Because of the volume, the proposed agreements were electronically provided to the Board.

Transcription

1 Act on Performance Agreements Summary and Recommendations In accordance with K.S.A d and the Board s Performance Agreement Guidelines and Procedures, thirty-four performance agreements are presented to the Board for action. The Board Academic Affairs Standing Committee (BAASC) recommends approval. (/0/3) Background K.S.A d provides that the state board shall have authority to review and approve institutional improvement plans, and, on the basis of each plan, shall develop and implement a performance agreement with each postsecondary educational institution. In addition, each postsecondary educational institution s receipt of new state funds shall be contingent on achieving compliance with its performance agreement. At its March 03, meeting, the Board approved a new performance agreement model to fulfill the requirements of K.S.A d. All public institutions in Kansas developed a performance agreement based on the new model. The agreements institutions developed are the result of an extensive review process that included substantial communication between Board staff and the individual schools. Major steps in the process include an initial review and subsequent analysis by a team of Academic Affairs directors and communication with each institution on how to strengthen the agreement. Proposed agreements were also reviewed by the Vice President for Academic Affairs and the President/CEO, before being sent to BAASC. Because of the volume, the proposed agreements were electronically provided to the Board. Recommendation BAASC reviewed the 34 performance agreements at meetings held in October, November and December of 03, and recommends approval of agreements for institutions listed below: Institution Page Emporia State University 3 Fort Hays State University 6 Kansas State University 9 Pittsburg State University University of Kansas 5 University of Kansas Medical Center 8 Wichita State University Allen Community College 4 Barton Community College 6 Butler Community College 9 Cloud County Community College 3

2 Coffeyville Community College 35 Colby Community College 38 Cowley Community College 4 Dodge City Community College 44 Fort Scott Community College 47 Garden City Community College 50 Highland Community College 53 Hutchinson Community College 55 Independence Community College 58 Johnson County Community College 6 Kansas City Kansas Community College 64 Labette Community College 67 Neosho County Community College 70 Pratt Community College 7 Seward Community College 75 Flint Hills Technical College 78 Manhattan Area Technical College 8 North Central Kansas Technical College 84 Northwest Kansas Technical College 87 Salina Area Technical College 90 Wichita Area Technical College 93 Washburn University 96 Washburn Institute of Technology 99

3 Emporia State University Performance Agreement FTE: 4744 Contact Person: Dr. David Cordle Phone and Date: Emporia State University Increase first to second year retention rates of the collegeready cohort Performance of students on institutional assessments - core workplace skills: communication Foresight Goals 3yr History 009 = 7.7 (480/660) 00 = 68.3% (4/66) 0 = 70.% (403/574) Baseline: 70.8% (304/850) CAAP Writing Skills (MS) 0=63.8 (33) 0=63.6 (95) 03=63.4 (5) Baseline: 63.6 (653) AY 04 (Summer 03, Fall 03, Spring 04) AY 05 (Summer 04, Fall 04, Spring 05) AY 06 (Summer 05, Fall 05, Spring 06) 3 Increase % growth of annual private philanthropy for cash gifts and pledges in comparison to peers 4 Enrollment growth strategies for traditional students ages 4 years or younger 5 Performance of students on institutional assessments - core workplace skills: mathematics 6 Growth of SCH completed through Distance Education 3 ESU % Growth % Peer Growth 00 =.03% 00 =.5% 0 =.09% 0 =.9% Baseline: =.06% Baseline =.7% 00 = = = 3075 Baseline: 38 CAAP Mathematics Skills (MS) 0 = 57.7 (79) 0 = 58.3 (6) 03 = 57.8 (54) Baseline: 57.4 (749) 00 = 4,99 0 = 5,569 0 = 7,334 Baseline: 5,70 3

4 Emporia State University Performance Agreement Indicator : Increasing first-to-second year retention rates of the college-ready cohort Description: Aligning with Foresight 00 strategic goal one, Emporia State University is committed to improving the first-to-second year retention rates of the college ready cohort defined specifically for this indicator as first-year, full-time students. Rationale: The successful retention of first-time, full-time ESU students relates directly to institutional enrollment growth and graduation rate improvement goals. Retaining higher percentages of students benefits both the student and the institution, resulting in higher numbers of ESU graduates entering the workforce and contributing positively to the economic and social well-being of the State. Strategies: Emporia State University employs multiple retention improvement strategies including first-year experience courses, student orientation programs, an early alert system, peer support programs, and enhanced advising strategies for at-risk students. In addition to retention, ESU tracks success metrics including semester and cumulative hours competed, semester and cumulative grade point average, and completion rates. These data are used to assess retention strategy effectiveness and inform change. Indicator : Increase performance of students on institutional assessments: core communication skills Description: Aligning with Foresight 00 strategic goal two, Emporia State University requires that every student, in order to complete a bachelor s degree, must achieve a specific writing competency level as measured by the Collegiate Assessment of Academic Proficiency (CAAP) writing test score. The CAAP writing skills instrument measures the understanding of the conventions of standard written English in punctuation, grammar, sentence structure, strategy, organization, and style. The scores on this test module are generalizable and student motivation to perform is high stakes. Rationale: The CAAP writing test is a research-based standardized assessment regarded as a valid and reliable measure of student attainment of the general education competencies in effective written communication. These skills are necessary for educational attainment regardless of discipline of study. Furthermore, these core workforce skills are essential to individual, workplace, and economic successes for the State. Strategies: ESU uses CAAP writing skills mean scores to compare average current year score to short-term historical annual average scores. These scores are one measure used to inform curricular decisions for general education writing courses. Indicator 3: Increase private philanthropy for cash gifts and pledges in comparison to peers Description: Aligning with Foresight 00 strategic goal three, Emporia State University seeks to increase private philanthropy for cash gifts and pledges to enhance educational quality. Cash gifts and pledges are identified as per IRS Form 990 in the Revenues - Part Summary, Line 8, Contributions and Grants (Part VIII, line h) for ESU and its ten peer/aspirational institutions. Specifically, ESU expects to achieve higher annual percentage increases over its baseline than the increases achieved by the majority of ESU s ten peer and aspirational institutions. Rationale: Enhancing students educational experiences is often actualized through the financial generosity of alumni and friends of the university. Funding new projects and initiatives, more often than not, requires the support of private philanthropy. These efforts will provide much needed financial support for pursuing excellence on many institution-wide educational goals. Strategies: Having built its development staff and identified funding priorities in preparation for the Now and Forever Campaign, ESU anticipates stronger results in comparison to its peer and aspirational institutions. 4

5 Indicator 4: Increase enrollment for undergraduate traditional students ages 4 and younger Description: Aligning with Foresight 00 strategic goal one, Emporia State University is focused on increasing enrollment among undergraduate traditional students while matching peer enrollment growth trends. Traditional students are defined as undergraduates, ages 4 and younger. Rationale: Over the past three years, ESU s enrollment numbers for traditional students have been declining while both peer and aspirational peers have experienced enrollment growth. In a resource-scarce environment, growing enrollment advances Emporia State University s mission and increases higher education attainment among Kansas citizens. Strategies: Strategies for increasing enrollment include the hiring of site-specific admissions counselors for Wichita and Kansas City, and expansion of the Corky Plus program (which charges in-state tuition to residents of five Missouri counties bordering the greater Kansas City metropolitan area) to residents of twenty counties in Oklahoma. Indicator 5: Increase performance of students on institutional assessments: core mathematics skills Description: Aligning with Foresight 00 strategic goal two, Emporia State University requires that every student, in order to complete a bachelor s degree, must achieve a specific mathematics competency level as measured by the CAAP mathematics test score. The CAAP mathematics skills instrument emphasizes quantitative reasoning while measuring student s proficiency in solving mathematical problems encountered in many postsecondary curricula. The scores are considered generalizable and student motivation to perform is high stakes. Rationale: The CAAP mathematics test is a research-based standardized assessment regarded as a valid and reliable measure of student attainment of the general education competencies in mathematical problem solving. Complementary to communication skills, core mathematics skills enable ESU graduates to make significant workforce contributions in many settings, including those in STEM. Mathematical competence and related analytical skills contribute to individual well-being and economic success for the State and its citizens. Strategies: ESU uses CAAP mathematics skills mean scores to compare average current year score to short-term historical annual average scores. These scores are one measure used to inform curricular decisions for general education mathematics courses. Indicator 6: Increase student credit hours (SCH) completed through distance education Description: Continuous growth in distance education provides vital educational opportunities for many Kansans by providing increased access to higher education while promoting technology-enhanced learning. Rationale: Emporia State University is a leader in serving the needs of Kansans and the nation through distance education delivery. The quality and value of ESU s distance educational programs are widely recognized in many fields, particularly educator training. Relevant to ESU s total student credit hour production, graduate studies distance SCH s significantly contribute to these overall numbers. Specifically, this evidences the breadth and vitality of ESU s graduate distance programs. Strategies: ESU is employing targeted recruitment and enhanced technology to achieve growth in distance education, which is central to the university s overall growth strategy. The SCH figures used for measuring and reporting this metric are based on KBOR required reporting of academic year SCH totals which include combined undergraduate and graduate credit hour production. Staff Comments and Recommendation: All indicators proposed by Emporia State University are in Foresight 00 or are otherwise a Board goal (i.e. distance education). Staff recommends approval. 5

6 Fort Hays State University Performance Agreement FTE: 8498 Contact Person: Chris Crawford Phone and , Date: 08//03 Fort Hays State University Increase first to second year retention rates Increase number of degrees awarded Foresight Goals 3yr History Fall 00 = 57/ % Fall 0 = 540/869-6.% Fall 0 = 64/ % Baseline: 753/ % FY00 = 353 FY0 = 606 FY0 = 933 Baseline: 97 AY 04 (Summer 03, Fall 03, Spring 04) AY 05 (Summer 04, Fall 04, Spring 05) AY 06 (Summer 05, Fall 05, Spring 06) 3 Increase percent of online degree programs for which FHSU ranks higher in USNWR as compared to KBOR peers 3 Fall 00 = NA Fall 0 = 39/ % Fall 0 = 35/ % Baseline: 9.5% 4 Increase number of students (age 5 and above) enrolled 5 Increase number of degrees awarded in STEM fields 6 Increase SCH completed through distance education Fall 00 = 3943 Fall 0 = 450 Fall 0 = 4745 Baseline: 43 FY00 = 8 FY0 = 336 FY0 = 339 Baseline: 39 FY0 = 3,954 FY0 = 4,9 FY03 = 9,686 Baseline:,69 6

7 Fort Hays State University Performance Agreement Narrative Indicator : Increase first to second year retention rates This indicator is the 0 th day fall-to-fall retention percentage of first-time, full-time degree-seeking Freshmen students reported to IPEDS. The university selected this indicator because historically we have lagged peers in retention. Our recent performance on this indicator has varied over 5% which potentially signifies the need for a more strategic focus on how we recruit, admit, and transition Freshmen students in that first-year. FHSU has selected this indicator, in part, due to its prominence as a KBOR Foresight 00 goal. Over the past two years, FHSU has taken substantive action to solidify our strategic focus on the first-year transition of FR students. Notably, the university has initiated a Learning Community approach and preliminary results indicate positive results for these FR students. In addition, the university has taken several steps to build a First-Year Experience Program which helps FR students with transition events. After a year-long pilot program, the University is implementing the Starfish early alert system designed to flag students when their work falls below the established standard for attendance, performance, or participation in online or on-campus classes. Last year, the university approved a new Freshmen Seminar which is required of all incoming students, and has hired a new Director of Retention and Persistence to coordinate many of the above efforts. Indicator : Increase number of degrees awarded This indicator is a count of the number of degrees awarded during a fiscal year, including, undergraduate (Associates and Bachelors) and graduate (Masters and Education Specialists) degrees. One unmistakable focus of Foresight 00 is the concerted push to matriculate a larger number Kansans through quality workforce-focused programs. At FHSU, a great number of graduates come from in-demand programs with immediate workforce application (i.e., teacher education, nursing, business, information networking, and justice studies). While our enrollment growth has slowed, we expect slightly more graduates with the understanding that program completion lags behind enrollment growth by a number of years even longer given our success within the distance education demographic. The University s new Student Engagement and Advising Center was implemented to focus on student retention and graduation. Indicator 3: Increase percent of online degree programs for which FHSU ranks higher by USNWR as compared to KBOR peers This indicator is the percent of degree programs for which FHSU ranks higher in the USNWR ranking of online degree programs across all four areas (online graduate education programs, online graduate nursing programs, online graduate business programs, and online bachelors programs) as compared to the approved KBOR peer list (Eastern Washington Univ, Northwest Missouri State Univ, Northeastern State Univ (OK), Univ of Central Missouri, Univ of Nebraska-Kearney, Southeast Missouri State Univ, Troy Univ, Colorado Mesa Univ, Tarleton State Univ, and Morehead State Univ). Specifically, this indicator is the percent of degree programs FHSU ranks above in the USNWR ranking of online degree programs across all four areas (online graduate education programs, online graduate nursing programs, online graduate business programs, and online bachelors programs). With our history of success operating distance education programs, this ranking system represents a quality indicator which is well aligned to our strategic niche. While the USNWR ranking of online degree programs is of recent origin, there has been good thought put into the criteria which manufacture the comparisons. The combination of access/quality criteria elevate the USNWR rankings above competitors like GetEducated.com which tend to weight access and affordability over other indicators. 7

8 Indicator 4: Increase number of students (age 5 and above) enrolled This indicator is a count of the number of students age 5 and above enrolled at FHSU on the 0 th day fall semester. FHSU has long been a favorite institution for non-traditional adult learners, and our success in distance education is largely directed toward this demographic. As foresight 00 intimates, this is a critical demographic to target due to their immediate connection to the existing workforce this demographic is likely getting credentialed to improve their position with the workforce. FHSU has added several process improvements to better serve adult learners, including our recently expanded Student Engagement and Advising Center and expansion of the number of workforce-focused degree programs available online. Indicator 5: Increase number of degrees awarded in STEM fields This indicator is an AY count of the number of degrees awarded in STEM fields. FHSU continues to show strong performance in this area largely because of three initiatives. First, FHSU is the designed institution for the Kansas Academy of Mathematics and Science (KAMS) which now serves over 70 high school students. Their curriculum is tightly focused on science and mathematics. Many KAMS graduates stay at FHSU to complete degrees in science related areas. Second, FHSU has been an active participant in STEM initiatives at the undergraduate level. Nearly all of our STEM graduates participate in undergraduate research projects. Finally, FHSU has a successful information networking and information assurance degree program. Recently FHSU added an information engineering program which is currently growing a student base. Indicator 6: Increase SCH completed through distance education This indicator is a FY count of the number of credit hours successfully completed through our Virtual College. FHSU continues to make great advances in distance education. This indicator signifies our strategic commitment to distance learners. Specifically, this indicator looks only at the number of credit hours completed with a passing grade. Moving this indicator is possible through a comprehensive online course development process which assures adherence to high levels of academic quality in the virtual environment. Staff Comments and Recommendation: All indicators proposed by Fort Hays State University are in Foresight 00, the performance agreement model and/or otherwise a Board goal (i.e. distance education). Staff recommends approval. 8

9 Kansas State University Performance Agreement FTE: 0,04 Contact Person: Brian Niehoff Phone and Date: Kansas State University Increase st to nd year Retention Increase Number of Degrees and Certificates awarded Foresight Goals 3yr History 00-8% (843/3540) 0-8.7% (83/3465) % (77/340) Baseline: 8% 00-4, ,85 0-5,55 Baseline: 4,905 AY 04 (Summer 03, Fall 03, Spring 04) AY 05 (Summer 04, Fall 04, Spring 05) AY 06 (Summer 05, Fall 05, Spring 06) 3 Increasing Rank for Total Research Expenditures 4 Increase Rank for Annual Giving 5 Increase number of students from underrepresented groups receiving degrees (UG & Grad) 6 Increase number of students who successfully complete First Year Seminar $3.9M control rank = $37.5M control rank = $46.3M control rank = 75 Baseline: rank average = $56.M control rank = $53.0M control rank = $58.6M control rank = 63 Baseline: rank average = Baseline: Baseline: 605 9

10 Kansas State University Performance Agreement Indicator : Increase st to nd year retention rates This indicator is the percent of full-time first-time freshmen who return to K-State for their second year. The data are submitted to the Kansas Board of Regents and thus exist on their database. This is one of K-State s key metrics for the K-State 05 strategic plan. We already have instituted a number of strategies that should positively impact retention rates, such as an enhanced first-year seminar program, living communities, and an early warning system designed to alert departments and advisors of students who are experiencing academic challenges early in the semester. We have plans to enhance other programs, such as advising and financial aid, to assist students in their first and second years in college, as well as provide more assistance to those students admitted through the exception window. Indicator : Increase number of degrees and certificates awarded This indicator is a count of the number of degrees awarded during the year. The data are submitted to the Kansas Board of Regents and thus exist on their database. As we work to improve our graduation rates, we expect the number of degrees and certificates awarded to increase each year. We are implementing a number of programs targeting first-to-second-year retention (see above), enhancing advising, and initiating programs that will increase the emphasis on graduation (e.g., new freshman convocation). We also will be monitoring high-demand classes to ensure that additional sections are offered when needed. Indicator 3: Increase Rank of K-State on total research expenditures This indicator is the rank for total research expenditures from extramural funds awarded to K-State, as reported to the NSF. The final ranks used are from the Arizona State University Center for Measuring University Performance annual publications. This indicator is another key metric for the K-State 05 strategic plan and there are a number of factors that are expected to contribute to an increase in total research expenditures, including the growth in the Biosecurity Research Institute and the eventual construction of NBAF. Colleges and departments are actively focused on recruitment of faculty who have successful grant funding experience. Since the rankings of all universities are released two years after data submission, the ranks used will not match the exact years of the 04-6 agreements. Indicator 4: Increase Rank of K-State on annual giving This indicator is the rank for the amount of expendable contributions (not endowed) made each year to the university through the K-State Foundation. The data (dollars and rankings) are from the Arizona State University Center for Measuring University Performance annual publications. This will be an important metric as we move forward in our fund raising efforts. We are in the silent phase of a $B fundraising campaign at this time, and expect annual giving to increase steadily in the coming years. Much effort has been devoted over the past year to provide opportunities for deans and department heads to expand their knowledge of the fundraising process. Similar to the ranks used in Indicator #3, the release of the data for annual giving is delayed by two years. 0

11 Indicator 5: Increase number of historically under-represented students receiving degrees (UG & Grad) This indicator is the count of degrees awarded to students from historically underrepresented groups during the year. The count includes both graduate and undergraduate degrees. Diversity is one of the common elements of K-State 05, and it is evident across all seven themes in K- State 05. Thus, we are very interested in tracking our progress in this area. Underrepresented groups include Blacks, Hispanics, Native Americans, Hawaiians/Pacific Islanders, and Multi-racial. Over the past number of years, we have recruited and admitted an increasing number of students from underrepresented groups. We also have initiated a number of programs aimed at assisting students from historically underrepresented domestic groups with their transition to college, providing opportunities for them to gain research experience and to interact with student and faculty mentors. These and other programs will continue to increase the recruitment and retention of these groups of students in the future. The indicator is an assessment of our ultimate success in helping the students to degree completion. Indicator 6: Increase number of students who successfully complete the First Year Seminar This indicator is a count of the total number of students who complete the First Year Seminar, our program for first-year students. This program offers a variety of general education courses for first-year students. The courses invited into the program must be relatively small (0-30 students), with high levels of student interaction, hands on learning, and personalized attention from faculty. The purpose of the program is to provide a positive learning environment during students first semester at K-State so they can develop a stronger connection to the university, their studies, the faculty, and their peers. Our data show that the students who complete the program show higher retention rates than students who have not completed the program. This indicator is one of our metrics in K-State 05 for increasing retention and graduation rates. Increasing student success is an important part of our strategic plan. At the present time we have over 40 classes that are part of the program. We will continue to recruit faculty members to offer more classes for the program, and provide funding for adding new sections. The data for this indicator is gathered through our student information system, by specifying the classes in the program and counting the number of students who passed the classes. Staff Comments and Recommendation: Indicators through 5 proposed by Kansas State University are Foresight 00 measurements. Staff recommended Indicator 6 also be a Foresight 00 measurement. For Indicator 6, K-State measured completion of its First Year Seminar because it directly ties into K-State s strategic goals for retention and graduation. K-State included two ranking indicators, which increased the difficulty of the agreement. Staff recommends approval.

12 Pittsburg State Univerity Performance Agreement FTE: Contact Person: Lynette Olson, Provost & VPAA Phone and or Date: 5 Aug 03 Pittsburg State University Increase First to Second Year Retention Rates Increase Seniors' Actual Total Score as a Percentage of Their Expected Total Score on the Collegiate Learning Assessment (CLA) Foresight Goals 3yr History 009 cohort = 70.% (693/988) 00 cohort = 7.0% (764/,076) 0 cohort = 67.6% (776/,48) Baseline: 69.5% AY 0 = 95.8% (,067/,4) AY 0 = 00.% (,7/,5) AY 03 = 97.7% (,09/,8) Baseline: 97.9% AY 04 (Summer 03, Fall 03, Spring 04) AY 05 (Summer 04, Fall 04, Spring 05) AY 06 (Summer 05, Fall 05, Spring 06) 3 Improve Ranking on Quality Measures (retention, graduation, research expenditures and faculty qualifications) among Peers 4 Increase Credit Hours Completed through Distance Education 5 Increase Number of Bachelor's Degrees Granted to Domestic Minorities 6 Increase Amount of Scholarship Funds Raised 3 3 AY 009 =.5 AY 00 =.5 AY 0 =.3 Baseline:. AY 0 = 0,535 SCH AY 0 =,80 SCH AY 03 = 5,333 SCH Baseline:,557 SCH AY 0 = 96 (of 988) AY 0 = 83 (of,3) AY 03 = 3 (of,05) Baseline: 97 AY 0 = $,3,575 AY 0 = $,303,580 AY 03 = $,800,098 Baseline: $,,084

13 Indicator : Increase First to Second Year Retention Rates Pittsburg State University Performance Agreement An ongoing indicator in our performance agreements has been first to second year retention. The retention rate is calculated by determining the number of full-time, first-time bachelor s (or equivalent) degree-seeking undergraduate students who were enrolled on the 0 th day of a fall semester who returned and were enrolled on the 0 th day of the next fall semester (e.g., fall 0 to fall 03). PSU has been and continues to be a predominantly residential campus that enrolls a significant number of traditional aged, direct from high school students. We include this indicator because both nationally and at PSU, approximately half of new first-year students who do not graduate from the institution leave during or after their first year. Improving on this indicator will lead to improvement on another Goal I indicator, six year graduation rate. We have put in place a number of proactive initiatives to affect first year student success. These include an early alert system, peer mentoring, tutoring in targeted courses, learning communities facilitated through the freshman experience course, and the opening of a Student Success Center within the Axe Library to increase visibility and coordination of student success programs and services. Indicator : Increase Seniors Actual Total Score as a Percentage of Their Expected Total Score on the Collegiate Learning Assessment PSU will track a value-added indicator for the Collegiate Learning Assessment (CLA) total score expressed as a percentage of seniors actual CLA score to their expected performance. This score takes into account how close the average PSU senior score is to what would be expected, given entering academic ability and the average PSU freshman score. The CLA is a national, standardized test of college students skills in analyzing and evaluating information, solving problems, and writing effectively. During this 90-minute online test, students read information about a realistic situation, make decisions that can be supported by appropriate information, and write cohesive arguments, justifying their positions with information. A current University task force is focused on how to assess and improve critical thinking skills, and the CLA will serve as an important measure of our success. To ensure that PSU seniors continue to achieve at or above their expected CLA scores, the University formed three task forces - writing, mathematics (quantitative reasoning) and critical thinking, to improve performance on those skills. As these recommendations of the groups are implemented into the curriculum, it is expected that they will positively affect CLA scores. Indicator 3: Improve Ranking on Quality Measures (retention, graduation, research expenditures and faculty qualifications) among Peers To determine relative rank among five peers (those institutions considered to be comparable in enrollment, location, resources, student profile, etc.), four variables generally accepted as measures of institutional quality were identified, data were compiled from reputable, external sources (e.g., IPEDS, NSF), and the insitutions were ranked on each variable. An average rank was then computed to establish the baseline. The four quality meaures are: first to second year retention, six-year graduation rate, percentage of faculty with terminal degrees and research expenditures. Responding to a charge from the Kansas Board of Regents, the University has gone through a thoughtful, data informed process to develop sets of both peer and aspirant institutions by which to benchmark progress on a number of quality measures. University initiatives are directed toward improving the University s performance on all four measures. University retention initiatives that will improve graduation rates have been addressed previously in this document. A number of initiatives within colleges and departments also focus on degree completion for their majors. The polymer chemistry initiative and the development of the Doctor of Nursing Practice degree offer great promise for increased research funding. 3

14 Indicator 4: Increase Credit Hours Completed through Distance Education This indicator assesses growth in distance education opportunities for students by tracking semester credit hours completed through online courses. Using the credit hour metric will allow us to account for expansion of both individual course offerings and degree programs. Providing greater opportunity for online learning is important to address the needs of students whose circumstances do not allow them to attend classes at a physical location or who find online courses their preferred way of learning. It is widely understood that PSU must become more aggressive in the highly competitive online environment. Resources have been allocated and strategies developed to support expansion of online offerings. Faculty professional development and training in online instruction is at the core of this initiative. Over the span of this agreement, PSU will market the twelve current online degree programs to increase enrollment, expand individual course offerings so that students can complete all general education courses online and add at least one undergraduate and one graduate program for complete online delivery. Indicator 5: Increase Number of Bachelor s Degrees Granted to Domestic Minorities This indicator tracks increases in the number of degrees awarded to domestic minority students, whether students started at PSU or matriculated at another institution and transferred to us. In recent performance agreements, our focus has been on access as measured by increases in applications and headcount enrollment of domestic minorities. Our enrollment has increased significantly as we strive to mirror the demographic profile of the state. Though we will continue outreach efforts to attract more domestic minority students to the University, this indicator shifts the focus to student success and completion, a logical next step. Retention and completion initiatives will center on collaborative efforts among the Office of Student Diversity, Student Success Programs and faculty advisors in the academic programs. These efforts will include careful attention to major selection, course placement and curriculum planning, as well as proactive measures to encourage success in the classroom and beyond. Examples of these efforts include early alert, academic advising, degree checks, financial aid workshops, and mentoring. Indicator 6: Increase Amount of Scholarship Funds Raised This indicator will track success in increasing funding available for student scholarships. The specific metric is cash gifts (i.e. planned gifts are not included) raised in the fiscal year, which corresponds closely to the academic year. As state support has diminished and tuition has increased to fill the funding gap, an additional financial burden has fallen on students and their families. A three-year scholarship campaign, Pathways to PSU, is underway to make available increased financial assistance to deserving students. The campaign goal is to raise $ million in scholarship endowments to increase expendable private scholarship funding. Among students targeted to qualify for these funds are transfers from two-year institutions, high-achieving freshmen, domestic students wishing to study abroad, juniors and seniors with GPAs, and students from diverse ethnic backgrounds. Staff Comments and Recommendation: All indicators proposed by Pittsburg State University are in Foresight 00 or are otherwise a focus of the Board (i.e. distance education). Staff commends PSU for proposing a strong agreement and for developing a multi-faceted ranking indicator. Staff recommends approval of the agreement. 4

