the foundation for a steady increase the last
10 years through expanded marketing and admission
staff efforts. Graduates are asked to complete the
Graduating Student Survey and results are used to
determine the future needs of students.
WSC incorporates elements of strategic planning and
academic priorities, academic program planning,
accreditation, assessment, and academic resource
alignment to support the needs of our students and
other key stakeholder groups.
Several departments were queried in regard to what
and how they identify students’ needs as indicated in
Table 6P1.1 Key student and administrative
support service processes and stakeholder needs.
Table 6P1.1 Key student and administrative support service processes and stakeholder needs.
Student Needs Identification Processes
Administrative
Stakeholders contact the office with requests for data or information on an ascomputing systems
needed basis.
Informal feedback is collected with questions and comments. Invoices and
Budget and Grant
purchase orders are studied. Budgetary processes are mandated by the state. The
Administration
allocated funds are managed to operate the college to the advantage of our students
Services
and our state as much as is possible.
In such areas as enrollment or financial aid, student satisfaction survey responses
Business Services
and comment card feedback are reviewed regularly.
College Relations
A yearly survey is sent to 80 area media outlets.
Needs are addressed on a year-to-year basis, with a goal of identifying unique
Continuing Education
services students might need. Frequent contact and interaction with other offices
(e.g., admissions, financial aid).
Surveys regarding service needs are distributed to incoming freshmen prior to fall
Counseling center
semester. In spring semester, surveys are done over a 3-4 week span.
General Studies classes use 3- and 12-week surveys to determine student progress
Learning Center
and needs.
The library uses very thorough surveys of library use, with 16 different items on
its check list ranging from materials checked out to numbers of people entering
Library
or conducting library searches of people in the building, users of the web page,
etc. Numbers of users are easily gathered.
Multicultural Center
Regular visits and contacts with stakeholders.
Needs identified by specific questions asked by employees, essentially an ad hoc
Payroll and benefits
process.
Usage patterns are tracked and hours of operation reviewed and modified as
Recreation Center
needed. Class surveys are also used.
High School transcripts, test scores, and surveys in course sections for at risk
STRIDE
students are combined with responses in student self-evaluations.
Numbers and types of activities and events are monitored. Intramural activities are
Student Activities and
planned by the season and nature of the activities. Requests for building use made
intramurals
by stakeholders are monitored.
Student Health
A student health satisfaction survey is done every April.
6P2. Identifying administrative needs.
The needs of faculty, staff, administrators,
supervisors, and other key stakeholders are identified
by each unit understanding the requirements of each
service unit area and addressing them accordingly.
An administrative network provides communication
between the college president, vice presidents,
supervisors, and all faculty and staff. The President’s
Category 6 – Page 91
Wayne State College – October 2012
Cabinet, the President’s Staff, and the Academic
Council meet regularly to discuss needs of employees
and the College. Information needed to identify the
needs is also gained through departmental and unit
collaborative meetings as well as survey and
evaluation forms. The Strategic Planning Council
meets on a regular basis and annually reviews the
Strategic Plan for eminent progress.
A completed AQIP Action Project, “Building
Community” determined the need and establishment
of a Professional Staff and Support Staff Senate.
These three senates (Faculty Senate, Professional
Staff Senate, and Support Staff Senate) provide a
process for identifying the needs of their
contingency. The Negotiated Employment
Agreements and associated bargaining units also
determine the needs of faculty, staff, and
administrators for the purpose of establishing
mutually acceptable procedures, practices and
conditions of employment.
6P3. Designing, maintaining, and communicating
processes that contribute to physical safety and
security.
The maintenance and security of campus facilities are
the responsibilities of the entire campus community.
Staff members attend to the college’s buildings and
grounds with consideration for safety and security and
report irregular conditions, such as; broken windows or
locks, burned out lights, or other hazards, to the
Security Department. The security officers respond
promptly to safety and security concerns. Security
personnel contact maintenance staff in a timely manner
and inform them of each situation.
Wayne State College Security believes that a
community committed to the prevention of crime
promotes the safest possible environment. When a
person enrolls at WSC, he/she voluntarily becomes a
part of the academic community. By such voluntary
entrance, the student assumes obligations of
performance and behavior that the college believes is
necessary to fulfill its role and mission.
Wayne State College Campus Security reports to the
Dean of Students and is responsible for the safety and
security of the campus community. Campus Security
Officers and/or officers of the Wayne Police
Department respond to incidents on campus 24 hours a
day, seven days a week. Security officers are
employees of Wayne State College and as such do not
have arrest powers. They are trained in first-aid, CPR,
criminal investigation, and defensive tactics. The fulltime staff consists of a certified law enforcement
officer (Director of Security), a Crime Prevention
Officer and a Patrol Officer. In addition, there is a parttime Patrol Officer and four part-time Safety Patrol
Officers plus an officer of the Wayne Police
Department. The department is service-oriented.
Campus Security shares dispatch services with the
Wayne Police Department and works closely with
municipal, county, state and federal law enforcement
agencies. The institution holds several inter-local
collaborative agreements with the local and county
police.
Crime alerts and crime reports are released when
serious crimes occur that are considered to be a
continuous threat to members of the campus
community. When circumstances warrant, information
may be communicated to the campus community
through:
• WSC Web site
• Emergency Notification System
• Crisis Management Team
• Personal Notification
• Wayne Stater-student newspaper
• KWSC radio station
• KWSC television station
• Employee Newsletters
• Fliers and Emergency Procedures Posters
Emergency Procedures posters are required to be
posted in all offices and classrooms. Mock emergency
drills are conducted to ensure procedures will work if
needed.
6P4. Managing and ensuring needs.
All business processes and student services were
updated and revised after Wayne State College was
notified in 2007 that its current student information
system (SIS) would not be supported after December
31, 2011. A new software system was purchased and
fully implemented in August of 2010. In an effort to
reduce costs and increase efficiencies, the University
of Nebraska (NU) and the Nebraska State College
System (NSCS) agreed to pursue a common Student
Information System (SIS). The Oracle PeopleSoft
Enterprise Campus Solutions application has become
the basis of the new Nebraska Student Information
System (NeSIS). CedarCrestone Consultants were
selected to work with NU and the NSCS on the
implementation. The new system manages the
complete student experience, including such key
processes as recruitment, admissions, financial aid,
registration, housing and tuition. We believe the new
system will be very adaptable in meeting the needs of
our students for many years to come. The Nebraska
State College System (NSCS) Chancellor Stan
Carpenter remarked, “We believe that Oracle offers the
best combination of functionality, support and costCategory 6 – Page 92
Wayne State College – October 2012
effectiveness, and we are confident that the Campus
Solutions system will provide excellent accountability
and reliable records management. The collaborative
project between NU and the NSCS has been a good
partnership and resulted in the best choice for a student
information system. I look forward to continuing this
partnership.”
WSC empowers all employees to meet the needs of its
students, faculty, staff, and key organizational
stakeholders throughout the institution through
methods that enhance academic programs, help
students learn, and increase student and stakeholder
satisfaction. The AQIP continuous improvement
culture is intended to be instilled throughout the entire
organizational structure.
Sound internal financial control practices are closely
followed adhering to all state and NSCS board policies
and procedures. State auditors annually check all
financial record management of the institution. The
institution is proud of its impeccable audit record. Over
the past two decades of audits, usually only one or two
minor findings are noted each year.
The management of WSC‘s day-to-day processes is
supported and enhanced by team or staff meetings,
committee structure and task specific work groups,
continuous improvement training tools, WSC and
externally sponsored professional development
activities, shared network drive (G:drive), department
specific management reports, President‘s Cabinet
meetings, faculty and staff governance, and student
governance. Effective communication is essential to
the day-to-day management of student, administrative
and organizational support services.
Directives from vice presidents. directors, and
supervisors also guide day-to-day management of
student and administrative support services processes.
Directors, through the progressive chain of command
to the vice presidents, have the lead responsibility. On
a day-to-day basis the needs of students and key
stakeholder groups are met through person-to-person
contact and inter-office contact. The effectiveness of
these processes is gauged through surveys completed
by students for certain offices and also from feedback
from other key stakeholder groups.
6P5. Knowledge sharing, innovation, and
empowerment.
The four senates (faculty, student, professional staff
and support staff) provide a means to share knowledge,
innovation, and provide empowerment to their
respective constituencies. Minutes are maintained from
all meetings and posted on the institution’s Web site
and/or G:drive. The President’s Cabinet meets
regularly with the President, Vice Presidents,
Directors, and main Supervisors to share knowledge
and innovation. The Academic Council also meets
monthly to share knowledge and serve as a mechanism
to promote communication. The institution uses social
media to engage and support students and key
stakeholders. As new processes are developed,
supervisors and directors are encouraged and
innovation is promoted. Brainstorming done during the
Strategic Planning process assists in innovative ideas
becoming realities. The Technology Initiative process
is designed for planning of short and long-term
innovative technology needs through goals and need
justifications. Departments are refining policies and
procedures manuals that document processes. Manuals
are used for continuity in training new and current
employees and are revised periodically to incorporate
the latest innovations and recent knowledge.
Empowerment comes from key stakeholders having
input into the content of the manuals, training
programs, and day-to-day operations.
6R1. Measures of student, administrative, and
organizational support service processes.
WSC uses the National Survey of Student Engagement
(NSSE) data every three years to measure relationships
with administrative personnel and offices, support
students need to succeed academically, and overall
educational experience. A Graduating Student Survey
is administered to all approved graduation candidates
and is mailed to candidates approximately midsemester of their term of completion. It is included
with their informational packet regarding the
graduation ceremony and procedures. The response
rate is typically about 50-60%. The Graduating Student
Survey was originally created for institutional
assessment purposes and captured essential data such
as demographics, evaluation of campus services, and
perceptions of individuals’ abilities. Recent
requirements by the Voluntary System of
Accountability (VSA) have expanded the survey to
include additional questions relating to the students’
future plans. Results are annually printed in the
Institutional Databook.
Most departments are very thorough in analyzing and
evaluating feedback, annual reports, and comments,
and then incorporating that feedback into departmental
process and organization. Annual reports are available
on the Learning Center, STRIDE, Counseling Center,
Library, Diversity Report, Multicultural Center,
Athletics and Intramural participation rates, and
organizational clubs and activities. A listing is
available in Table 6P1.1 Key student and
Category 6 – Page 93
Wayne State College – October 2012
administrative support service processes and
stakeholder needs.
6R2. Performance results for student support
service processes.
The National Survey of Student Engagement 2009,
National Survey for WSC, Table 6R2.1 NSSE 2009
and 2012 Report Data shows WSC freshmen and
seniors are more satisfied with the relationships and
services provided to them as compared with the mean
comparisons to the Plains Public, Carnegie Class, and
other NSSE 2009 results.
Table 6R2.1 NSSE 2009 and 2012 Report Data
2009 NSSE
Plains Carnegie NSSE
Class WSC
WSC
Public
Class
2009
Relationships with
administrative personnel and
FY
4.93
4.81
4.86
4.74
5.20
offices (Quality of
Relationships)
1=Unhelpful, Inconsiderate,
SR
5.06
4.79
4.82
4.60
4.70
Rigid to 7=Helpful,
Considerate, Flexible
Providing the support you
need to help you succeed
FY
3.01
2.98
3.10
3.08
3.21
academically (Institutional
Environment)
To what extent does your
institution emphasize each of
the following? 1=Very little,
SR
3.15
2.93
3.02
2.94
3.04
2=Some, 3=Quite a bit,
4=Very much
How would you evaluate
your entire educational
FY
3.25
3.15
3.22
3.21
3.41
experience at this institution?
(Satisfaction)
1=Poor, 2=Fair, 3=Good,
SR
3.34
3.17
3.24
3.22
3.26
4=Excellent
Respondent Characteristics:2009-49% WSC Response Rate/NSSE Response Rate 31%
2009-FY Number=523, 44% Response Rate; SR Number=323, 58% Response Rate
Respondent Characteristics:2012-50% WSC Response/NSSE Response Rate 25%
2012-FY Number=560, 46% Response Rate, SR Number=542, 55% Response Rate
The May/August 2010 Graduating Student Survey asks
students to evaluate several services. The results are
listed in Category Three, Table 3R3.2 Students’
Satisfaction with Various Administrative Offices.
Wayne State College has conducted segmented market
research to help gauge effectiveness of its marketing
efforts since 2008. The research measures the college's
market position among high school students within the
state. Among the metrics the research measures are its
consideration score, awareness and perception. In
2010, the data indicated an improvement in market
position and awareness among potential students. The
data also showed the number of students who cite size
2012 NSSE
Plains Carnegie
Public
Class
NSSE
2012
4.85
4.91
4.89
4.89
4.79
4.81
3.06
3.12
3.14
2.98
3.01
3.01
3.24
3.24
3.26
3.20
3.20
3.23
and academic strength as barriers to consideration fell
notably.
Most offices providing student services have
adequate processes in place to respond to students’
needs. Results include new procedures and budget
allocations, as well as more effective scheduling and
operating procedures.
6R3. Performance results for administrative
processes.
The Strategic Planning process is used to set goals and
priorities for budgeting. The Strategic Plan is annually
reviewed for completion by the Strategic Planning
Council and department supervisors. Results are
Category 6 – Page 94
Wayne State College – October 2012
analyzed by the President’s Staff. For long term
planning, a ten year master plan is established and the
biennial budgets are aligned to it. NSSE results are
gathered and results are shown in Table 6R2.1 NSSE
2009 Report. A complete set of all NSSE data is
available on the WSC assessment Web site. The
Graduating Student Survey given to all graduates, (See
Category Three, Table 3R3.4 Students’ Satisfaction
with Various Administrative Offices) shows
performance results based on student satisfaction.
6R4. Using information to improve services.
Departments analyze and evaluate feedback, annual
reports, and comments, and then incorporate that feed
back into departmental processes and organization.
Audit and survey results are analyzed and evaluated by
key student, administrative and organizational support
areas to change for quality improvement.
Since 2008, WSC has implemented energy and facility
improvements at Carhart, Hahn, Pile Hall, Rice, and
Peterson Fine Arts. WSC has also focused on the living
environment with improving outdoor plazas and
recreation facilities. Significant technology
improvements have been implemented relating to
lighting and motor controls that have reduced our
energy consumption. Other operational tools that have
been implemented are utility load shedding, electric
maintenance vehicles, improved recycling volume that
decreases our landfill costs, design guidelines, and
computerized maintenance management systems.
With the goal to continuously improve the learning
environment and reduce operating expenses, WSC
conducted a new master plan that included an energy
audit. WSC plans to continue this trend in the next ten
years with an energy dash board, Conn Library
upgrade, multiple building HVAC/Code upgrades, and
infrastructure improvements that will allow for
continued reliable service. We continue to utilize
newer technologies like geothermal and are actively
evaluating the feasibility of wind, solar, and biomass as
alternative sources. WSC is positioned well to control
its operational and infrastructure costs insuring a
continued focus on a vibrant learning environment.
The NeSIS PeopleSoft software conversion has led to
more efficient processes designed and used in many
support areas. A study of guests from Taiwan directed
a change in housing procedures and all foreign
exchange students are partnered with American
students for ease of transition. Increased student
participation in intramurals sports created a process to
improve the utilization and scheduling of campus
recreational areas.
6R5. Compare performance results.