15 University of Kansas Performance Agreement FTE:,468 Contact Person: Sara Rosen Phone and Date: 9/9/3 University Name Here 3yr History Increase Number of Certificates and Degrees Awarded Increase First to Second Year Retention Rates 3 Increase Percent of Certificates and Degrees Awarded in STEM Fields Foresight Goals AY AY AY Baseline: 697 AY % (3088/3897) AY 0 80.% (94/367) AY % (88/3554) Baseline: 79.5% AY 00 3.% (408/6093) AY 0 3.% (404/6066) AY 0 3.5% (5/643) Baseline: 3.% Performance Outcome 4 Federally Financed Research and Development Expenditures Ranking among public institutions 5 Increase Commercialization and Entrepreneurship (e.g., license agreements & confidential disclosures) 6 Increase Level of Philanthropic Support 7 Increase Number of Experiential Learning Certificates 3 FY rd FY th FY 0 39 th Baseline: 4 st FY FY 0 77 FY Baseline: FY 00 $5M FY 0 $3M FY 0 $5M Baseline: $35.7M AY AY 0,6 AY 0,383 Baseline:,68 5

16 University of Kansas Performance Agreement Narrative Indicator : Number of Certificates and Degrees Awarded This indicator records the number of degrees and certificates that are conferred. The degrees we award represent KU s greatest contribution to the State of Kansas, our graduates. To improve our students undergraduate experience and the quality of our undergraduate education, we have created a new Vice Provost and Dean of Undergraduate Studies position. This person will provide leadership to the newly-created undergraduate studies unit. This unit oversees the KU Core curriculum, experiential learning, first-year experience, and academic support services, including the undergraduate advising center, the academic achievement and access center, the writing center, and the career center. The new undergraduate core curriculum significantly reduces the number of general education course requirements and better enables students to focus on fundamental skills, building a broad background of knowledge, generating opportunities for blending and creating ideas, strengthening an appreciation of cultural and global diversity, and cultivating ethical integrity. By improving the student experience we hope to improve our retention rate and ultimately the number of degrees awarded. Indicator : First to Second Year Retention Rates This indicator records the percent of first-time, full-time freshmen who are retained after one year. Successful completion of the first year is critical to continuing enrollment and eventual graduation. This period is when more students discontinue their studies than any other. Retention efforts include orientation seminars for freshmen and at-risk students, use of an academic early warning system, freshman seminars with 9 or fewer students taught by senior faculty, HAWKLink, freshman tutoring, supplemental instruction, (co)curriculum mapping, and significant course redesign to engage students in deeper learning and ultimate success. Indicator 3: Percent of Certificates and Degrees Awarded in STEM Fields This indicator records the percent of students who earned degrees or certificates in science, technology, engineering, or mathematics fields. STEM education is crucial for Kansas workforce development to meet the needs of the state economy. KU is working to increase the number of STEM degrees and certificates awarded by increasing the number of students entering the School of Engineering. KU will receive funding from the state from 0 through 0 through the Keeping Kansas Competitive Engineering Initiative. In addition to increasing the number of students graduating with baccalaureate degrees in engineering, we will also add faculty to maintain the desirable student/faculty ratio, add support staff to lead expansion of student recruitment, retention, and support activities, and add facilities that address hightech research, classroom, and office space necessary for successful expansion. Redesign of basic science and mathematics courses will increase student success and graduation in science fields. Indicator 4: Federally Financed Research and Development Expenditures Rankings among Public Institutions This is our ranking of the amount of federally financed research and development expenditures we receive compared with other national public universities based on the NSF survey. These rankings indicate the competitiveness of the research conducted by KU faculty and students, and demonstrate how KU s research strength is an asset for the state. The University supports the state s economy through discoveries in human health, education, energy and many other fields that generate prosperity and well-being for people across the state. We are working to improve our national reputation by highlighting the important research done at KU. We conduct more research than all other universities in Kansas combined. KU researchers are extremely active, competitive, and successful in obtaining external support for their work, reflecting a huge return on the state s investment in talented faculty. While the economic benefit of KU research in Kansas is clear, the future of federal funding for research is less certain. Last spring, an automatic 5 percent cut in federal spending went into effect. The full impact of the ongoing budget sequester was not felt immediately, but KU and other U.S. research universities are bracing for what is ahead. 6

17 Indicator 5: Commercialization and Entrepreneurship (e.g., license agreements & confidential disclosures) The leading indicators of the university s knowledge-based entrepreneurial culture include the protection and licensing of KU faculty intellectual property. This indicator includes currently active confidential disclosure agreements, currently active inter-institutional agreements, currently active license agreements, new invention disclosures, and new material transfer agreements. An example of a material transfer agreement would entail the transfer of proprietary animal cells to a company for a fee each time cells are transferred for specific use. KU retains the ownership of the material being transferred. Through such licenses and agreements the University s research discovery and innovation is brought to the public. One of KU s Bold Aspirations goals is to engage local, state, national, and global communities as partners in scholarly activities that have direct public impact. A strategy to help achieve this goal is to promote active entrepreneurship and vibrant external partnerships. This goal will be achieved through faculty training, strategy and planning sessions in support of company start-ups, faculty introductions to companies, and increasing industry visits. Indicator 6: Philanthropic Support This indicator is the amount the KU Endowment Association (KUEA) annually reports in support from private sources (excluding pledges, testamentary commitments, and government grants) to the Council for Aid to Education through the Voluntary Support of Education survey. Private support adds critical resources to the University in pursuit of the goal to build a greater university than the state alone can build. This indicator speaks to the Foresight 00 goal of ensuring state university excellence. KU Endowment publicly launched Far Above: The Campaign for Kansas in April 0, a $. billion comprehensive fundraising campaign which seeks support to educate future leaders, advance medicine, accelerate discovery, and drive economic growth to seize the opportunities of the future. The philanthropic support generated from contributions to the KU Endowment during the Far Above campaign is expected to positively impact this indicator. Indicator 7: Number of Experiential Learning Certificates Experiential learning certificates include academic credentials for service learning, global awareness, research experience, leadership studies, arts engagement, and entrepreneurship; experiential learning certificates increase employer interest in our graduates, supporting workforce development. The requirements to earn a certificate vary by program and include a specific experience such as a research project, a leadership role, volunteer work, or study abroad along with specific coursework and typically a reflection paper of how the experience has enriched and broadened the perspective of the participant. These credentials are annotated on the transcript and reflect efforts beyond the requirements for their degrees. These experiences also are an innovative way for students to satisfy one of the requirements of the KU CORE. Engagement will lead students to increase their graduation rates through these rich educational experiences. The University of Kansas has established an Experiential Learning Collaborative, a working group that brings together staff from Civic and Social Responsibility (formerly Service Learning), Study Abroad, International Programs, and Undergraduate Research. Its mission is to strengthen recruitment of students into these programs, assist faculty in identifying opportunities to support these programs, assist students in the successful attainment and completion of these experiences, and develop, expand, and promote experiential learning on the campus. Staff Comments and Recommendation: Indicators through 6 are taken directly from Foresight 00 and/or the performance agreement model. KU and KUMC included Indicator 5 in their respective agreements. KU chose to include a seventh indicator, which is optional. Indicator 7 is part of KU s strategic plan and focuses on experiential learning certificates, which the institution describes as learning through doing. While such certificates are not designed to prepare students for a specific occupation, they serve as a complement to formal coursework. Staff recommends approval. 7

18 University of Kansas Medical Center Performance Agreement FTE: N/A Contact Person: Robert Klein Phone and / [email protected] Date: 8/8/3 University of Kansas Medical Center Increase Number of Certificates and Degrees Awarded Increase Percent of Certificates and Degrees Awarded in STEM Fields Foresight Goals AY 00: 677 AY 0: 69 AY 0: 753 Baseline: 707 3yr History AY 00: 90.% (60/677) AY 0: 90.6% (67/69) AY 0: 86.7% (653/753) Baseline: 89.% AY 04 (Summer 03, Fall 03, Spring 04) AY 05 (Summer 04, Fall 04, Spring 05) AY 06 (Summer 05, Fall 05, Spring 06) 3 Increase Number of Departments and Programs Achieving Selected National Rankings 4 Increase Number of Medical School Graduates (MDs) 5 Increase Percent of Practicing Physicians in Kansas trained at KUMC 6 Increase Commercialization and Entrepreneurship (e.g., license agreements & confidential disclosures) 7 Increase Number of Students Participating in Interprofessional Education Opportunities 3 0: 3 0: 6 03: 5 Baseline: 5 AY 0: 66 AY 0: 66 AY 03: 60 Baseline: 64 00: 49.3% (37/6338) 0: 49.0% (378/6483) 0: 48.7% (3304/6786) Baseline: 49.0% FY 0: 750 FY 0: 77 FY 03: 887 Baseline: 803 AY 0: N/A AY 0: 58 AY 03: 46 Baseline: 34 8

19 University of Kansas Medical Center Performance Agreement Narrative Indicator : Number of Certificates and Degrees Awarded The indicator records the number of degrees conferred by the University of Kansas Medical Center (KUMC). The degrees awarded are a reflection of the dedication of our faculty, students, and staff to provide the next generation of highly skilled physicians, nurses, health professionals, and biomedical researchers. Generally speaking, most degree programs at the Medical Center have capped enrollment. The intrinsic nature of medical and healthcare education requires large numbers of both paid and volunteer faculty to provide classroom instruction or as preceptors in the clinical setting. Program enrollment is influenced by the availability of clinical and experiential sites, paid and volunteer faculty, as well as physical space on campus. Recently, the KU School of Medicine has been able to expand the MD program to increased enrollment. The KU School of Nursing has increased graduate enrollment in the Doctor of Nursing Practice (DNP) Program and the PhD in Nursing Program by a total of 5% in the last two years after an intentional reduction in enrollment in the Bachelor of Science in Nursing Program in FY 00 due to financial constraints. Indicator : Percent of Certificates and Degrees Awarded in STEM Fields The indicator records the percent of degrees awarded by KUMC in science, technology, engineering, or mathematics (STEM) fields, as broadly defined by the Board of Regents. The broad definition of STEM used by the Board of Regents includes the fields of medicine and nursing, hence a large percentage of the degrees granted by the schools at KUMC will be considered STEM. STEM education is crucial for meeting the healthcare and technology needs of Kansas citizens and the regional population as a whole. Further, highlytrained biomedical scientists are necessary to grow the pharmaceutical, bioscience, and clinical trial enterprises in Kansas. Indicator 3: Number of Departments and Programs Achieving Selected National Rankings The indicator is the number of departments and academic programs nationally-recognized based upon the following aspirational criteria: o KU School of Medicine departments ranked in the top 5 of public U.S. medical schools receiving National Institutes of Health research funding. In 0, eight departments met this goal, including Anatomy & Cell Biology (#7), Preventive Medicine & Public Health (#7), and Neurology (#8). o KU School of Nursing and School of Health Professions graduate programs within the top 5 of public institutions in the U.S. News Best Graduate Schools and Best Online Programs rankings. In 0, five Health Professions graduate programs were in the top 5 (public), highlighted by Occupational Therapy at # and Audiology at #7. Nursing had three such programs; the Midwifery master s program at # and the online master s programs at #6. o The University of Kansas Hospital and KUMC s clinical departments within the top 50 in the U.S. News Best Hospitals rankings. In 0, nine adult specialties achieved this recognition. In the top 30: Pulmonology (#7), Geriatrics (#8), Gastroenterology (#9), Neurology & Neurosurgery (#0), Ear, Nose & Throat (#), Cardiology (#3), and Cancer (#7). The indicator encompasses the educational, research, and clinical missions of the Medical Center. Improving our recognition as a regional and national leader in healthcare and academic research is a high priority at KUMC. The Medical Center continues to improve and increase communication of the research and academic accomplishments of our faculty through enhanced presentations and participation in national and international meetings. Indicator 4: Number of Medical School Graduates (MDs) The indicator is the number of graduates from the MD program. The Medical Center is striving to train health care providers to meet current and projected health care needs in Kansas, including demand for physicians in Kansas, particularly in rural and underserved areas. In order to increase capacity to produce physicians with an orientation toward rural or primary care practice, the KU School of Medicine opened the Salina campus to an initial class and expanded its existing program at Wichita from two to four years. The Salina campus is considered unique due to its 9

20 small size (8 students per year), location, and its focus on training doctors for rural practice. Increased enrollment of new students will be achieved through recruitment of students using customary admissions and selection procedures. Indicator 5: Percent of Practicing Physicians in Kansas Trained at KUMC This indicator reports the percentage of practicing physicians with a known practice location in Kansas who completed either undergraduate medical education (MD) or graduate medical education (residency) at KUMC. KUMC has risen to the challenge of addressing the national shortage of primary-care doctors and critical shortage of rural physicians. With the opening of the Salina campus and expansion in Wichita, KUMC desires to see more of its graduates practice in either underserved or rural areas in Kansas. Studies indicate that the location of residency or fellowship training is a strong indicator of practice location. The KU School of Medicine has increased the number of medical residents and fellows completing their training at KUMC by over 0% from 007 to 03. Indicator 6: Commercialization and Entrepreneurship (e.g., license agreements & confidential disclosures) The leading indicators of the university s knowledge-based entrepreneurial culture include the protection and licensing of KU faculty intellectual property. This indicator includes currently active confidential disclosure agreements, currently active inter-institutional agreements, currently active license agreements, new invention disclosures, and new material transfer agreements. An example of a material transfer agreement would entail the transfer of proprietary animal cells to a company for a fee each time cells are transferred for specific use. KU retains the ownership of the material being transferred. Through such licenses and agreements the university s research discovery and innovation is brought to the public. One of KU s Bold Aspirations goals is to engage local, state, national, and global communities as partners in scholarly activities that have direct public impact. A strategy to help achieve this goal is to promote active entrepreneurship and vibrant external partnerships. This goal will be achieved through faculty training, strategy and planning sessions in support of company start-ups, faculty introductions to companies, and increasing industry visits. Indicator 7: Number of Students Participating in Interprofessional Education Opportunities This indicator reflects active student participation in interprofessional education (IPE) as measured by enrollment in coursework or educational programs with integrated IPE activities. Interprofessional education occurs when two or more professions learn with each other in a team environment to improve collaboration and the quality of care. Evidence suggests that interprofessional teams enhance patient quality, lower costs, decrease patients length of stay, and reduce medical errors. A major goal for health professions education set by the National Institute of Medicine (003, 0) is to promote interdisciplinary teamwork as a core competency in patient-centered care. The Medical Center has begun implementing the next phase of technology-based innovations to support IPE opportunities for its students. These academic and clinical studies are designed for students from different health disciplines to learn together using simulation technologies and clinical practice environments. Consistent with this is the Board-approved proposal for a new medical education building at KUMC with adequate space and facilities for an Interprofessional Simulation Center. Staff Comments and Recommendation: Indicators,, 3, and 6 proposed by KUMC are taken directly from Foresight 00 and the performance agreement model. (KU and KUMC share Indicator 6.) Indicators 4, 5, and 7 directly support the unique mission of KUMC. Indicator 7 is optional and is referenced in KUMC s strategic plan. Staff recommends approval. 0

21 Wichita State University Performance Agreement FTE: 4,073 (Fall 0) Contact Person: Rick Muma, Associate Vice President Phone and Date: University Name Here Increase number of certificates and degrees awarded Increase the percent of STEM degrees conferred Foresight Goals AY 00:,936 AY 0:,9 AY 0: 3,05 Baseline:,957 3yr History AY 00: 8.8% (846/,936) AY 0: 33.0% (960/,9) AY 0: 33.0% (998/3,05) Baseline: 3.6% (935/,957) AY 04 (Summer 03, Fall 03, Spring 04) AY 05 (Summer 04, Fall 04, Spring 05) AY 06 (Summer 05, Fall 05, Spring 06) 3 Maintain National Science Foundation ranking in aeronautical engineering research and development expenditures from industry 4 Increase the number of undergraduate certificates and degrees awarded to underrepresented minorities 5 Increase the second year retention rate of firsttime/full-time freshmen 6 Increase the number of undergraduate Kansas resident degree seeking adult learner students ages AY 009: $,600,000/ranking: N/A AY 00: $0,500,000/ranking: AY 0: $3,500,000/ranking: Baseline: $8,867,000/ranking: AY 0: 4 AY 0: 6 AY 03: 7 Baseline: 58 Fall 009: 69.7% (840/,06) Fall 00: 7.6% (80/,03) Fall 0: 70.% (835/,90) Baseline: 70.8% (85/,66) AY 0: 3,6 AY 0: 3,377 AY 03: 3,07 Baseline: 3,70

22 Wichita State University Performance Agreement Narrative Indicator : Increase number of certificates and degrees awarded Rationale: In concert with the primary objective of Foresight 00, increasing degree completion, a student success initiative aimed at increasing degree completion (called the Graduation Partnership [GP]) will be the focus for this indicator. It is also the focus of WSU s quality initiative for its upcoming accreditation reaffirmation by the Higher Learning Commission in Description: The GP is a campus-wide multi-pronged collaborative initiative (includes a student success course [WSU 0], intrusive advising tools, supplemental instruction, tutoring services, and an early alert system [GradesFirst]) aimed at increasing retention and graduation rates and increasing the number of degrees awarded. Data Collection: This will be based on the number of certificates and degrees awarded by academic year (summer, fall, and spring) as reported in the Kansas Postsecondary Database. Indicator : Increase the percent of STEM degrees conferred Rationale: A major initiative of Foresight 00, increasing graduates with STEM credentials, provides the main rationale for this indicator. WSU is also the recipient of funding from the State University Engineering Act to increase engineering graduates 60 percent by 0. Activities aimed at increasing STEM graduates will be the focus for this indicator. Description: Several initiatives are underway to increase the number of STEM discipline graduates. Funding from the State University Engineering Act has allowed the College of Engineering to hire additional faculty and support staff to allow increases in enrollment. Once students matriculate into engineering programs, the new Engineering Student Success Center (ESSC) supports students towards their completion of an undergraduate degree. In partnership with engineering faculty and staff, the ESSC provides a personalized approach by offering a wide range of support services that help students achieve their academic and personal goals. Additionally, the College of Engineering has multiple programs targeted at encouraging the pipeline of K- students to enter engineering programs (e.g., summer camps, engineering educational development for students [SEEDS, Shocker MINDSTORMS, Kansas BEST Robotics], and Project Lead the Way). The Fairmount College Science and Math Education group in LAS oversee and operate initiatives to encourage enrollment in the natural sciences, such as the Lake Afton Observatory, the Kansas Science Olympiad, and the Kansas Junior Academy of Science. Data Collection: This will be based on the number of undergraduate STEM degrees awarded (by academic year: summer, fall, and spring) in STEM disciplines and reported as a percent of all undergraduate degrees awarded as reported in the Kansas Postsecondary Database. Indicator 3: Maintain National Science Foundation ranking in aeronautical engineering research and development expenditures from industry Rationale: WSU has made a name for itself as a university-based research center, providing research, design, testing and certification to the aviation manufacturing industry. Enhancing industry-based research is one of the focuses of WSU s 03 strategic plan and for this indicator. Description: WSU has been ranked in the top 0 among all universities for aeronautical engineering R&D expenditures derived from industry for the past two years (according to the National Science Foundation s National Center for Science and Engineering Statistics). Our current and planned research initiatives focused in this area (industry supported research in engineering and the National Institute for Aviation Research NIAR) are aimed at increasing industry-related research capacity and to maintain a top 0 ranking. The last year in which data were available [FY0], WSU was ranked first according to National Science Foundation statistics with respect to aeronautical engineering industry supported research expenditures. We are estimating our ranking for 009 to be #. 00 was the first year data and rankings were available in terms of expenditures from industry. Data Collection: Data reported will be the latest ranking and available academic year of industry R&D expenditures in aeronautical engineering research from industry.

23 Indicator 4: Increase the number of undergraduate certificates and degrees awarded to under-represented minorities (URMs) Rationale: WSU is the most diverse public university in the state. Our goal is to not only further diversify the undergraduate student body so it is more reflective of the community we serve, but also work towards a higher degree completion rate among underrepresented minority (URM) graduates. Description: Various initiatives are in place for this indicator to recruit, retain, and graduate more URMs including: ) Providing Admissions Office personnel to offer bilingual services and oversee recruitment of ethnic minorities, with an emphasis on under-represented minorities, ) Providing Office of Admissions Multicultural Visit Programs and other special ethnic minority outreach programming on campus, 3) Deploying Admissions Office recruitment representatives to schools in highly diverse Kansas communities such as Wichita, Garden City, Dodge City, and Kansas City, 4) Providing full-ride, 4 year scholarships to those who achieve national Hispanic Recognition Scholar and National Achievement Scholar status, 5) Executing a recruitment and retention scholarship program for incoming freshmen who are mostly ethnic minorities and/or first generation students, and 6) Offering transition TRIO programs for first generation students. Additionally, our Graduation Partnership initiatives include activities focused on graduating more students, including URMs. Data Collection: Data collected for this purpose will include the number of undergraduate under-represented minority students (African American, Hispanic, American Indian/Alaskan Native, Native Hawaiian/Pacific Islander) receiving certificates and undergraduate degrees by academic year. Indicator 5: Increase Second Year Retention Rate of First-Time/Full-Time Freshmen Rationale: Retention of traditional UG students is a major focus on the WSU campus, Foresight 00, and at the center of our plans for enrollment growth. Description: Three main initiatives are the focus of this indicator and include: ) The Graduation Partnership (GP), a campus-wide multi-pronged collaborative initiative (includes a student success course [WSU 0], intrusive advising tools, supplemental instruction, tutoring services, and an early alert system [GradesFirst]) aimed at increasing retention and graduation rates 0 percent by 00. It is also the focus of WSU s quality initiative for its upcoming accreditation reaffirmation by the Higher Learning Commission in ) The University is constructing a new dormitory at the center of campus for traditional freshmen students to increase their engagement with the campus (due to open fall 04), which will likely lead to increased retention. 3) Our honors program is being expanded to an honors college concept with a more robust curriculum aimed at recruiting and retaining high performing students. Data Collection: Data collection will be based on Integrated Postsecondary Education Data System (IPEDS) definition of first-time/full-time freshmen where an undergraduate new student (> hours) persists to the following fall semester and reported as a percent of the cohort of all IPEDS-based first-time/full-time freshmen. For AY 04 the 0 cohort will be measured, for 05 the 03 cohort will be measured, and 06 the 04 cohort will be measured. Our goal is to increase retention 0% by 00, which requires a 0.8% increase per year. Indicator 6: Increase the number of undergraduate Kansas degree seeking adult learner students ages 5-64 Rationale: This indicator focuses on our adult learner initiatives, which includes our degree completion and flexible learning programs aimed at increasing overall enrollment of the non-traditional adult learner. Description: Our main degree completion program, called WSU complete, provides flexible programs (full-time or part-time) that start on 8-week cycles and is offered during the evening and weekends at WSU s west Wichita campus. Eligible students include those who are returning to college or transferring from another institution after a gap in their education. Three programs currently exist, and over the next three years we plan to increase the number of programs in WSU Complete. $,500 scholarships (from the Osher Reentry Scholarship Program [part-time students can receive $,500]) will be awarded to help undergraduate students who have experienced a five-year cumulative gap in their education re-enroll. Targeted marketing efforts for adult learners will also be implemented. This initiative supports our goal to provide flexible opportunities for adult learners to obtain a college degree. Data Collection: Data collection will be based on undergraduate KS resident student headcount of those aged 5-64 (i.e., number of unique heads during the AY). Staff Comments and Recommendation: All indicators proposed by Wichita State University are in Foresight 00 and/or the performance agreement model. Staff recommends approval. 3

24 Allen County Community College Performance Agreement FTE: 78 Contact Person: John Masterson Phone and x [email protected] Date: 8/5/3 Allen County Community College Increase graduation rate of first-time, full-time, degree seeking, college ready freshmen Foresight Goals 3yr History % 57/ / % 5/99 Baseline: 6.% 34/5 AY 04 (Summer 03, Fall 03, Spring 04) AY 05 (Summer 04, Fall 04, Spring 05) AY 06 (Summer 05, Fall 05, Spring 06) Increase the total number of certificates and degrees awarded 3 Increase the employment rate of Allen graduates in Kansas 4 Increase the percentage of students who successfully complete Intermediate Algebra (MAT 00) with a C or better 5 Increase the Success Index Rate for student completion and retention 6 Increase the percentage of students who successfully complete the initial college level writing course (COL0) with a C or better 00=93 0=79 0=67 Sum=089/3years Baseline: #Graduated=774 #Employed=630 Baseline: 8.4 % % 3/ % 86/ % 7/58 Total 879/68 Baseline:5.3% % % % 074 Baseline: 57.6% /94=76.3% 0-0 7/953=74.6% /888=75.8% Baseline: 75.6% 4

25 Allen County Community College Performance Agreement Narrative Template Indicator : Increase graduation rate of first-time, full-time, college ready freshmen Using the Kansas Higher Education Data System report, three year graduation rates for cohorts consisting of first-time, full-time, degree seeking, college ready freshman will be reported. Graduation rate is one of the KBOR indicators for increasing higher education attainment. Allen will use student counseling and reverse transfer agreements to increase the graduation rate. Indicator : Increase the number of certificates and degrees awarded Using the Kansas Higher Education Data System report, the total number of certificates and degrees awarded each year will be reported. Allen has worked hard the past several years to align its certificates with its associate s degree programs. In concert with indicator, this should produce additional completers. Increased certificates and degrees are part of the KBOR goals for increasing higher education attainment. Indicator 3: Increase the employment rate of Allen graduates in Kansas Using data from the KU Research Center and the Kansas Department of Labor, percentages of Allen students who are employed after graduation or completion of a certificate will be reported. Since many of our students are interested in immediate employment, this is an important indicator. Employment is a KBOR indicator for meeting the needs of the Kansas economy. Indicator 4: Increase the percentage of students who successfully complete Intermediate Algebra (MAT 00) with a C or better The Allen Information Technology Department will provide data on the total number of students who complete Intermediate Algebra with a C or better, and the total enrolled in those courses on the 0 th day of classes. This will provide information to determine a success ratio for the course. Intermediate Algebra is the biggest gateway (barrier to completion) developmental (non-college ready) course that we teach. Students are placed in Intermediate Algebra through scores on the ACT or Compass tests that are not high enough for placement in College Algebra. If a non-college ready student cannot pass Intermediate Algebra, he/she will never have the opportunity to take the biggest gateway class to an associate s degree College Algebra. Individualized tutoring, a new Pearson developed online course, and shared best practices by instructors with high success rates will be used to increase student success. Indicator 5: Increase the Success Index Rate for student completion and retention Using data provided through the KBOR KHEDS, cohorts will be tracked for years and reported into a success index that measures completion of a certificate or degree for each student or if they have not received a certificate or degree, if have been retained in higher education. Students who have completed a certificate or degree or are still retained in higher education are counted in the success rate. Since the majority of students at Allen have at least a bachelor s degree as a goal this indicator should reflect success in both those who obtain an associate s degree as well as students who leave Allen and move on to a university before graduating. The + agreements and transfer agreements with universities will contribute to the success of Allen students. The Jenzabar degree check now available in each student s portal should also help students move seamlessly to degree completion. Indicator 6: Increase the percentage of students who successfully complete the initial college level writing course (COL 0) with a C or better The Allen Information Technology Department will provide data on the total number of students who complete the initial college level writing course, COL 0 English Composition, with a C or better, and the total enrolled in those courses on the 0 th day of classes. This will provide information to determine a success ratio for the course. Writing skills are essential to college and career success. Allen has developed a writing center for both on ground and online students. A newly revised online course shell has been developed by one of our award winning instructors for the English Composition course. These both should positively influence student success. Staff Comments and Recommendation: Staff recommended using College Algebra as the measurement for indicator 4, but Allen felt strongly about using Intermediate Algebra due to the high number of students taking this course and the intensive emphasis placed on this course at their campus. Staff recommends approval. 5

26 Barton Community College Performance Agreement Contact Person: Dr Penny Quinn Phone and Date: //3 Barton Community College Increase the number of Barton degrees and certificates awarded Foresight Goals 3yr History = = = 799 [Baseline: 664] Increase the percentage of successful student technical & numerical literacy responses for assessment of general education 3 Enhance student receipt of third-party technical program certification and licensure credentials 4 Increase fall-to-spring retention of low-performing students requiring entry level developmental education courses (Basic English, Basic Reading, College Prep Math) 5 Increase the number of Adult Basic Education (ABE) participants 6 Increase the percentage of student performing at the Proficiency level on written communication assessments of general education 00 = 800/00 (79%) 0 = 738/00 (7%) 0 =960/39 (77%) [Baseline: 76%] 00 =49/506 (85%) 0 = 44/307 (79%) 0 = 7/30 (74%) [Baseline: 79%] 00 = 6/4 (39%) 0 = 38/58 (66%) 0 = 3/73 (44%) [Baseline: 50%] 00 = 54 0 = 57 0 = 99 [Baseline: 70] 00 = 35/876 (37%) 0 = 3/93 (35%) 0 = 389/004 (39%) [Baseline: 37%] 6

27 Barton Community College Performance Agreement Indicator : Increase the number of degrees and certificates awarded. Connectivity: Foresight 00, Goal # Increase Higher Education Attainment; as measured by Number of degrees produced (bullet #0). Barton wishes to continue the upward growth of students completing certificates and degrees. This goal aligns directly with the KBOR 00 Strategic Plan. For Barton, there were 556 completers in 00 and by 0 there were 799. If Barton can maintain such growth, we believe we can impact and support KBORs desire to increase higher education attainment of Kansans to 60% by 00. Indicator : Increase the percentage of successful student technical & numerical literacy responses for assessment of general education. Connectivity: Foresight 00, Goal #: Improve Economic Alignment; as measured by Performance of students on institutional assessments in three areas; and as an Institution Specific indicator as a component of Barton Board expectations; and as an Institution Specific indicator as a component of the assessment of general education at Barton. One of the ways that Barton assesses mathematical reasoning is by identifying questions within a course final that assess not only the specific competencies of the course, but also tie to the general education outcome expectations as a whole. This indicator is measured using five courses for which two competencies per course are selected (specific courses and skill competencies are outlined below). The performance numbers for this indicator represent the number of students who correctly answered the associated competency questions, divided by the total number of students pooled in the multiple sections of each of the five courses indicated below. [For example, if overall there are 00 students in BSTC 036, and 80 get () correct (80/00), and 70 get () correct (70/00), then overall there were 50 correct answers out of a possible 00, or (80+70)/(00+00) = 50/00. Similarly, if overall there are 50 students in BSTC 685, and 75 get () correct (75/50), and 05 get () correct (05/50), then overall there were 80 correct answers out of a possible 300, or (75+05)/(50+50) = 80/300. This is then pooled with BSTC 036 such that now we have 330 correct answers out of a possible 500, or (50+80)/(00+300) = 330/500. This is repeated for the remaining courses listed.] Note that it is possible that students may be enrolled in more than one of these courses simultaneously, so some data may be duplicated. BSTC Computer Concepts and Applications. Use word-processing software to create, edit and produce professional looking documents. Create spreadsheets and charts to analyze, investigate and/or interpret numerical and financial data to support problem-solving process BSTC Spreadsheet Applications. Determine which chart type should be created and create and format a 3-D column or pie chart using the Chart Wizard.. Recognize order of operations used in formulas and be able to adjust formulas as necessary. ECON 65 - Personal Finance. Identify and use financial statements and budgeting tools. Explain the positive and negative aspects of borrowing (credit cards, consumer loans, home loans and car loans) MATH 89 - Business Math. Apply ratios and proportions to problem-solving situations.. Calculate salary on the basis of weekly, biweekly, semimonthly, and monthly pay periods. MATH Technical Math. Solve application problems involving basic arithmetic operations, measurement, and percentage.. Use formulas to solve for an unknown quantity Indicator 3: Enhance student receipt of third-party technical program certification and licensure credentials. Connectivity: Foresight 00, Goal #: Improve Economic Alignment; as measured by Performance of students on selected third-party technical program certificate/credential assessments (bullet #4). Barton recognizes the significance of industry credentials and the impact on employment requirements and/or opportunities they may have. The institution is interested in enhancing student achievement of technical certifications and/or licensure credentials and intends to apply additional priority to this student outcome. The College s Workforce Team plans to increase student 7

28 awareness of the benefits of seeking these credentials, address (as necessary) course scheduling to assist in completion of required course, monitor participation through the development of less laborious tracking system to record student credential completion, and continue to seek a process to improve student self-reporting. The Healthcare area will be targeted with credentials associated with the following programs targeted: Nursing (RN & PN), Medical Lab Technician (ASCP), Emergency Medical Services (EMT Basic, AEMT, & Paramedic), Dietary Manager (ANFP), and Adult Healthcare (CMA & CNA). Note that the data for this indicator is self-reported for all program areas targeted, other than Nursing. Indicator 4: Increase fall-to-spring retention of low-performing students requiring entry level developmental education courses (Basic English, Basic Reading, College Prep Math). Connectivity: Foresight 00, Goal #: Improve Economic Alignment; as measured by Performance of students on institutional assessments in three areas; and as an Institution Specific indicator as a component of Barton Board expectations. Barton s goal is to increase the retention of lowperforming non-college ready students. Low-performing is defined as those students achieving D, W, and F grades. In effect, student receiving grades of C or higher have been successful in the courses. Our efforts will target the students who did not perform well, rather than all students in the class. To achieve our goal, students in Basic English, Basic Reading, and/or College Prep Math will be provided with individualized instruction in areas of greatest weakness and receive positive reinforcement for successful milestones within the course. Guided practice and online assignments geared to each student s reading, writing, and/or math abilities will be incorporated into the instructional format. Student services and support staff will assist instructors in providing guidance and support for these low-performing entry level students. Lowperforming students will also be assigned a class student mentor to provide peer support to enhance their success; assessment will occur by midterm during the first semester, and for the subsequent semester. The chart indicates the low performing students retained as the numerator, and all low performing students in the denominator. Indicator 5: Increase the number of Adult Basic Education (ABE) participants. Connectivity: Foresight 00, Goal #: Increase Higher Education Attainment; as measured by Number of Adult Basic Education (ABE) participants (bullet #4). Barton seeks to increase participation in ABE program offerings to assist adult learners for transition to college and career as identified by the Kansas Board of Regents in goal one of the Foresight 00 document. To prepare for this expectation, the Adult Education program has been restructured at BCC. Rather than being aligned under the Academic Division of the College, ABE is now administered within the College s Career Technical Education Division (WTCE). This change has been made to assist these students in transitioning from ABE to a certificate or career degree program which will more quickly get them into the workforce. The following actions will be taken in order to advance this indicator: enhanced marketing efforts, targeted outreach to the service area Hispanic population, and refinement of service delivery to inmate populations. Indicator 6: Increase the percentage of student performing at the Proficiency level on written communication assessments of gen ed. Connectivity: Foresight 00, Goal #: Improve Economic Alignment; as measured by Performance of students on institutional assessments in three areas; and as an Institution Specific indicator as a component of Barton Board expectations; and as an Institution Specific indicator as a component of the assessment of general education at Barton. Included within the general education outcomes is the inclusion of written communication. A competency in ENGL 04 Composition I and ENGL 05 Comp II, is to avoid plagiarism by crediting any outside sources incorporated into a document using attributive tags and/or in-text references as well as works cited/ bibliographical listings. This competency is assessed using a rubric where faculty grade a paper scoring students as Proficient (P), Competent (C), or Emerging (E) with regard to the competency expectations. The number of students who scored at the highest level, Proficient, is counted from both courses across multiple sections, this is then divided by the total number of students in the respective courses. The performance numbers for this indicator represent the number of students who received ratings of proficient to indicate successful completion of this indicator. The reported data is reflective as follows: the numerator identifies the number of students performing at the Proficiency level, and the denominator reflects the total number of students in the courses being assessed. Staff Comments and Recommendation Staff recommends approval. 8

29 Butler Community College Performance Agreement FTE: 3,355 Contact Person: Dr. Karla Fisher Phone and Date: /0/03 Yr Institution Name Here Number of certificates and degrees awarded annually Foresight Goals 3yr History 00 =,33 0 =,47 0 =,45 Baseline:,33 AY 04 (Summer 03, Fall 03, Spring 04) AY 05 (Summer 04, Fall 04, Spring 05) AY 06 (Summer 05, Fall 05, Spring 06) First to second year retention of college-ready cohort (fall-to-fall retention of first-time, full-time, degree-seeking students) 3 Award of third party technical credentials 4 Percentage of developmental English students who pass accelerated course and succeed in the collegelevel composition course 5 Increase in number of STEM technical certificates and degrees 00 = 6% (83/36) 0 = 60% (83/379) 0 = 6% (80/35) Baseline: 6% 03 = 05 Baseline: 05 0 (pilot year) = 39% (5/644) Baseline: 39% 0 = 3 awards 0 = 57 awards 03 = 60 awards Baseline: 49 awards 6 Award of Butler degrees through Reverse Transfer system 0 (first year of implementation) = 90 Baseline: 90 7 Directional Improvement in College Algebra Pass Rates 0 = 68.3% (70/07) 0 = 68.% (735/079) 03 = 64.4% (76/05) Baseline: 66.79% 9

30 Butler Community College Performance Agreement Narrative Template Indicator : Number of certificates and degrees awarded annually Our completion numbers from 00 to 0 reflect a stable pattern. Our goal of,486 degrees and certificates by 06 is a 5% increase from the 0 numbers and puts us on the way to the 0% increase by 00 called for by Foresight 00. We are also in the process of contextualizing our Strategic Priority of Student Success in terms of "Students Finish What They Start"; this involves a steady but intentional streamlining of processes to enable all of our students to successfully reach their academic goals. Indicator : First to second year retention of college-ready cohort (fall-to-fall retention of first-time, full-time, degree-seeking students) First year to second year retention is a clearly articulated goal in Foresight 00. BCC has ramped up its retention efforts by being intentional and focused, creating a retention outreach as part of the Enrollment Management Strategy, and resourcing the outreach with a dedicated retention specialist and information assets. Our goals are aspirational, possible, and sustainable with historical trends of 60% (00), 6% (0), and 6% (0) for this population of students. Indicator 3: Award of third party technical credentials A top-notch vocational education combined with the appropriate professional credential is a key competitive advantage for individuals entering the workforce or starting new careers. Working through its professional and industry network, and leveraging the capacity built through the federal Perkins IV program, BCC has identified appropriate industry credentials for its different technical programs. We are providing the information to program students and will train them to the specifics of these credentials, facilitate the necessary testing and implement a systematic process to track the attainment of credentials. At this time, BCC does not have a systemic process set up for internally tracking the award of such credentials across all programs. That will be developed as we implement the Performance Agreement. Our baseline comes from the number of credentials issued to our Nursing degree recipients through the NCLEX system in Academic Year 03. Indicator 4: Percentage of developmental English students who pass accelerated course and succeed in the college-level composition course Butler has piloted the Accelerated Learning Program (ALP) initiative, a model that has proven to be successful in accelerating learning in developmental English and significantly improving the same students success in college-level composition classes. The ALP model allows for students to enroll concurrently in EG 060 (developmental) and EG 0 (college composition). The program has seen national success in tailoring pedagogy to fit the special needs of the not-yet-college ready population and, thus, significantly reduces the attrition that usually happens in the attempted transition from remedial to college level English. By steadily increasing deployment of ALP, we will be improving not only the overall number of Butler students who become ready for college work more quickly than those who take the traditional approach to developmental learning, but also increasing the percentage of developmental students who pass EG 0 with a C or better. Our baseline is from the pilot year of the ALP project and represents the number of students who took EG060 (developmental) in fall 0, took EG0 (composition) in spring 0 and passed EG0 with a C or better. These students were taught using the traditional approach to developmental education. Results at Baltimore Community College, where ALP was pioneered, indicate that in a span of a few years we can expect that rate to almost double. Thus, we are confident in setting a goal of 75% success by the end of AY 06. Student success is computed by dividing the total number of students in the accelerated EG060/0 courses who receive a C or better by the total number of students who receive an A,B,C,D, F or who withdraw at the end of the term. Indicator 5: Increase in the number of STEM technical certificates and degrees Foresight 00 calls for maintaining and increasing the number of STEM related degrees awarded. The regional economic need is about 0%. In 0 about 3% of our awards were STEM-related Associates and Certificates; in 0 the percentage went up to 5% and remained about the same in 03. Our target is to build on that progress and aim for a figure of 0% (0 STEM awards) by the academic year 06. The college is collaborating with education and business partners to create an IT early high school academy modeled after the healthcare academy and a college-level IT Institute to attract and prepare new students for the STEM 30

31 related programs we target in this indicator. The programs included in this indicator are Database Administration, Systems Administration, Computer Programming, Engineering Technician, Engineering Graphics Technology, Cybersecurity, Integrated Manufacturing Technology, Internetworking/CISCO, Web Development, and Multimedia. (The corresponding program codes in our institutional information system are: CEDA COIS, CPRG, ENGT, ENTC, IADF, INTE, IN3D, INTW, MULT, WEDV, WEBU) Indicator 6: Award of Butler degrees through Reverse Transfer system Butler Community College realizes that collaboration with our partners can and should deliver measurable success for our students. As such, we have joined with Wichita State University and Fort Hays State University in reverse transfer agreements so that those students who earn academic credit at both our institutions can attain the appropriate BCC degree for work completed at either of the two entities. We have already built up a process for exchange of transcripts and verification of work, and are working on incorporating this opportunity as part of our new marketing plan. In 0, the first year of operation, the reverse degree transfer program provided opportunity for 90 former Butler students enrolled at WSU to obtain a Butler credential. Indicator 7: Directional Improvement in College Algebra Pass Rates Successfully completing College Algebra is the most important leading, predictive indicator for completing a college credential. Nationally, failure to get a passing grade the first time around is an obstacle to completion for about 60% of college students who quit before earning a credential. Students who don t pass College Algebra often leave school in their first year of enrollment. Through the National Community College Benchmarking Project, Butler has been tracking the percentage of its students who complete College Algebra in the first attempt with a C or better. Butler s three-year history of College Algebra pass rates is well above the national median of 6% but below the high performing institutions who report data to NCCBP. Year over year, the pass rates for those institutions is around 75%. Butler seeks to create directional improvement in this area as a means of achieving its strategic objectives of improving retention and completion. The success rate is calculated by dividing the number of College Algebra students who receive a grade of A, B or C (the numerator) by the number of students who receive an A, B, C, D, F grade or who withdraw from the class (the denominator). This calculation is called the Enrollee Success in the NCCBP report. Staff Comments and Recommendation: Indicators 3, 4 and 6 represent new initiatives undertaken by Butler, therefore baseline data is limited to one year. Staff recommended that all institutions choose indicators with three years of data to calculate baselines. While the agreement meets the guidelines, it would be significantly stronger with three years of baseline data for all indicators. Staff recommends approval with reservation. 3

32 Cloud County Community College Performance Agreement FTE: 499 Contact Person: Brenda Edleston, Interim VPAA Phone and (785) Date: Sept. 3, 03 Cloud County Community College Increase first to second year retention rates of "college ready" cohort Foresight Goals 3yr History FA09: 69/45=47.6% FA0: 5/85=60.0% FA: 8/4=59.8% Baseline: 67.4/3=55.8% AY 04 (Summer 03, Fall 03, Spring 04) AY 05 (Summer 04, Fall 04, Spring 05) AY 06 (Summer 05, Fall 05, Spring 06) Increase number of certificates and degrees awarded 00: 574 0: 39 0: 586 Baseline: 55/3=57 awards 3 Increase number of 3 rd party credentials attained (CNA, CMA, CDL, NCLEX) 09-0: 4 0-: 368 -: 308 Baseline: 98/3=306 certificates 4 Increase first to second year retention rates of "non-college ready" cohort FA09: 8/3=6.8% FA0: 77/6=6.% FA: 69/3=5.3% Baseline: 75./3=58.4% 5 Increase the number of CTE credit hours completed by high school students 00-0: 496 credit hours 0-0: 45 credit hours 0-03: 79 credit hours Baseline: 666/3=555.3 credit hours 6 Increase enrollment in online allied health and nursing CEU courses 09-0: students 0-: 5 students -: students Baseline: 385/3= 8 students 3

33 Cloud County Community College Performance Agreement Narrative Indicator : Increase first to second year retention rates of "college ready" cohort: CCCC will be able to better track retention rates of first-time, full-time degree seeking students by separating the college ready from the non-college ready students. College ready students are defined as those students who were not enrolled in any developmental courses in their initial term. Most of CCCC s developmental courses are offered in the areas of communications and math. Retention rates will be measured by identifying the number of college ready students who are retained from fall semester to fall semester. Students enrolled in developmental courses at CCCC are reported to KBOR each year through the KHEDS report. Data for this indicator will be supplied by KBOR staff from prior KHEDS reports. For the fall 009, there was a 47.6% retention rate (69/45 students), for fall 00, there was a 60.0% retention rate (5/85 students), and for fall 0, there was a 59.8% retention rate (8/4 students). The 3-year history is 55.8% retention. Indicator : Increase number of certificates and degrees awarded: Through a wide range of learning opportunities including concurrent, online, distance learning/itv, hybrid classes, community outreach and on-campus classes, and business and industry courses. Students continue to have a wide range of educational goals that include earning certificates and degrees. CCCC is focused on increasing the number of students earning certificates and degrees. Students who complete certificates and degrees each year are reported to KBOR through the KHEDS report. Data for this indicator will be supplied by KBOR staff from prior KHEDS reports. In 00, 574 certificates and degrees were awarded, in 0, 39 were awarded, and in 0, 586 were awarded. The 3-year history of certificates and degrees awarded is 57. Indicator 3: Increase number of 3 rd party credentials attained: With an increased focus on workforce development, preparing students for high-need industries, and assuring quality of learned skills, CCCC will continue to use industry recognized credentials to help identify preparedness of students and place qualified students into the workforce. Attaining a professional credential will provide a competitive advantage for individuals entering the workforce. Through direct observation and access to licensing data, CCCC will measure the number of credentials successfully earned by CNA and CMA students, students receiving a CDL license, and those who pass NCLEX exams. In 009-0, 4 credentials were earned in these areas, in 00-, 368 were earned, and in 0-, 308 were earned for a 3-year history of rd party credentials earned. Indicator 4: Increase first to second year retention rates of "non-college ready" cohort: CCCC will be able to better track retention rates of first-time, full-time degree seeking students by separating the college ready from the non-college ready students. Non-college ready students are those who have enrolled in at least one developmental course during their initial term of enrollment. CCCC annually identifies more than 50% of its incoming students as needing at least one developmental course, most often in the areas of communications or math. In order to better address the needs of these students and provide student support services, CCCC will track retention rates of non-college ready students and work to increase the retention rates. Using CCCC s Jenzabar Management Information System, students who take at least one developmental course will be identified and tracked to measure retention rates from their initial fall enrollment term to the following fall term. In fall 009, the non-college ready retention rate was 6.8% (8/3 students). In fall 00, the retention rate was 6.% (77/6 students). In fall 0, the retention rate was 5.3% (69/3 students). The 3-year history of retention of non-college ready students is 58.4%. Indicator 5: Increase the number of career and technical education credit hours completed by high school students: Offering opportunities to complete career and technical education courses to high school students is a win-win for students and industry. Students have the opportunity to take college level courses and earn industry recognized credentials while still in high school or shortly after graduating. Students are then able to work while continuing to complete coursework towards college certificates and degrees and businesses are able to hire a qualified workforce to meet their needs. CCCC will work to increase the number of career and technical education credit hours completed by high school students. In 00-0 the number of credit hours completed was 496, in 0-0 this number was 45, and in 0-03, 79 credit hours were completed. The 3-year history for the number of career and technical education credit hours completed by high school students was

34 Indicator 6: Increase enrollment in online allied health and nursing CEU courses: In north central Kansas, there is a significant need for credit and non-credit online allied health and nursing continuing education unit (CEU) opportunities because people are balancing financial and family commitments, working, and are often place bound with no ability to travel long distances to take college courses and maintain licensing requirements. CCCC wants to provide increased access to students through the development of additional online allied health and nursing coursework. Direct observation of the student enrollment in the online allied health and nursing CEU courses developed will be used to measure progress toward targets. During 009-0, students were enrolled, in 00-, 5 students were enrolled, and in 0-, students were enrolled. The 3 year history is 8 students. Staff Comments and Recommendation: Staff recommended Indicator 6 include a student-based outcome, such as increased completion of online allied health and nursing CEU courses rather than increased enrollment in those courses; Cloud felt promoting, recruiting, and encouraging enrollment were their goals for the online format of these courses. Staff recommends approval of the performance agreement. 34

35 Coffeyville Community College Performance Agreement FTE:,30 Contact Person: Alysia Johnston Phone and ext. 077, Date: Aug. 8, 03 Coffeyville Community College Increase the percentage of first to second year retention rates for college ready students. Foresight Goals 3yr History 00-69/353 48% 0-44/357 40% 0-6/330 49% Baseline: 45.4% AY 04 (Summer 03, Fall 03, Spring 04) AY 05 (Summer 04, Fall 04, Spring 05) AY 06 (Summer 05, Fall 05, Spring 06) Increase the number of certificates and degrees awarded. 3 Increase the number of students successfully completing industry recognized third party credentials. 4 Increase the percentage of developmental students successfully completing their first subsequent college level math or English course. 5 Increase the three year completion rate of minority students graduating with an Associate degree or certificate. 6 Increase Success Rates of Students in Developmental Courses Baseline: Baseline: 47 Cohort /47 7% Cohort /34 6% Cohort /3 70.5% Baseline: 68% 00-54/37 39% 0-7/03 35% 0-6/90 3% Baseline: 35% 00-77/86 6.9% 0-96/ % 0-7/7 63.% Baseline: 60.5% 35

36 Coffeyville Community College Performance Agreement Narrative Template Indicator : Increase the percentage of first to second year retention rates for college ready students. Percentage of first to second year retention of college ready students will be calculated based on first time, full time, degree seeking students who are enrolled on the 0 th day for two consecutive fall terms and are not enrolled in any developmental courses in the first term. Developmental courses are defined as credit bearing courses that do not count toward credit hours necessary for graduation. Students are required to enroll in developmental courses if they do not meet specified admission and placement requirements for college level courses. CCC chose first to second year retention, as it is the key to improvement in student success for most first year students. Our three year average for fall to fall retention of college ready students is 45%. Therefore, the attrition rate is 55%, which accounts for more than half of students who enroll as first time freshman with no measurable gap in their ability to successfully complete college level courses. CCC has a long history of successfully working with students that are not college ready, we plan to use some these proven strategies to increase the retention rates for our college ready students. We will use our existing student success center and support services to implement strategies that target first semester, college ready students. The retention strategies will include an early alert system to identify students who do poorly on their first exam or assignment, targeted study sessions based on student needs and peer tutoring. Indicator : Increase the number of certificates and degrees awarded. The number of certificates and degrees awarded as indicated in the Kansas Higher Education Data System will be used to determine indicator two. Increasing the number of students who have a certificate or degree is critical in supporting the Foresight 00 goal of increasing higher education attainment among Kansas citizens. This indicator also aligns with CCC s strategic goal of ensuring students receiving degrees and certificates attain employment in a wide variety of industries. Our three year average of students earning a certificate or degree is 566. This calculates to approximately 47% of our full time equivalency (566/00) receiving a certificate or degree. We plan to concentrate on awarding more technical degrees and certificates, as surveys of local industry indicate a lack of skilled workers in technical areas including electrical technology, welding, construction, allied health and others. CCC has developed a committee that will continue to detail tactics for recruiting and retaining students with an interest in, and aptitude for, career and technical programs. Our strategies include working with local high schools to identify students who have the potential to earn a certificate while still in high school. We are also working with local business and industry to determine the critical training and certificates their workers need to improve skills and productivity. Student academic support will be provided through our student success centers located at our main campus and two technical campuses. Indicator 3: Increase the number of students successfully completing industry recognized third party credentials. Data will be collected from the Kansas Higher Education Data System to determine the number of industry recognized third party credentials. The third party credentials CCC students receive include; American Society of Mechanical Engineers, Auto Service Excellence, National Center for Construction Education & Research Certification, Microsoft Office Word 007, Microsoft Office PowerPoint 007, Occupational Safety & Health Administration 0 hour certification, Occupational Safety & Health Administration 30 hour certification, American Welding Society, EPA Section 608 approved certification, Certified Dietary Manager, American Medical Technologist Examination, Registered Nurse (National Council Licensure Examination), Licensed Practical Nurse (Kansas State Board of Nursing Examination), Emergency Medical Technician Intermediate National Registry Exam/Kansas Skills Examination, Certified Nurse Aid, Certified Medical Aid, and Home Health Aid. Coffeyville Community College choose the indicator to increase the number of students attaining recognized third party credentials, as it will enable more students of all ages the opportunity to build careers with family-sustaining, middle class incomes. At the federal level, both the U.S. Department of Education and the U.S. Department of Labor have taken important steps to support portable/stackable credentials and career pathways. Along with the U.S. Department of Health and Human Services, the U.S. Departments of Labor and Education issued a letter in April 0 highlighting the joint commitment of all three agencies to promote the use of career pathways approaches as a promising strategy to help adults acquire marketable skills and industry recognized credentials. We are in the process of articulating pathways to local apprenticeship programs that will more effectively address the needs of employers and student workers. We are aligning curriculum with local secondary schools and our institution to help high school students design career pathways that will lead to third party credentials and sustainable employment after graduation from high school. CCC will continue to work with our advisory committees to identify 36