The 2009 National Survey of Student Engagement,
National Survey for WSC, data compares our
performance results with that of other higher education
organizations and our results indicate a higher degree
of student satisfaction. NSSE data on student
satisfaction is shown in Table 6R2.1 NSSE 2009 and
2012 Report Data. Complete listings of all 2009
NSSE results are posted on the Web site, along with
2003 and 2006 data. A Nebraska statewide AQIP user
group (Heartland Pathways Consortium) has been
formed that allows for quarterly meetings with other
AQIP institutions to discuss and analyze comparisons.
WSC also utilizes the National Center for Education
Statistics (NCES) to fulfill the Congressional mandate
to collect, collate, analyze, and report complete
statistics on the condition of American education;
conduct and publish reports; and review and report on
education activities internationally. Current data is
shown in Table 6R5.1.
Table 6R5.1 IPEDS General Information
Wayne State College
Financial aid office:
www.wsc.edu/financial_services/finan
cial_aid/how_to_apply/
Admissions office:
www.wsc.edu/admission
IPEDS ID:
181783
Characteristics
Description:
Public, 4-year or above
Certificates offered: Post-master’s
Degrees offered:
Bachelor’s, Master’s
Library Information (2002 data)
Print Material:
234,460
Serials:
430
Enrollment
Total enrollment:
3,517
Undergraduate enrollment:
2,994
Percent of Undergraduate enrollment by gender
Men:
44.4%
Women:
55.6%
Percent of Undergraduate enrollment by
race/ethnicity
American Indian or Alaskan Native:
0.7%
Asian:
0.4%
Black or African American:
2.7%
Hispanic/Latino:
4.6%
Native Hawaiian or other Pacific Islander:
0.1%
White
81.9%
Two or more races:
1.2%
Race/ethnicity unknown:
8.0%
Non-resident alien:
0.5%
(Enrollment data Fall 2011)
Financial
Academic year prices for full-time, first-time undergraduate
students
2011-12
2010-11
2009-10
Tuition & fees
In-state
$5,318
$5,071
$4,805
Out-of-state
$9,375
$8,933
$8,480
Category 6 – Page 95
Wayne State College – October 2012
Books and supplies
$1,100
On-campus
Room and Board
$5,740
Other expenses
$2,442
Off-campus
Room and board
$5,740
Other expenses
$2,442
Off-campus with family
Other expenses
$3,942
(Source: IPEDS College data 2011-2012)
$1,100
$1,000
$5,540
$2,290
$5,280
$2,265
$5,540
$2,290
$5,280
$2,265
$3,790
$3,765
The NCES survey program at the postsecondary
education level provides statistical information used by
planners, policymakers, and educators in addressing a
multitude of issues. One major source of this
information is the annual Integrated Postsecondary
Education Data System (IPEDS) Survey which
provides a variety of data on the nation's 9,800 public
and private postsecondary institutions. Special studies
of students, financial aid, postsecondary faculty, and
bachelor’s degree recipients, doctoral degree
recipients, transcript studies, and various longitudinal
studies, complement IPEDS.
6I1. Recent improvements.
The biggest improvement in this category was the total
conversion of our student information system, referred
to as the Nebraska Student Information System
(NeSIS). Our CedarCrestone implementation partners
have finished their assignments and we are now fully
engaged in the Product Improvement Phase (PIP). Our
momentum has not slowed down. In fact, in many
ways it has increased. The various project teams still
meet regularly to discuss pertinent issues and a new
SIS Governance structure is coming together. We are
wrapping up the final data conversions and working
hard on several modifications. Upgrades, data
migrations, data refreshes and other Change Control
processes continue to receive critical attention. Ongoing training for the functional and technical support
groups and end users continue to receive a lot of
attention.
Our completed AQIP Action Project, “CST: Computer
Software Training” was developed to assist all WSC
employees and students to become fully trained and
knowledgeable about using this modernized, more
efficient, more user-friendly, software program.
Processes and performance results are evaluated at
least annually for most supporting organizational
operations.
6I2. Setting targets for performance results.
Our over a decade long involvement in AQIP has
enabled our institution to focus on priority areas
identified through the Strategic Planning process.
Many processes have been revised and fully developed
for continuous quality improvement. The Nebraska
State College System (NSCS) has developed a new ten
year master plan that began implementation in 2012.
The ten year master plans are unique to each College in
the NSCS, but with a shared format that will address at
a minimum:
• Defined academic planning needs to be supported
by state structures
• Housing, dining, and support functions specific to
each Colleges’ revenue bond program
• Landscaping enhancements considering
conservation, environmental aesthetic, and safety
objectives
• Sustainable construction and maintenance
considerations that consider future energy and
building practices anticipated in the next decade.
Energy audit (existing or to be completed in
advance of this project) influence should be part of
these recommendations
The Colleges have used this process successfully for
one decade. The process produced a high quality
document and that format can be replicated over
additional decades to base physical plant
enhancements. The 10 year master plan document has
become the basis for biennial capital construction
requests for state general funds. It is the expectation of
the Colleges and the System Office that the institutions
will realize economies of scale and consistency
through effective planning.
Overview
WSC completed a multi-year deployment of new
software for the SAP and SIS systems, (September
2008 - August 2010). SAP stands for systems,
applications and products and is the name of a software
company that facilitates the operation of operates
accounting, budget, purchasing, payroll and human
resources departments. WSC and the other State
Colleges adopted the SAP administrative computing
system already used by the University of Nebraska.
SAP is made up of many individual, integrated
software modules that perform various organizational
system tasks and allow for consistent entry and
reporting.
WSC has worked diligently to continuously improve
and strengthen all outstanding opportunities (OO) and
opportunities (O) for improvement listed in the 2009
Systems Appraisal Feedback Report. The 2009
Systems Appraisal Feedback Report reported 3
strengths, 5 opportunities, and 2 outstanding
Category 7 – Page 96
Wayne State College – October 2012
opportunities for Category 7. WSC is continually
improving on processes in managing data. Processes
surrounding the selection, management and
distribution of data (7P1, 7P2 and 7P3) are aligned.
Processes relating to 7P4 and 7P6 are well aligned and
integrated. Processes related to 7P5 and 7P7 are
systematic and maturing as the institution adjusts to the
new paradigms and opportunities provided by the
NeSIS and SAP systems.
SIS stands for Student Information System and
typically facilitates operations in the offices of
admissions, registrar, housing, financial aid, student
billing, continuing education, and related areas. The
State College System and the University of Nebraska
System (seven total college units) collaborated in the
purchase and implementation of these new software
initiatives. Oracle’s PeopleSoft software was selected
to replace the SIS Plus system. Extensive training for
personnel with primary system control was
conducted. A completed AQIP Action Project, “CST:
Computer Software Training” was developed to train
all personnel.
Significant changes in the opportunity to utilize data in
the support of institutional systems and planning has
resulted from the implementation of the NeSIS
PeopleSoft Campus Solutions system. This system has
greatly improved our institutional effectiveness
concerning student information and the SAP system for
human resources and payroll, along with the numerous
surrounding systems that accompanied these
implementations.
Prior to the NeSIS and SAP implementations, WSC
had used SCT’s SIS Plus product both for student
information and campus financials. Five of the six
other campuses that implemented NeSIS also used SIS
Plus, they were all isolated, campus specific
implementations. NeSIS was implemented as a statewide, system level project, with an emphasis on
common implementation methodology, data
dictionaries and reporting structures. One of the
significant outcomes of this shared implementation
was the opportunity to evaluate long held and well
understood campus perspectives on data interpretation
and process in the light of the practice of six other
institutions with which WSC shared varying degrees of
similarity.
Additionally, the NeSIS and SAP projects forced a
reevaluation, reimplementation or initial
implementation of a number of supportive systems,
such as degree progress assessment, residential housing
systems, learning management systems and identity
management platforms. These changes collectively
represent significant shifts in the ease of access to data
elements, in some cases easier and in others more
challenging; in the extent to which a campus
understanding of those data elements is normalized;
and in the perspective with which that data can be used
to support programs, services, and planning.
As a result, many of the processes regarding
performance measurement have been, or are in the
process of being reengineered to make better use of the
opportunities presented by the underlying system
changes. In many cases, these new processes cross
departmental boundaries more efficiently than in the
past, and much more collaborative work is taking place
to ensure that redesigned processes are working well
not only within departments, but also in the context of
the institution as a whole.
The NeSIS and SAP projects were implemented with
no additional staff for the participating campuses, so
processes were redesigned around existing staffing
levels and, where possible, around existing staff
organizations so as to facilitate the smooth transition of
institutional function.
There is currently an active effort underway under the
auspices of the Office of the Vice President for
Academic Affairs to start capturing before and after
perspectives on campus changes, even down to the
classroom level. This data will serve as another
important tool in the planning and measurement
process.
7P1. Selecting, managing, and distributing data.
The selection of data and performance information to
support our instructional and non-instructional
programs and services is conducted by the unit offering
the program or service. The selection process typically
includes reviewing currently available data, reviewing
the comparable data used by other units at WSC, and
benchmarking other institutions and organizations
offering the same or similar programs and services to
determine the data to use.
We collect information and data in a variety of ways
including through internal reports and from state, local,
and national databases and reports. The nexus of much
of the management and distribution of data for the
College lies with the Information Management Office,
housed within the Office for the Vice President for
Academic Affairs. While officially part of the
academic structure, the office provides research and
reporting services across the entire campus. The office
keeps an internal data warehouse of key performance
indicators from which many institutional reports are
derived. The data in this warehouse is used for decision
Category 7 – Page 97
Wayne State College – October 2012
making using long term trending data. The best
examples of this are reported in the Institutional
Databook which includes numerous trending and
specialty reports.
The Administrative Systems Office provides specific
support for extracting, manipulating and providing data
to the NeSIS and SAP systems. Administrative
Systems can also draw upon the centralized support
teams for NeSIS (the AMP team) and SAP (the Basis
team) for additional technical and reporting support.
Network and Technology Services provides similar
support for campus hosted systems that complement
and integrate with NeSIS and SAP.
The support of Administrative Systems and NATS,
AMP and Basis are also available for the direct
utilization of Data Custodians, primarily for reporting
within their areas. Campus systems and NeSIS both
utilize IBI’s WebFocus product to provide ad hoc and
scheduled reporting capabilities directly to Data
Custodians and their staff. The SAP system also has
report generation and distribution capabilities that can
be utilized with the assistance of the Basis team.
WebFocus reports are used by the Office of
Assessment and the School of Education and
Counseling to summarize data.
7P2. Selecting, managing, and distributing data.
Core Component 5.D Selection, management, and
distribution of data and performance information for
planning and improvement uses many of the same
mechanisms and approaches that were described for
instructional areas, non-instructional areas, and
planning. Improvement efforts and processes are
supported by the Administrative Systems, the Student
Information System, and specialized information
systems.
Core Component 5.D.1 These systems and processes
produce data and information that permits comparison
of actual results achieved or experienced against the
planned results. Examples include budget reports that
show actual expenditures along with their
corresponding budget amounts, the faculty annual
reports in which the previous year’s goals are each
revisited with actual performance explanations, and
reports showing course enrollment caps from when the
schedule was established with corresponding actual
enrollment figures for each section. Special requests
for information can also be made to the Office of
Information Management, Administrative Systems, or
other internal areas where the needed data or
information resides. The Information Management
Office produces several specialized reports (for
example, the detailed major/minor report) and also the
Institutional Databook, which provide data useful in
planning processes. Assessment data, forms, and
documents are available on the Web site.
Academic accreditation efforts, assessment activities,
and various other activities at the institutional, school,
academic departmental, and functional (noninstructional) unit levels also collect and process data
and report information through specialized processes
and systems that support improvement efforts and the
measurement of the effectiveness of programs and
activities at these levels of the organization.
Interdepartmental, inter-academic program, and other
internal inter-unit comparisons are supported by
comparative data provided by all of the systems.
Various external agencies that are relevant to WSC and
its sub-units provide data and information that permit
external comparisons as well.
The processes used fall into two general categories
depending on the level of the planning or improvement
effort being supported. If the effort is at the unit level,
the processes presented in response to 7P1 are used.
However, if the planning and improvement effort is at
the institutional level, the selection, management, and
distribution of the data in support of the effort occurs
using a slightly different set of processes.
The selection of data to support overall institutional
planning and improvement efforts is the responsibility
of the Strategic Planning Council with oversight from
the President’s Staff. The Strategic Planning Council
has full access to all of the research tools and
assistance indicated in 7P1. The longitudinal and
highly normalized nature of the data warehouse
maintained by Information Management is critical to
the institutions ability to provide support to any
planning process and specifically strategic planning.
Additionally, many organizations on campus, including
the Council utilize a number of feedback instruments
to collect data in the interest of planning strategic and
process improvement. Student technology use surveys,
an annual campus climate survey, and forums on
strategic planning projects all provide data to support
and measure campus efforts. A current initiative from
the Office of the Vice President for Academic Affairs
is encouraging departments across campus to provide
simple single page before and after forms to capture
concise change data for individual projects.
The advent of the new administrative system and the
new student information system offers opportunities
for enhancing improvement processes and the
measurement of the effectiveness of improvement
processes. It permits exploration of new approaches to
these activities. It also permits participants in the
Category 7 – Page 98
Wayne State College – October 2012
current forms of these improvement activities to be
more autonomous and experience greater flexibility in
conducting requests and analyses of the data.
7P3.Collection, storage, and accessibility of data.
Any unit on campus is free to request data from the
Information Management Office. The Information
Management Office consults the Data Custodians on
campus, each with responsibility for authorizing access
to data in their area. Once a request is authorized and
data-definitions agreed upon, common interpretive
perspectives for those data definitions are shared and
parameters for reporting are defined. Network and
Technology Services becomes engaged in these efforts
when storage or accessibility requirements exceed
current capacity. When requirements for storage and
accessibility of data exceed available methods and
mechanisms, additional or alternative platforms are
engaged and designed by the Network and Technology
Services.
7P4. Analyzing and sharing data.
At the institutional level, WSC analyzes and shares
data and information on overall performance through
formal and informal processes including reports for the
Integrated Postsecondary Education Data System
(IPEDS), the Higher Learning Commission (Annual
Institutional Data Update), the Nebraska Coordinating
Commission for Postsecondary Education, the
Nebraska Department of Education, legislative
requests, Nebraska State College System (NSCS)
requests, annual reports on the strategic plan,
department/unit annual reports and five-year reviews.
The centralized Information Management Office
conducts student-related analyses, along with other
pertinent College-wide metrics pertaining to student
persistence, continuation, and graduation, as well as
other outcomes that are shared at College-wide Cabinet
and Deans’ Council. Operational departments obtain
information and reports from their Leads.
Information requested from the Information
Management Office is generally provided directly to
the requesting office or school. It is also often
distributed through the academic structures via the
Dean’s Council or Academic Council. Dean’s Council
comprises the Vice President for Academic Affairs, the
Academic Deans of the four schools, and the Chief
Information Officer. Academic Council is a larger
group made up of all direct reports to the Vice
President for Academic Affairs as well as a number of
other key communicators and decision makers in the
academic process, with representation from the
Admissions Office and Faculty Senate.
Information is distributed through non-academic
branches of the institution via President’s staff,
consisting of all direct reports to the President, and
President’s Council, which is a larger body, including
all campus directors and the academic deans.