37 third party credentials that will benefit our students as well as local business and industry. Students will have the opportunity to acquire shorter term credentials with labor market value as they continue to build on these credentials to access more advanced jobs and higher wages. Indicator 4: Increase the percentage of developmental students successfully completing their first subsequent college level math or English course. Data will be collected from our institutional data base on students enrolled in developmental math or English courses prior to enrolling in their first college level math or English course. We will compare developmental students enrolled in their first subsequent college level math or English course who have completed the course with a C or better to those developmental students in the same courses who did not complete with a C or better. Intermediate algebra is the first college level math course and Composition I is the first college level English course. We choose this indicator as our history indicates success rates of students in their first college level math and English courses are key indicators in successful retention and graduation rates for students. Accomplishing continuous directional improvement in subsequent college-level math and English course strategies include revised curriculum and teaching pedagogy that reflect institutional and national student success data. We have implemented a Raven Promise program that will provide a comprehensive support system to provide assistance in academic areas with personal counseling. The Raven Promise program focuses on individual talents and assumes all individuals are strong in some area. Indicator 5: Increase the three year completion rate of minority students graduating with an associate degree or certificate. Data reported and published in the Federal Government IPEDS report will be used to determine the number of minority students graduating with an associate degree or certificate. To determine increases in minority student completion rates we will compare the number of minority students enrolled full time to the number of minority students who graduate or earn a certificate in 3 years. Coffeyville Community Colleges 0 fall cohort for minority students included 0% African American students, 6% Native American students, 3% Hispanic students and.5% of all students reported being two or more races. Our college and community have a very diverse population. Therefore, it is critical we improve graduation rates so all students are afforded the same opportunities to acquire a transferable associate degree and/or a marketable skill and recognized credential. Currently, our average 3 year graduation rate for minority students is 35% compared to 4.7% for white students. To help meet this goal we will combine existing minority support services with our well-established, student-focused success center to provide tutoring, advising information and support in a centralized location. Additionally, we have a very active Native American Program that gives students a means to celebrate their culture, develop leadership skills and come together in a class designed to address the needs unique to their values and beliefs. Based on this successful program, we will work to develop similar programs for African Americans, Hispanic and other minority students. These programs will reflect individual needs for academic, financial and cultural support. Indicator 6: Increase Success Rates of Students in Developmental Courses Data will be collected from the institutional data base on students enrolled in developmental courses on the 0 th day. Data will also be collected on students receiving a grade of C or better at course completion. The percentage of success will be determined by the number of students who successfully complete with a C or better compared to the number of students who complete a developmental course. Our institutional strategic plan emphasizes the importance of successful developmental education. As the number of students requiring remedial education has increased, the challenge to have all students prepared for college level courses has become greater. Data shows that developmental math is our biggest problem with only 50.3 percent of students receiving a C or better. To meet the needs of our students and to fulfill our strategic plan we have implemented several action plans that will hopefully improve our success rates in developmental courses. The Student Success Center has three full time personnel with expanded evening and morning hours. Upgraded developmental software for math and English is available in the Student Success Center and one computer lab. Coffeyville Community College requires mandatory placement in math and English courses for all students; thus, a student must have a C or better to advance to the next course. We have committed many resources to help students achieve success in developmental courses so they can successfully complete their general education course requirements. Staff Comments and Recommendation Indicator 5 demonstrates a commitment of the campus to serve all students. Staff recommends approval. 37

38 Colby Community College Performance Agreement FTE: 9 Contact Person: Greg Nichols Phone and [email protected] Date: Aug. 5, 03 Colby Community College Increase the number of certificates and degrees awarded. Foresight Goals 3yr History 009-0: : : 36 Baseline: 59/3 = 40 AY 04 (Summer 03, Fall 03, Spring 04) AY 05 (Summer 04, Fall 04, Spring 05) AY 06 (Summer 05, Fall 05, Spring 06) Increase the three year graduation rates of college ready cohort. 3 Increase the percentage of students employed or transferred. 4 Increase the percentage of noncollege ready cohort with GPA greater than or equal to.0. 5 Increase the financial literacy of students. 6 Increase the FTE for completing science, technology, engineering, and math (STEM) credit hours. 009: 63/0 = 6.4% 00: /74 = 64.4% 0: 07/68 = 63.7% Baseline: 8/443 = 63.7% graduates Baseline: 603/853 = 70.7% 009-0: 35/57 = 86.0% 00-: 3/63 = 80.4% 0-: 56/9 = 8.3% Baseline: 4/5 = 8.6% 009-0: : 0-: Baseline: 76/3 = : : : 44.6 Baseline:

39 Colby Community College Performance Agreement Narrative Template Indicator : Number of certificates and degrees awarded. Data will be collected by KBOR and reported back to the college. With the initiative proposed by the state leadership to increase the number of degreed individuals in the workforce, Colby Community College will seek to increase the number of students who complete certificate and/or degree programs to enter into the workforce in skilled positions or to transfer to state universities. Colby Community College faces significant challenges to accomplish this goal due to decreased student population in the service area. Our efforts will include plans to improve retention and graduation rates for students as well as providing unique opportunities through distance education. Indicator : Increase three year graduation rates of college ready cohort. The importance of graduating with a certificate and/or degree will become a priority focus for Colby Community College. To accomplish this goal, we will seek to improve retention efforts for all students. In addition, we will seek to reduce unnecessary barriers to graduation while maintaining quality academic standards. The historical data showed a better than average rate for Colby Community College, yet our efforts will be increased to ensure quality academic opportunities for our students. Indicator 3: Increase the percentage of students employed or transferred. The traditional academic programs at Colby Community College have a strong reputation for transfer students. Likewise, our vocational programs prepare the students for jobs in the agricultural and healthcare industries. Our efforts will focus on improved industry recognized certifications and cooperative efforts with industry to secure job placement for students. One potential challenge to this indicator is the proximity to Colorado and Nebraska which may draw some of the students to employment in the respective states. Indicator 4: Increase the percentage of non-college ready cohort with GPA greater than or equal to.0. As part of the mission of our community college, we seek to improve student learning in our service area. With an increasing number of students coming into college with remediation needs, we seek to provide quality remediation that will improve the overall success rate for students. For the three prior years, 4 of 5 students taking remedial classes in mathematics or English do not achieve an overall GPA of.0. One measure of success for college students is earning a degree or certificate. The student who takes remedial courses may need one or more classes to achieve college level proficiency. Often the remedial courses are taken concurrently with college level courses to meet program graduation requirements. To emphasize the importance of obtaining a degree or certificate, the GPA calculation will include both remedial and college level classes to keep students apprised of their academic standing. However, remedial classes do not count for graduation purposes, so the final GPA calculation submitted will include college level courses that count for graduation. No matter where students enter the higher educational system, providing quality services to help them achieve their goals is part of our mission. Our college plans to improve the percentage of non-college ready cohort with GPA greater than or equal to.0 by placing limits on class enrollment sizes and providing access to peer tutoring through our comprehensive learning center. It is our desire that targeting this population with additional services will help increase the percentage of completers in our certificate or degree programs. 39

40 Indicator 5: Increase the financial literacy of students. With the costs for education rising and student loan balances increasing nationwide, it is important that students understand their financial situation upon graduation. There are existing courses that students may enroll in to help with this problem offered each semester ( or each semester), but many students do not have program requirements for financial literacy. Financial literacy is the ability to understand and use money skills within the global society including banking, credit, planning, and management of finances. We define financial literacy for students as successfully completing one or more courses containing financial concepts. The table figures represent the number of students successfully completing a course, such as personal finance or introduction to business. To calculate completion values, the course grades of A, B, C, D, or P(pass) will suffice for courses in financial literacy. Whether taking a terminal degree plan or transfer plan, the students will have the opportunity to advance their financial literacy through additional coursework. This additional financial literacy course will be imbedded with our freshman seminar course to ensure a large cross-section of our population will be served. The seminar course is required for all fulltime freshman students during their first semester on campus. While this will certainly increase the number of students completing a course in financial literacy, we feel that it is an important component to a well-rounded educational experience. To be included on this indicator, we will track the students who successfully complete the financial literacy portion of the seminar course separately from the overall seminar course grade. Placing an importance on financial literacy through our seminar course meets part of the job-ready skill sets within Focus 00. We will also advertise existing courses more aggressively and develop a new course available to students in our online college. Indicator 6: Increase FTE for completing a course in science, technology, engineering, and math (STEM). Many students in our state are deficient in STEM courses. The skilled labor force of the future requires that colleges provide a capable student with experiences in STEM courses. Our choice of this goal is predicated on the career opportunities both inside and outside of our service area. Providing well trained students to the universities through transferring or to industry for employment is vital to the future of the Kansas economy. Because the number of classes for a particular STEM major may include multiple disciplines, we used overall FTE completion figures that duplicate student counts if the student completed more than one STEM course. We plan to target student recruiting efforts to the STEM fields to supply the state with more students in these highly desirable fields of study. Perhaps more importantly, we seek to improve our students ability to successfully transfer to a university for additional training needed in some STEM fields. Staff Comments and Recommendation Staff recommends approval. 40

41 Cowley College Performance Agreement FTE: 35 Contact Person: Slade Griffiths Phone and Date: 07/5/03 Cowley College Increase first to second year retention rates of college ready cohort. Foresight Goals 3yr History 009-0: 67/48=6.4% 00-: 80/448=6.5% 0-: 68/47=64.3% Baseline: 7/43=63.% AY 04 (Summer 03, Fall 03, Spring 04) AY 05 (Summer 04, Fall 04, Spring 05) AY 06 (Summer 05, Fall 05, Spring 06) Increase the number of certificates and degrees awarded. 3 Increase the percentage of students employed or transferred. 4 Increase the percentage of students who enroll in a remedial English course and then successfully complete Composition I with a grade of A, B, or C within the next two years. 5 Increase the percentage of students who enroll in a remedial mathematics course and then successfully complete College Algebra with a grade of A, B, or C within the next two years. 6 Increase the percentage of collegeready students that graduate (with an Associate's degree or college certificate) or transfer within three years of first becoming a full-time student at Cowley : : 98 0-: 966 Baseline: : 000/484=80.5% Baseline: 80.5% : 6/307=37.8% 009-0: 80/437=4.% 00-: 05/59=38.8% Baseline: 67/44=39.3% : /670=6.6% 009-0: 9/664=9.4% 00-: 53/86=8.8% Baseline: 3/77=8.3% : 44/674=65.6% 009-0: 458/787=58.% 00-: 506/89=6.0% Baseline: 469/763=6.4% 4

42 Cowley College Performance Agreement Narrative Indicator : Increase first to second year retention rates of college-ready cohort. Improving the retention of students is a top priority for Cowley College. Our initial focus will be on the success rates of students within each course. Our current rates of failure and withdraw are simply too high. If students do not successfully make it through one semester, it is unlikely that they will be retained for subsequent semesters. Specific strategies include a new student progress and attendance reporting system to provide better and timelier student monitoring and contact; the development of a first year freshman experience program; remedial education changes; and a new student services model that places an emphasis on developing on-going relationships with students. Indicator : Increase the number of certificates and degrees awarded. In addition to the always present mission of preparing students for transfer to four-year institutions, there is mounting emphasis placed on technical education. A direct result of this emphasis should be an increase in the number of students earning certificates or degrees. There are two strategies involved in the accomplishment of this indicator. The first is to recruit more students. We have noticed a decline in the number of new non-traditional students. Marketing to that population has been increased. The second is to retain these students and make sure that they are successful in earning their degrees and/or certificates. In addition to the strategies discussed in indicator, we are making changes to faculty professional development and online faculty training with importance on improving student learning and success. Indicator 3: Increase the percentage of students employed or transferred. The goal of most students earning a certificate or degree is either to enter the workforce or to transfer to another school to further their education. We believe that by improving the students learning and success while at Cowley College they will be better prepared to thrive as employees or as post-secondary students. Our technical programs have strong advisory committees that assist us with course development, recruitment, and job placement. We are placing additional value on these advisory committees. Faculty and Enrollment Services advisors are being trained in degree and career guidance to more effectively assist students with the transfer process. We are also formalizing our articulation agreements with higher education institutions to make the transfer transition more seamless. Indicator 4: Increase the percentage of students who enroll in a remedial English course and then successfully complete Composition I with a grade of A, B, or C within the next two years. Cowley College has long held the belief that all of our students need to be able to communicate effectively, and it remains an important goal. Although the majority of our students exceed the national average in reading and writing on the Collegiate Assessment of Academic Proficiency (CAAP) test which is administered to all of our Associate degree graduates by ACT, many of our students enter our college requiring a remedial English course. Those that successfully complete their degrees are part of that group that performs well on the CAAP test. Unfortunately, some of those with remedial needs never progress to graduation. We are implementing new strategies such as acceleration and instructional innovations to improve the success of these students. We will begin the process by redefining our remedial education course so that students can complete both the remedial and gateway course in an accelerated format as suggested by successful national acceleration data. In addition to this performance measure, the college will also monitor, and modify as needed, the performance within the remedial course and the gateway Composition I course. Indicator 5: Increase the percentage of students who enroll in a remedial mathematics course and then successfully complete College Algebra with a grade of A, B, or C within the next two years. The inability of students to pass College Algebra is the biggest impediment to Cowley s retention and graduation rates. This is particularly true for students that require remedial mathematics classes. Cowley College historically has had between 70% and 80% of our students exceed the national average in mathematics 4

43 on the Collegiate Assessment of Academic Proficiency (CAAP) test which is administered to all of our Associate s degree graduates by ACT. However, over 70% of our students who require one or more remedial mathematics classes never successfully complete College Algebra and therefore do not graduate. We are implementing new strategies to improve the success of these students. We are implementing new strategies such as acceleration and instructional innovations to improve the success of these students. We will begin the process by redefining and condensing our remedial education courses into one class so that students can complete both the remedial and gateway course in an accelerated format as suggested by successful national acceleration data. In addition to this performance measure, the college will also monitor, and modify as needed, the performance within the remedial course and the gateway College Algebra course. Indicator 6: Increase the percentage of college-ready students that graduate (with an Associate s degree or college certificate) or transfer within three years of initially becoming a full-time student at Cowley. Although we agree with the concept of the measurements in indicator, we further believe that a more comprehensive indicator would be to track all full-time certificate and degree-seeking students who attend Cowley College. The prescribed definition of the beginning cohorts in indicator excludes students that enter our institution with existing hours from other colleges. This applies to nearly half of our students. We believe that all students who enroll full-time most likely intend to either graduate or transfer to another school within three years. This indicator attempts to address the desire of the Kansas Board of Regents to impact as many students as possible. All of the strategies addressed above in previous indicators (including a new student progress and attendance reporting system to provide better and timelier student monitoring and contact; the development of a first year freshman experience program; remedial education changes; a new student services model that places an emphasis on developing on-going relationships with students; making changes to faculty professional development and online faculty training with importance on improving student learning and success; improving the students learning and success while at Cowley College so they will be better prepared to thrive as employees or post-secondary students; and the changes to remedial education) will be effective. Staff Comments and Recommendation Staff recommends approval. 43

44 Dodge City Community College Performance Agreement FTE:,33 Contact Person: Michael Ahern Phone and (60) , Date: Rev 0/3/3 Dodge City Community College Increase first to second year retention rates of college ready cohort Foresight Goals 3yr History 009: 54.5% (90/65) 00: 6.0% (08/77) 0: 50.8% (99/95) Baseline: 55.4% AY 04 (Summer 03, Fall 03, Spring 04) AY 05 (Summer 04, Fall 04, Spring 05) AY 06 (Summer 05, Fall 05, Spring 06) Increase satisfaction of students on institutional quality measures 3 Increase wages of students hired 4 Increase Adult Basic Education (ABE) educational gains 5 Increase Developmental Reading successful completers 6 Increase the number of students successfully completing one-year certificates through the Electrical Power Technician and Welding programs 0: 5.0 out of : 5.03 out of : 4.99 out of 7.00 Baseline: 5.0 out of : $7,860 Baseline: $7,860 00: 49.3% (43/90) 0: 5.04% (53/94) 0: 58.56% (54/63) Baseline: 53.30% 00: 69 0: 85 0: 6 Baseline: 7 00: 0 EPT + 7 Weld = 7 0: 3 EPT + 8 Weld = 0: EPT + 6 Weld = 8 Baseline:

45 Dodge City Community College Performance Agreement Narrative Rev Indicator : Increase first to second year retention rates of college ready cohort Between fall 00 and fall 0, the college experienced a 0% decrease in its retention rate. We are aware of the significance of this decline and consequently selected this as an important indicator. In our strategic plan, the college commits to improving the enrollment, retention, completion, and transfer rates among targeted segments. We will invest more attention and resources in programs that historically have had retention issues, such as Allied Health and developmental education. We have expanded and remodeled student service facilities, added positions in counseling, and improved the enrollment process. We are increasing student engagement by implementing ipad usage throughout the curriculum. Although the goal of college ready students is sometimes to save money by attending the community college for one year, we still believe that the decline in retention rate is serious and requires attention. Indicator : Increase satisfaction of students on institutional quality measures This indicator addresses goal of Foresight 00, increase higher education attainment. It also addresses the college s strategic goal to Provide quality education and promote student success. A critical factor in measuring retention is student satisfaction with college programming overall. The chart below summarizes results from the Noel-Levitz Student Satisfaction Inventory 0-03 the three years during which the college has administered the instrument. In particular, we propose to narrow the gaps in satisfaction between DCCC and national results where they are most disparate. The college has already moved to improve overall student satisfaction by upgrading facilities in the student services center and by building a new residence hall specifically for women. The college is in the initial stages of building an activity center for intramurals and on-campus sporting events and is constructing a new residence hall for men. Additionally, the college has strengthened curriculum delivery by implementing ipad usage across campus and making WiFi internet connectivity available throughout the entire campus. Student satisfaction has a strong impact on the retention of students at Dodge City Community College. We feel that this information from our students allows us to make changes in our institution that will help us better serve our students and increase our retention and graduation rates. Noel-Levitz Student Satisfaction Inventory DCCC National DCCC National DCCC National Rate your overall satisfaction with your experience here thus far =Not satisfied at all % % % % % % =Not very satisfied 4% % % % 4% % 3=Somewhat dissatisfied 9% 5% 7% 5% 9% 5% 4=Neutral 9% % 9% % 0% % 5=Somewhat satisfied 5% 7% 7% 7% 5% 7% 6=Satisfied 36% 4% 40% 40% 4% 40% 7=Very satisfied % 9% 9% 0% 5.06% 5.7% 45

46 Indicator 3: Increase wages of students hired We chose this indicator as it is tied to our strategic plan and mission; specifically it is to strengthen workforce development. We continue to recruit and encourage students to enter high wage programs such as: helicopter pilot, welding, diesel mechanic, automotive mechanic, and electric power technician. The baseline wage number in 00 is taken from KHEDS data. It represents an average of graduates and will be used as a sector specific indicator. We anticipate that tracking this data will further strengthen ties between the college and local business and industry. Indicator 4: Increase Adult Basic Education (ABE) educational gains The number of ABE participants is specifically mentioned as a measurement for Foresight 00 goal number one. Not only do we focus on participants but more importantly their educational gains. According to the National Reporting System for adult education programs; Educational gain measures are the primary purpose of the Adult Basic Education program: to improve the basic literacy skills of participants. If a student s skills have improved sufficiently to be placed one or more levels higher, an advance (GAIN) is then recorded for the student. The college uses the state mandated CASAS exam to measure reading and listening skill levels. For example, in 00, 90 students took the CASAS exam, and 43 achieved educational gains that is, 49.3% of the testing group. The majority of ABE participants are of Hispanic origin 86.67% between 00 and 0. Hence, this indicator also addresses the college s commitment to its core values of diversity and inclusiveness. Indicator 5: Increase Developmental Reading successful completers The indicator addresses the increasing number of students who enter college without competency in reading college level material. Being able to read well is critical to being successful in college. We will be piloting a program called Reading Horizons, which empowers struggling readers with strategies that build success. Successful completion is a grade of C or better. These strategies paired with the multi-sensory nature of the program allow students with learning disabilities (such as dyslexia) and special needs to grasp the program better than with alternative interventions. We will also allocate additional instructional staff to support this program. Indicator 6: Increase the number of students successfully completing one-year certificates through the Electrical Power Technician and Welding programs Increasing the number of students who successfully complete EPT and welding certificates directly addresses the Foresight 00 goal of meeting the needs of the Kansas economy. Kansas is in the middle of a wind energy boom and needs to supply electrical power technicians to the entire state. We will be delivering the contents of the program online and face-to-face. Similarly, the welding program is a direct response to local demand for a skilled workforce in pipeline construction and maintenance and in the meat packing industry. Both programs are consistent with our strategic plan where we state that we will strengthen workforce development and increase industry training. Staff Comments and Recommendation Staff recommends approval. 46

47 Fort Scott Community College Performance Agreement FTE: 96 Contact Person: Darlene Wood Phone and ext. 340 Date: 8/5/03 Fort Scott Community College Increase the percent of first to second year retention rates of college ready cohort Foresight Goals 3yr History AY0AY - 50% (08/45) AYAY - 5% (38/7) AYAY3-55% (37/48) Baseline: 5% AY 04 (Summer 03, Fall 03, Spring 04) AY 05 (Summer 04, Fall 04, Spring 05) AY 06 (Summer 05, Fall 05, Spring 06) Increase the three-year graduation rates of college ready cohort 3 Increase the percent of students earning job-ready certifications F07 cohort - 38% (67/78) F08 cohort - 36% (67/87) F09 cohort - 46% (5/330) Baseline: 40% AY0-69% (339/488) AY - 55% (338/65) AY - 55% (380/69) Baseline: 60% 4 Increase the percent of students who successfully complete English 0 after being identified as a non-college ready student in the area of Writing. Instituti onal noncollege ready AY - % (/0) AY - 8% (44/60) AY3-6% (33/9) Baseline: 5% 5 Increase the success rate of students completing online course(s) with a grade of "C" or better 6 Increase the percentage of students completing English 0 and 0 with a C or better in the same academic year. Instituti onal Instituti onal AY - 345/464 (74%) AY - 363/503 (7%) AY3-468/640 (73%) Baseline: 39 (73%) F0-SP - 65% (03/3) F-SP - 60% (00/333) F-SP3-69% (04/97) Baseline: 65% 47

48 Fort Scott Community College Performance Agreement Indicator : Increase the percent of first-to-second year retention rates of the college-ready cohort. Retention is always an area of concentration at the community college. Looking at the first-to-second year retention rates of our college-ready cohorts, our numbers have steadily been increasing. Over the past three years, we have seen a gradual 5% increase. We are hoping to maintain that increase and continue the gradual progression upward. As an improvement strategy, we will promote the importance of degree completion in our new Freshman Orientation course and encourage students to enroll early for the next semester. We will also be implementing a new attendance module that will help in tracking absences a strategy directly related to college success and retention; this new module will be used in conjunction with an Early Alert system. Indicator : Increase the three-year graduation rates of the college-ready cohort. Our Graduation Rates are based on data acquired through KBOR and KHEDS. The graduation rates look at first-time, full-time, degree-seeking, college-ready students who complete their degree at our institution. Our three-year baseline indicates a slight drop from the Fall 007 cohort to the Fall 008 cohort, but an increase of 0% in the Fall 009 cohort. We believe that the percentage of students completing a degree within three years can be improved with a combination of advising, retention, Early Alert systems, and communicating to students the advantages of degree completion. We plan to implement an Early Alert system that reinforces the importance of regular attendance. We also plan to hire a retention coordinator that will work closely with advising in order to keep students on track in pursuing their degree. Indicator 3: Increase the percent of students earning job-ready certifications. Students enroll in Fort Scott Community College for a wide variety of reasons; one important reason is to obtain credentials to enter the workforce. FSCC will be addressing the demands of a trained workforce and employability through job-ready certifications. Our data shows a decline over the past three years; from academic year 00 to 0, we had a 4 % decrease; from 0 to 0, we stayed level. This data was obtained through the KHEDS report (basic counts), we used the follow up information from this report therefore, we did not include AY03 as it is not available yet. We believe that the percentage of students completing a certificate can be increased through the development of programs that provide industry-specific skills. We included the data from the CTE programs that we currently have in place and will be adding a welding program this year. We will be measuring strictly on the number of certificates completed annually, working to improve upon the three-year baseline average. Close collaboration with business and industry will help us develop program-specific strategies to aid our students completion of credentials. Indicator 4: Increase the percent of students who successfully complete English 0 after being identified as a non-college ready student in the area of Writing. FSCC s Developmental Education Department has been working to improve the curriculum in order to promote student success as students transition from Developmental English into English 0. This data reflects students who successfully completed Developmental English, then successfully completed English 0. The numerator represents the number of non-college ready students successfully completing English 0 with a C or better; the denominator represents all non-college ready students enrolled in English 0. We collected the data through our administrative database system (POISE). Our baseline data reflects an improvement from AY0 to 0 of 6%, but a slight drop of % from 0 to 03. We plan to implement an English 0 course with review, which will provide the additional support needed for the developmental students to be successful in English 0. Non-college ready students will be enrolled in English 0 with review which is a 5 credit hour course; these students will receive extra time and instruction in order to improve their writing skills. We will measure the success by the percent of students completing the course with a C or better. 48

49 Indicator 5: Increase the success rate of students completing online course(s) with a grade of "C" or better. Over the past three years, the number of students who have completed an online course with a C or better has ranged from 345 to 363 in the first two years, with a significant increase to 468 in the third year. The percentage of students completing the course with a C or better was determined by dividing the number of students with a C or better by the total of students enrolled in online courses. The numerator represents students completing an online course with a C or better and the denominator represents all students enrolled in online courses. In this third year, with a renewed focus on the promotion of online courses, we also saw a large increase in the number of students taking online classes. Our data was obtained through the POISE system which is our administrative database. While FSCC does not offer a large number of online courses, we are working to increase the success rate in the courses we do offer. We believe that there are steps that we can take to improve the success rate for online students. We plan to incorporate a technology introduction piece into our College Orientation class; this will help familiarize all students with the Learning Management software. We also plan to create some consistency in our online courses based on current best practices so that online course navigation and expectations are consistent across the institution. We expect to increase online enrollment through additional promotions for online courses increasing advertising for online courses, student s and social media updates. Improving the retention rates of online students through clear expectations and consistency will improve the students success rate. Developing Best Practices for online students and instructors will help set course expectations and guidelines in a clear manner, gaining consistency across the institution. Consistency in the classes will allow students more time to focus on the content, hence improving the student success rate in online courses. Indicator 6: Increase the percentage of students completing English 0 and 0 with a C or better in the same academic year. Over the past three years, we have seen variance in the percentage of students completing English 0 and 0 with a C or better in the same academic year. Our goal is to steadily increase the percentage of students taking these courses in consecutive semesters. When we analyzed our data collected through our POISE system, we found that many times students were not taking the next level of English in the next semester; many were taking a semester off. The data represents students who successfully completed English 0 and 0 with a C or better divided by all part time and full time students taking English 0 and 0 within the same academic year. We plan to utilize our Advising Office to ensure that students get enrolled in the next level of the required English course in the following semester. Educating the students on the importance of taking the classes the following semester will also occur in the Freshman Orientation class. We will also be creating two-year plans for each major/program that will be included in the course catalog to help students understand the course progression. Staff Comments and Recommendation: Staff requested additional, specific strategies and interventions for supporting the developmental English students to promote their successful completion of English 0, but no additional information was provided. Successful completion of English 0 was included in two indicators, warranting multiple tactics and approaches for successful completion of English 0. Staff recommends the submitted documents, with this minor concern noted. 49