The Mission and overall performance of the
organization is assessed by progress on the objectives
in the Strategic Plan and through the data analysis.
Strategic goals are analyzed and displayed with
longitudinal data. This provides a clear analysis of the
College’s overall performance and progress.
Analysis of operational effectiveness takes place not
only within departments on campus, but also in a
number of regular cross unit meetings that take place
on campus expressly for the purpose of monitoring
process effectiveness. The President’s Staff and Dean’s
Council each devote portions of their agendas to
process monitoring and improvement, but there are
meetings on campus held specifically for this purpose
as well. The Vice President for Academic Affairs has
encouraged all meetings to have one data measurement
item on each agenda to discuss effectiveness.
The functional leads meeting provides an opportunity
for every unit involved in the processes surrounding
the student academic lifecycle to discuss, analyze, and
improve those processes. As an example, this group
recently sought to address a number of scheduling and
process flow issues during freshman registration days
that centered on incoming students not remembering
user ID and password credentials when they arrived to
register. Rather than using blanket, generic
communication to all incoming students, NATS (a
participant in the functional leads group), started
providing data to the admissions office regarding last
successful login. The admissions office then used that
information to provide targeted communication prior to
registration to those individuals who had not used the
system recently. Ongoing analysis of the login data
validated the effectiveness of those contacts. The data
was culled again the morning of the event and a special
processing queue was established to help those who
had not yet logged in to the system, without impeding
the process flow for other students. Finally, the
functional leads group analyzed both subjective
feedback from advisors and Trouble Ticket volume
data to measure the overall effectiveness of the plan
compared to last year and found that the changes had
resulted in a much smoother process and experience,
both for the students themselves and the faculty
advising them.
Core Component 5.D.2 Data and information
regarding overall performance are analyzed at the
Category 7 – Page 99
Wayne State College – October 2012
institutional level by the Information Management
Office and also in other ways by various high-level
administrators and their professional and support staff.
Analyses include many different analytical approaches
as the data, information, and decision needs warrant
with alignment to the College Mission. These
approaches may take the form of comparisons across
internal or external entities, comparison of actual
performance against planned performance, geographic
analysis, trend analysis, categorical analysis, and any
of many other possible forms. Specific examples
include term enrollment reports, major/minor reports,
retention and graduation reports, etc. The Information
Management Office annually produces the Institutional
Databook, plus many routine internal and external
reports. As special needs for analysis and reporting
arise, various administrative offices may also play a
role in producing ad hoc reports regarding overall
performance. Special tasks force groups are sometimes
formed for such situations. The analyses are shared
throughout the institution by physical distribution of
printed annual reports, presentations at meetings,
posting to the G:drive, posting to the WSC public Web
site, posting to the internal WSC e-campus Web site
(internal Intranet and portal), electronic e-mail with file
attachments, and (where appropriate) in external
publications and press releases.
7P5. Needs for comparative data and information.
Comparative data needs and priorities are identified
through internal and external data demands.
Comparative data are regularly used throughout the
institution of institutional and program accreditation
needs. WSC compares itself with other Nebraska statesupported, open admission institutions, other Nebraska
state-supported regional institutions, and other national
peer institutions. National and group comparisons are
used to assess a variety of programs and processes.
Comparative results from the NSSE, the CAAP, and
the ETS Proficiency Profile are examples of WSC’s
use of comparative data.
WSC also prioritizes work to provide access to and
analysis of data in the following order:
•
•
•
•
Statutory and regulatory report compliance
NSCS office reporting requests
Data and reports that monitor and support
campus strategic initiatives
Data and reports that monitor and support
campus tactical operations
Given the degree of change in data definition and
sources mentioned above, the ability of the campus to
provide ad hoc reporting to support the lower priorities
has been somewhat constrained. This has been further
exacerbated by IT staffing changes in both Network
and Technology Services and Administrative Systems.
7P6. Ensuring and sharing analysis of data.
Alignment with institutional goals and priorities for all
instructional and non-instructional programs and
services is assured through reports that require data and
information be aligned with institutional goals and
mission. Annual reports and five year reviews are
required to address institutional goals and how the unit
is supporting the institutional mission. Annual reports
are shared at the department, unit, and division level
and summarized for the Board of Trustees.
The Information Management office works with the
campus Data Custodians to play a key role in ensuring
that there is common understanding and interpretation
of key performance indicators across campus. The size
of the College allows these key positions to provide a
consistent and effective interpretive framework which
is shared directly with departments requesting data.
This method has been particularly vital as we
transitioned from an isolated campus environment to a
shared, statewide environment. These key positions
helped to share, defend and, where appropriate, adjust
the campus perspective on data definitions and key
indicators in a state wide environment. They have also
kept the campus “in the loop” in terms of how data
interpretations may be changing and by providing
mechanisms to make apples to apples comparisons of
data, thus ensuring the most effective measurement of
campus strategic initiatives and operations during this
transitional time.
7P7. Ensuring the timeliness, accuracy, reliability,
and security of information system(s).
The College does continuous evaluation across our
internal systems-- EMAS Pro admissions software
against SAP. The data converted from EMAS Pro
admissions to SAP is validated to make sure it is
coming across correctly to ensure excellence in
teaching and learning. Policies and procedures
regarding data security for the NeSIS and SAP systems
are collectively developed via a number of
implementation wide committees involving project
leaders from both the NSCS and University systems,
campus project leads, Data Custodians and technical
leads. Those policies and procedures are then enforced
by the NeSIS STAMP team, working in conjunction
with campus IT security staff and by the SAP Basis
team.
Data reliability during the transition between systems
was largely the responsibility of conversion teams
working in conjunction with Data Custodians. Legacy
systems (or extracts from them) are still available to
Category 7 – Page 100
Wayne State College – October 2012
accommodate any lingering questions regarding data
reliability. Moving forward, the NeSIS project has a
substantial data warehouse component, which helps to
provide data validation functions and long term data
trending capabilities. The job of validating the data
migration from the production NeSIS transactional
system into the data warehouse component rests with
the Data Custodians and their respective staffs.
7R1. Measures of the effectiveness of our system.
Multiple institutional measures that are aligned with
the mission are used for tracking effectiveness across
the institution as shown in Table 7R1.1 Measures for
Tracking Effectiveness.
Table 7R1.1 Measures for Tracking Effectiveness
Source
Admissions Data
Incoming Student
Measures
Student Numbers
Measures of Student
Success
Measures of Planning
and Budgeting
Related to Faculty
and Staff
Physical Environment
Measures
Use
• ACT market and yield analyses
• Total transfer student applications
• Total returning student applications accepted and
enrolled
• Total registered at Registration/Orientation
• Parents attend Registration/Orientation
• Campus visit surveys
• Enrollment from regional service area
• High school class rank
• Number and percent of degree-seeking first-time
freshmen
• Out-of-state enrollment
• First year retention rates
• CAAP/ACT data
• Six-year degree completion rates
• Graduate satisfaction survey responses
• Student/faculty ratios
• Number of full-time employees
• Relative distribution of employees
(administrators, faculty, staff)
• Terminal degrees
• Technology availability and usage
• Library holdings and acquisitions
In addition, WSC collects dozens of indicators of
system performance, at the network, hardware, storage,
operating system, and application layers. These
indicators are collected for hundreds of devices,
resulting in literally thousands of data points for
analysis. These indicators are logged and in many
cases, both proactive and reactive alerts are configured
for metrics to allow the IT staff to reactive
preemptively to potential adverse performance
conditions. These alerts are delivered via e-mail and
text messaging to key personnel and for campus
critical systems, staff are on call 24/7 to deal with
performance issues. The following is a short list of the
metrics which are typically analyzed for performance
and strategic decision making:
•
•
•
•
On campus system availability (uptime) for all
systems
On campus service availability for all systems
Network utilization per network port
Packet/second rate per network port
•
•
•
•
•
•
•
• Total freshman applications received, accepted,
and enrolled
• Total transfer student applications pending,
accepted, and enrolled
• Registration/Orientation student surveys and
results
• ACT scores
• Student diversity
• Total headcount and full-time equivalent
• Minority enrollment
• NSSE data
• Level of student involvement in ServiceLearning
• Graduate placement data
• Salary comparability
• Student course evaluations
• Tenure and rank data
• Professional development outcomes data
• Total transfer student applications
• Buildings and space utilization
• Residential space
Errors/second rate per network port
Drive space utilization per system
CPU utilization per system
Memory utilization per system
Concurrent user sessions
Campus backbone bandwidth consumption
Service response time for some systems
There are a number of metrics which are also
particularly useful to monitor the tactical operation of
information systems:
•
•
•
Internet connection consumption
Helpdesk trouble tickets opened/closed
Associated/authenticated wireless users
These metrics are measured real time and have a
prominent place in kiosks located throughout the
Network and Technology Services office. Issues and
short term trends can be immediately identified and
dealt with. All of these metrics are available to the
Category 7 – Page 101
Wayne State College – October 2012
NATS staff in the process of strategic planning around
information and knowledge management system
upgrades.
In addition to measurement of on-campus systems,
both the NeSIS and SAP systems are monitored and
performance measured by their respective teams for
system uptime and SQL transactions/second.
•
7R2. Evidence our system meets the institution’s
needs in accomplishing its mission and goals.
WSC is routinely asked to provide data and
information on its programs and students for both
internal and external stakeholders. There are a number
of objective metrics which point to the effectiveness of
the IT organization as a whole in meeting campus
needs. System availability, trouble ticket open rates,
trouble ticket age, resource utilization statistics, as well
as many others are all incredibly useful tools for
measuring the effectiveness of IT as a resource for the
campus as shown in the following efficiency charts.
System availability on critical systems is shown in the Chart 7R2.1 Critical Systems Uptime from August
19, 2012 to October 16, 2012.
Chart 7R2.1 Critical Systems Uptime
Uptime since first day of term (8/19/2012)
100.000%
100.000%
100.000%
100.000%
99.999%
99.999%
99.999%
99.999%
99.999%
99.998%
Uptime since first day
of term (8/19/2012)
•
Drive space utilization is shown in Chart 7R2.2 Utilization of network storage space.
Chart 7R2.2 Utilization of network storage space.
o
As shown, there is a gap in the data in
late June/early July, reflecting an
upgrade to the monitoring system
itself. Also of note is that the drive
utilization hovers around 90% of
available space. Proactive monitoring
allows us to allocate storage resources
from the global storage pool only as
needed, thereby decreasing the total
cost of storage for the institution by
not having excessive amounts of
unused disk space. This is an example
of data driving both tactical operation
and long term strategic planning.
Category 7 – Page 102
Wayne State College – October 2012
•
Memory utilization per system is shown in Chart 7R2.3 System Memory Usage.
Chart 7R2.3 System Memory Usage
•
Campus backbone utilization is shown in Chart 7R2.4 Utilization of campus network backbone.
Chart 7R2.4 Utilization of campus network backbone.
•
Helpdesk trouble tickets (requests for tech assistance) opened/closed is shown in Chart 7R2.5 Number of
Campus Helpdesk Trouble Tickets Opened/closed.
Chart 7R2.5 Number of Campus Helpdesk Trouble Tickets Opened/closed
1500
1000
Tickets Opened
500
Tickets Closed
o
The spike in ticket rates in April of
this year indicates a change in volume
due to the implementation of a new
password policy. This spike was
anticipated and more in depth analysis
of the data underlying the summary
Dec-12
Nov-12
Oct-12
Sep-12
Aug-12
Jul-12
Jun-12
May-12
Apr-12
Mar-12
Feb-12
Jan-12
0
numbers helped to guide and shape
targeted communication to incoming
freshman to smooth password
retention issues during freshman
registration.
Category 7 – Page 103
Wayne State College – October 2012
•
Associated/authenticated wireless clients are shown in Chart 7R2.6 Usage of campus wireless systems.
Chart 7R2.6 Usage of campus wireless systems
Perhaps the most interesting measure, however, is a
subjective one. As a general rule, faculty, staff and
students on campus are “happy” with IT. NATS
receives a significant amount of unsolicited, positive
feedback and very little negative feedback. People cite
friendly professional support, broad-based availability
of services and an “always up” IT environment. This is
metric on which to base comparisons. WSC scores
very well and consistently performs above “5 9s”, or
99.999% for system availability, meaning that systems
do not experience greater than 8 hours of unplanned
downtime per calendar year, which puts it on par with
also reflected (or perhaps it would be more accurate to
say not refuted) by lack of negative feedback in the
annual employee campus climate survey.
7R3. Performance results.
By far the most compared metric for IT organizations
is system availability and, as such, it is the easiest
most commercial organizations and well above its peer
group in higher education. NeSIS performance metrics
are shown in Chart 7R3.1 Usage and Consistency of
NeSIS System.
Chart 7R3.1 Usage and Consistency of NeSIS System
Category 7 – Page 104
Wayne State College – October 2012
Again, a more interesting and meaningful measurement
is a subjective one. Faculty and staff new to WSC who
have experience in other higher education
environments generally provide very favorable
feedback regarding the service and services provided
by WSC. Many long time WSC faculty and staff relate
positive comparisons of their own experience to those
of their colleagues at other institutions on a number of
fronts, including system availability, offering of
services, professional quality of service and the general
helpfulness of the IT staff in assisting them in their
own work.
dictated by federal regulations, the Nebraska State
College System (NSCS), the Coordinating
Commission for Postsecondary Education (CCPE) in
Nebraska, the various academic area accreditation
agencies (for example: NCATE, IACBE, NASAD, and
NASM), and numerous other internal and external
requests. The addition of an Assessment Director and
the formalization of assessment activities, processes,
and related communications have resulted in
significant improvements in the processes and
performance of our system for Measuring
Effectiveness.
7I1. Recent improvements.
WSC has implemented or is currently implementing a
significant number of improvement projects, all based
on campus strategic initiatives, analysis of performance
data and/or end user feedback:
Further experience with our new administrative system
and new student information system will permit us to
explore and implement further improvements in many
processes. It will also enable us to improve existing
processes for Measuring Effectiveness related to those
processes and will permit us to adapt existing measures
of effectiveness and implement new measures of
effectiveness. The new systems will also offer
additional challenges as the institution adapts to using
them and taking full advantage of them.
•
•
•
•
•
•
Backbone upgrade to 10Gb/s: Based on
analysis of backbone utilization data and
trending
Wireless infrastructure management platform
upgrade: Based on wireless usage data, user
feedback and administrative perspective on
mission criticality
Internet access capacity doubled: Based on
analysis of internet connection utilization,
projection of use based on trending data, user
feedback and other campus strategic initiatives
Classroom display/presentation technology
upgrades: Based on user feedback and analysis
of best practice
Wireless saturation coverage support for
mobile device teaching initiatives: Based on
analysis of wireless coverage data placed in the
context of pilot iPad teaching programs on
campus
IT staff restructuring plan: Based on feedback
from employees and comparative analysis of
peer staff organization and compensation data
This list is by no means exhaustive, but does highlight
the circle of situational awareness, problem
identification, solution selection, implementation and
evaluation that permeates the IT culture at WSC.