50 Garden City Community College Performance Agreement FTE: 40 Contact Person: Bruce Exstrom Phone and Date: Garden City Comm College Increase First to second year retention rates of college ready cohort. Foresight Goals 3yr History F 0 7/4 56.7% F 87/5 57.% F 33/ 6.7% Baseline: 58.8% AY 04 (Summer 03, Fall 03, Spring 04) AY 05 (Summer 04, Fall 04, Spring 05) AY 06 (Summer 05, Fall 05, Spring 06) Increase Number of certificates and degrees awarded Baseline: Increase Percent of students employed employed 679 graduated Baseline: Increase Percent of students who complete remedial English 09 with "C" or better and successfully complete college-level English 0 with "C" or better within year. 5 Increase Percent of GED students through Adult Learning Center who complete a college-level technical course. 6 Increase 3-year graduation rate for first-time, full-time, undergraduate degree-seeking, college ready students /4 cohort 56.5% 0-5/9 cohort 56% - 8/37 cohort 59.8% Baseline: 57.4% 00 9/ % 0 5/3 48.4% 0 8/6 69.% Baseline: 60.9% 007 cohort 37/ % 008 cohort 8/3 50.9% 009 cohort 87/4 38.8% Baseline: 44.3% 50

51 Garden City Community College Performance Agreement Narrative Template Indicator : Increase first to second year retention rates of college ready cohort. Garden City Community College will increase the retention rate of first to second year college-ready cohort. The Baseline of 58.8% will be increased over the next three academic years based on the upcoming 3-year average; this average provides a true picture of our projected increase. The measured outcome is calculated by counting the incoming first-time students in the fall semester and then counting for those same students to see if they have enrolled for the following fall semester; this indicates they have experienced some success in academic work and are enrolling again the next year to stay on course for graduation. The indicator was chosen by GCCC because of the increased focus and importance of retention in higher education. It appears that the access challenges to higher education have been addressed by the community college sector, even though we are not where we want to be the access and opportunities have increased over the last 0 years. The College will develop a formalized advising program that includes both faculty and staff to accomplish this goal; along with training and resources to this important area. GCCC has chosen the retention rate increase to provide an even greater opportunity for success as we know that first semester and first year drop-out rates must decline as students have an increased loan debt and financial obligations with no credential if they do not return for the second year to keep on track for degree or certificate completion. Indicator : Increase number of certificates and degrees awarded. Garden City Community College will increase the number of certificates and degrees awarded. This increase is based on the projected 3-year average over baseline, providing an accurate picture of our awarded degrees. The College will measure the number of degrees and certificates awarded as this is connected to the desired increase in retention rates and completion. It is important for students to complete their academic journey with a credential, especially in the technical and workforce programs where many of the credentials are industry recognized and may be a terminal degree for particular professions. GCCC chose the selected indicator as we are committed to retention and providing services such as intrusive advising and career coaching. It is apparent that students that do not complete their area of study do not complete at high levels if they enroll later in life, and most will not re-enroll. We desire to increase the credentials to provide a better chance of success in the workplace and for transfer to other postsecondary institutions. Indicator 3: Increase Percent of students employed. Garden City Community College will increase the percent of graduates that are employed based on an upcoming 3-year average. The College will compare the number of employed graduates over the period to the number of confirmed graduates, which includes associate degrees as well as all approved certificates. This is an especially vital component to review and focus as many of our Associate of Applied Science Degrees are considered a terminal degree and prepare graduates for immediate entry into the workforce. Entry level workers are in high demand in many of the programs that GCCC offers, and placement into the workforce is important to the graduating students, employers, communities, economic development, and to the College. Close partnerships with industry, regional economic boards, and government agencies have been built, and now will be enhanced with the focus on graduates employment status and the importance to the region and economic well-being. This indicator was chosen by the College as a large portion of our students are enrolled and graduate from technical programs with the expectation of employment upon graduation, and we want to provide the opportunity for success with ultimately securing employment. Indicator 4: Increase percent of students who complete remedial English 09 with a C or better and successfully complete college-level English 0 with a C or better within year. Garden City Community College will increase the percent of non-college ready students successfully completing college-level classes, and provide the opportunities for academic success. The denominator in the calculation is the number of students who are enrolled in English 0 at certification date and completed remedial English 09 as well. GCCC chose this indicator to increase higher education attainment among Kansas citizens as stated in Foresight 00 to 5

52 increase success in college course work of students who test into remedial education and appear to be under-prepared for college course work. The College will increase the number of sections for remedial classes and recruit faculty to teach those classes with some unique pedagogical skills such as reading comprehension, critical reasoning, along with compare and contrast reading. The advising project will also assist with proper placement of students upon college entry as well. This positive intervention will enhance chances for success in college-level work. Indicator 5: Increase percent of GED students through Adult Learning Center who enroll in college-level technical courses and successfully complete the course. Garden City Community College will increase the percent of students who successfully complete (earn a grade of C or better) college-level technical courses that come through our Adult Learning Center who have earned a GED. The denominator in the calculation is the number of students who earn their GED through the Adult Learning Center. These students will be advised to register for college-level courses and be properly placed to prepare them for college-level course work. The technical area was chosen by the College as many students are place bound with family obligations and are from a socio-economic status that makes mobility challenging, so we want to provide workplace skills for immediate employability. The communication and advising process will be improved and documented with a plan for communication and advising between the Adult Learning Center, Admissions Office, along with the Instructional Services Office. Indicator 6: Increase 3-year graduation rate for first-time, full-time, undergraduate, degree-seeking, college ready students. Garden City Community College will increase the percent of students who graduate in 50% (3 years) of initial enrollment, utilizing the 3-year graduation rate as calculated by KBOR/KHEDS. The students will be advised to commit to a program of study and develop an educational plan and educational goals. Research shows that students who know what they want will have increased chances for completion of a certificate or associate degree. As part of the advising initiative that will be developed at the College, the advising process will include proper placement and prerequisite indications. The College chose this indicator as the initiative to increase student success and student retention is part of the overall plan at GCCC. It is a challenge to graduate the cohort of students as many students transfer prior to degree completion and many students are opting to enter the workforce in certain high-demand fields with substantial entry-level wages. Staff Comments and Recommendation Staff recommends approval. 5

53 Highland Community College Performance Agreement FTE: 83 Contact Person: Dr. Harold "Doc" Arnett Phone and Date: 8/9/03 Yr Institution Name Here Increase the number of HCC degrees and/or certificates awarded. Foresight Goals 3yr History Baseline: 3 YrAvg: 660 AY 04 (Summer 03, Fall 03, Spring 04) AY 05 (Summer 04, Fall 04, Spring 05) AY 06 (Summer 05, Fall 05, Spring 06) Increase the percentage of graduates (certificate and degree) employed in Kansas one year after completion. 3 Increase the number of tech students earning a Kansas Certificate of Work Readiness (KCWR). 4 Increase the percentage of students passing Fundamentals of Math (our lowest level developmental class level). 5 Increase the first-attempt pass rate for NCLEX-RN (certification test for registered nurses) for program completers. 6 Increase the number of Tech Center students obtaining satisfactory ratings in HCC's Common Learning Outcome, responsibility, upon completion of their programs. (This is an institutional specific quality measure, relating to but not directly measuring employment.) employed 3 Graduated Baseline: 3 YrAvg: 6.5% Baseline: 3 YrAvg: / 49% 00 67/6 53% 03 46/84 55% Baseline: 3 Yr Avg: 73/33 5% 00 NA/New Program 0: 79% (5/9) 0: 88.8% (6/8) Baseline: 83.8% (3/37) 00 4/08 0% 0 57/48 3 % 0 5/30 9% Baseline: 5/686 % 53

54 Highland Community College Performance Agreement Narrative Indicator : Increase the number of HCC diplomas and/or certificates awarded. After a slight increase from 0 to 0, the number of diplomas/certificates awarded dropped by nearly ten percent the next year, reflecting a decline in overall enrollment. We will use proactive grad checks to assure progress toward completion, advising, a mandatory second-semester class for students on academic probation after their first semester and will ask advisors to encourage students to identify a major during their freshman year. Indicator : Increase the percentage of graduates (certificate and degree) employed in Kansas one year after completion. With the opening of a new Technical Center in the western portion of our service area, including the offering of a Precision Agriculture program, along with increased enrollment in other technical programs with the incentive of SB55, we hope to increase the proportion of program completers employed in Kansas within one year of graduation. Indicator 3: Increase the number of tech students earning a Kansas Certificate of Work Readiness (KCWR). By increasing the number of technical program students earning the Kansas Certificate of Work Readiness (KCWR), we believe that we will be helping meet the needs of the Kansas economy. Tech Center staff will educate students about the test and encourage them to take the KCWR. To reduce concerns about the cost, the College will pay for the tests. Instructors will be encouraged to make test preparation part of their classroom activities. Indicator 4: Increase the percentage of students passing Fundamentals of Math. In Academic Years 0 and 0, no Fundamentals of Math classes were offered on the Highland Campus in the fall semesters. During that time, only the lowest scoring students from placement testing took the course in the spring, with other students attempting Beginning Algebra. Because of the anomaly and the extremely low enrollment, data from those two years is not included in the baseline. Teachers will use a computer-based learning system to augment in-class instruction. This system provides individualized, prescriptive practice based on each student's actual performance. It also incorporates Mastery Learning by requiring at least 80% success before allowing the student to advance to the next lesson. One great advantage of this system is that it provides students with immediate specific feedback on their performance, helping to correct errors before incorrect methods become engrained with students. Indicator 5: Increase the first-attempt pass rate for NCLEX-RN (certification test for registered nurses) for program completers. While this indicator addresses a very small number of students, it is an area of critical need for the Kansas economy. The baseline success rate is dramatically higher than that reported by several nursing programs examined during the establishment of our "LPN to RN Completion Program." Note: The Kansas State Board of Nursing requires nursing programs to have a first time pass rate of 75% to remain certified. It is especially challenging for small programs to obtain and maintain in the 90% range each year. Nursing instructors emphasize the importance of the test and provide intensive preparation for the test. Indicator 6: Increase the number of Tech Center students obtaining satisfactory ratings in HCC's Common Learning Outcome, responsibility, upon completion of their programs. (This is an institutional specific quality measure, relating to but not directly measuring employment.) Various reports note the importance of "soft skills" in gaining and sustaining employment. Consistently near the top of lists developed in such reports is the personal trait of "responsibility." Because it is so critical in virtually every conceivable job and societal role, HCC has made responsibility one of the keystones of our Common Learning Outcomes. Instructors will emphasize such aspects of responsibility as being on time and ready to work when entering the classroom and completing work in a timely manner. Instructors will use a standardized rubric to assess responsibility demonstrated by each student upon completion of their programs. Staff Comments and Recommendation Staff recommends approval. 54

55 Hutchinson Community College Performance Agreement FTE: 3747 Contact Person: Dr. Rustin Clark Phone and (60) , Date: 7/30/03 Hutchinson Community College Increase first to second year retention rate of degree-seeking, first-time, full-time college ready cohort. Foresight Goals 3yr History AY00: 55.7% (09/375) AY0: 59.9% (0/337) AY0: 5.5% (85/359) Baseline: 5.5% AY 04 (Summer 03, Fall 03, Spring 04) AY 05 (Summer 04, Fall 04, Spring 05) AY 06 (Summer 05, Fall 05, Spring 06) Increase three-year graduation rate of college-ready cohort 3 Increase number of certificates and degrees awarded. 4 Increase enrollee success rate in developmental math, reading, or writing courses. 5 Increase percent of Career Technical Education students who are program completers. 6 Increase the number of students successfully completing the second level or above of a stackable credential program. 007: 7.% (3/45) 008: 30.8% (7/380) 009: 8.9% (09/377) Baseline: 8.9% 00: 685 0: 87 0: 868 Baseline: : 64.8% (50/773) 0: 6.6% (486/789) 0: 64.7% (488/754) Baseline: 63.7% 00: 60.6% (43/7) 0: 6.3% (493/79) 0: 56.0% (53/950) Baseline: 56.0% 00: 44 0: 63 0: 03 Baseline: 70 55

56 Hutchinson Community College Performance Agreement Narrative Indicator : Increase first to second year retention rate of degree-seeking, first-time, full-time college ready cohort. Description: First to second year retention of college-ready cohort is defined as first-time, full-time, degree-seeking students who enroll at the same institution for two consecutive Fall terms and were not enrolled in any developmental courses in the initial term. Student data used will be the same data submitted to KBOR in the KHEDS system. Rationale: One of the KBOR-suggested indicators from Foresight 00 Strategic Goal Increase Higher Education Attainment focuses on first to second year retention rates. An analysis of HCC s past performance on this indicator shows a need for additional focus as the most recent retention rate is the lowest in several years. HCC is starting with the most current rate of 5.5% as a baseline with the goal of increasing the rate to 5% in AY04 and an additional % each of the subsequent two years. Furthermore, this indicator is similar to one of HCC s current performance indicators Increase percent of full-time students who persist from fall to fall, continuing an institution-wide focus on retention. Indicator : Increase three-year graduation rate of college-ready cohort. Description: Three-year graduation rate of college-ready cohort is defined as the number of students who graduate within three years who enroll as first-time, full-time, degree-seeking students and were not enrolled in any developmental courses in their initial term. Student data used will be the same data submitted to KBOR in the KHEDS system. Rationale: One of the KBOR-suggested indicators from Foresight 00 Strategic Goal Increase Higher Education Attainment focuses on three year graduation rates. This indicator is also similar to one of HCC s current performance indicators Increase percent of first-time, full-time students who graduate with a certificate or degree within four years of initial enrollment, continuing an institution-wide focus on graduation rate. Data from the National Community College Benchmarking Project (NCCBP) indicates that HCC s three-year graduation rate is in the top 5% of the nation when compared to other community colleges; however, the rate declined in the most recent cohort. Thus, a continued focus on this indicator is needed to ensure strong graduation rates. Indicator 3: Increase number of certificates and degrees awarded. Description: The number of certificates and degrees awarded is defined as the total number of certificates and degrees issued by Hutchinson Community College during the reporting period; as clarification, multiple certificates or degrees issued to the same student will count multiple times. The data used for the number of certificates and degrees awarded will be the same data submitted to KBOR in the KHEDS system. Rationale: One of the KBOR-suggested indicators from Foresight 00 Strategic Goal Improve Economic Alignment focuses on the number of certificates and degrees awarded. With a prior three-year average of 790 certificates and degrees issued as the benchmark, HCC has a goal of continuing to increase the number of certificates and degrees awarded. Indicator 4: Increase enrollee success rate in developmental math, reading, or writing courses. Description: Enrollee success rate for each developmental course is defined as the number of students receiving an A, B, or C in the course divided by the number of students completing the course; success rates for the subjects of math, reading, and writing will be added together and divided by three to find the overall success rate in developmental math, reading, or writing courses. Rationale: As the institution-specific indicator which measures a non-college-ready student population, this indicator is included in Foresight 00 Strategic Goal Increase Higher Education Attainment by ensuring that students earning credentials and degrees across the higher education system possess the foundational skills essential for success in work and in life. 56

57 Indicator 5: Increase percent of Career Technical Education students who are program completers. Description: The percent of Career Technical Education students who are program completers is defined as the number of CTE concentrators who receive an industry-recognized credential, a certificate, or a degree during the reporting period divided by the number of CTE concentrators who were enrolled during the reporting period but are no longer enrolled in postsecondary education. CTE concentrators are students with a declared major in a Perkins approved program who have passed at least tiered credit hours in that major over a three year time period; concentrators who are no longer enrolled in postsecondary education may have completed their program, may have gained employment prior to completion of their program, or may have left postsecondary education for another reason. This data is collected as part of the reporting requirements for the Perkins program; the same student data will be used as submitted to KBOR in Career Technical Education reports for Perkins. Rationale: One of the KBOR-suggested indicators from Foresight 00 Strategic Goal Improve Economic Alignment focuses on meeting business and industry expectations for graduates. This indicator targets Career Technical Education students preparing for the business and industry workforce; it also aligns with one of HCC s performance indicators for Perkins eligibility, linking a college CTE performance indicator with the new Performance Agreement. An analysis of HCC s past performance on this indicator shows the most recent percentage is the lowest in several years; thus, HCC is starting with the most current rate of 56.0% as a baseline with the goal of increasing the rate by % each of the subsequent years. Indicator 6: Increase the number of students successfully completing the second level or above of a stackable credential program. Description: Successful completion of the second level or above of a stackable credential program is defined as the number of students receiving a degree or credential in a program in which the student has already earned a prior credential. Student data submitted to KBOR in Career Technical Education reports will be the sources of this information. Rationale: One of the KBOR-suggested indicators from Foresight 00 Strategic Goal Improve Economic Alignment focuses on meeting business and industry expectations for graduates. This indicator targets Career Technical Education students preparing for the business and industry workforce; furthermore, this indicator is included on HCC s 0-03 Performance Agreement. The steady increase in the number of students earning stackable credentials demonstrates that HCC is meeting a developing workforce need. Inclusion of this indicator in the new Performance Agreement continues HCC s commitment to the further development of stackable credentials and workforce development in Kansas. Staff Comments and Recommendation Staff recommends approval. 57

58 Independence Community College Performance Agreement FTE: 8 Contact Person: Dr. Sara Harris Phone and , [email protected] Date: 8/5/3 Yr Institution Name Here Increase first to second year retention rates of college ready cohort Foresight Goals 3yr History % (55/09) % (4/05) % (54/0) Baseline: 45.% (5/334) AY 04 (Summer 03, Fall 03, Spring 04) AY 05 (Summer 04, Fall 04, Spring 05) AY 06 (Summer 05, Fall 05, Spring 06) Increase number of certificates and degrees awarded to ICC students 3 Increase performance of students on core academic skills, taken from the National Community College Benchmarking Project data on Core General Education courses 4 Improve student success (A, B, or C) in College Algebra following a developmental math course (NCCBP Data) 5 Increase percentage of students who achieve a.0 or higher semester GPA after being placed on Academic Probation 6 Improve percentage of students who successfully complete (A, B, or C) online courses Baseline: 349 F % F % F % Baseline: 80.5% F 009 Cohort--76.0% (9/5) F 00 Cohort--70.% (33/47) F 0 Cohort--57.% (6/8) Baseline: 67.8% S/F00--3% (8/4) S/F0--4% (9/38) S/F0--39% (7/70) Baseline: % F0/S-63.5% (85/84) F/S--6.5% (83/330) F/S % (678/038) Baseline: 63.8% 58

59 Independence Community College Performance Agreement Narrative Template Indicator : Increase first to second year retention rates of college ready cohort. According to KBOR data, an average of 45.% of first-time, full-time college ready students who enroll in the fall semester return to ICC the following fall term. This means that over the past three years, 50 students have failed to return for their second year with us. We believe that several of the initiatives that we are planning for the upcoming years will help us increase our year to year retention of students. We have expanded our College Success course to include all firsttime, full-time students starting this fall. The focus of this course is two-fold: why are you in college, and how can you be successful. Additionally, we have completely restructured our tutoring program to be much more useful for students; this has included new space and new staff. Finally, we will continue our efforts to partner with our local Phi Theta Kappa chapter, Beta Omega, to help students understand the value of college completion, through C4 events. We believe these efforts will help students realize the value of completing their second year of college with us. Indicator : Increase number of certificates and degrees awarded to ICC students. ICC knows that we can do a better job of helping students understand the value of completing their degree or certificate while they are enrolled with us. Many of the initiatives that will be implemented to improve retention of students will also allow us to increase the number of students who complete their programs with us before they take their next step. The addition of another advisor, as well as focused training for current faculty and staff who advise, will help ICC increase our emphasis on the benefits of completing a program of study. Indicator 3: Increase performance of students on core academic skills, taken from the National Community College Benchmarking Project data on Core General Education courses. The National Community College Benchmarking Project gives us access to information about our students performance on a variety of measures, one of which is success in Core Academic Skills. To establish this benchmark, we looked at student success in four core courses: English Composition I, English Composition II, College Algebra, and Speech. The NCCBP calculates student success by taking the number of students who received an A, B, or C in the course and divides by the number of students who completed the course. (00: English Comp I 3/67 completers, English Comp II 86/96 completers, College Algebra 6/88 completers, Speech 0/ completers; 0: English Comp I 08/59 completers, English Comp II 6/79 completers, College Algebra 8/79 completers, Speech 08/4 completers; 0: English Comp I 34/70 completers, English Comp II 68/8 completers, College Algebra 8/66 completers, Speech 7/88 completers.) When the success rate in these four courses are averaged together for the past three years, our baseline student success rate on Core General Education courses is 80.5%. We believe that we can improve the success rate with many of the institutional initiatives that have already been reported, such as increased tutoring. Indicator 4: Improve students success in College Algebra following a developmental math course. Like many community colleges, we have a significant number of students who do not demonstrate college-ready skills in basic areas, such as math, when they enter our institution. The National Community College Benchmarking Project data reports Developmental Retention information that can help us determine how well those students are doing as they progress through their coursework. Tracking our Fall developmental math students by cohorts through the NCCBP, we can determine how many of the students who took a developmental math course and passed with an A, B, or C, then enrolled and successfully passed the subsequent college-level math course during the next year, i.e. of the Fall 009 Cohort of students who took a developmental math course, 5 enrolled in College Algebra and 9 passed with an A, B. or C. We have established a baseline of 67.8% over the past three years, representing the students coming from developmental math courses who are successful in their college-level math course. However, this is only a small part of the problem, as it doesn t include the developmental math students who do not enroll in a college-level math course. By focusing on improving all students success in the developmental math courses, the number and percentage of students who successfully complete the college level course should improve. One of the ways we plan to address this concern is to increase access to tutoring to all students through the new Tutoring Center. 59

60 Indicator 5: Increase percentage of students who achieve a.0 or higher semester GPA after being placed on Academic Probation. Students are placed on Academic Probation at ICC when their career GPA is below Satisfactory Academic Progress (SAP,.0 G.P.A.). When calculating the number of academic probation students who are on track to move off probation, during three years (Fall and Spring semesters) only 74 of the 33 students placed on probation (%) earned a.0 or higher G.P.A. This has a major impact on retention: if students do not get off probation and attain SAP, they will not be able to graduate. We want to continue to focus our attention on improving support on Academic Probation by providing intensive advising, required tutoring, and study skills training in order to improve their success. Our newly renovated Tutoring Center and additional professional Advisor will help us implement these improvements. We will measure the percentage of students who earn a.0 semester GPA after being placed on academic probation, thereby showing progress towards improving their career GPA. Once we have demonstrated that students on probation can successfully return to SAP, we believe that more students will stay at ICC when placed on academic probation, improving our retention of students. Indicator 6: Improve percentage of students who successfully complete (A, B, or C) online courses. As part of our overall efforts to attract and retain students, ICC has spent considerable time redesigning our online courses. In the past, we had a significant number of students who failed to successfully complete online courses. We calculated successful completion in online courses by taking the number of students who passed an online course during the fall or spring semester with an A, B, or C, and dividing by the number of students who completed an online course (some students may be counted more than once if they took more than one online course during the period). According to our data, in the past three years 63.8% of students enrolled in an online course receive a grade of A, B, or C. We believe that our new procedures for online courses, new training for online instructors, and improved just-in-time tutorials for students will improve the number of students who are successful in the online environment. Staff Comments and Recommendation Staff recommends approval. 60

61 Johnson County Community College Performance Agreement FTE:,35 Contact Person: Dr. Judy Korb, Executive VP, Academic Affairs Phone and x3735 Date: 8/5/03 Johnson County Community College Foresight Goals Increase Student Success: Success rate after years reported for each cohort. 3yr History 008: 60.7% 009: 6.4% 00: 57.3% Baseline: 59.8% AY 04 (Summer 03, Fall 03, Spring 04) AY 05 (Summer 04, Fall 04, Spring 05) AY 06 (Summer 05, Fall 05, Spring 06) Increase the Number of Certiticates & Degrees Awarded 3 Increase the Percent of graduates employed in KS one year after graduation 4 Increase First to second year retention rates of first-time, degreeseeking, non-college ready student population 5 Increase First to second year retention rates of first-time, full-time college ready student population 6 Increase Three-year graduation & transfer rates of first-time, full-time, degree-seeking students 00:,0 0:,53 0:,588 Baseline:, Baseline: 3589/ % 009: 660/88 5.% 00: 955/ % 0: 696/ % Baseline: 3/ % 009: 360/589 6.% 00: 384/ % 0: 3/ % Baseline: 066/79 6.7% 007: 583/ % 008: 650/ % 009: 597/5 39.3% Baseline: 830/ % 6

62 Johnson County Community College Performance Agreement Narrative Indicator : Increase Student Success Description: The Student Success Index as reported using data from the Kansas Higher Education Data System (KHEDS), provides the success rates as of year two of each cohort enrolling at Johnson County Community College (JCCC). The Student Success Index includes the following in defining success - all students who were retained or completed a degree or certificate at JCCC, or who completed or were retained at a Kansas or other out of state higher education institution. The success rate is calculated at the end of year two of each cohort using the above mentioned criteria and an overall success rate is reported. For example, the reported success index for 008 is 60.7%, this represents the percent of students from the 008 cohort who were retained or completed a degree or certificate at JCCC, or who completed or were retained at a Kansas or other out of state higher education institution. Rationale: The criteria included in the Student Success Index (retention, graduation, and transfer) align with JCCC s Key Performance Indicators (KPIs), which were developed to measure the college s performance and track progress towards improving student success. Strategy: The College has recently developed KPIs to increase student success. A dashboard has been created that includes trend data on students included in the index related to retention, graduation, and transfer. Each cabinet meeting now starts with a discussion on the status of action projects that are specifically designed to improve KPI performance. Due to the recent leadership change, JCCC is in the beginning stages of developing these action projects. This process actively aligns divisions across campus to work together towards improving student success and embraces the concept of continuous quality improvement, which is part of the Higher Learning Commission s accreditation pathway AQIP (Academic Quality Improvement Program). Indicator : Increase the Number of Certificates & Degrees Awarded Description: The total number of certificates and degrees awarded is a three year count (00, 0, and 0) of JCCC awards as captured by the Kansas Higher Education Data System (KHEDS). Numbers reported herein do not include certificates awarded in programs comprised of less than 6 credit hours. Rationale: The socioeconomic benefits of degree and certificate attainment are clear: the awards are a precondition to entering the nation s workforce. Efforts to increase degree/certificate attainment align with an overall effort to increase student success. Strategy: As the college pursues action projects to increase student retention and graduation rates as described in the narrative to indicator, the number of certificates and degrees awarded will increase. The JCCC dean s council is actively monitoring this metric on its scorecard, which analyzes degree and certificates awarded by academic program. The dean s council is in the process of engaging program chairs to create actionable projects that will positively impact the measure. Indicator 3: Increase the Percent of Students Employed Description: Percent of students employed is defined as the percent of graduates employed in Kansas within one year after graduation. In this first reporting cycle the percent of graduates who continuing their post-secondary education are not included. Rationale: It is the JCCC career and technical education goal to provide students with the critical skills needed for employment in the local and regional economy. The increased percentage of students employed in the marketplace provides JCCC with a key indicator of program-level success. Pursuing additional higher education opportunities equally increases the success of our graduates and transfer students in today s economy. Strategy: The Career Development Center has increased its offerings to support our students pursuit for employment. Interactive tools for students have been developed to provide easy access to job advertisements, interviewing skills, and resume tools. JCCC has recently hired a professional who will focus on improving the transfer experience for our students and who will further advance our articulation and reverse transfer agreements with other Kansas higher education institutions. 6