The recent improvements in this area include
incremental improvements that continue progress along
already established paths plus the efforts WSC has
expended in planning and deploying the new
administrative and student information systems that
will open the door to many additional possibilities for
improvement. WSC has successfully adapted to
comprehensive processes related to this category as
WSC has recognized the challenges in measuring
effectiveness and is prepared and well-positioned to
respond to these challenges as new systems are
deployed and to capitalize on opportunities that
emerge. The College recognizes that the situation at
hand offers unique potential for achieving synergies
within and between systems.
7I2. Selecting processes to improve and set targets.
The IT improvement process is primarily driven from
the WSC Strategic planning process. IT is a named
stakeholder in a number of initiatives in the strategic
plan and analyzes other initiatives to understand where
it can plan a supporting role. Additionally, NATS has
representation on President’s Staff, Dean’s Council,
President’s Council and Academic Council to better
understand where IT can play a key role in
understanding, guiding and supporting the mission of
the College.
Campus initiatives are prioritized primarily by
President’s staff, and within the academic realm, by the
Dean’s Council. NATS then takes these priorities and
uses them to shape budget and action plans, building
upon economies of campus wide scale and taking
advantage of local, state and regional partnerships to
achieve the most significant level of improvement
possible given the available resources. These action
plans are then represented to President’s staff and
Dean’s council in the context of the prioritized campus
initiatives, with anticipated completion dates.
Category 7 – Page 105
Wayne State College – October 2012
In many cases, campus wide resources such as internet
bandwidth, campus backbone bandwidth, campus
server and storage capacity, etc. are managed internally
by NATS in alignment with campus initiatives and
priorities. Trending data is used to predict growth
patterns and ensure that sufficient resource is available
for initiative implementation without needlessly
encumbering campus resources.
Overview
Wayne State College’s goals align with its Vision to
be a comprehensive institution of higher education
dedicated to making a notable difference to rural and
community life through learning excellence, student
success and regional service. In order to achieve the
Vision and the College’s Mission, the College strives
individually and collectively for enhanced,
continuous, quality improvement in all that it does.
WSC’s short-term strategies incorporate work on
AQIP Action Projects, which are annually reviewed.
Wayne State College has initiated twelve Action
Projects since joining AQIP. Reviews from the Higher
Learning Commission’s reviewers for the institution’s
Action Projects have been very commendatory. The
AQIP Action Projects have enabled our institution the
opportunity to focus on areas of needed improvement
and complete the Plan-Do-Study-Act cycle that is the
cornerstone of AQIP. Specifically, AQIP has enabled
our institution to target specific areas for improvement
and “shine a spotlight” on these areas as noted
improvement has been accomplished through the AQIP
process.
The AQIP Council and the Strategic Planning Council
were integrated into one council as part of a well
thought-out, sequential process in the fall of 2008.
Previously, the AQIP Council had been instrumental in
organizing AQIP at WSC and the Strategic Planning
Council had been instrumental in organizing a
systemic, continuous strategic planning process. As the
Strategic Planning Council integrated AQIP categories
for improvement into its strategic planning a natural
migration of the AQIP process occurred. Thus, the
former AQIP Council transitioned and was combined
into the Strategic Planning Council.
The Strategic Planning Council meets a number of
times annually to discuss and analyze the strategic
needs of the institution. The WSC Strategic Plan is
reviewed at these meetings with recommendations
made for continuous improvement utilizing AQIP
guidelines. The Strategic Planning Council hosts a
biennial retreat that embraces a cross-section of the
entire institutional environment to review the previous
recommendations and develop a Strategic Plan for the
next biennium. The recommendations are continually
analyzed by the administration and the Strategic
Planning Council, and AQIP Action Projects are
developed in areas where improvement is strategized.
The institutional Strategic Plan is used for budgeting
and alignment of goals with the Nebraska State
College System (NSCS).
Long-range planning for large-scale budget items is
done in a very deliberate, systematic manner, using
collaborate strategic planning with all units. The
strategic planning done at the College level guides the
state budget request process. Once priority requests are
established by the College, the State College Board of
Trustees reviews and determines system priorities, then
forwards them to the Governor and the State
Legislature. The Board, System Office staff, and the
System lobbyists advocate for new funding for priority
requests, meeting with state analysts and individual
senators. For capital projects, a ten-year Master
Planning process is utilized to help formulate projects
and requests. The Board of Trustees similarly reviews,
advances, and advocates for funding for capital
projects.
WSC continues to improve in this Category as the
Strategic Planning process continues to be revised and
expanded. Our College is adapting to the changes in
AQIP and the Higher Learning Commission’s new
Core Criteria. The College was selected to “pilot” the
new AQIP Guidelines for 2013 in this Systems
Portfolio. Our level of maturity for Category 8 is at the
aligned level. WSC has worked diligently to
continuously improve and strengthen all outstanding
opportunities (OO) and opportunities (O) for
improvement listed in the 2009 Systems Appraisal
Feedback Report. The 2009 Systems Appraisal
Feedback Report reported 1 strength, 3 opportunities,
and 8 outstanding opportunities for Category 8.
8P1. Key planning processes.
Wayne State’s key planning processes include strategic
planning, AQIP, and financial planning. These key
planning processes incorporate planning and
collaboration from the Higher Learning Commission,
the Nebraska Coordinating Commission, the Nebraska
State College System, the President’s staff, the
Administration, the Strategic Planning Council, the
Biennial Strategic Planning Committee, and
representatives from all campus units.
Category 8 – Page 106
Wayne State College – October 2012
Based upon the vision and mission for Wayne State
College the strategic planning committee, comprised of
representatives from all college units, meets every two
years and identifies strategic goals. The 2012-2014
Strategic Plan was developed during the November
2011 strategic planning retreat. The 2014-16 Strategic
Plan will be the focus of the strategic Planning Retreat
in November, 2013.
In reviewing facility needs, the campus engages in a
ten-year master campus planning effort. The WSC
Campus Master Plan was updated throughout the 2011
year, in conjunction with a system-wide effort,
culminating with Board approval in January of 2012.
The plan incorporates the strategic Planning initiatives
of the College into a plan that guides decision-making
on capital improvements over the next decade.
Budget allocations are annually reviewed, prioritized
and allocated. AQIP Action Projects and then Strategic
Planning priorities are given top priority with available
funding. The operating and capital budgets are adjusted
according to this process.
Decisions to initiate building and capital improvements
on the priority list are made by WSC administration
and Board of Trustees through a consensus building
process and financial allocations.
8P2. Selecting short- and long-term strategies.
Beginning in the early 1990’s, in response to North
Central’s recommendations that WSC needed a
planning process, the campus sponsored the PEW
Roundtable discussions as a first effort at a coordinated
campus planning process. This has evolved into a
biennial strategic planning process. The Biennial
Strategic Planning Committee does a SWOT analysis
on the current Strategic Plan to evaluate the Strengths,
Weaknesses, Opportunities, and Threats involved in
the plan. Based on the Strategic Planning Council
recommendations, AQIP Action Projects are developed
and supervised by the Strategic Planning Council. In
addition, information gathered from annual retreats,
Vice President meetings with Deans, Directors,
Department Chairs, faculty and staff provide data for
continuous year-to-year planning. Annual planning is
guided by State and Federal regulations, program
accreditation standards and budget analyses.
The Revenue Bond Auxiliary program utilizes a
systematic five-year planning model and rolling
analysis of revenues to predict funding and planning
for improvements for self-supporting programs and
facilities. Students, directors, and administrators meet
regularly to establish plans and review priorities in this
area.
8P3. Developing action plans to support strategies.
AQIP Action Projects are developed from the Strategic
Planning Committee’s recommendations and through
AQIP Systems Appraisal Feedback Reports. These
projects are monitored by the Strategic Planning
Council. In addition, the VPs consult with campus
committees and Senates, Deans, Directors and
Department Chairs, faculty and staff. Institutional
strategies and current AQIP initiatives are considered.
Annual reports and student satisfaction survey results
are reviewed. Funds are reallocated to meet designated
campus priorities. Action plans emerge from the
strategic planning process.
The following issues are considered when moving a
project from the Campus Master Plan to the
implementation stage.
• AQIP and Strategic Planning priority
• Life, safety and ADA compliance concerns
• Determination of how substandard the building is to
meet the needs of the programs housed in that
building
• Availability of funding for different projects
Biennially, in conjunction with the Legislative
request process, the Board of Trustees puts WSC
capital construction requests in priority within the
Nebraska State College System (NSCS). The funding
options for capital projects include:
• State of Nebraska capital construction funds for state
buildings and major projects;
• Task Force for Building Renewal Funds (from
cigarette taxes) for state buildings – focus on
fire/life/safety, energy conservation, ADA concerns
and deferred maintenance;
• Cash – With the Board’s approval, the College can
use tuition cash balances for capital projects;
• Revenue Bond Funds – WSC can issue bonds to
improve buildings designated as revenue producing
or self-supporting, such as dormitories, student
center, recreational facilities, and parking lots. The
revenue bond program includes an on-going level of
financing to continually maintain revenue bond
facilities.
• Wayne State Foundation (private) dollars.
8P4. Coordinating and aligning planning processes.
Retreats for Deans, Department Chairs, and the Vice
President for Academic Affairs are used to plan,
organize, and align strategies across our organization’s
various levels. The biennial Strategic Planning
Committee is comprised of member representation
from all levels and units of the college and assists in
Category 8 – Page 107
Wayne State College – October 2012
the review, analysis and creation of the Biennial
Strategic Plan.
provide input. The AQIP action plans receive highest
priority.
The President’s Council and the Strategic Planning
Council analyze the Biennial Strategic Plan and
coordinate and align its priorities with those
determined from the AQIP Quality Checkup Report
and the AQIP Systems Appraisal Reports. This process
is used to determine, develop, and fine-tune the
feedback into concrete plans for future improvements.
This process help transform institutional learning into
continuous improvement of the key processes and
performance results identified.
Core Component 5.A. The College’s resource base
supports its current educational program and its plans
for maintaining and strengthening their quality in the
future. The College receives just over 58% of its
operating funding from state appropriations, which
remain steady. The State of Nebraska has weathered
the recession better than almost any other state in the
union. The Governor is supportive of education, and
higher education entities in the state have received
small increases when other agencies were held constant
or reduced slightly. Nebraska's constitution does not
allow for indebtedness, so the state has held funding
for state agencies level or increased only slightly in
keeping with revenues. The most recent revenue
projections were revised upward on October 26, 2012,
for both the current year and the next two years, due to
strong receipts, a positive agricultural economy, and
positive growth signs.
Annual electronic Action Plan updates are filed on the
progress of our plans and feedback is provided from
AQIP. This feedback is reviewed and used to improve
implementation of the action plans.
The institutional dashboard of statistics with
comparisons from our IPEDS Peer Analysis and the
Coordinating Commission for Postsecondary
Education (CCPE) Peers Groups is analyzed by the
financial officer and budget committees to allocate
funds. Budgeting is aligned with the priorities set by
WSC, within guidelines endorsed by the Board of
Trustees of the Nebraska State College System.
8P5. Defining objectives, selecting measures, and
setting performance targets.
Committees responsible for working on specific
projects help select measures and set performance
targets. Every two years a Strategic Planning
Committee meets at an off-campus site and devotes a
full day of SWOT analysis of the current Strategic Plan
and AQIP Action Projects. New AQIP Action Projects
are developed from items in the Strategic Plan that are
deemed the most important by the Strategic Planning
Committee, President’s Council, President’s Staff, and
Strategic Planning Council. During the retreat, items
are prioritized and the Strategic Planning Council and
the President’s Staff determine where funds should be
allocated, when funding is available.
8P6. Linking strategy selection and action plans.
The current Strategic Plan and AQIP Action plan needs
are cross-walked against the Nebraska State College
System’s (NSCS) goals and strategic plan to ensure
alignment. The Nebraska State College System’s
Board of Trustees determines budget allocations. The
President’s Staff cross-walks the budget requests with
the budget allocations from various institutional units,
(i.e. Student Life, Administration and Finance,
Athletics, and Academics). The five-year plan is used
to determine need-based allocation of funding. Budget
hearings are held and all four institutional senates
The Board of Trustees has contributed to the stability
for the colleges by setting tuition levels adequately to
at least provide for the core needs - utilities, health
insurance, salary settlements, and a few of the highest
priority projects at each college. WSC has been frugal
throughout the economic downturn. Conservative
budgeting, combined with the Legislative decision to
allow carryover of unspent appropriations for the last
two biennia, combined to create a surplus in cash that
permitted completion of several major construction
projects, along with one-time equipment and furnishing
upgrades for departments across the campus. On-going
budgeting continues to be conservative, but with
flexibility to allocate resources to meet high priority
needs.
Core Component 5.A.1 The institution has the fiscal
and human resources and physical and technological
infrastructure sufficient to support its operations
wherever and however programs are delivered. As
mentioned in Category 4, according to Board Policy
7000, Budgets, The academic requirements of the State
Colleges shall drive the operating and capital
construction budgets. Nothing in the budgets shall be
deemed sacrosanct, and no part of the State Colleges’
operations will be immune from scrutiny or possible
reallocation if evaluations determine that such action is
necessary for an efficient and effective operation.
Fiscal resources to support the College’s needs are
vigorously supported by the System’s Board of
Trustees. A lobbying firm is employed by the Board to
represent us to the Governor and the Legislature. The
Chancellor and the System Office staff work closely
Category 8 – Page 108
Wayne State College – October 2012
with State officials to ensure stable appropriations for
the System. The college regularly hosts state officials
and legislators to present our case and explain our
needs. The efforts have been successful, in that, even
through the economic down turn, State College
appropriations have been sustained and even increased.
The Board of Trustees is committed to funding core
needs of the College, as it sets tuition rates following
the Legislative session at a level sufficient to provide
necessary revenue to fund salaries, benefits, utilities,
operating, and highest priority needs. The College
retains all of its generated cash revenues and can
request to spend excess revenues above a Boarddesignated reserve. The Board considers and has
authority to grant increases in cash fund allocations
beyond the Legislative appropriations for welldocumented requests. Although closely watched by the
Board, additional faculty and staff may be added when
needs are justified.
Technological resources at the College are supported
through not only the General/Cash Fund
appropriations, but are enhanced with revenues from
an increasing Technology fee paid by both on- and offcampus students. A high priority has been given to
technological support for the College. Salaries for
technology positions were recently upgraded to ensure
retention of excellent staff. Regular life-cycle funding
is provided to ensure the quality and currency of
equipment. Participation and leadership in Midwest
Higher Education Commission (MHEC) purchasing
agreements helps us provide the most up-to-date
equipment at reasonable costs. The academic programs
experiment with new technologies for teaching; the
library supports and provides equipment that students
can check out and use. Technology support for faculty
and students is provided by specific staff in the library,
while the Network and Technology Department
provides technology support and purchasing expertise
for the entire college community.
example, 27 pianos in the music department were
recently replaced and upgraded by the Foundation with
electronic capability for practice and performances.
The Foundation recently joined hands with the College
and the State’s Building Renewal Task Force in
financing a $22 M renovation of our heavily used
Science Building. An $18 M renovation of the
College’s Library is in the planning stages, with a
combination of support from the Foundation, the State,
the Building Renewal Task Force, and student fees and
cash anticipated.
Cooperative programming is increasing enrollment and
educational opportunities at a new education center in
the rapidly growing northeast part of the state. The
College and the local community college area share
administrative staffing, and carefully articulated
programs in four disciplines are now being offered.