63 Indicator 4: Increase First to Second Year Retention Rates of Non-College Ready Student Population Description: First to second year retention of non-college ready cohort as reported by JCCC s Office of Research is defined as first-time, degreeseeking students attending JCCC in the fall semester who enrolled in at least one developmental course in the initial academic year, and the percent who were graduated or retained in the following fall semester. Rationale: Retention rates align with JCCC s Key Performance Indicator (KPI), Persistence, which measures the number of students who are enrolled in the fall and return to the college the following fall semester. JCCC s goal is to increase the persistence rates across the institution from term to term, specifically increasing the number of students who persistent from one fall semester to the next. By deliberately working to increase our overall persistence, JCCC will also be working to increase the retention of our non-college ready populations. Strategy: The College is developing a strategy to improve overall student retention rates. Recent efforts have been made to ensure all students take entrance exams and are placed in the classes that will support their current educational level. The goal is to provide non-college ready students who are placed into developmental education classes with the educational opportunities needed to achieve college readiness. The JCCC academic affairs branch is identifying processes to provide students with early feedback about their performance. Over the past year, JCCC has developed the Supplemental Instruction Embedded Tutors program. The program embeds peer mentors in select JCCC classes to model effective learning behaviors. Embedded tutors host meetings outside of regular class meeting times during which students obtain additional learning skills. Another program that has been developed to improve retention is Early Alert. Early Alert serves as an intervention tool that is designed to communicate and reach out to students. Indicator 5: Increase First to Second Year Retention Rates of College Ready Student Population Description: First to second year retention of college ready cohort as reported by KHEDS is defined as first-time, full-time, degree seeking students who are enrolled at JCCC for two consecutive fall terms and were not enrolled in any developmental courses in the initial term. Rationale: Retention rates of college ready students align with JCCC s KPI Persistence. It is the college s goal to increase the number of students that return in the subsequent semester. Persisting students are more likely to obtain a degree or certificate. Strategy: The strategy for this indicator aligns with efforts pursued to improve Indicator 4. Throughout the academic year 04, action projects will be implemented that directly affect retention rates of college ready students. Research will be conducted this academic year to better understand why some JCCC students are not retained. During this summer, the president s cabinet has analyzed Noel-Levitz student satisfaction survey results and identified areas for improvement that directly impact the retention of college ready students. Potential interventions under consideration are better attendance tracking and continuously updating gradebooks to generate early alerts in the case of declining student performance. Indicator 6: Increase Three-Year Graduation and Transfer Rates of First-Time, Full-Time, Degree-Seeking Students Description: Three-year graduation and transfer rates report on the cohorts of first time, full-time, degree seeking students who graduate from JCCC or transfer to another institution within 50% time of their expected degree or certificate completion time as reported by JCCC s Office of Research, and following the definitions used by the National Center for Educational Statistics IPEDS data submissions. Transfer data are collected by submitting each fall term cohort through the National Student Clearinghouse to identify enrollment at other post-secondary institution. Graduation rates are calculated by the degree/certificate being conferred within 50% time. Rationale: This indicator aligns with one of JCCC s KPIs, Graduation and Transfer. Strategy: Strategies for this indicator align with our retention efforts referenced in indicators 4 and 5, and include efforts to increase our overall graduation rates. Led by the president s cabinet, every division has started to identify key processes that impact this indicator. Cabinet will closely monitor improvement strategies progress at weekly meetings. Staff Comments and Recommendation Staff recommends approval. 63

64 Kansas City Kansas Community College Performance Agreement FTE: 4845 Contact Person: Dr. Michael Vitale Phone and Date: 08/5/03 Yr Institution Name Here Increase the First to Second Year Retention Rate of First time Full time College Ready students Foresight Goals 3yr History 009: 50.6% (99/393) 00: 5.3% (30/440) 0: 5.0% (7/335) Baseline: 5.3% AY 04 (Summer 03, Fall 03, Spring 04) AY 05 (Summer 04, Fall 04, Spring 05) AY 06 (Summer 05, Fall 05, Spring 06) Increase the Number of Certificates and Degrees Awarded 3 Increase the Percent of Students Employed or Transferred 4 Increase the Percent of Students Completing Required Developmental Math Courses (MATH 97 and MATH99) with a C or above 5 Increase the Number of Hispanic Students Enrolled at KCKCC 6 Improve the completion rate for ENGL00 by students who successfully completed ENGL0099 prior to being able to enroll in ENGL00 00:,88 0:,369 0:,4 Baseline:, : 7.4% Baseline: 7.4% 00-: 7.9% (89/40) 0-: 7.% (907/6) 0-3: 54.6% (707/96) Baseline: 65.9% 00: 990 0:, 0:,96 Baseline:,3 00: 69.4% (84/65) 0: 66.0% (06/3) 0: 67.9% (0/309) Baseline: 66.4 (600/886) 64

65 Kansas City Kansas Community College Performance Agreement Narrative Indicator : Increase the First to Second Year Retention Rate of First time Full time College Ready students The First to Second Year Retention Rate measures the percentage of the college-ready cohort who complete one year and then enrolled the following fall semester. The college-ready cohort is defined as first-time, full-time, degree seeking students who are not enrolled in any developmental courses in the fall semester. This indicator supports KCKCC s Strategic Goal.3: To enhance the institution-wide commitment to student success. These students need support and academic assistance. By increasing the retention rate for this cohort, more students will move onto four-year institutions or transition into the workforce prepared for success. We will be providing a stronger academic advising process called Intrusive Advising to our students utilizing tools such as Electronic Degree Audit and Early Alert System. The Electronic Degree Audit will give students an ability to evaluate their progress toward a degree and to see a what-if scenario analysis for an alternative degree when their current degree program did not work out for them. Advisors will be able to utilize it on their advisees and track their progresses as well. The Early Alert System will offer timely assistance through academic support, mentors, and/or advising where appropriate. The printed and electronic promotional materials for programs will be developed or enhanced to clarify transfer and/or Career Pathways and provides students with a clear road map in terms of the sequence of courses they should take for degree completion. Indicator : Increase the Number of Certificates and Degrees Awarded The Number of Certificates and Degrees Awarded measures the total number of certificates and degrees awarded as indicated in the Kansas Higher Educational Data System. This indicator supports KCKCC s Strategic Goal.3: To enhance the institution-wide commitment to student success. Evaluation of college performance by the success of our students is essential to meeting our mission. Our efforts to increase the retention rate through the intrusive advising process, as described in Indicator, should also help students complete their degree or certificate programs. In addition, we have begun a strategy of offering stackable credentials which make it easier for a student with a certificate or an associate degree to continue on to a higher level of degree. We are reviewing the general education curriculum to find ways to increase the numbers of credentials available to our students. The TAACCCT Grant, awarded to KCKCC from the Department of Labor, identifies many certificate programs which will be intensely supported during the 3 year period of programming in our new Training for Employment (T4E) grant program. The T4E program includes a Transition to Employment (TTE) Center within the new Technical Education building at KCKCC. The TTE offers intensive support for students seeking certificates in many technical areas. Support includes intrusive advising, career guidance, industry networking, financial literacy, essential employability skills, and entrepreneurship training. These highly supportive efforts should increase the number of certificates offered through the TEC in the future as this programming becomes sustainable at KCKCC. Indicator 3: Increase the Percent of Students Employed The Percent of Students Employed or Transferred is defined as the percent of the students who are employed in Kansas or transferred to a Kansas public institution after their graduation at KCKCC each year. This indicator supports KCKCC s Strategic Goal.: Enhance employability and employment opportunities for our varied constituents. If more students are entering the workforce or transferring to four-year institutions then the Greater Kansas City area, the State of Kansas, and the local community benefits by having a stronger workforce. Transfer and career education is a core component of our mission. We offer a comprehensive workforce and career service by integrating various career service departments such as Workforce Development, Career Center, and Transition to Employment (TTE) Center in coordination with Workforce Partnership, Unified Government, and various community organizations to provide job placement and training service to our students and community. We will encourage students to utilize the integrated services of our career planning and placement, provide increased internship opportunities through expanding our business/industry partnerships, and develop more articulation agreements with four-year institutions to facilitate the successful transfer of students. 65

66 Indicator 4: Increase the Percent of Students Completing Required Developmental Math Courses (MATH 97 and MATH99) with a C or above. The Success Rates of Developmental Math Students is calculated by dividing the number of students who completed MATH97 or MATH99 with a grade of A, B, or C by the total number of students who completed MATH97 or MATH99 in an academic year. The bottom number excludes any students with a grade of AUD - audit, I incomplete, or W /WA withdrawal. Approximately 80% percent of our incoming students test into developmental math courses. The successful completion of developmental math courses is crucial in their academic success. The math department instituted a redesign of the developmental mathematics courses, Math Essentials, Elementary Algebra, and Intermediate Algebra, to aid students in the completion of developmental math. The redesign has two components: a fast track assessment at the start of the course which determines the students starting unit and computer assisted mastery component whereby students prove mastery of units as they move forward. Hypothetically, a student can enroll in math essentials, fast track over half way through the course, work through the remainder of the course, start the next course, and either finish the next course or stop part way through. The next semester they would pick up where they left off. Indicator 5: Increase the Number of Hispanic Students Enrolled at KCKCC This indicator is the total unduplicated number of Hispanic students enrolled in an academic year. It includes both first-time and returning students. This indicator is related to the first strategic goal in KBOR s Foresight 00, Increasing Higher Education Attainment among Kansans, including underrepresented groups. Currently, the Hispanic population in our service area is about 6% whereas our student population is %. Making our college accessible to varied communities in our service area is one of our missions. Although the number of Hispanic students is increasing in KCKCC, we still have a long way to go to match the percentage of Hispanic students in our service area. We will continue our efforts to recruit more Hispanic students by strengthening our relationship with the Hispanic community groups such as El Centro and by remaining actively involved with Biz-Fest, the Hispanic Chamber of Commerce and Hispanic owned local businesses. Additionally, the college is engaged in several middle and high school recruitment programs targeted at Hispanic and underrepresented populations. The English as a Second Language programming, the Adult Education program, and collaborations with KCK School District 500 including Family Literacy and the Migrant Grant are important non-credit programs which support the Hispanic community. These programs reach broadly into the Hispanic communities in our service area to support parents and children in speaking, listening to, reading, and writing English. KCKCC offers BizFest Scholarships to students who have completed the BizFest competition in the Kansas City area. Younger siblings and other relatives of first generation BizFest students are now scholarship recipients and several serve as student leaders at KCKCC. All BizFest scholarship recipients must engage in service at the college. We are investing in these types of support so that the Hispanic community will understand our desire to recruit, retain, and graduate Hispanic students while supporting the educational needs of the community. Indicator 6: Improve the completion rate for ENGL00 by students who successfully completed ENGL0099 prior to being able to enroll in ENGL00. The completion rate for this group of students (those who successfully completed ENGL0099) is defined as the number who received a final grade of A, B, or C in ENGL 0 divided by the total number of ENGL0099 students who subsequently enrolled in ENGL00. This latter group (the denominator) includes students whose final grade was an A, B, C, D, F, or W, WA. Because we are looking at the successful completion of ENGL00 by students who successfully completed ENGL0099, our denominator includes all students who successfully completed ENGL0099 and then went into ENGL00. To improve the completion rate, the following measures will be implemented: ) incentivizing faculty to serve office hours to offer tutorial services; ) standardizing tutorial services to ensure students truly learn to write themselves (vs. having someone else edit their work); 3) imbedding successful former developmental students in ENGL 00 to serve as peer mentors ; 4) developing a more prescriptive curriculum for adjunct faculty teaching ENGL 0099 and 00; 5) offering training for adjunct faculty teaching ENGL 0099 and 00; 6) distributing and reviewing ENGL 00 syllabi during ENGL 0099, so students more fully understand the end goal. Staff Comments and Recommendation Staff recommends approval. 66

67 Labette Community College Performance Agreement FTE:,85 Contact Person: Joe Burke Phone and Date: Fall 0 Labette Community College Increase the first to second year retention rates of firsttime, full-time college-ready freshmen Foresight Goals 3yr History /85 43.% 00 53/04 5% 0 79/5 63.% Baseline /44 5.% AY 04 (Summer 03, Fall 03, Spring 04) AY 05 (Summer 04, Fall 04, Spring 05) AY 06 (Summer 05, Fall 05, Spring 06) Increase the number of certificates and degrees awarded 3 Increase the % of students scoring at or above the national mean who take the Collegiate Assessment of Academic Proficiency (CAAP) Writing Exams 4 Increase retention rate of academically unprepared students who participate in our Student Support Services program 5 Increase % of students employed in a related field and/or continuing their education within one year of successfully completing any Health Career Program 6 Increase three year graduation rates of college ready cohort. 00 = 07 0 = = 454 Baseline = /39 = 48% 0 67/9 = 57% 0 7/36 = 54% Baseline 497/937 = 53% /06 = 63% 00 58/94 = 6% 0 53/89 = 60% Baseline 78/89= 6.5% 00 79/83 95.% 0 74/8 90.% 0 88/0 87.% Baseline 4/ % 007 3/95 3.7% 008 3/59 9.5% /88 9.% Baseline 80/44 8.% 67

68 Labette Community College Performance Agreement Narrative Indicator : Increase the first to second year retention rates of first-time, full-time college ready freshmen We chose this indicator because it specifically addresses the retention efforts to meet the portion of our mission statement regarding providing a supportive environment for success. Our expectation is to continue our positive retention trend by keeping students engaged (making a connection with faculty, developing classroom relationships) in the classroom and on campus (student activities) from year to year. The College Success Skills Course (Orientation) will meet twice per week rather than once per week beginning fall 03 semester. This will also allow students more contact with their instructor, who serves as their connection to the college as they start their educational journey. The data was provided by KBOR Performance Agreement Data for Select Sector Specific Indicators (July 7, 03). Retention of First-time, Full-time college-ready freshmen (i.e., not enrolled in a developmental course during the initial term). Indicator : Increase the number of certificates and degrees awarded This indicator was selected to increase the number of higher education completers. The data was provided by Kansas Higher Education Data System. We will accomplish this indicator by having our advisors increase efforts to ensure those eligible to complete certificates do so, as they pursue their AAS degree, giving students a sense of accomplishment along the way. We will remove the graduation fees previously charged with the goal of increasing the number of degrees awarded. The Registrar s Office will add transfer courses to LCC transcripts as soon as official transcripts are received. Currently, transfer courses are added to LCC transcripts when the student completes a Degree Check Request form for graduation. Making this change will allow students and advisors the ability to determine exactly how close the student is to completing their degree or certificate. This knowledge should help students nearing completion to finish. Indicator 3: Increase the % of students scoring at or above the national mean who take the Collegiate Assessment of Academic Proficiency (CAAP) Writing Exams We will complete a writing across the curriculum initiative in 03 that focused on improving student writing. We chose this indicator to continue curricular writing momentum by focusing on LCC student improvement in writing compared with students from across the United States. The data was provided to us from CAAP, an ACT product. Two thirds of our students enrolled in English Composition I courses at LCC will be randomly selected to take the CAAP test near the completion of the course each fall and spring semester. The CAAP Writing Skills test measures students understanding of the conventions of standard written English in punctuation, grammar, sentence structure, strategy, organization, and style. We chose this indicator because it matched the portion of our mission statement regarding preparing students for success in a changing world. We plan to accomplish this by informing our English Composition instructors about the concepts of Usage/Mechanics and Rhetorical Skills included in the test. The English faculty will meet to decide the best way to incorporate this knowledge into the classroom. Indicator 4: Increase retention rate of academically unprepared students who participate in our Student Support Services program The program we have in place to provide academic support to underprepared students is our Student Support Services (SSS) Program, which is a TRIO Program funded by the U.S. Department of Education. Underprepared is defined as placement in at least one developmental course, earning failing grades in high school, limited English proficiency, or those having a G.E.D. rather than a high school diploma. Students often arrive with more than one indicator that would place them at high risk of academic failure, such as testing into a developmental course after having earned a G.E.D. Academic advisors, after conducting an extensive interview with each student, prioritize the criteria that, in the advisor s professional opinion, place the student at greatest risk of academic failure. Participation in the SSS program requires students to be eligible as proscribed by the U.S. Department of Education. These include students who are firstgeneration college students, or who meet income eligibility requirements, or who have documented disabilities. Each participant must also demonstrate a need for academic support. Those who meet minimum eligibility requirements, as identified by the Admissions and Financial Aid departments, are referred to the SSS Program Director. Students in the SSS Program participate in interventions spearheaded by full-time academic advisors who follow a prescribed advising model tailored for each participant s academic needs and goals. Advisors track participants academic progress at key points during the semester and recommend appropriate support including peer or professional tutoring, supplemental instruction, or other appropriate interventions. Participation is voluntary and there are no specific consequences for not participating. Students included in this indicator are degree-seeking and enrolled in a minimum of 6 credit hours for the 68

69 first semester of enrollment. Retention is measured from year to year. For example, a degree seeking student who is enrolled in at least 6 credit hours for Fall (the denominator), is considered retained if he or she is enrolled in at least 6 credit hours in Fall, or if he or she graduated with an associate s degree from LCC ( the numerator). The SSS Director collects data concerning student academic progress including enrollment data, GPA, graduation, and transfer information and provides this information to the Department of Education. Indicator 5: Increase % of students employed in a related field and/or continuing their education within one year of successfully completing any of our Health Career Programs We chose this indicator for three reasons: partly to track the success of three new Health Career Programs we added over the past three years with help from a Title III grant, partly because of the opening of a new Health Science Building that we began moving into in fall 03, and partly because of the great reputation of our existing Health Career Programs. The new programs are Physical Therapist Assistant, Diagnostic Medical Sonography, and Dental Assistant. The existing programs are Nursing, Radiography, and Respiratory Therapy. Students graduating from these six Health Career programs represent 80% of the graduates from all of our Career Technical Education (CTE) programs combined. The other CTE programs consist of Network Administration, Child Care & Support Services Management, Financial Services, Graphic Design, Office Technology, Electronics Technology, and Computer Science. In 00, 7 students graduated from these combined non-health career CTE programs compared to 83 in the Health Career programs. In 0, the numbers were compared to 8, and in 0 the numbers were 30 compared to 0. In total over the 3 years, 334 students graduated from our CTE programs 66 from the six Health Career Programs and 68 from the other seven CTE programs. We believe the improvements found in the new facility will better prepare our students with experiential training for the current job market. These include a new state of the art nursing simulation lab and equipment, nursing simulation manikins, an IV simulator, Sonography simulation manikin, PTA simulation lab, X-ray Machine, patient exam rooms, ICU, OB room, emergency care room, and debriefing room. We also plan to increase the employment career fair opportunities and recruiting visits for our students to attend, and we will increase the number of clinical sites where our students can receive the clinical portion of their training, including opportunities at the new St. Johns Hospital in Joplin, Mo. Placement rates will be an internal evaluation element for these program directors for added incentive to help graduates find health care related jobs. Data is provided by Program Directors to their respective accrediting agencies. Indicator 6: Increase three year graduation rates of college ready cohort We believe that by increasing retention, we will increase graduation rates. The data was provided by Kansas Higher Education Data System. LCC administered the Noel Levitz Student Satisfaction Inventory in March, 03 to 33 students. The data provided to LCC by Noel Levitz revealed three areas of concern which affect student retention:. Help students identify financial resources,. Keep students from getting the run around when seeking information, and 3. Get timely feedback from faculty about academic progress. The Financial Aid Department will work with advisors and others at the college to ensure they are providing information about financial aid when a student first enrolls. LCC plans to address number by creating an Advising Center in our Student Success Center so students can complete placement testing, be advised, and enroll in one location, as well as learn more about the FAFSA, free tutoring, and other resources the college has to offer. The third area of concern will be addressed by increasing the focus of timely feedback from faculty by having them provide weekly progress reports in the Red Zone Learning System, which is used for all classes. In addition to these retention efforts, we are implementing an idea from the publication Reclaiming the American Dream by shortening our registration to one week thereby reducing lost class time. Encouraging student participation in clubs, activities, and tutoring should also help retention. Staff Comments and Recommendation: Labette improved their indicators greatly after several revisions. Staff suggested Indicator 5 needed to include a more significant portion of the FTE, but Labette felt very strongly about keeping the focus of this indicator on Health Career Programs. Staff recommends approval. 69

70 Neosho County Community College Performance Agreement FTE: 504 Contact Person: James D Genandt Phone and , x/[email protected] Date: Neosho County Community College Increase total number of certificates and degrees awarded as indicated in KHEDS Foresight Goals 3yr History 00=,08 0=,09 0=,0 Baseline:,065 AY 04 (Summer 03, Fall 03, Spring 04) AY 05 (Summer 04, Fall 04, Spring 05) AY 06 (Summer 05, Fall 05, Spring 06) Increase student performance on assessment of student learning for analytical thinking 3 Increase third-party credentials and WorkKeys (if applicable) 4 Increase % of students who complete developmental writing with at least a grade of C 5 Increase completion % of students who complete Composition I with at least a grade of C after completing developmental writing 6 Increase student performance in core outcomes of state transfer core courses 00=73% 0=7% 0=78% Baseline: 74% 7 CTE 88% 7 CTE 88% 0 CTE progs/0=9% Baseline: 89% Fall 0: 66% (49/74) Fall : 60% (4/90) Fall : 7% (/56 Baseline: 66% Fall 0: 7% (35/49) Fall : 60% (68/4) Fall : 63% (7/) Baseline: 64% 0:78% 0:78% 03:77% Baseline: 79 70

71 Neosho County Community College Performance Agreement Narrative Jim Genandt, Vice President for Student Learning Indicator : Total number of certificates and degrees awarded as indicated in KHEDS NCCC will increase the total number of certificates and degrees awarded by at least.5% per year, based from the 3-year baseline data (00-0). NCCC provides critical CTE programs throughout its service area and online, in addition to transfer education. Strategy: the completion rate for CTE will be especially emphasized due to the Governor s Career and Technology Education Initiative, and transfer degree completion may rise due to increased reverse transfer processes with state universities. The percentage increase is tempered based on overall college enrollment trends and projections. Indicator : Performance of students on institutional quality measures NCCC will increase student performance on analytical thinking as measured by the NCCC assessment of student learning process. NCCC uses a comprehensive method for assessment, including specific learning outcomes in targeted courses which gauge analytical thinking. Instructors provide the assessment rating per course every academic term. For the past three years 4 academic courses have been used to assess analytical thinking ability over 38 course outcomes. The courses include: General Biology, College Chemistry, Physical Science, Computer Concepts, Intro to CIS, Microeconomics, Macroeconomics, Intro to Literature, College Algebra, Music Appreciation, Fundamentals of Astronomy, and Intro to Psychology. An average of more than 5,500 (duplicated) students are enrolled in these courses per academic year, with their performance on analytical thinking assignments, exam questions, projects, etc., used to provide the instructor rating. The NCCC assessment process has been recognized for its excellence by the Higher Learning Commission as well as the Community College Futures Bellwether Prize event. NCCC will strive to sustain and increase student performance with analytical thinking, which is a key learning component within Foresight 00 (critical thinking). The ratings are based on averaging instructor assessment scores. Indicator 3: Third party technical credentials and WorkKeys, if applicable NCCC will increase the pass rate of students in CTE programs of study which require third party technical credentials, or in achieving at least the bronze level of the WorkKeys Career Readiness Assessment for programs without required external credential. The baseline data has been developed from the pass rate of CTE program reports for AY 0, AY and AY. This proposed indicator compliments Indicator related to total number of certificates and degrees awarded. Indicator 4: Strengthen student performance in developmental writing NCCC will increase student academic success in developmental writing. The college s performance agreement ending in 0 had an indicator based on using CAAP test scores to increase writing and English skills. NCCC students performed well with the essay component. Data with the new developmental writing curriculum developed during that earlier assessment period now indicates that successful completion of the pre-composition course must be emphasized. NCCC will seek to increase student success, meaning a letter grade of C or higher in the course, per academic year, developed from baseline data of the pre-composition course from 00-. Indicator 5: Strengthen student success in college level English after completing developmental writing NCCC will increase completion in passing Composition I after students have successfully completed development writing. Data compiled for the NCCC accreditation self-study indicated a baseline success rate of 58.5% for students earning a C grade or higher in Composition I after successfully completing Pre-Composition. NCCC will increase student success from developmental through college level writing to 67% earning a C grade or higher by 06. Indicator 6: Strengthen student success with transfer core outcomes through assessment of student learning process NCCC will increase student success rate of assessed student learning related to the Kansas transfer core outcomes. Seventeen lecture and four lab courses are currently offered by NCCC within the core transfer project. The courses are: American Government, Chemistry I (lecture and lab courses), College Algebra, Composition I, Composition II, General Biology (lecture and lab courses), Intro to Literature, Intro to Psychology, Intro to Sociology, Microeconomics, Macroeconomics, Physical Science I (lecture and lab courses), Physics I (lecture and lab courses), Public Speaking, US History to 877, US History Since 877, and World Regional Geography. More than 3,500 (duplicated) NCCC students are enrolled in these courses per academic year and their performance on the core outcomes are assessed per academic term by their instructors as part of the institutional assessment process. The NCCC academic outcomes assessment process has been recognized by the Higher Learning Commission and the Community College Futures Assembly through a Bellwether Prize. Staff Comments and Recommendation Staff recommends approval. 7