The Board has authorized a special tuition rate between
resident and non-resident to attract students across state
lines in a tri-state area.
Core Component 5.A.2 The institution’s resource
allocation process ensures that its educational purposes
are not adversely affected by elective resource
allocations to other areas or disbursement of revenue to
a superordinate entity. The State of Revenue, Expenses
and Changes in New Assets is reported in the WSC
Institutional Data Book and shows financial stability.
WSC’s resources are derived from legislative
allocations and student credit hour fees. Board Policy
7013, Acquisitions and Planning; Computers and
Computer-Related Items; states: The acquisition and
development of computers and computer-related items
will conform with Board approved plans and will be
made according to statute.
Within the last three years, the College has transitioned
to SAP for its accounting needs, in conjunction with
and with administrative support from the University of
Nebraska. In 2009-10, the University and State College
Systems purchased and incorporated the PeopleSoft
enterprise computing software, along with new
hardware. Dedicated on-going support was funded by
the State and is jointly supported by both Systems.
The College budgeting process first assures full
support for existing faculty and staff position salaries
and benefits. The non-personal services allocation
includes a standard allocation to academic departments
that allows for travel, office supplies and operating for
each faculty member. Both at the Department level and
at the Division level, flexible dollars are made
available to be used as determined by Department
heads and Deans to meet high priority needs. The Vice
President for Academic Affairs also controls resources
to fund special travel requests and other academic
needs.
Specific designated budgets for technology are built
into renovation projects to ensure that the quality and
quantity of resources are available to support education
programs at the College. The Wayne State Foundation
participates enthusiastically when specific technology
needs are brought forward by the institution. For
Beyond this built-in flexibility, funding is made
available for high priority academic needs brought
forward in regular budget request meetings or through
the Deans to the Vice President for Academic Affairs.
Such special requests may be funded through internal
reallocations or unallocated cash, put on a list to be
Category 8 – Page 109
Wayne State College – October 2012
considered for year-end one-time funding, requested
through subsequent biennial budget requests, or taken
to the Board for a special increase in cash fund
appropriation. Requests that require action or funding
beyond the Dean or Vice President for Academic
Affairs level are brought forward to the President’s
staff, a group of the President and Vice Presidents that
meets weekly. Requests requiring Chancellor approval
or Board action are brought by the President to the
Chancellor or discussed through the Council of
Presidents.
IPEDS data showing the percent distribution of core
revenues for fiscal 2010 for fiscal year 2010 are
presented in Table 8P6.1 against comparison group
median. The comparison group median is based on
those members of the comparison group that report
finance data using the same accounting standards as
the comparison institution. N is the number of
institutions in the comparison group. Source: U.S.
Department of Education, National Center for
Education Statistics, Integrated postsecondary
Education Data System (IPEDS): Spring 2011, Finance
component.
Table 8P6.1 Percent distribution of core revenues,
by source: Fiscal year 2010
Comparison
Group
WSC Median (N=11)
State appropriations
48%
35%
Tuition and fees
23%
25%
Government grants and
contracts
15%
22%
Other core revenues
13%
11%
Investment return
1%
1%
Private gifts, grants, and
contracts
0%
2%
Local appropriations
0%
0%
IPEDS data showing the expenses per full-time
equivalent (FTE) enrollment of core expenses for fiscal
2010 are presented in Table 8P6.2 against comparison
group median. The comparison group median is based
on those members of the comparison group that report
finance data using the same accounting standards as
the comparison institution. Expenses per full-time
equivalent (FTE) enrollment, particularly instruction,
may be inflated because finance data includes all core
expenses while FTE reflects credit activity only. N is
the number of institutions in the comparison group.
Source: U.S. Department of Education, National center
for Education statistics, Integrated Postsecondary
Education Data System (IPEDS): Fall 2010, 12-month
Enrollment component and Spring 2011, Finance
component.
Table 8P6.2 Core Expenses per FTE
enrollment, by function:
Fiscal year 2010
Comparison
Group Median
WSC
(N=11)
Instruction
$5,199
5,771
Student services
$2,019
$1,390
Academic support
$1,523
$1,337
Institutional support
$1,305
$1,801
Other core expenses
$154
$1,422
Public service
$58
$438
Research
$1
$84
Core Component 5.A.3 The goals incorporated into
mission statements or elaborations of mission
statements are realistic in light of the institution’s
organization, resources, and opportunities. The
Strategic Plan and the 10-year Master Plan incorporate
and reinforce the mission, vision, and culture of the
College. As mentioned in Category 3, under Core
Component 1.D.3, the NSCS Board Policy 2510
Mission Statement; Mission Statement, Core Values,
and Vision Statement for the NSCS states: Mission:
The Nebraska State College System serves our
students, communities and state by providing high
quality, accessible educational opportunities. WSC’s
vision is to make a notable difference to rural and
community life through learning excellence, student
success, and regional service, a regional college of
national distinction.
Goals incorporated into mission statements are often
recognition of opportunities we have to do things
differently or better within existing staffing and
resources. The goals require a focus, perhaps a
reorganization of resources, and a concentrated effort
to bring forth a better result. In light of the College’s
depth of staffing and local flexibility in budgeting and
staffing, most goals can be attained by gaining
consensus about a problem or an opportunity, drawing
attention to the goal, and applying the appropriate
human and financial resources. Our processes allow
reallocation and/or additional staffing and resources if
adequately supported. Existing undistributed
appropriations may be designated, or there are several
ways to acquire additional funding. Coming from a
basically self-reliant rural area, the tendency is to set
goals where enthusiasm and resources are already
present or near at hand to accomplish the desired
change.
Category 8 – Page 110
Wayne State College – October 2012
Core Component 5.A.4 The institution’s staff in all
areas are appropriately qualified and trained. Category
4, lists faculty numbers for WSC and provides
credential information. The State College Education
Association (SCEA) union contract specifies academic
credentials for faculty under Article XXI. Hiring. The
Nebraska State College System Professional
Association (NSCPA) and the Nebraska Association of
Public Employees, Local #61, American Federation of
State, County and Municipal Employees (NAPE)
unions specify hiring terms for the professional and
support staff employees.
The College is located in a fairly well-populated rural
area within easy driving distance of three metropolitan
areas: Omaha and Lincoln, Nebraska and Sioux City,
Iowa. It is not difficult to attract faculty, particularly
young faculty to the area. Many families move here
expecting to stay only a few years and discover
excellent public schools and a supportive community
that keeps them here for many years. A rigorous search
process ensures the ability to select from good
candidates. Although salaries could be better, the
benefit package and tuition benefits for spouses and
family members are generous. The faculty is
unionized, as are professional and support staff.
The administration is supportive of continuing
education at all levels and provides as much support
for travel and conferences as possible. The College is
connected with “Life Size” technology, so some
training can be obtained through technology. Through
the System, there are opportunities to exchange and
interact with counterparts. Being a small state, our
political leaders insist that we share a number of
opportunities with the University of Nebraska System,
which has campuses in Omaha, Lincoln, and Kearney.
Our active membership in MHEC provides other
opportunities for ongoing education.
Table 8P6.3 shows full-time faculty and staff from
Fall 2011 data. The College has structured process for
identifying and ensuring staff in all areas are
appropriate qualified and trained. Category 4 details
how the College provides ongoing personal and
professional development opportunities for all faculty
and staff.
Table 8P6.3 Full-Time Faculty and Staff
Wayne State College
Full-Time Faculty and Staff
Fall 2011
Faculty
124
Administration/Professional Staff
Administration (President, Vice Presidents,
9
Deans)
Directors and Managers
Coaches, Assistant Coaches, Athletic Trainers
Technology (Admin. Systems, NATS, Graphic
Design)
Other Student Services Professional Staff
All Other Non-Supervisory Professional Staff
Support Staff
Clerical and Secretarial
Service and Maintenance
*Source: WSC Institutional Data Book 2011-2012
32
16
12
21
28
55
60
Core Component 5.A.5 The institution has a welldeveloped process in place for budgeting and for
monitoring expense. According to Board Policy 7001
Budgets; Operating, Requests, Adoption, Evaluation
and Control, the biennial budget requests shall be
presented on forms and in a manner directed by the
System’s Chancellor. All general operating budget
requests for each college and the System Office must
be approved by the Board prior to being submitted by
the System Office to the appropriate agencies of the
executive and legislative branches of state government,
and the Coordinating Commission for Postsecondary
Education.
Internal institutional budgeting provides structure
through the SAP system. The College has complete
flexibility within its appropriation from the Legislature,
once it is allocated by the Board of Trustees. Personal
service budgets at the College are set up centrally but
monitored at the departmental level. Individual
departments are responsible for non-personal service
expenditures and have flexibility within those budgets.
Minor questions or problems are generally raised with
the College’s Budget Director or Vice President for
Administration and Finance. Annual meetings with
these two individuals and each unit’s Vice President
provide another avenue for monitoring budgets and
training departments to use budgeting tools. Budgetary
meetings allow departments and areas to discuss needs
and entertain varying ways of finding resources to
support the need.
Requests for additional funding or reallocations are
brought forward through Departments and Deans to the
Vice Presidential level or through the budget meetings
and are discussed by the President’s staff. Decisions
are handled through consensus, with the President
having the final determination. College-wide strategic
planning occurs prior to the biennial budget process, so
that priorities can be established and can move through
the request process if new funding or positions are
needed. The AQIP process allows a structured format
for helping define priorities that grow out of the
strategic planning process, form teams to address
Category 8 – Page 111
Wayne State College – October 2012
priority issues, monitor progress and measure results.
The results feed back into the planning that is on-going
for departments and divisions, and inform the annual
and biennial budget requests.
Based upon the Legislative appropriation, the Board
will allocate the operational funds to the State Colleges
and the System Office in an equitable manner, taking
into consideration the adequacy of the level of funding
at each institution to carry out its role and mission.
At the meeting subsequent to the distribution of the
funds, the Colleges and the System Office will submit
proposed operating budgets for the new fiscal year to
the Board for approval.
If needed, revised budgets for the current fiscal year
may be submitted to the Board for approval. Revised
budget requests must clearly identify the funding
source and be accompanied by a full explanation of the
proposed program budget adjustments. If revenue or
expenditure adjustments are made to the operating
budget during the year, a final budget must be
approved by the Board for use by the auditor in
examining the financial statements of each college.
If deficit requests for specific emergency funding
become necessary, the State Colleges/System Office
first submit the proposals to the Board for evaluation.
If approved by the Board, information on the requests
will be prepared and forwarded to the Governor’s
Budget Office, the Legislative Fiscal Office and the
Coordinating Commission by the System Office for
consideration.
At the close of each fiscal year, the Chancellor will
review with the Presidents the year’s financial activity.
Both process and achievement will be considered. This
review and evaluation will permit recognition of
successful achievement, determine accuracy of
estimations, identify deviations from short and longrange plans and assist efforts to improve in the general
budgeting and allocation process.
The taxpayers, through the State of Nebraska, and
WSC students serve as the funding source for WSC’s
budget. Faculty and staff must ensure that expenditures
are reasonable and well-documented. Thus,
expenditures must be made in accordance with College
policies and state laws and exhibit careful stewardship
of state and student funds. A complete guide, called
“Financial Procedures and Guidelines” is made
available to all employees. Questions regarding the
procedures can be address by the Office of the Vice
President for Administration and Finance.
8P7. Assessing and addressing risk in our planning
processes.
Extensive research is done prior to all endeavors
involving financial risk. Goals are set, and planning
and extensive research are conducted prior to budget
preparation. Trends are determined through analysis
and monitoring of applications, campus visits,
dormitory deposits and financial aid applications to the
college. Careful budgeting and planning measures are
utilized to ensure limited risk. We don’t plan on
enrollment growth to minimize risk. If declines are
apparent, we do plan for declines. We set our goals,
make plans, and determine budget needs through
careful analysis, and we accumulate cash reserves to
minimize risk. For Funding Year 2011-12, the
College’s cash reserve was funded at 8% of its
operating appropriation, the maximum percentage
suggested under Board Policy.
8P8. Ensuring that we develop and nurture faculty,
staff, and administrator capabilities.
The Strategic Planning Council annually reviews the
Biennial Strategic Plan and assesses all items for
continued relevance. Technology grants are made
available to faculty through the Vice President for
Academic Affairs. The Teaching and Technology
Center provides numerous technology training
opportunities for faculty and staff. The College
supports professional development endeavors of
faculty, professional staff and support staff for
conference attendance through administrative and
financial support. New software systems training and
support has been provided. Financial support was
provided to enhance Action Projects, such as providing
financial support for personnel, equipment,
professional development and travel.
8R1. Measures of effectiveness.
The Strategic Planning Council evaluates the progress
of the biennial Strategic Plan. Input is requested from
all departments and units and reported to the Strategic
Planning Council. The Council determines goals that
have been accomplished. During each Strategic
Planning Retreat, an analysis of completed goals and
objectives from the previous plan is done as part of the
SWOT analysis. As part of the strategic planning
process, biennial Strategic Plan goals are prioritized
and funding is allocated where needs exist. Many of
these goals are the basis for AQIP Action Projects.
Assessment measures are in place to annually assess
programs and services through annual reporting to the
Office of Assessment and the Vice President for
Academic Affairs. Program reviews are completed
every five years according to guidelines in the
Nebraska State College System (NSCS) Policy
Category 8 – Page 112
Wayne State College – October 2012
Manual. Program assessment results are collected by
the Office of Assessment and analyzed by the
President’s Council, Dean’s Council, and the
Assessment Oversight Committee.
•
At various times during the academic/fiscal year
reports are analyzed by the appropriate departments to
determine “How we are doing?” These reports include
all units of the college, (i.e. student life, utilities,
academics, athletics, etc.). We continually monitor
graduation rates, retention rates, and financial results to
ensure quality and provide for continuous
improvement measures.
•
8R2. Performance results.
At the 2011 Strategic Planning Retreat, it was
determined that the goals for Service-Learning and
International Studies had been developed through
AQIP Action Projects and had been completed. The
college has successfully completed eight of twelve
AQIP Action Projects initiated since 2002.
The college completed its fourth year of participation
with the Higher Learning Commission’s Academy of
Assessment for Student Learning and attended the
Final Results Forum in November 2011. WSC’s
Academy for Assessment Team was honored to have
the HLC invite them to discuss their successful project
as part of the Learning Exchange during the 2012 HLC
Annual Meeting. The HLC invited WSC to be featured
as one of four recently "graduated" Academy
institutions in a panel that discussed their Academy
experience during the opening plenary session. In
addition, the HLC also invited the WSC Academy
Team to present and showcase their successful
program during the series of concurrent sessions on
Friday afternoon and Saturday morning in which the
HLC showcases successful programs in the Academy.
The focus is on the program managed, its content and
processes. The panel dealt with ways to manage your
project and the concurrent session dealt with the
project itself.
Capital projects recently completed or underway by
fall 2012 include:
•
•
•
•
•
•
•
New Ten-Year Facilities Master Planning
Document (2012)
Carhart – Phase II (2nd floor, Biology Dept.)
New Roof on the Rec Center
Hoffbauer Plaza – new colored concrete surface
and repairs
Rec Center – track repairs, new divider curtains
Various sidewalk repairs
Electrical Transformer upgrade
•
•
Drainage improvements between Connell and
Studio Arts
Upgrades to Morey and Anderson apartments
New carpeting in Student Center lower level
dining, game, and corridor areas
Carpeting in the basement of Fine Arts
8R3. Targets projections for action plans over the
next 1-3 years.
WSC currently has four active Action Projects. The
current Action Projects are: “Enhancing General
Education Assessment Using Specific Course Data
Collection,” “Systems Portfolio Revision,” Online
Course Evaluation for Quality Assurance,” and
“Enhancing the Serving to Learn and Learning to
Serve Initiative.”
WSC will continue to build on sustainability of the
continuous improvement process. WSC will continue
to align resources with its Mission. WSC plans to
continue and expand “Go Green” initiatives, such as
using electronic documents over paper, recycling,
using eChecks, adding LDI lighting, etc.
As part of the 2012 Ten-year Master Plan, capital
improvements in the next 1-3 years will focus on the
following items.
•
•
•
•
•
•
•
•
•
•
Carhart – Phase III (1st floor and lower level)
Hahn Administration Building Renovation
Willow Bowl Renovation
Bowen Hall Energy Improvements
Energy Conservation Dashboard and Building
Monitoring
Rice-Rec Alleyway Improvements
Basketball goals at tennis courts
Student Center Servery and Cats’Corner
Renovations
Rice Exit Doors for fire and life safety
Utility upgrades to provide redundancy and reduce
electrical costs
On the drawing board is the 1)Library HVAC/Codes
Upgrade and Renovation and 2)Needs statement,
planning for field turf at football field, renewed track,
and expanded soccer field.
8R4. Performance results.
Each department develops program and course goals
that align with the goals of the institution, develops
specific objectives/outcomes, selects measurement
tools (at least one direct and one indirect measure),
collects and reports assessment data to the Office of
Assessment that is publicly displayed on the Web site,
analyzes data collected and reports results to the Office
Category 8 – Page 113
Wayne State College – October 2012
of Assessment that is also publicly displayed on the
Web site; and implements change through action plans.
This process has been a successful tool to engage the
institution, assess and validate program content and
student learning, and provide direction for continuous
improvement of programs.
WSC has developed and continuously refined a
learning outcomes assessment Web site that provides
information about its assessment process. This includes
information about assessment committees, learning
outcomes for all programs of the institution, ongoing
initiatives to support outcomes assessment, faculty
resources, and data reports. National testing scores
from the 2003, 2006, 2009, and 2012 National Survey
of Student Engagement (NSSE) are also posted on the
WSC Assessment Web site. The NSSE survey has
increasingly become part of the WSC assessment
process, specifically used to identify aspects of the
undergraduate experience that can be improved upon
inside and outside the classroom. The Assessment
Oversight Committee has extrapolated the data of the
2009 and 2012 NSSE survey and has made
recommendations to the Strategic Planning Committee.
The 2009 NSSE had a 49.4 percent completion rate,
which was above the 2008 average institutional
response rate of 37 percent. The response rate for 2012
for WSC was 50.27% which was above the average
institutional response rate of 25%.
WSC was a member of the Voluntary System of
Accountability (VSA) from August 2008 – December
2011.
WSC will randomly select students to complete the
Collegiate Assessment of Academic Proficiency
(CAAP) testing during the 2012-2013 academic year.
CAAP is the standardized, nationally normed
assessment program from ACT that will enable our
institution to assess, evaluate, and enhance the
outcomes of our General Education Program. The
scores will be used to compare with the scores from the
2009-2010 academic year and other institutions as
shown in Category 1, Table 1R6.4: WSC CAAP
Scores Compared to National Percentiles. The
School of Business and Technology and the School of
Education uses the ETS Major Field Exams to assess
the outcomes of their programs and to improve on the
quality of instruction and learning efforts.
8R5. Evidence our system is effective.
Wayne State College has initiated twelve Action
Projects since 2002. The institution has retired eight of
the projects and has four active, current Action
Projects. At least three active Action Projects are
reviewed annually by reviewers for the Higher
Learning Commission.
Eight of the twelve Action Projects implemented since
2002, have satisfactorily met their goals and those
projects have been completed. These completed AQIP
Action Projects have enabled our institution the
opportunity to focus on areas of needed improvement
and complete the Plan-Do-Study-Act cycle that is the
cornerstone of AQIP. AQIP has enabled our institution
to target specific areas for improvement and “shine a
spotlight” on these areas as noted improvement has
been accomplished through the AQIP process. As
stated in the Institutional Overview Section, WSC first
initiated Action Projects that were intensive, multi-year
projects and only recently has begun to change the
culture and campus mindset to embrace more AQIP
projects of varied time lengths.
Our completed Action Project “Human Resource
Development” was a perfect example of how AQIP has
helped our institution complete the Plan-Do-Study-Act
cycle. This Action Project developed after fact-finding
activities on campus determined that the AQIP
Category of Valuing People could be improved. The
Action Project was developed, researched, acted upon
by hiring a Human Resource Director and establishing
an Office of Human Resources. The HR department is
being utilized extensively and through additional needs
assessment additional support staff has been hired.
The completed Action Project “Enrollment Growth” is
another example of how WSC has closed the loop and
successfully completed an AQIP Action Project for
institutional improvement. This plan was developed to
improve and change the advising and registration
processes, along with recruiting, admissions, and
student services. The freshmen were given and
continue to be given the UCLA Freshman survey
during orientation at the beginning of the year. The
surveys were and continue to be studied to compare
freshman expectations and experiences during the first
year. A result of this Action Project, is that enrollment
and campus visits have increased. Additional
admissions personnel were hired and a marketing
coordinator was hired to implement a marketing plan
and work with admissions to increase our visibility.
The marketing budget was increased to support these
efforts. As a result of discussions on campus and
discussions at the Strategy Planning in May 2006, this
Action Project was replaced with a more focused effort
on increasing student retention and completion rates.
The Action Project “Improve Student Success” was
then developed. This Action Project closely followed
the Plan-Do-Study-Act cycle that is the cornerstone of
AQIP and was completed.
Category 8 – Page 114
Wayne State College – October 2012
Another completed Action Project “Institutional
Quality – Connected Learning Opportunities” was
selected as an Action Project during the initial AQIP
self assessment process. Again, the institution planned,
studied and acted to accomplish and complete this
Action Project. As a result of this Action Project,
Learning Communities became an established part of
the Graduate Education Program starting in August of
2003. The program continues to be popular.
Our initial Service-Learning program also became
institutionalized through this Action Project. A strong
majority of students, faculty members and community
partners responded on Service-Learning assessment
surveys that their involvement in Service-Learning was
mutually beneficial. Students remarked that their
"hands-on" Service-Learning participation confirmed
their career aspirations. Community partners stated
their approval of the opportunity to teach and learn
alongside students and faculty. This constructive
interaction has strengthened bonds between the campus
and the surrounding community.
The active Action Project “Enhancing the Serving to
Learn and Learning to Serve Initiative” continues to
support Service-Learning involvement. Another Action
Project that has been completed “Building Community”
was developed and identified using brainstorming,
nominal group, multi-voting, and rank ordering
techniques. A campus climate survey was developed
and administered with a 58.8 percent response rate
from faculty members. The action resulting from this
Action Project was the implementation of the
Professional Staff Senate and the Support Staff Senate.
Wayne State College has been an active participant in
the Academy for Assessment of Student Learning,
belonging to the February 2008 Cohort and
“graduating” after a four year commitment in
November of 2011. The institution established a
comprehensive, institutional assessment initiative with
emphasis on General Education Assessment for their
academy action project. The WSC Academy Team has
been instrumental in providing professional
development of assessment for continuous
improvement of student learning through various
activities in the Academy Action Project, which is also
a WSC AQIP Action Project. One Action Project was
implemented and completed and a second Action
Project started through Academy Team participation.
The project has been very successful and has gained
national attention through presentations at the Higher
Learning Commission’s Annual Meetings, Association
of American Colleges and Universities (AAC&U)
Annual Meeting and General Education Meeting, and
the Association for General and Liberal Studies
(AGLS) Annual Conference.
8I1. Recent Improvements.
The AQIP Council and the Strategic Planning Council
were integrated into one council as part of a well
thought-out, sequential process in the fall of 2008.
Previously, the AQIP Council had been instrumental in
organizing AQIP at WSC and the Strategic Planning
Council had been instrumental in organizing a
systemic, continuous strategic planning process at
WSC. As the Strategic Planning Council integrated
AQIP categories for improvement into its strategic
planning a natural migration of the AQIP process
occurred. Thus, the former AQIP Council transitioned
and was combined into the Strategic Planning Council.
The Strategic Planning Council meets many times each
year to discuss and analyze the strategic needs of the
institution. The WSC Strategic Plan is systemically
reviewed at these meetings with recommendations
made for continuous improvement utilizing AQIP
guidelines. The Strategic Planning Council hosts a
biennial retreat that embraces a cross-section of the
entire institutional environment to review the previous
recommendations and develop a Strategic Plan for the
next biennial. The recommendations are continually
analyzed by the administration and the Strategic
Planning Council and AQIP Action Projects are
developed in areas where improvement is strategized.
8I2. Setting targets.
The Strategic Planning Council has provided the
College with a comprehensive institutional planning
process. This Council is responsible for organizing the
process that identifies AQIP Action Projects, supervises progress on Projects, supervises the Systems
Portfolio updating and revisions, and annually reports
to the campus community on current continuous
improvement results. As initiatives arise through our
Strategic Planning, future Action Projects will be
developed to show increased activity through the
Action Project Directory. In the past, WSC had many
projects and initiatives but only used specifically
chosen projects for AQIP emphasis. We are
reconsidering this past method as directed by AQIP
and will be using and reporting on more of these
initiatives as Action Projects in the future.
The Strategic Planning Council continually reviews its
processes to improve its function and examines the
AQIP System Appraisal reports for opportunities for
improvement. This process will continue to evolve and
improve as the Council and campus continuously
monitor its effectiveness for continuous improvement
of programs and services.
Category 8 – Page 115
Wayne State College – October 2012
Overview
Building and sustaining collaborative relationships
with a variety of stakeholders is essential to the
fulfillment of WSC’s mission. Because WSC is seen as
a regional resource, many relationships developed as a
result of requests from external agencies. For example,
Rural Health Opportunities Program (RHOP) and the
Northeast Nebraska Teacher Academy (NENTA)
developed from a recognized need (i.e. shortage of
health professionals and substitute teachers in the
area). Other collaborative relationships were created at
the request of WSC for support and enhancement of
services that WSC cannot financially or fully support.
For example, the collaborative agreements with the
City of Wayne, the Northeast Nebraska Regional
Library Consortia and the collaborative agreement with
the University of Nebraska-Lincoln to provide
mainframe computer resources have enhanced WSC
access to security, academic, and technological
resources. Some collaborative relationships were
initiated by mutual interaction and shared interests. For
example, articulation agreements with community
colleges, other four year colleges and medical centers
were developed in order to seamlessly move students
between institutions to optimize the educational and
professional opportunities offered at each.
One innovative initiative and major planning effort
became a reality in 2011 when Northeast Community
College and Wayne State College collaborated to build
the College Center in South Sioux City. This project
required an extensive feasibility study, detailed
financial budgets, approvals from numerous local,
regional and state agencies and boards and the
involvement of the entire WSC community. The
Governor approved the joint facility between WSC and
NECC in 2007. This College Center helps provide
extensive educational and cultural benefits to placebound students in the Siouxland area. This project is an
example of how colleges – our state colleges and the
community colleges – can work together for the benefit
of Nebraska. Receiving this funding and support, after
many meetings with Northeast representatives and
many visits to the Coordinating Commission for
Postsecondary Education, is a huge accomplishment
for WSC and the NSCS system.
The College is at the Aligned level of maturity in
Category 9. Many processes are stable and shared, but
measures need to be further developed and analyzed
for data-driven decision-making. WSC has worked
diligently to continuously improve and strengthen all
outstanding opportunities (OO) and opportunities (O)
for improvement listed in the 2009 Systems Appraisal
Feedback Report. The 2009 Systems Appraisal
Feedback Report reported 5 strengths and 4
opportunities for Category 9.
9P1. Creating and building relationships.
Chadron State College, Peru State College and Wayne
State College, along with the System Office and the
Board of Trustees constitute the Nebraska State
College System (NSCS). This is a model of
collaborative educational excellence. The NSCS serves
close to 9,000 students from Nebraska and surrounding
states through the three geographically diverse
institutions. Combined, the three colleges offer more
than 200 degree, certificate, and pre-professional
programs that are accessible on the three campuses, via
the internet, and in several satellite locations
throughout the state. With more than 250 credentialed
faculty and 50,000 successful graduates, the NSCS
provides significant human and intellectual capital that
contributes to the current and future economic strength
of the State of Nebraska.
Building and sustaining collaborative relationships
with a variety of stakeholders is essential to the
fulfillment of Wayne State College’s mission. The
mission states: Wayne State College is a
comprehensive institution of higher education
dedicated to freedom of inquiry, excellence in teaching
and learning, and regional service and development.
Offering affordable undergraduate and graduate
programs, the College prepares students for careers,
advanced study, and civic involvement. The College is
committed to faculty-staff-student interaction, public
service, and diversity within a friendly and collegial
campus community.
Wayne State College has collaborative relationships
noted with primary and secondary educational
institutions, other post-secondary educational
institutions and organizations, community partners,
corporate and business partners, and government sector
partners. Key collaborative relationships are chosen
based upon: 1) their contribution to the mission of
Wayne State College, 2) their impact in terms of
Wayne State College students affected, 3) their
external impact in the region, and 4) cost/benefit
factors.
These key relationships are placed into one of seven
categories: 1) Secondary and post-secondary
institutions from which Wayne State College receives
students, 2) Institutions to which Wayne State College
sends students to complete undergraduate/graduate
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Wayne State College – October 2012
degrees, 3) Institutions that work directly with Wayne
State College students by providing needed services, 4)
Institutions that assist Wayne State College in
providing necessary educational resources and
experiences, 5) Institutions that assist Wayne State
College students in obtaining employment, 6)
Institutions that assist Wayne State College in its
regional service mission, and 7) Institutions that
provide business services to Wayne State College. A
listing of categories and the oversight area are
presented in Table 9P1.1: Enrollment History. The
table shows the top ten states from which Wayne State
College receives students.
Table 9P1.1: Enrollment History
State of Permanent Residency
Enrollment History for Top 10 States and International
Fall
Fall
Fall
Fall
Fall
2007
2008 2009 2010 2011
California
14
5
6
8
21
Colorado
10
6
4
8
15
Florida
10
13
13
11
9
Illinois
4
11
11
12
14
Iowa
418
414
387
356
347
Kansas
10
6
7
6
7
Minnesota
21
21
24
25
16
Nebraska
2,902 2,952 3,044 3,006 2,937
South Dakota
48
51
39
42
42
Texas
10
16
13
11
12
International
43
42
44
35
Nebraska Wesleyan University
120
Josephs College of Beauty-Lincoln
114
Midland Lutheran College (University)
100
Source: CCPE County Migration Survey for 2006.
Nebraska’s Coordinating Commission for
Postsecondary Education – December 2007.
The formal process for prioritizing and building
collaborative relationships at Wayne State College
flows from the institution’s numerous external
interactions. The need to prioritize collaboration
opportunities is largely a function of the resource
requirements of the opportunity and its relationship to
the Wayne State College mission. Many
opportunities require few direct financial resources
and a participatory decision can be made quickly.