72 Pratt Community College Performance Agreement FTE:,05 Contact Person: Eric Webb Phone and ; Date: 8/5/03 Pratt Community College Increase first to second year retention rates of the college ready cohort (full-time students not enrolled in developmental classes.) Foresight Goals 3yr History Fall /39 = 6.% Fall 00 00/44 = 69.4% Fall 0 8/37 = 59.% Baseline: 66/40 = 63.3% AY 04 (Summer 03, Fall 03, Spring 04) AY 05 (Summer 04, Fall 04, Spring 05) AY 06 (Summer 05, Fall 05, Spring 06) Increase second year Student Success Index 3 Increase number of Third Party technical credentials (NCLEX-RN, NATEF, CNA, CMA, HHA) 4 Increase fall to Spring retention rate of students who enroll in developmental coursework (Writing, Reading, Math) 5 Increase three year Graduation and Transfer Rates of First-time, Full-time, Degree-seeking students (IPEDS Cohort) 6 Increase success of developmental students in corresponding collegelevel class. AY 008 Cohort = 56.% AY 009 Cohort = 55.7% AY 00 Cohort = 57.6% Baseline: 56.5% AY 00 = 67 AY 0 = 58 AY 0 = 50 Baseline: 58 Fall 00 /48 = 75% Fall 0 94/ = 85% Fall 0 06/4 = 75% Baseline: 3/400 = 77.8% Fall /69 = 58% Fall 008 6/68 = 60% Fall 009 4/63 = 54% Baseline: 459/800 = 57.4% Fall /66 = 76% Fall 00 53/67 = 79% Fall 0 49/6 = 79% Baseline: 5/95 = 77.9% 7

73 Pratt Community College Performance Agreement Narrative Template Indicator : Increase first to second year retention rates of the college ready cohort (full-time student not enrolled in developmental classes) The data for this outcome will be provided by KBOR. The cohort will be composed of students who are new to college fall semester, are full-time students seeking a degree. Students enrolled in a developmental course in the fall term are excluded from this population. Pratt CC will be spending the next three years focusing on strengthening the institution through student retention. To start this effort the non-faculty staff underwent a series of summer classes to become better trained using best practices and instructional technologies to better serve and retain students. The faculty will be working with administration in developing department-specific strategies to better serve and retain students. This development will be scheduled during the fall in-service. Indicator : Increase second year Student Success Index The data for this outcome will be provided by KBOR. The cohort will include all students who are new to Pratt Community College during the academic year. The August 05 report will be evaluating the 03 academic year cohort. The Index is a summation of students who were retained in higher education, or who completed a program. This approach encompasses the entire success of a community college by tracking students after they leave the college. Through the retention program discussed above, the Student Success Index will be affected heavily by increasing retention rates at Pratt CC. An expected outcome of the retention program is that as more students remain enrolled, the greater the likelihood that they will acquire the skills necessary to find success at a four-year institution. The likelihood that retained students will also graduate from Pratt CC will also become considerably higher. Indicator 3: Increase number of third party technical credentials (NCLEX-RN, NATEF, CNA, CMA, HHA) These data will be self-reported. The number of technical credentials will be a measure of how many Pratt CC students enter the Kansas economy with a workready, industry recognized credential. The credentials for academic year 04 include the National Council Licensure Examination Registered Nurse (NCLEX- RN), National Automotive Technicians Education Foundation (NATEF), Certified Nurse Aid (CNA), Certified Medical Aid (CMA), and Home Health Aid (HHA). The NATEF certification is technically a pre-certification and will become a full certification after the students has adequate work experience. The remaining certifications enable the student to begin working fully certified in healthcare after successful testing. Two of these credentials (NCLEX-RN, and NATEF) are accompanied with an earned associate degree. The remaining credentials (CNA, CMA, HHA) are healthcare related credentials that use knowledge acquired over a Stand Alone Parent Program (SAPP) to earn state credentials. SAPPs are technical courses that students enroll in with the intention of earning a work-ready credential. The program length is measured in weeks or months rather than years. This indicator presents a challenge for Pratt CC. Through the merger of Pratt CC and Wichita Area Technical College s (WATC) nursing programs, Pratt CC chose to transition the instruction and credit for earning the National Council Licensure Examination Practical Nurse (NCLEX-PN) to WATC. To make up for this loss in credential production, Pratt CC is focusing on boosting existing programs credential attainment. In the past, students have completed SAPP programs, but not taken the state licensure. In order to meet this indicator, PCC will use relationships developed through the delivery of a course to ensure SAPP students persevere through the completion of the credential. Anticipated future support will come from using existing curriculum outcomes that qualify students to earn specialized credentials (OSHA, Nursing specialties, etc.). Indicator 4: Increase fall to spring retention rate of students who enroll in developmental coursework (Writing, Reading, Math) These data will be self-reported. The measure tracks the percentage of entering full-time students who enroll in a developmental course during the fall term and subsequently enroll in the spring term. The denominator will represent fall term entering full-time students who certified in a developmental course, and numerator will be those students who were retained for the following spring term. Through the process of selecting the next round of performance agreement indicators, it became apparent that the institution has room to improve developmental student persistence and success. Improving the success of developmental students has become a focus of the institution for the purpose of increasing retention and boosting overall student success. The mission documents of Pratt Community College set an expectation that the institution will provide opportunities for student success. One group of students who require additional support to fully embrace these opportunities is low socioeconomic and underprepared students. The institution, with the support of a Federal Title III grant for building institutions, has hired an at-risk student advisor, who will target 73

74 students who are: First generation, Pell grant eligible (low socioeconomic), or qualify for developmental coursework according to standardized test scores. The at-risk student advisor will engage students sooner and more frequently than a traditional advisor. This contact will include an academic check-up, as well as building rapport with students. The efforts of the at-risk advisor will be further supported through a supplemental instruction program that targets courses with traditionally low persistence rates. These classes will include the developmental courses targeted by Indicators four and five as well as the corresponding first college level course. The supplemental instruction program on the surface resembles a combined tutoring session and a supplemental discussion course (traditionally led by a teaching assistant at a university). The purpose of supplemental instruction is to provide students a time to explore topics that they have yet to fully grasp. The means by which this is achieved is through a combination of alternative instruction, and an opportunity to test ideas on additional problems. Alternative instruction will be a guided session led by previously successful students. The sessions will be structured similarly to a traditional lecture. The structure and lesson format will come from a staff member supervising the program and supplemented by peer instructors attending faculty lectures. Pratt CC believes that by targeting these students with intentional support from a dedicated advisor paired with providing additional opportunities to learn class content, these students will find success that has been elusive to previous cohorts. Indicator 5: Increase three year Graduation and Transfer Rates of First-time, Full-time, Degree-seeking students (IPEDS Cohort) These data will be self-reported. The denominator is all first-time, full-time, degree-seeking students who enter in the fall term. Students are tracked for three years and are deemed successful (numerator) if they either graduate with a certificate or associates diploma or transfer to an institution to continue their education. Student success at a community college is not only measured in how many students graduate, but also how many transfer to other institutions. This cohort will be a good sample of PCC s student body, less the nursing program, who are seeking graduation or to transfer. In order to meet this indicator, the institution will utilize the retention initiatives discussed earlier paired with continued partnerships with four-year institutions to encourage students completion and or transfer. Indicator 6: Increase Success of developmental students in corresponding college-level class These data will be self-reported. The measure will evaluate the successful transition of developmental students into corresponding college-level courses. The specific transitions being monitored are Basic Writing (ENG098) to Composition I (ENG76); and Beginning Algebra (MTH076) to Intermediate Algebra (MTH 30) or Technical Mathematics (MTH6) or College Mathematics (MTH76). The denominator will be students that successfully (completed with an A, B, C or P grade) Basic Writing and/or Beginning Algebra in a fall term. The numerator will be those who successfully enrolled and completed in the corresponding collegelevel course by the following fall term. Composition I is applicable to any degree at Pratt CC. The college-level math coursework is applicable to technical credentials (Associates in Applied Science and technical certificates). If a student seeks a general transfer credential, higher coursework in mathematics is necessary. Pratt CC recognizes that this indicator evaluates a small portion of its FTE. The institution also recognizes that transitioning students out of remediation is a problem that will not improve in the foreseeable future. Students are increasingly entering college with a need for remediation, while the Kansas economy continues to require work-ready credentialed employees. This indicator will prime Pratt CC s institutional processes to be better prepared to tackle both needs. In order to meet this indicator, the institution will utilize new and existing initiatives to provide support to this student population. New initiatives will include a tighter monitoring system that flags students who are falling behind. This tracking will be conducted through the evaluation of real-time student data monitored for decreasing grades. This will be compounded as faculty increasingly attend professional conferences to improve their abilities to work with developmental populations. Existing programs that will support this indicator include the use of supplemental instruction and a new at-risk advisor to interact with developmental students. Staff Comments and Recommendation: Pratt did an excellent job of including a significant number of students in indicator 4 by including all developmental courses. Indicator 6 uses college-level courses as defined on their campus to measure a less significant group, but provides rationale. Staff recommends approval. 74

75 Seward County Community College and Area Technical School Performance Agreement FTE: 86 Contact Person: Todd Carter Phone and Date: Seward County Community College and Area Technical School Increase the number of certificates and degrees awarded Foresight Goals AY AY0-37 AY0-397 Baseline: 358 3yr History AY 04 (Summer 03, Fall 03, Spring 04) AY 05 (Summer 04, Fall 04, Spring 05) AY 06 (Summer 05, Fall 05, Spring 06) Performance of students on institutional quality measures - Increase success rate of students in College Algebra. 3 Increase third party technical credentials 4 Increase the success rate of developmental writing students in English Composition I 5 Increase the first to second year retention rate for college ready cohort. 6 Increase the % of full-time students completing 4 credit hours in their first year F0-94/53 (77%) F - 0/57 (78%) F - 70/8 (75%) Baseline: 565/738 (77%) AY00-6 AY0-80 AY0-4 Baseline: 73 F09 Cohort - 0/3 (43%) F0 Cohort - 7/9 (37%) F Cohort - 0/39 (5%) Baseline: 37/8 (46%) F009 Cohort - 7/94 (60%) F00 Cohort - 90/47 (6%) F0 Cohort - 30/99 (65%) Baseline: 337/540 (6%) F009 Cohort - 48/359 (69%) F00 Cohort - 96/36 (60%) F0 Cohort - 90/37 (58%) Baseline: 634/0 (6%) 75

76 Seward County Community College and Area Technical School Performance Agreement 04-6 Narrative Indicator : Increase the number of certificates and degrees awarded. Description: The data for this indicator is provided by the Kansas Higher Education Data System. Rationale: We have identified program improvements and new program development in manufacturing, energy, and agriculture as institutional goals for the next three years. Strategies: Key strategies include well defined post-secondary pathways for high school, General Education High School Diploma, and Adult Basic Education students. Personal advising relationships with students and academic interventions early in the semester will improve retention. Online course components provide flexibility for students that are working or in our outreach communities. Indicator : Increase the success rate of students in College Algebra. Description: This indicator uses data from the National Community College Benchmark Project. It allows us to compare our success rates with peer colleges and with all participating community colleges in the nation (67 community colleges in 0). The indicator focuses on students taking college algebra in the fall semester. Rationale: Community college research shows that students completing College Algebra early in their college career have a much higher completion and transfer rate. Overall, our College Algebra success data from the National Community College Benchmark Project shows that our success rate is 77%. Success is defined as an A, B, or C course grade. However, about one fourth of our students taking college algebra each year are underprepared for college level math. Strategies: Key strategies include professional tutoring and online assistance through a new Math Resource Center. The college algebra course has been revised and focuses on academic skill development as well as collaborative instruction. Math advising and enrollment processes have been revised to assure students are receiving appropriate guidance in selecting math courses and taking math courses as soon as possible in their degree program. Indicator 3: Increase the number of students achieving third party technical credentials. Description: The data for this indicator is provided by the Kansas Higher Education Data System. Third party technical credentials validate program effectiveness in preparing students for the workforce through certification exams based on industry standards. Rationale: Our goal is for all students in programs with a recognized third party technical credential to successfully obtain the credential. The cost of the credential exam, however, can be a barrier for our students. HVACR EPA 608 Medical Assistant Registered Medical Assistant Machine Tool Technology NIMS Machining Level I OSHA 0, Job Planning, Benchwork & Layout, Measurement, Materials, and Safety Welding Technology American Welding Society Certification Auto Mechanics Technology Automotive Service Excellence Certification Cosmetology Cosmetology License Kansas Board of Cosmetology Medical Lab Technician Medical Laboratory Technician - American Society for Clinical Pathology Certification Nursing Licensed Practical Nurse Nursing Registered Nurse Respiratory Therapy Certified Respiratory Therapist Respiratory Therapy Registered Respiratory Therapist Surgical Technology Certified Surgical Technologist 76

77 Strategies: Key strategies include identifying sources of financial assistance for credential costs, assisting students with exam taking skills, and providing local exam opportunities through our campus testing center. Programs include credential attainment in their assessment plan as an indicator of student learning and program effectiveness. Indicator 4: Increase the success rate of developmental writing students in English Composition I. Description: This indicator uses data from the National Community College Benchmark Project. It allows us to compare our success rates with peer colleges and with all participating community colleges in the nation (67 community colleges in 0). This indicator focuses on student success in their first college level writing course after completing the previous developmental writing course with a grade of A, B, or C. Rationale: Community college research has identified that successful completion of English Composition I positively affects student outcomes such as degree completion and transfer to a four-year institution. Our success rate of 46% is in the bottom 0% of community colleges participating in the Benchmark Project. The success rate reflects our high proportion of English Language Learners and it is imperative we reduce this gap in student performance. Strategies: Key strategies include a writing lab to support the transition from developmental to college level writing, more intensive advising so students enroll in college level English immediately following developmental writing, and only allowing students to enroll in courses with the appropriate placement exam score or successfully completing developmental courses with an A, B, or C. Indicator 5: Increase the retention rate of degree / certificate seeking students. Description: This indicator uses retention data from KHEDS, and focuses on the first year to second year retention rate of the college ready cohort of students. Rationale: This performance indicator is part of our student retention monitoring process and is also one of our internal performance indicators that we evaluate annually. Strategies: Key strategies include immediate follow up with students who receive academic performance alerts, improve academic advising services, greater access to tutoring and mentoring services, increased career services, and quicker turn-around in communicating available financial resources. Indicator 6: Increase the % of first-time, full-time students completing 4 credit hours in their first year of college. Description: This indicator focuses on increasing the percentage of full-time entering freshman completing 4 or more credit hours in their first year of college. The data used to calculate this indicator are provided by the Kansas Higher Education Data System. ) All first-time, full-time degree or certificate seeking students entering in the fall semester. ) Full-time is defined as or more credit hours for the fall semester. 3) Credit hour accumulation in first year is the number of full-time students who earned 4 credit hours in the fall, spring, and summer terms combined. 4) The indicator is calculated by taking the total from (3) and dividing by the total from (). Rationale: Community college research shows that students who complete 0 or more credit hours in their first year are 8 times more likely to complete a degree. Completion of twenty-four credit hours per year is needed to maintain full-time status for financial aid. Our data analysis shows that 46% of our Hispanic students complete 4 or more college level credit hours in their first year compared to 63% of the other first-time, full-time students. Strategies: Key strategies include professional development for our faculty advisors that focuses on methods for assisting students in achieving the 4 credit hour threshold. Methods include completion of the math and writing sequence as early as possible, using the summer term to pick up an additional course, and developing a degree plan. Additional strategies include teaching college survival skills, assisting students with financial planning, and following up with students who receive academic performance alerts. Staff Comments and Recommendation Staff recommends approval. 77

78 Flint Hills Technical College Performance Agreement FTE: 650 Contact Person: Lisa Kirmer Phone and , Date: 08/5/03 Flint Hills Technical College Increase first to second year retention rates of college ready cohort Foresight Goals 3yr History 009: 57.% (48/84) 00: 76.3% (90/8) 0: 6.4% (73/7) Baseline: 66% AY 04 (Summer 03, Fall 03, Spring 04) AY 05 (Summer 04, Fall 04, Spring 05) AY 06 (Summer 05, Fall 05, Spring 06) Increase the number of certificates and degrees awarded 3 Increase the wages of students hired 4 Increase the percentage of students completing a remedial math course who successfully complete a 00 level math course 5 Increase the number of students completing a GED who enroll 6 Increase the number of Hispanic students who complete a certificate, technical certificate or AAS degree 00: 408 0: 445 0: 40 Baseline: : $,37 Baseline: $,37 0: 70% (3/33) 0: 65% (6/40) 03: 60% (9/48) Baseline: 64% (78/) 00: 8 0: 40 0: 33 Baseline: 30 00: 5 0: 60 0: 57 Baseline: 56 78

79 Flint Hills Technical College Performance Agreement Narrative Indicator : Increase first to second year retention rates of college ready cohort Retention is critical to the success of students and the programs of study at FHTC. The addition of general education courses at FHTC, after receiving Higher Learning Commission initial accreditation in 007, helped boost retention rates of students completing a technical certificate into the associate of applied science degree portion of programs. Approximately 5% of the College s fall enrollment is comprised of non-traditional aged, first generation students from recent layoffs in Emporia. Retention will be a challenge for these students as they struggle to re-acclimate to school, continue to provide for their families and manage many stressors. FHTC faculty and staff have implemented several strategies to assist in the retention process including an early intervention plan for faculty to visit with and assist students that are struggling academically or with attendance; online capability for students to view sequencing of courses necessary for degree completion, grades and attendance; and a First Year Experience orientation course covering time and stress management, study skills and a variety of methods for college success. Indicator : Increase the number of certificates and degrees awarded FHTC realized a 0% enrollment growth for fall 03. Providing students with a quality education, resulting in a certificate or degree is the ultimate goal for Flint Hills Technical College. As enrollment continues to grow, the number of certificates and degrees awarded should steadily increase, but a rise in high school concurrent enrollment (courses for high school and general education credit at FHTC) and more non-degree seeking students, could threaten to decrease the number of certificates and degrees awarded. Many FHTC students are also struggling to balance family and work life and do not feel they can complete their schooling due to these obligations. Faculty and staff will continue to implement the orientation and early intervention strategies mentioned in Indicator to help retain students, therefore increasing the number of certificates and degrees awarded. Indicator 3: Increase the wages of students hired Many FHTC graduates have the potential to earn a higher starting wage after completing only one or two years of training than the average 4-year graduate. Some FHTC graduates, especially in the power plant industry, can earn $40,000 - $50,000 as a starting salary right after graduation. Other students struggle to find employment and are not willing to re-locate for a job, which can limit opportunities and salaries. The unsteady economy has also negatively impacted potential jobs for students. FHTC will continue to adapt curriculum and equipment to meet the current needs of employers, which will assist students in their job pursuit. FHTC faculty also meet regularly with their program advisory committees. The committees are comprised of business and industry representatives in the program field of study, which helps the employers stay connected with the College and creates opportunities for internships and referral of graduates. Indicator 4: Increase the percentage of students completing a remedial math course who successfully complete a 00 level math course Math is one of the most difficult subjects for students at Flint Hills Technical College. Remedial math courses (MA090-Principles of Math, MA097-Beginning Algebra and MA099-Intermediate Algebra), along with a free math tutor were added to help students prepare for and successfully complete the 00-level math courses required for the Associate of Applied Science degree. 00-level math courses include Technical Math and College Algebra. Students are placed into a remedial math course based on their math assessment test at FHTC or their ACT math score. If their asset or ACT scores are high enough a student can be placed directly into the 00-level math courses. The number of degree-seeking students who successfully completed a remedial math course were tracked and became the cohort group. The cohort group of student s transcripts was reviewed to determine if each student successfully completed a 00-level math course. The cohort group was divided into the number of students successfully completing a 00-level math course to determine a percentage for each academic year. 79

80 Despite remedial math courses and the support of a tutor, the percentages have decreased each year over the last three years. In reviewing data for this indicator many students successfully completed the remedial math course but either failed or withdrew from the 00 level math courses. Those students did not complete their AAS degree, and in many cases were only missing the math course requirement. Math instructors will be encouraged to work together to reinforce similar concepts to students and identify teaching strategies which may help students succeed. The Director of Library Resource will be promoting online math resources to help students increase their skills and competency and will make the resources available to students. Indicator 5: Increase the number of students completing a GED who enroll The Adult Education Center/Workforce Training Center in Emporia is a division of Flint Hills Technical College. The Adult Education Center staff works closely with non-college ready students to help them complete their high school diploma or GED. The Adult Education Center staff has always worked well with faculty and admissions staff at the College to ensure a seamless transfer into higher education upon GED completion. Classes and/or testing for the GED students are held on the FHTC campus and visits and campus tours are organized to help the GED students feel comfortable in a post-secondary environment. Many GED graduates from the Emporia Adult Education Center or other centers have been successful at FHTC. The number of students matriculating to FHTC with a GED was counted for each year and the baseline was an average of the three years. As enrollment numbers at FHTC continue to grow the College has experienced a growth in the number of GED students. Many students that have successfully completed a GED have struggled academically in the past or had personal struggles that prevented them from going to school and are hesitant to enter a post-secondary institution. The College recently received additional funding from a private donor to help defray the cost of daycare for students with children. The orientation course, financial aid counseling, early intervention from faculty for struggling students and continued academic advising will also help this student population successfully enter FHTC as a post-secondary educational option. Indicator 6: Increase the number of Hispanic students who complete a certificate, technical certificate or AAS degree FHTC historically has a Hispanic population of approximately 85 students per year. In many cases, Hispanic students are coming to FHTC with a GED and/or some level of a language barrier. Hispanic students are also often first-generation college students, and some are non-us citizens, which can further deter a student in their pursuit of higher education. The number of Hispanic students completing a certificate, technical certificate or AAS degree each academic year were counted and the three years averaged to determine a baseline. As the Hispanic population of Emporia continues to grow the College continually develops strategies to best meet their needs. The Adult Education Center helps students transition into higher education and has several bi-lingual staff available to assist students. Similarly, the FHTC Student Services Office at the main campus has two bilingual staff and one bilingual staff at the Downtown Campus to assist Hispanic students and increase their comfort level. The FHTC recruiter is Hispanic and is able to convey the importance of higher education to prospective Hispanic students and their families. Despite the support of the Adult Education Center staff and Student Services staff, completion rates of Hispanic students have decreased over the last several years. The Hispanic population continues to encounter barriers including communication, family support and financial support. The College is striving to increase the number of Hispanic completers and therefore has chosen it as an indicator for the Performance Agreements. The Hispanic Admissions Representative on staff at FHTC is starting a Hispanic Student Organization in the fall 03. The organization will meet monthly as a support group to discuss cultural issues, academic issues and support for resources. The College will also continue to work closely with the Adult Education Center for academic support for students. Staff Comments and Recommendation: All indicators proposed by Flint Hills Technical College are in Foresight 00 and/or the performance agreement model. Staff recommends approval. 80

81 Manhattan Area Technical College Performance Agreement FTE: 6 Contact Person: Dr. Richard J. Fogg Phone and [email protected] Date: 09/4/3 Manhattan Area Technical College Increase the number of certificates and degrees awarded Foresight Goals. 00: 33 0: 400 0: 407 Baseline = 373 3yr History AY 04 (Summer 03, Fall 03, Spring 04) AY 05 (Summer 04, Fall 04, Spring 05) AY 06 (Summer 05, Fall 05, Spring 06) Upon completion of their programs, increase the percent of students employed or transferred 3 Upon completion of their programs, increase the number of industry credentials earned by students. 4 Of the students testing into remedial work (COMPASS writing scores below 70 and/or COMPASS Pre-Algebra scores 38), increase the percent who are retained to the next acacemic year 5 Increase students' core workplace skills, as measured using standardized rubrics, in the technical component of their programs 6 Increase the number of traditional students enrolled in CTE courses/programs = 475/575 = 8.6% Baseline 8.6%.5 00: 90 0: 7 0: 75 Baseline = 45. 0: 4.9% (3/3) 0: 83.3% (0/) 03: 90.6% (9/3) Baseline = 68% (7/5). 0: Avg Score = 8.4% (07 students) 0: Avg Score = 84.9% (63 students) 03: Avg Score = 68.7% (543 students) Baseline = 78.3%. 0: 43 0: 59 03: 660 Baseline = 536 8

82 Manhattan Area Technical College Performance Agreement Narrative Indicator : Increase the number of certificates and degrees awarded. In order to increase completion rates, MATC has implemented a variety of initiatives that should result in more AAS Degrees, Technical Certificates, and Certificates of Completion being awarded. First, as will be expanded on under Indicator 4, modifications were made to the Workplace Writing (COM-00) and Workplace Math (MAT-099) courses, which should result in higher pass rates in English and Math courses that fulfill the general education requirements. Second, we acquired a computer program (Accudemia) that serves as an early alert system for at-risk students. It provides a platform for referrals by Faculty and Student Services staff and notifies the Director of the Learning Resource Center and the student s advisor that, for example, based on attendance and grades, there are issues that need to be addressed. This will allow for proactive responses that facilitate early interventions before the problem(s) escalate to a point that irreparable damage has been done and the student drops out of school. Finally, information gained from the administration of the Noel-Levitz Student Satisfaction Inventory provides data about the facets of the College (e.g., Financial Aid, Advising/Counseling, and Instructional Effectiveness) that students feel are most important and also assesses their levels of satisfaction with target areas. Collectively, these types of interventions should result in greater student retention and subsequent success in their goal of attaining a certificate or degree. This indicator is in line with Foresight 00 Goal.. Indicator : Upon completion of their programs, increase percent students employed or transferred. This indicator is tied to Indicators # above and #3 below. Without retention through successful completion of the program (Indicator ) and successful acquisition of an industry credential (Indicator 3), increasing the numbers of students employed after leaving MATC would be impossible. Thus, retention is the key to success on all three indicators. That being said, MATC is taking additional steps to facilitate employment after graduation. First, several programs have mechanisms in place to ensure that their students have opportunities to meet and talk to individuals in program-related businesses. For example, Computer-Aided Drafting invites company representatives to talk with their students on the day of their Program Advisory Committee (PAC) meeting, or at any other time that is convenient for the companies during the academic year. Several other programs (e.g., Welding and HVAC) have students working in local companies as part of their Occupational Work Experience (OWE) so they are exposed to and have the opportunity to talk with employees and supervisors from many local companies. Other programs (Associate Degree Nursing, Practical Nursing, Dental Hygiene, Medical Laboratory Technology, Advanced Biotechnology, and Electric Power & Distribution) have students scattered around the city/region/state doing clinical rotations or internships, which provide ample opportunity for the students to demonstrate their capabilities. Many students are hired by the companies at which they have completed those internships. Finally, last year an institution-wide job fair was held on campus and businesses representing many MATC programs were in attendance. Those job fairs will be continued in the future. In terms of students continuing their education at another institution, over the course of the last five years many new articulation agreements were developed at the college level, as well as the statewide agreements facilitated by KBOR. This more seamless approach to transfer through articulation agreements results in more students moving on to complete bachelor degrees and beyond at other institutions. Tracking students and gathering follow-up data six months or more after they leave has always been one of the bigger challenges for institutions. However, recent connections through the National Student Clearinghouse and KBOR s work with the Department of Labor have greatly facilitated the follow-up process. Given all of the initiatives related to facilitating contact between students and potential employers and the steps taken to allow a seamless transition to other postsecondary institutions, we expect the numbers of students employed and/or continuing their education will increase. This indicator is in line with Foresight 00 Goal.. Indicator 3: Upon completion of their programs, increase the number of industry credentials earned by students. Possession of an industry credential or credentials greatly enhances the likelihood that graduates will be hired for a job related to their program of study. Currently, 3 of 7 programs (certificate only, certificate or degree, and SAPs) provide students with opportunities to earn one or more industry credentials. We are currently in the process of adding an additional credential for students in the Information & Network Technology Program. Successful retention based on the initiatives being implemented under Indicator should result not only in increased numbers of certificates and degrees, but also increased numbers of industry credentials. This indicator is in line with Foresight 00 Goal.5. 8