However, given that collaborative ideas may surface
from a variety of sources and some may require
substantial resource commitments, a more formalized
decision process exists. The following formal process
has been used in the development of a number of key
collaborative relationships:
1.
2.
29
Beginning with Fall 2007, international students include any
student a foreign country of origin, regardless of citizenship
status or current state of origin.
Table 9P1.2: Institutions to which WSC receives
students shows the top ten institutions and the number
of first-time freshmen who enrolled within 12 months
of high school graduation from the counties in our
College’s Service Area.
Table 9P1.2: Institutions to which
WSC receives students
Nebraska-Resident First-Time Freshmen from the
Counties in the Institution’s Service Area
Wayne State College Service Area
All First-Time Freshmen by Institution of
Attendance, Fall 2006
Central Community College
865
University of Nebraska at Lincoln
817
Northeast Community College
680
University of Nebraska at Kearney
542
Wayne State College
353
Southeast Community College
343
University of Nebraska at Omaha
254
3.
An opportunity to develop a collaborative
relationship is identified.
The responsible parties who will be involved in
the development and organization of the
opportunity are identified. Wayne State College
parties may include faculty advisors, department
chairs, deans or central administrators.
Collaborative parties may include a variety of
individuals with access to relevant information
and policy formation. Examples would include,
but not be limited to; school superintendents,
college administrators, public health officials,
and directors of governmental agencies. Initially
the “responsible parties” will be limited to a
small group charged with the task of developing
and assessing the feasibility of the relationship.
The responsible parties prepare a feasibility
assessment. The feasibility study addresses the
following items:
a. The type of collaborative relationship
(initiated by Wayne State College, external
party or mutual pursuits).
b. How the proposed collaboration supports the
threefold mission of Wayne State College.
c. A description of the proposed collaboration
and a clear statement of the desired outcomes.
d. The impact on Wayne State College;
activities to include developing a financial
budget, identifying potential funding
sources, identifying staffing requirements,
identifying facility and equipment
requirements, and preparing a cost / benefit
summary.
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Wayne State College – October 2012
4.
5.
6.
e. A description of the assessment process
including the process of collection and
analysis of data to be used to evaluate the
collaborative agreement.
An initial report is submitted to appropriate
administrative authorities and/or appropriate
committees for additional feedback and
direction.
A finalized report is sent to the appropriate
administrative authorities for action.
Once approved, the potential participants for
implementation of the proposed collaboration
begin the process of preparing and submitting
proposals or grants requesting funding to
support the collaboration. Additionally, a
timeline for implementation may be requested
and developed. Finally, on-going assessment
and evaluation of the collaboration with
timelines are identified.
9P2. Creating and building relationships with
educational organizations and employers.
Administrators, faculty and staff serve on numerous
regional and local committees and boards that
generate opportunities for collaboration. Wayne State
College employees are on the Wayne City Council,
the Wayne Community School Board, Wayne
Industries, and the Wayne Area Chamber of
Commerce Board. Being a regional college, faculty
and staff reside in numerous surrounding
communities and serve on similar committees and
boards in their locale. Wayne State College
employees also serve in leadership roles in state and
regional professional organizations.
Collaborations with outside agencies and institutions
are a natural outcome of their involvement. The
formal process for prioritizing and building
collaborative relationships at Wayne State College
flows from these numerous interactions. When a
collaborative opportunity emerges each individual
has an opportunity to explore its potential with
his/her supervisor. The need to prioritize
collaboration opportunities is largely a function of the
resource requirements of the opportunity and its
relationship to the Wayne State College mission.
The School of Education and Counseling’s Northeast
Nebraska Teacher Academy (NENTA) project is an
experience offered to initial teacher candidates since
1999 to develop skills in working with diversity in
teaching and learning. The project was developed to
respond to a challenge from local school districts to
help alleviate a severe substitute teacher shortage.
NENTA was created through a $300,000 grant to
certify, train and support a select group of qualified
education candidates to serve as paid substitute
teachers in thirteen area school districts in northeast
Nebraska. Due to the success of the project with over
500 candidates participating, the institution has
continued support after the original grant funding was
depleted. The ten year project has continued providing
candidates quality staff development and substitute
teacher performance through training and mentoring.
The majority of the schools participating in the project
have student enrollments that exemplify the full range
of diverse differences of people and individuals. There
are 13 districts in the Northeast Nebraska Teacher
Academy (NENTA) considered to be “official”
partners as verified by signed inter-local agreements.
Each spring term Career Services sponsors a Career
Fair. The Career Fair has been designed to give
Wayne State College students, alumni, faculty and
staff an opportunity to meet with company
representatives. This is a great opportunity for
students to network with people in their field as well
as secure internships and/or full-time employment.
An innovative initiative with significant planning
efforts between Northeast Community College and
Wayne State College to build a South Sioux College
Center became a reality in March 2011. This project
required an extensive feasibility study, detailed
financial budgets, approvals from numerous local,
regional and state agencies and boards and the
involvement of the entire Wayne State College
community. The Governor approved the joint facility
between Wayne State and Northeast Community
College in 2007. This facility will help provide
extensive educational and cultural benefits to students
in the Siouxland area. The counties in this area have
the fastest growing populations in the state, yet the area
is currently underserved by the higher education
community. This project is truly an example of how
colleges – our colleges and the community colleges –
can work together for the benefit of the state.
Receiving this funding after many meetings with
Northeast representatives and many visits to the
Coordinating Commission for Postsecondary
Education was a huge accomplishment for Wayne
State and the NSCS system.
A process similar to the formal evaluation process
was utilized by the State College Board of Trustees in
developing the Joint Admissions Program. This
collaborative relationship allows a student to be
admitted to all community colleges and state colleges
with one application fee.
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Wayne State College – October 2012
9P3. Creating and building relationships with
organizations.
The Board of Trustees asked the Chancellor, his staff
and the colleges to continue to find new ways to meet
our system mission of providing access to high quality
educational opportunities. To assist first-time
freshmen, the Nebraska State College System (NSCS)
offers an Advantage Program that guarantees first-time
freshmen students who qualify for a federal Pell Grant
will pay no tuition at Wayne State College. This
program offers an innovative way for Chadron, Peru
and Wayne State to serve students. The program
fulfills the promise of excellent educational programs
combined with unrivaled affordability.
Service-Learning projects at Wayne State College
assist in building collaboration between students,
faculty, and communities. During the spring 2010
semester, Service-Learning at Wayne State involved
over 460 students, 25 faculty/staff from 10 disciplines,
completing 18 projects, two alternative Spring Break
trips and two campus club (co-curricular) projects.
Over 40 area agencies/organizations partnered with
faculty/staff and students on a project to meet
community needs. The students as colleagues program
remains successful with three students taking key
leadership roles on campus projects. Student-Learning
at Wayne State College was also awarded an
institutional Students Beyond Boundaries (SBB) grant
to be used in the 2010-2011 semesters, and the first
SBB grant continued into its second semester.
The mission of the undergraduate teacher preparation
unit is to facilitate the development of dynamic
professional educators who know how to collaborate
for the benefit of self, others, school, community and
the profession. Consistent with the mission of the
College, the undergraduate teacher preparation unit
provides leadership and service to individuals, schools
and communities in our service area. Our candidates
and faculty work in partnership with area schools to
improve educational opportunities for all students. This
mission is accomplished through inquiry, reflection,
field-based learning experiences, and regional service.
The professional education unit, in conjunction with
the student, college community, and area partner
schools, is responsible for bringing theory and practice
together by encouraging inquiry and reflection that
facilitates learning and development. The unit has been
nationally accredited since the 1960s, successfully
completing its last NCATE review in 2010.
The Wayne State Foundation works with the College
in its mission of student development and regional
service. One of the ways the Foundation is able to do
this is through the generous support of alumni and
friends of Wayne State College. The Wayne State
Foundation is an institutionally related but separately
incorporated nonprofit 501 (C) (3) corporation that
exists for the sole benefit and promotion of Wayne
State College. In 1961 local Wayne, Nebraska
community leaders incorporated the Foundation. The
Foundation continues to benefit from the support and
leadership of community leaders from Wayne and
elsewhere, who serve as trustees on the executive
committee.
Since its founding, the Wayne State Foundation has
focused on providing students with scholarships. With
the initial scholarship support of $1,300 in 1962 to
over $1 million awarded in 2009-2010, the Foundation
continues its commitment to increase scholarships for
Wayne State College’s more than 3,500 students. The
Foundation’s impact on the College doesn’t stop there.
Through contributions of alumni, employees, trustees,
foundations and corporations the Foundation provides
funding for many Wayne State College projects.
9P4. Creating and building relationships that
supply materials and services.
Purchasing policy and procedures apply to all
purchases of and contracts for services, materials,
supplies, or equipment, and all leases of property in
accordance with NSCS Board Policy #7010. Specific
procedures and guidelines for purchases are also listed
in the Wayne State College “Financial Procedures and
Guidelines” manual.
Official Wayne State College Purchase Orders are
required in advance for all purchases of $2,500 or
more; unless for registrations, memberships,
subscriptions, repairs, etc. A Purchase Order must be
signed by the Vice President for Administration and
Finance before a purchase can be made. Purchases
can only be made from vendors who have a Drugfree
Workplace Policy in place. A Drugfree Workplace
Policy statement is printed on Purchase Orders.
Acceptance of the PO by the vendor confirms the
vendor has a policy in place.
Wayne State College is a member of the Midwestern
Higher Education Compact (MHEC). The MHEC is
one of four statutorily-created interstate compacts
founded in 1991 and serves Illinois, Indiana, Iowa,
Kansas, Michigan, Minnesota, Missouri, Nebraska,
North Dakota, Ohio, South Dakota and Wisconsin.
MHEC contributes to the vitality of the Midwest by
enhancing member states’ ability to maximize higher
education opportunity and performance through
collaboration and resource sharing. MHEC delivers
this promise through three core functions of student
access, cost savings and policy research that
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Wayne State College – October 2012
1)promotes improved student access, affordability and
completion; 2)reduces operational costs; 3)analyzes
public policy and facilitate information exchange;
4)enhances regional higher education cooperation and
dialogue; and 5)encourages quality programs and
services. In addition, each member state appoints five
individuals to a 60-member governing body of
legislators, higher education leaders, and governors’
representatives. Member state obligations, program
fees, and foundation grants finance MHEC activities
and support initiatives to increase regional
collaboration and achieve outcomes that could not be
realized by institutions and systems acting
independently.
Formal reviews for agreements such as athletic
conference membership, service agreements with the
City of Wayne, and bookstore and food service
operations are handled via the Wayne State College
budget process and the periodic bidding processes for
services.
9P5. Creating and building relationships with
partners with whom we interact.
Building and sustaining collaborative relationships
with a variety of stakeholders is essential to the
fulfillment of Wayne State College’s mission. Because
Wayne State College is seen as a regional resource,
many relationships develop as a result of requests from
external agencies. For example, Rural Health
Opportunities (RHOP) and the Northeast Nebraska
Teacher Academy (NENTA) developed from a
recognized need (i.e. shortage of health professionals
and substitute teachers in the area). Other collaborative
relationships are created at the request of Wayne State
College for support and enhancement of services that
Wayne State College cannot financially or fully
support. For example, the collaborative agreements
with the City of Wayne, the Northeast Nebraska
Regional Library Consortia and the collaborative
agreement with the University of Nebraska-Lincoln to
provide mainframe computer resources have enhanced
Wayne State College access to security, academic, and
technological resources. Some collaborative
relationships are initiated by mutual interaction and
shared interests. For example, articulation agreements
with community colleges, other four year colleges and
medical centers were developed in order to seamlessly
move students between institutions to optimize the
educational and professional opportunities offered at
each.
Rural Health Opportunities Program (RHOP) is a
collaborative program that provides students automatic
acceptance to the University of Nebraska Medical
Center upon the successful completion of the special
curriculum in Medicine, Pharmacy, Dentistry, Physical
Therapy, Physician's Assistant, Radiography, Nursing,
Dental Hygiene or Clinical Laboratory Science at
Wayne State College.
The Professional Development School (PDS) is a
partnership between Wayne State College and a local
school district. The School of Education and
Counseling initiated the idea of a Professional
Development School (PDS) through a pilot project that
was started in South Sioux City during the 2007-2008
academic year. The unit initiated a second Professional
Development School partnership between the college
and Norfolk Public Schools during the 2009-2010
academic year. The program has grown with the 20122013 academic year enrolling 24 teaching candidates in
PDS settings in four school districts; Norfolk,
Columbus, South Sioux City, and Wayne. Candidates
are selected and interviewed jointly by unit faculty and
school personnel before placement into the PDS.
Extensive collaboration is on-going with unit faculty
and school personnel working together to deliver
instruction during the fall clinical semester
(immediately prior to student teaching), and to coevaluate candidates’ performance throughout. PDS
provides an intense clinical experience resulting in
high-level understanding of the real work of teachers.
The School of Education and Counseling adopted a
Learning Community Model to deliver the Master of
Science in Education (MSE) in Curriculum and
Instruction (C&I) Program to advanced candidates in
2003. Due to the success of the C&I Program, a
decision was made in 2007 to add a Learning
Community Model as another option for delivering the
established Master of Science in Education (MSE)
School Administration/Educational Leadership P-12
Program. The innovative Learning Community
Delivery Model has grown from the initial pilot of 127
completers to current grand total completers of 679 as
of May 2009.
Candidates in the Master of Science in Education
(MSE) Curriculum and Instruction (C&I) Program and
the Master of Science in Education (MSE) School
Administration/Educational Leadership P-12 Program
delivered through the Learning Community Delivery
Model spends a considerable amount of time in
reflective study, action research and writing on topics
incorporating diversity. As a major aspect of both
programs, the unit has systematically selected sites in
Nebraska communities that would draw advanced
candidates who work in diverse schools and related
environments. For example, Learning Communities
based in Fremont, South Sioux City, Norfolk and
Grand Island are sites where school populations range
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Wayne State College – October 2012
from 27% to 45% diverse. The unit’s decision to place
the Learning Communities in sites that serve diverse
school populations have attracted additional candidates
to the programs from equally diverse school settings
(i.e. Omaha, Macy, Winnebago, Walthill, Lexington,
Schuyler, Columbus, and Madison).
The School of Education and Counseling utilizes many
partners throughout our service region. Partner schools
defined in the broadest sense are those where a
collaborative relationship exists between the college
and school on a variety of experiences such as field
placements, clinical experiences, and substitute
services. All school districts that welcome unit
candidates and interns into their buildings are
considered partners in the process of preparing
educators, and as such are solicited to provide feedback
to the unit via conversation, evaluation forms, and
electronic surveys.
The Teacher Education Advisory Council (TEAC) has
also proven to be a valuable conduit for improving
field and clinical experiences. The Council includes
representatives from the unit, teachers and
administrators from area K-12 districts, and
professional staff from ESU #1. The purpose of TEAC
is to discuss and promote collaborative initiatives that
significantly impact current efforts of the unit and
encourage further endeavors to create effective
schools, teacher education programs, and quality
teaching at all levels. Dinner meetings are held each
term.
In collaboration with Northeast Community College,
Wayne State College built a new facility, at 1001
College Way in South Sioux City, Nebraska. This
facility provides a new location for Wayne State
College to offer classes in South Sioux City, Nebraska.
The partnership of Wayne State College and Northeast
Community College in the same building provides
unique opportunities for students to earn associate,
baccalaureate, and master's degrees without having to
relocate, a combination of customized training for
businesses and industry, continuing education,
licensing programs, and career and technical training.
In addition, this innovative learning center offers
students the opportunity to complete two year degrees
from Northeast Community College and continue their
program of study toward a four year degree from
Wayne State College—all in the same location.
Construction on the approximately 39,600-square-foot
facility began in July of 2009. The building was
completed in March of 2011. A capital campaign was
used to raise monies for the facility. The entire $12
million of the total $12 million project cost was funded
through the contributions of the two colleges, private
donations, foundations, and federal funds.
In addition to the academic programs offered at the
educational center, Wayne State College and Northeast
Community College will provide a number of frontline services for students. These services will include
tutoring; advising; assistance with financial aid,
registration, and disability services; testing; student
accounts; and limited library and bookstore operations.
Academic oversight of curriculum delivery and
assessment remains under the direction of the Vice
President for Academic Affairs and Academic Deans
on the main campus in Wayne and Norfolk.
Administrative oversight for financial aid, student
records, and all budgeting and hiring authority is
maintained on the main campus as well.
Wayne State College was advised in 2007 that its
current student information system (SIS) would not be
supported after December 31, 2011. In an effort to
reduce costs and increase efficiencies, the University
of Nebraska (NU) and the Nebraska State College
System (NSCS) agreed to purchase a common Student
Information System (SIS) and financial management
software called SAP. SAP is the administrative
computing system used by all campuses in the
University of Nebraska system. SAP is made up of
many individual, integrated software modules that
perform various organizational system tasks and allow
for consistent entry and reporting across all campuses.
StarRez used by the residence halls and admission’s
software was also implemented.
The University of Nebraska Board of Regents and the
Nebraska State College System Board of Trustees
approved Oracle USA to provide the new student
information system to serve students at the four
campuses of the University system, (Kearney, Lincoln,
the Medical Center, and Omaha), and the three state
colleges, Chadron, Peru and Wayne State.
The Oracle PeopleSoft Enterprise Campus Solutions
application is the basis of this new Nebraska Student
Information System (NeSIS). To aid in this
collaborative effort between all these state institutions,
CedarCrestone consultants were selected to work with
the University and the NSCS entities on implementation. The new system was fully implemented in
August 2010. The NeSIS project was a multi-year
effort with dedicated employees from seven campuses
and CedarCrestone Inc. (CCI) working to ensure a
successful implementation at all levels.
Category 9 – Page 121
Wayne State College – October 2012
Dr. Linda Pratt, Executive Vice President and Provost
of the University of Nebraska, was appointed as the
executive sponsor of the NeSIS project. Pratt said,
“The new system will manage the complete student
experience, including such key processes as
recruitment, admissions, financial aid, registration,
housing and tuition. We believe the new system will be
very adaptable in meeting the needs of our students for
many years to come.” Nebraska State College System
Chancellor Stan Carpenter remarked, “The
collaborative project between NU and the NSCS has
been a good partnership and resulted in the best choice
for a student information system. I look forward to
continuing this partnership.”
Visiting Scholars and Sculptors: The School of Arts
and Humanities, in partnership with School
departments and individual School faculty members,
frequently hosts visiting scholars for 2-3 day campus
residencies. The visiting scholars interact extensively
with our students and faculty, providing guest class
lectures and at least one campus-wide public
presentation as part of the visit, providing greater
insights into non-Western and other underrepresented
cultures. We have attracted a wide variety of guests
since the program's inception, including visiting
scholars from Howard University, George Washington
University, the University of Iowa, and other noted
institutions.
In collaboration with various campus entities, the
School of Arts and Humanities has also created an
annual Visiting Sculptor program, expanding the
annual schedule of exhibitions in the Norstrand Visual
Arts Gallery by including outdoor works. In 2010 the
program expanded to a national sculpture competition.
Exhibitions: Artists from the Plains region are invited
each year to campus to exhibit their work as visiting
artists in the Nordstrand Visual Arts Gallery. The
exhibition space provides a forum for these guest
artists to share with students their developmental
processes and their philosophies of art. The Nordstrand
Visual Arts Gallery also provides exhibit opportunities
for student work, and for annual faculty shows.
Musical Performances: The Wayne State College
Department of Music provides rich musical
experiences for all interested WSC students, and each
year presents dozens of programs by faculty and
student performers.
Theatrical Productions: The Wayne State College
Theatre program produces 4 - 5 fully mounted
productions each year. These include a wide range of
genre from the classics of Shakespeare to cutting edge
modern drama. The annual Children’s Theatre
production, presented each April as a unique outreach
service to the broader community, is annually attended
by approximately 5,000 pre-school through fifth grade
children.
Black and Gold Performing Arts Series: For over
fifty years the Wayne State College Black and Gold
Performing Arts Series has presented cultural
programming to serve the northeast Nebraska region.
Annually presenting full-scale opera and theatre
productions, dance performances, orchestras, chamber
music, Emmy-winning actors, and the annual
President's Holiday Gala Concert, the Series strives to
enlighten, educate, and entertain. All performances of
the Series now take place in the renovated 700-seat
Ramsey Theatre of the Lied Performing Arts Center.
Plains Writers Series: The Plains Writers Series was
established as a means for bringing contemporary poets
and writers to campus for readings and workshops.
Since its inception, the Series has brought over onehundred noted poets to WSC to interact with students
and faculty, including Pulitzer Prize-winner Rita Dove,
Nebraska State Poet William Kloefkorn, Utah Poet
Laureate David Lee, William Matthews, Cary
Waterman, Lyn DeNayer, William Kittredge, Barbara
Schmitz,David Long, Dan Chaon, Ron Block,
CarolAnn Russell, Albert Goldbarth and Matt Mason.
Beginning in 1999, the Series has focused on the work
of promising poets and writers near the beginning of
their careers.
9P6. Ensuring that our partnership relationships
are meeting the varying needs of those involved.
Ensuring that the partner’s needs are being met is
accomplished by on-going assessment and
communication between the agreement partners and
those impacted. WSC utilizes formal and informal data
to assess the success of collaborative relationships in
meeting the needs of the collaborative partners. The
most important indicator is the extent of the impact
(student enrollment, services provided, etc.) when
compared to the cost. Secondary considerations include
the relationship of the agreement to the mission of
Wayne State College and the overall significance of
the agreement to the image of the College.
Most of the key collaborative relationships conduct
annual review meetings at which time the responsible
parties gather to review the status, progress, and
future of the arrangements. The data reviewed
includes historical and current trends, proposed
changes and their implications, and other assessment
data. Reports from these meetings are provided to the
appropriate administrator for review and/or action.
These assessment meetings are instrumental in
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Wayne State College – October 2012
generating discussion leading to improvements and
changes in the agreements. For example, each year
the health science faculty meet and review the data
provided regarding student admittance and
performance in the RHOP and other cooperative
health programs. Any changes in the agreement
requested by the partners are reviewed and discussed.
This review process has resulted in greater access by
our students to program resources and, based upon
current enrollments, could in some programs lead to
termination of an agreement.
The School of Business and Technology undertook a
thorough review of its collaborative agreement with
Northeast Community College in 2004. This review
led to the termination of a twenty year agreement to
provide degree completion coursework in Norfolk.
The assessment data reviewed indicated that few
students were majoring in the program. The majority
of enrollments were traditional students on the
Wayne State College campus. A significant amount
of resources were reallocated from this agreement to
support online delivery of business courses.
9P7. Creating and building relationships between
departments and units within our organization.
Wayne State College is organized into four schools
with 14 departments and has facilitated integration
and communication within the four schools by
gathering faculty and students from related
disciplines under “one roof.” School meetings and
interactions engage faculty in dialogue and projects
of related interests. The President’s Cabinet and the
Academic Council meet regularly during the
academic year to enhance communication. Collegial
collaboration is also enhanced by faculty fulfilling
their campus wide committee responsibilities.
Campus wide committees include: faculty senate,
general education, academic policies, rank and
professional development, scholarship, honors and
financial aid, student admission and retention,
teaching and learning technology and the library
committee. Bringing faculty and staff together to
address campus-wide concerns offers the opportunity
to see the College from a variety of perspectives and
allows interdisciplinary collaborative relationships to
develop. There are also numerous campus-wide
social occasions that provide an informal setting for
faculty and staff to communicate and collaborate.
The College’s weekly Campus at a Glance and Web
site news and other campus publications are
accessible to WSC employees. Semiannual general
faculty and staff meetings provide a forum to discuss
topics of interest. Faculty Senate, Support Staff
Senate and Professional Staff Senate meet on a
monthly basis to discuss cross-campus issues and
members communicate with their peers through
established structures.
A concerned effort was established to ensure that all
employees, especially support staff in non-office
positions, have access to a computer for electronic
communications.
Wayne State College encourages and supports
student learning communities. This support has
resulted in a number of collaborations. The
Environmental Studies Learning Community is an
example of such an effort. Freshmen students are
blocked into common general education classes for
Biology, Sociology, Geography, Lifestyle
Assessment, and English Composition based on an
“Environmental Emphasis” theme. Subjective
assessment of the impact on student life and learning
has been positive.
9R1. Measures of building collaborative
relationships.
Measures of building collaborative relationships are
determined at various levels such as program,
department, school, and college wide levels.
Meticulous data is collected for auditing purposes with
regard to Federal Financial Aid and FACTS (student
payment plan). The members of the Northern Sun
Intercollegiate Conference meet yearly to review and
revise the bylaws. Scholarship information is also
collected and shared. Other relationships have a more
interactive assessment plan. For example, the NENTA
program, the Cooperative Education/Internship
program, and the parties responsible for the inter-local
agreements with the City of Wayne conduct formal
evaluations that result in written observations and
conclusions. Additional data is collected and reported
in the minutes of scheduled meetings between the
partners. A substantial number of the relationships
impact identifiable student numbers and non-Wayne
State College participants. Increases or decreases in
those totals are informally analyzed on either a
semester or yearly basis.
The institution was a participant in the Voluntary
System of Accountability (VSA) from 2008 to 2011.
The VSA communicates information on the
undergraduate student experience through a common
Web reporting template, the College Portrait. The VSA
is a voluntary initiative for four-year public colleges
and universities.
9R2. Performance results.
Those responsible for developing and nurturing
collaborative relationships overwhelmingly confirm
the positive outcomes produced by these partnerships.
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Wayne State College – October 2012
Those that are emerging and immature are providing
networks through which we can build stronger
alliances; those that have experienced several years of
growth and revision are providing increased enrollment
at the institution as well as greatly enhanced
educational opportunities for hundreds of our current
students; and those that have matured have developed
into relationships that result in donations to the
institution, employment opportunities for graduates,
and even garner national attention. For example, the
NENTA program has been very effective in resolving
the difficulties that public schools face in locating
qualified substitute teachers. It has received national
attention for its innovative nature. The NENTA
program results are listed in Table 9R2.1 showing the
number of students and number of area schools
involved with the program. The participants gain
experience which can lead to employment and/or
increase their chance of employment upon graduation.
Table 9R2.1 NENTA Participants
2009- 201020112010
2011
2012
Number of Area
12
10
10
Schools Involved
Number of Students
120
120
120
Involved
The Nebraska Business Development Center
(NBDC) at Wayne has been a model program for
other small business assistance offices throughout the
State of Nebraska. The NBDC program excels at
small business loan assistance. Results are shown in
Category 2, Table 2R2.1c Citizen Use.
The Wayne State College Foundation continues to
solicit donations and has been able to reach and surpass
their goals even during difficult economic times.
Results are shown in Category 2, Table 2R2.1 NonInstructional Group Performance Results under the
Foundation section.
9R3. Results for the performance of our processes.
The vast majority of our collaborative relationships
provide assessment data that make comparisons with
other educational institutions difficult. There are three
notable exceptions: (1) The teacher preparation
program with its collaborative relationships involving
students in field experiences, cooperative student
teaching, and substitute teaching experiences places the
institution among the most innovative and the students
among the best prepared. (2) The FACTS program
(student payment plan) is a new relationship and
currently involves approximately 5% or our students.
When the plan matures we can expect approximately
25% participation according to national statistics. (3)
Our membership in the Northern Sun Intercollegiate
Conference allows us to measure the success of our
athletic programs on both an individual and cumulative
basis with respect to other member institutions.
9I1. Recent improvements.
The AQIP Action Project entitled, “Enhancing the
Serving to Learn and Learning to Serve Initiative” is
designed to improve faculty, student and community
collaborations. The College Service-Learning Program
mission promotes, mobilizes, and supports the efforts
of our institution, united in strengthening our academic
and co-curricular programs through Service-Learning
in our communities, state and nation. All academic
departments and organizations are involved with this
project through academic activities and projects. A
recent review of this Action Project mentioned,
“Academic department involvement is excellent
especially the identification that all departments will be
involved as students from across disciplines will have
opportunities to be engaged in the greater community
(AQIP Category (1) Helping Students Learn). This
level of involvement will also lend itself to building
stronger and new relationships with outside
constituents (AQIP Category (9) Building
Collaborative Relationships).”
9I2. Setting targets.
The Nebraska State College System (NSCS) serves as
a model of collaborative educational excellence that
provides the foundation for Wayne State College’s
collaborative endeavors. Several completed AQIP
projects have assisted in building a culture for
collaborative relationships. These completed Action
Projects are: “Building Community,” “Enhance
International Learning Experiences,” and
“Institutional Quality – Connected Learning
Opportunities”.
The institution’s Strategic Planning Council meets
regularly to discuss and analyze the strategic needs of
the institution. The WSC Strategic Plan is systemically
reviewed at these meetings with recommendations
made for continuous improvement utilizing AQIP
guidelines. A goal of the institution’s Strategic Plan
under “Regional Service and Development: Engage the
campus community in regional partnerships and
service” is to expand college/regional/community
partnerships and to develop programs for the South
Sioux City College Center with Northeast Community
College.
A Nebraska State AQIP Group was established
between Mid-Plains Community College, Central
Community College, and Wayne State College with
their first meeting being held in December 2010.
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Wayne State College – October 2012
Following this meeting, WSC joined the Nebraska
AQIP Institution User Group entitled, “Heartland
Pathways Consortium.” Quarterly meetings to discuss
AQIP and other accreditation and assessment related
issues are attended by college representatives from
Iowa Western Community College, University of
Nebraska at Omaha, Bellevue University, College of
Saint Mary, Methodist College, Metropolitan
Community College, Central Community College,
Clarkson College, Western Iowa Tech Community
College, Mid-Plains Community College, and Wayne
State College.
The College Center opened in 2011 as a partnership
with Wayne State College and Northeast Community
College in the same building to provide unique
opportunities for students to earn associate,
baccalaureate, and master's degrees without having to
relocate, a combination of customized training for
businesses and industry, continuing education,
licensing programs, and career and technical training.
This innovative, collaborative learning center offers
students the opportunity to complete two year degrees
from Northeast Community College and continue their
program of study toward a four year degree from
Wayne State College—all in the same location.
New collaborations continue to be developed with
outside agencies and institutions as a natural outcome
of the institution’s involvement in external activities.
Category 9 – Page 125