83 Indicator 4: Of the students testing into remedial work (COMPASS writing scores below 70 and/or COMPASS Pre-Algebra scores of 38), increase the percent who are retained to the next academic year. One of the main obstacles for students to finish their Certificate or AAS Degree is the completion of the general education requirements, including English and/or Math. MATC uses the COMPASS exam to evaluate incoming students' in the appropriate reading, writing and math courses for the purpose of placement. Students who have COMPASS writing scores lower than 70 must take Workplace Writing (COM-00) and students who have a COMPASS Pre-Algebra score 38 must take either Workplace Math (MAT-099 credit hours) or Technical Mathematics I with Review (MAT-0 5 credit hours). Students must pass COM-00 with a C or better to be eligible to take an English course that fulfills the general education requirement (i.e., English Composition (COM-05) or Technical Writing (COM-0)). Students must pass MAT-099 with a C or better to be eligible to take Technical Mathematics I (MAT-0), the course that fulfills the certificate option. Students who pass MAT-0 with a C or better will meet the general education math requirement for a certificate. This indicator focuses solely on those students who have been accepted into or who are currently enrolled in a program. It does not include students who are classified as non-degree seekers (i.e., are taking the course for transfer credit or as a prerequisite or general education course prior to enrolling in a program). This indicator is in line with Foresight 00 Goal. in that it will serve to increase retention rates at MATC. Indicator 5: Increase students' core workplace skills, as measured using standardized rubrics, in the technical component of their programs. Underlying job-specific technical knowledge, skills, and abilities are core workplace skills that are relevant to any job in any setting. These core skills include oral and written communication, critical thinking, problem solving, quantitative literacy, ethical reasoning, and so on. In a Janus-faced educational system, the core skills are generally viewed as the sum and substance of the theoretical side and have no real applicability in practice. In reality, the core skills are regularly used in practice; the key is the recognition of them as such and therein lies the challenge of assessing these skills in the technical component of a program. Towards that end, we are developing a series of rubrics that will serve as guides to assessment. Each rubric consists of 0 criteria; 5 of which are broad enough to be used in any discipline, while the remaining 5 provided higher degrees of specificity and applicability in particular disciplines. Members of the Assessment Committee work with individual faculty to show how these rubrics can be used to assess something they are already doing as part of the technical training. This indicator is in line with Foresight 00 Goal.. The process of developing the rubric and applying it to programs was pilot tested with three programs (Associate Degree Nursing, Practical Nursing, and Dental Hygiene) during AY These programs had exisiting oral and written communications assignments so they provided an ideal venue in which to test the rubrics, reporting process, and scoring paridigm. After minor modifications to the process, the oral and written communication rubrics were pilot tested in all programs during AY 0-0. That year served as a scoring calibration period and, based on information gained from that administration, the rubrics and scoring guidelines were revised. Baseline data were collected for oral and written communications and problem solving during AY A rubric to assess quantitative literacy will be introduced in Fall 03 and rubrics addressing additional foundational skills will be introduced in subsequent semesters. Indicator 6: Increase the number of traditional students enrolled in CTE courses/programs. Since 00, upon receiving full accreditation from the Higher Learning Commission of the North Central Association of Colleges and Schools, MATC has actively pursued strategic growth intitiatives that included increasing the capacity of some existing programs, initiating new programs, and expansion of general education course offerings. From a baseline of 43 traditional students in 00, the strategic initiatives yielded and increase in enrollment of traditional students by 0.4% (88) in 0 and an additional 7.7% (4) in 03. The pattern of strategic growth continues so we expect to see continued gains in the enrollment of traditional students. This indicator is in line with Foresight 00 Goal.. Staff Comments and Recommendation: All indicators proposed by Manhattan Area Technical College are in Foresight 00 and/or the performance agreement model. Staff recommends approval. 83

84 North Central Kansas Technical College Performance Agreement FTE: 786 Contact Person: Jennifer Brown Phone and ; Date: 8/5/3 North Central Kansas Technical College Increase the first to second year retention rates of the college-ready cohort. Foresight Goals 3yr History 009: 70.9% 39/96 00: 69.8% 8/69 0: 7.4% /7 Baseline: 70.7% AY 04 (Summer 03, Fall 03, Spring 04) AY 05 (Summer 04, Fall 04, Spring 05) AY 06 (Summer 05, Fall 05, Spring 06) Increase the graduation rate of the college-ready cohort. 3 Increase the number of third party credentials awarded to students. 4 Increase the completion rate for the sequential college-level course for students enrolled in remedial courses. 5 Increase the number of adult learners (5+) enrolled. 6 Increase the number of credit hours completed via distance learning. 007: 70.8% 09/54 008: 65.% 8/8 009: 65.3% 8/96 Baseline: 67.% AY 00: 453 AY 0: 87 AY 0: 48 Baseline: : 58.5% 4/4 0: 74.6% 6/35 0: 54.9% 39/7 Baseline: 6.7% AY 0: 7 AY 0: 53 AY 03: 8 Baseline: 3 AY 0: 596 AY 0: 77 AY 03: 836 Baseline: 70 84

85 North Central Kansas Technical College Performance Agreement Narrative Indicator : Increase first to second year retention rates of the college-ready cohort. Description: NCK Tech offers both certificate and AAS degrees. This indicator will target AAS degree seeking students. Rationale: In past performance agreements, NCK Tech focused on retention in specific programs. Retention did increase in each program, surpassing the targeted goals. Even with improvement in specific programs, retention has remained relatively flat for the past three years. NCKTC plans to continue to focus on improving retention in all AAS programs with concentration on programs with lower retention rates. NCKTC focuses on increasing connection and community with students from the initial application. Recruiters and Instructors both reach out to newly enrolled students before coming to campus in the fall. Once classes start, student services promotes a series of activities during the first ten days to get students acquainted and participating in campus life. The first ten days are important for students to forge connections and feel like they belong; and therefore remain enrolled. Additional strategies include early intervention for struggling students through the resource center, increasing credentialing options to encourage students to return for a second year of study, and advising. Data Collection: NCK Tech will use data gathered through the KHEDS collection to track retention. Indicator : Increase the graduation rate of the college-ready cohort. Description: Students earning AAS degree and certificate seeking students (diploma seeking students) will be counted towards meeting this indicator. Rationale: Paired with an increased focus on retention, graduation rates should increase as we retain students. Certificate students and AAS students often face different obstacles towards academic success, making student advising integral to increasing the graduation rate. Students enrolling in many of our certificate programs have the option of earning stackable credentials. When planning toward the end goal, many students postpone general education courses with the result of being a non-completer in the initial certificate program. NCK Tech believes advising students to take the right sequence of courses to complete will be in the best interest of the student to earn the certificate. For those students enrolled in AAS degree programs, early intervention with at-risk students through the resource center will assist in academic success. Program instructors will work alongside advisors to determine students not on schedule for graduation and develop a plan with the student to meet graduation requirements. Data Collection: NCK Tech will use data gathered through the KHEDS collection to track graduation. Indicator 3: Increase the number of third party credentials awarded to students. Description: The number of third-party industry credentials students enrolled at NCK Tech earn during their enrollment as reported in the follow-up collection. Credentials counted include: RN, LPN licensure, MACS, ICAR Welding, ASE/NATEF, CET, FCC, HVAC Excellence, AWS, NCCER, Kansas Journeyman s, EPA 608, OSHA0 and Certified Pharmacy Tech. This is list is fluid as we continue to add additional certifications for our students. Rationale: In past performance agreements, NCK Tech has worked to add more valued credentials for students. NCK Tech includes several third-party certifications for students, including green options, within the program curriculum. Third party certifications validate student learning and enhance employability of NCK Tech s graduates. Connections with business and industry and use of advisory councils indicate certifications students should be earning. We believe third-party credentials will assist in retention, encouraging more students to return to earn the credentials. NCK Tech s focus on quality and career readiness supports this indicator. Data Collection: NCK Tech will use data from department chairs of credentials awarded as reported in the KHEDS Follow-up survey. 85

86 Indicator 4: Increase the completion rate for the sequential college-level course for students enrolled in remedial courses. Description: Students who enroll in a remedial course (Basic Algebra or Introduction to Composition) and then complete the college-ready course within the sequence will be included for this indicator. Rationale: NCK Tech has used cut scores on ACT and Compass tests to determine placement in general education courses for the past four years, offering remedial courses in English/writing and Math/Algebra. The College currently offers one level of remedial course work prior to the college-level course. The number of students taking a remedial course increased in FY due to more course offerings on our Hays campus. Through the Resource Center, students have access to free tutoring and study sessions. The Resource Center also provides writing assistance, quiet study areas, and quiet testing environments. Strategies to assist remedial students include continuing to connect students with support from the Resource Center including smallgroup learning/study sessions and peer-to-peer tutoring. NCK Tech will work through advising to connect students to the resources needed and keep them on schedule to graduate. Data Collection: Internally through NCK Tech s student records system. Indicator 5: Increase the number of adult learners Description: Adult learners are defined as student 5 and older upon enrollment will be counted. Students enrolled as full-time in certificate and AAS programs and students enrolled in short-term programs will be included. Rationale: NCK Tech in Hays historically has a different demographic than the Beloit campus, generally represented by an older, non-traditional student. The College has experienced growth in enrollment on the Hays campuses from this group of students. The Beloit campus has also had growth from this given demographic especially in Nursing and Information Technology. Due to shrinking populations in our rural service area, NCK Tech has a limited amount of traditional students available for recruitment. To grow enrollment, we must also begin recruiting additional demographics including students returning to school, displaced workers and non-traditional students. NCK Tech will also count students enrolled in short-term programs within this indicator. Meeting the needs of business and industry in our communities and throughout the state is one of NCK Tech s strategic goals. Displaced workers, continuing education and re-training through short-term programs attract students within this demographic. The College is currently working on several initiatives increasing the opportunities for additional educations via short-term programs. Data Collection: Internally through NCK Tech s student records system from data reported on KSPSD. Indicator 6: Increase the number of credit hours completed via distance learning. Description: Credit hours successfully completed by all groups of students through distance learning. Courses include technical, general education and short-term courses. Rationale: Growing and strengthening NCK Tech s Virtual College is a strategic goal of the College. Current distance learning offerings include a limited number of technical courses, general education and short-term training courses such as CNA, CMA and CDL courses. The College is increasing distance learning options for both technical and academic areas through general funds and grant initiatives. Quality in distance learning is imperative to student success. NCK Tech incorporates course reviews, instructor training and access to student services. The College has created a position to oversee the growth of the virtual college. Data Collection: Internally through NCK Tech s student records system. Staff Comments and Recommendation: All indicators proposed by North Central Kansas Technical College are in Foresight 00, in the performance agreement model or are a focus of the Board (i.e., distance education, remedial education). Staff recommends approval. 86

87 Northwest Kansas Technical College Performance Agreement FTE: 54 Contact Person: Diane Stiles Phone and (785) , Date: 0/09/03 Northwest Kansas Technical College Increase first to second year retention rates of the college-ready cohort Foresight Goals 3yr History : 86.7% (/8) 00-0: 69.5% (05/5) 0-0: 7.% (98/36) Baseline: 76.% AY 04 (Summer 03, Fall 03, Spring 04) AY 05 (Summer 04, Fall 04, Spring 05) AY 06 (Summer 05, Fall 05, Spring 06) Increase the number of students who achieve a third party credential 3 Increase the total number of certificates and degrees awarded 4 Of the students who test into developmental math, increase the percent who earn a certificate or AAS degree 5 Increase the number of students employed in their field of study within one year of graduation 6 Increase the three year graduation rate of all students : : : 43 Baseline: : 00-0: : 08 Baseline: : 80% (48/60) 00-0: 69% (/3) 0-0: 6% (6/4) Baseline: 70% : : : 93 Baseline: : 76.9% (0/43) 00-0: 74.4% (93/5) 0-0: 83.6% (07/8) Baseline: 78.3% 87

88 Northwest Kansas Technical College Performance Agreement Narrative Indicator : Increase first to second year retention rates of the college-ready cohort Description: Northwest Tech aims to increase the first to second year retention rates for students enrolled in two-year programs, including the college ready and non-college ready cohorts. Rationale: Retention is essential to successfully achieving the other goals defined in the Performance Agreement. Northwest Tech enrollment grew steadily at over 0% each year for the past four years. With the continued growth in enrollment, the college is experiencing a slight decrease in retention rates, although they remain high in comparison groups. Faculty and staff from all areas of the college reviewed the reasons for students not completing and together are implementing strategies to improve retention. The college aims to increase the first to second year retention rates of the college ready and non-college ready populations as a whole. Data: Northwest Tech collects data on retention rates and reports it in the Kansas Higher Education Data System. This data will be used for reporting progress on the Performance Agreement goals. Indicator : Increase the number of students who achieve third party credentials Description: Northwest Tech aims to increase the number of students who achieve third party credentials, including both the college ready and non-college ready cohort. Rationale: In addition to achieving a certificate or degree, third party credentials validate student learning externally and increase student marketabilty for employment opportunities. Northwest Tech aims to increase the number of students who achieve third party credentials through increasing overall success rates on existing examinations as well as offering additional opportunities to achieve third party credentials within programs. For example, there is currently not an opportunity for Computer Graphics Technology students to achieve a third party credential. By adding an Adobe or other software credential to the program, more students would have the opportunity to earn a third party credential. Northwest Tech aims to provide the education necessary for both the college ready and non-college ready populations to achieve this goal. Data: Northwest Tech collects data on third party credential attainment and reports it to the Kansas Higher Education Data System. This data will be used for reporting progress on Performance Agreement goals. Indicator 3: Increase the total number of certificates and degrees awarded Description: Northwest Tech aims to increase the number of certificates and degrees awarded annually. Rationale: Northwest Tech is committed to improving the graduation rates of students as well as continuing to grow the number of students served by the college. The goal to increase the number of certificates and degrees awarded measures the success of both initiatives. Northwest Tech plans to implement strategies for enrollment growth, retention, and completion as outlined in the institutional strategic plan to achieve this goal. Data: Northwest Tech collects data on graduation rates and reports it in the Kansas Higher Education Data System. This data will be used for reporting progress on the Performance Agreement goals. 88

89 Indicator 4: Of the students who test into developmental math, increase the percent who earn a certificate or degree Description: Northwest Tech aims to increase the percent of students who complete the college level math course required for graduation after testing into developmental math based upon their reported Compass, ACT, or SAT test scores. Rationale: Effectively serving the non-college ready population is a core value at Northwest Tech. Faculty and staff are continuously engaged in conversations about how to best serve this population to help them succeed in earning a certificate, degree, and/or third party credential as well as obtain gainful employment in their area of study. Mathematics is critical to success in college as well as technical occupations. Northwest Tech aims to increase the number of students who earn a certificate or degree after testing into developmental mathematics. Success in this indicator will support success in other indicators including increasing the overall graduation rate. Data: Northwest Tech reviewed the previous data and added this data element into the template for future internal reports. Students testing into either Prealgebra or Fundamentals of Math according to the Compass, ACT, or SAT test scores reported for admission will be tracked to gather data on completion of a certificate or degree. Indicator 5: Increase the number of students employed in their field of study within one year of graduation Description: Northwest Tech aims to increase the number of students employed in their field of study within one year of graduation. Rationale: Northwest Tech is a significant contributor to economic development in the northwest Kansas region and beyond. Increasing the number of students employed in their field of study within one year of graduation will increase the positive impact of the college on the economy and better serve business and industry partners. Each year, there are more job openings than graduates in most programs at Northwest Tech. Northwest Tech plans to achieve this goal through targeted career services efforts starting in the first semester and continuing to graduation. Data: Northwest Tech career services personnel conduct annual graduate and employer follow-up surveys to determine the placement statistics for graduates. They report this data in the Kansas Higher Education Data System. The reported data will be used for reporting progress on the Performance Agreement goals. Indicator 6: Increase the three-year graduation rate for all students Description: Northwest Tech aims to increase the three-year graduation rate for all students, including both the college ready and non-college ready cohorts. Rationale: A key element in the mission of Northwest Tech is to prepare individuals for gainful employment in technical and professional careers. Students invest significant time and money into the pursuit of a college degree. Graduation is essential to obtaining employment and realizing a return on their investment, thus it is a key indicator of success at Northwest Tech. Although there are additional barriers to graduation for the non-college ready cohort, Northwest Tech has a strong history of serving this population and is committed to helping all incoming students achieve their certificate or degree. Data: Northwest Tech collects data on graduation rates and reports it in the Kansas Higher Education Data System. This data will be used for reporting progress on the Performance Agreement goals. Staff Comments and Recommendation: All indicators proposed by Northwest Kansas Technical College are in Foresight 00 and/or the performance agreement model. Staff recommends approval. 89

90 Salina Area Technical College Performance Agreement FTE: 40 Contact Person: Laura Birrell Phone and , Date: 08//3 Salina Area Technical College Increase number of certificates and degrees awarded. Foresight Goals 00: 440 0: 40 0: 573 Baseline: 47 3yr History AY 04 (Summer 03, Fall 03, Spring 04) AY 05 (Summer 04, Fall 04, Spring 05) AY 06 (Summer 05, Fall 05, Spring 06) Improve retention of first-time, fulltime college ready freshmen. 3 Increase percent of students employed in Kansas one calendar year after graduation. 4 Increase percentage of sudents passing industry credential WorkKeys. 5 Improve students' achievement in National Occupational Competency Testing Institute test (written and performance). 6 Increase number of traditional age students (9 years old and below) enrolled in CTE courses/programs. 00: 70.7% (94/33) 0: 66.% (00/5) 0: 75.4% (86/4) Baseline: 7% : 87.6% (795/908) Baseline: 88% 00: 78.0% (06/36) 0: 83.0% (03/3) 0: 88.6% (40/58) Baseline: 83% 00: 69.5% 0: 68.% 0: 67.6% Baseline: 68% 00: 50 0: 0: 06 Baseline: 6 90

91 Salina Area Technical College Performance Agreement Narrative Indicator : Increase number of certificates and degrees awarded. Salina Area Technical College s goal is to have more students earn their AAS degrees and complete program certificates. Historically, some students have not seen the advantage of completing their general education requirements in order to graduate with a degree or complete a program certificate. In addition, many students do not complete their degrees or certificates because they have been able to find jobs in their chosen field with only completing a portion of their degree or certificate and do not see the importance of completing the program. This trend hurts students individually but will also impacts the program as a whole in terms of industry based credentials approved by the Technical Education Authority. In order to address this issue, English and Math faculty have been hired to revise existing curriculum and develop and offer general education courses at times that students can take advantage of these learning opportunities without interrupting their technical courses. The English and Math faculty are designing several levels of courses to fit the needs of our students. Additionally, SATC staff will work to educate students before enrollment about the importance of completing their degree or certificate. The increased communication and collaboration with area K- facilities will help to enhance our relationship with them. In addition to helping students and to increase communication with area K- institutions, this indicator is also an important goal for Salina Tech s pending HLC accreditation and is part of the college s current strategic plan for enrollment growth. For this indicator, the last three years of historical data was taken from KHEDS and is the following: 00: 440, 0: 40, and 0: 573. The data from the last three years has provided us with the information needed to provide a baseline of 47 degrees awarded. Indicator : Improve retention of first-time, full-time college ready freshmen (percentage of students retained Fall data) (KHEDS data). A multi-pronged initiative has been implemented and will be the focus for this indicator. This year starts the second year of having a full-time advisor meeting with all incoming students, an early alert system for identifying at-risk students, supplemental guidance and instruction and guidance for at-risk students, and added tutoring services, which are all aimed at increasing retention and increasing completion rates, the two main focuses of SATC s upcoming accreditation by the Higher Learning Commission. This indicator is an important part of the college s strategic plan as it also helps to strengthen processes and services and improves visibility and perception. Data collection will be taken from the KHEDS data report and will consist of the percentage of students retained in comparison to the Fall and Spring data. For this indicator, the last three years of historical data was taken from KHEDS and is the following: 00: 70.7% (94/33), 0: 66.% (00/5), and 0: 75.4% (86/4). The data from the last three years has provided us with the information needed to provide a baseline of 7% retention rate of students from the fall to the spring semester. Indicator 3: Increase percent of students employed in Kansas one calendar year after graduation (KBOR/KDOL data). Every program at SATC has its own industry based advisory board that guides the program instructors as to the best employment skills for the program (graduates to have upon graduation. In addition, student services follows up with SATC s graduates employers by conducting a satisfaction survey. This survey, in addition to the valued opinions of the advisory boards, gives college faculty and instructional staff the information that they need to ensure that students are learning the skills they require to find and keep employment in Kansas. SATC will also work with the Chamber of Commerce to develop and promote mini job fairs at the College in early spring. This indicator coincides with Salina Tech s strategic plan on several levels by matching the goals of improving visibility and perception, by enrollment growth, and most importantly, by providing quality instruction that meets community needs. For this indicator, the last three years of historical data was taken from KBOR and KDOL. The number of students employed in Kansas one calendar year after graduation for was 87.6% (795/908). This data has helped us to set the baseline of 88% for the number of students from SATC that are employed in Kansas one calendar year after graduation. 9

92 Indicator 4: Increase percentage of students passing industry credential WorkKeys. Students will utilize KeyTrain to review and prepare for the Kansas WorkKeys testing beginning at the first of the school year. The target goal is to increase the number of students achieving industry recommended levels of WorkKeys certificates. Salina Tech already has a high percentage of students who meet or exceed the established industry standards. The Learning Resources Specialist will test all students using the Kansas WorkKeys Reading for Information, Locating Information, and Applied Mathematics. Scores will be compared to the industry recommended level for each program to determine students who have achieved or exceeded the industry recommendation. Again, this indicator is very important for the college s strategic plan and will help to meet the goal of providing quality instruction that meets community needs. For this indicator, the last three years of historical data was taken from our WorkKeys/Industry standards data and is the following: 00: 78% (06/36), 0: 83.0% (03/3), 0: 88.6% (40/58) met industry credential Workkeys standards. The data from the last three years has provided us with the information needed to provide a baseline of 83% meeting industry credential Workkeys standards. Indicator 5: Improve students achievement in the National Occupational Competency Testing Institute (NOCTI) test (written and performance). The measurement of foundational skills that demonstrate conceptual and procedural knowledge can be difficult to measure but are imperative to the success of students graduating with a technical degree. Underlying job-specific technical knowledge, skills and foundational skills are relevant to all jobs in any setting. These foundational skills include oral and written communication, critical thinking, problem solving, quantitative literacy, ethical reasoning, and so on. In reality, the foundational skills are regularly used in practice; the key is recognizing them as such, and therein, lies the challenge of assessing these skills in the technical component of a program. The data and scores from NOCTI are tabulated and shared with faculty and assessment committee. The results are then used by the assessment committee, faculty and program advisory boards to evaluate the programs outcomes and courses learning objectives. SATC strives to provide highquality technical training as well as graduate a well rounded workforce population. This indicator is very important to SATC s strategic plan. It is essential to several of this year s annual objectives of progress toward HLC accreditation and to assessment of student professionalism. We have used scores provided to us by the National Occupational Competency Testing Institute to help set an accurate baseline for improving conceptual and performance knowledge of students in the programs employing NOCTI. For this indicator, the last three years of historical test scores was taken from NOCTI and is the following: 00: 69.5%, 0: 68.%, and 0: 67.6%, this indicator is the average grade received on the tests. The scores from the last three years has provided us with the information needed to provide a baseline score of 68% as an improved average testing score in students NOCTI testing. Indicator 6: Increase number of traditional age students (9 years old and below) enrolled. Salina Area Technical College places significant emphasis on overall enrollment as part of our strategic plan. New programs and flexible scheduling opportunities are being made available with additional exploration of degree completion opportunities in the evenings and possible blended learning classes. An increased focus on workforce development and on preparing students for high-need industries gives SATC an additional recruiting tool and is an attraction to students who would like to or need to support themselves soon after graduating from high school. This indicator easily lends itself to the strategic goals of enrollment growth and improving visibility and perception of SATC. For this indicator, the last three years of historical data was taken from KHEDS and is the following: 00: 50, 0:, and 0: 06. The data from the last three years has provided us with the information needed to provide a baseline of 6 for the number of students (9 years old and below) enrolled in CTE courses/programs. Staff Comments and Recommendation: All indicators proposed by Salina Area Technical College are in Foresight 00 or in the performance agreement model. Staff recommends approval. 9

93 Wichita Area Technical College Performance Agreement FTE: 6 Contact Person: Sheree Utash, Scott Lucas Phone and ; ; [email protected]; [email protected] Date: 9/30/03 Wichita Area Technical College Increase number of certificates/degrees award earned. Foresight Goals Baseline: 87 3yr History AY 04 (Summer 03, Fall 03, Spring 04) AY 05 (Summer 04, Fall 04, Spring 05) AY 06 (Summer 05, Fall 05, Spring 06) Performance of students on institutional quality measures Lower the ratio of award seeking students to credentials conferred. 3 Increase number of third party technical credentials earned. 4 Increase percent of students with a C or higher in Intermediate Algebra or higher after successfully completing EBS (Dev.Ed) Math course. 5 Increase number of Hispanic/Latino students enrolled in post-secondary education. 6 Increase percent of high school students successfully completing courses (848/846) (984/805) (99/869) Baseline: Baseline: % (8/45) 0-75% (59/79) 03-75% (90/0) Baseline: 7% Baseline: % (9/) % (77/86) %(60/663) Baseline: 85% 93

94 Wichita Area Technical College Performance Agreement Narrative Indicator : Number of certificates/degrees award Description: WATC will increase the number of students earning a certificate or an associate degree award. Rationale: WATC will focus on increasing the number of students who earn certificate/degrees by improving completion rates of programs through targeting specific retention/completion efforts for identified programs. The strategy includes improving communications and processes between faculty and students services to assist students in program and course selection and provide a goal-oriented model for completion, individually prescribed for students. Two of the major areas of concern for program completion includes completing required academic (non-technical) courses and completing the program in its entirety before entering the workforce. Data Collection: Data will be collected through identifying graduates and then reporting this information in the KBOR KSPSD data system. In September, WATC reports to KBOR total number of completers of KBOR approved programs. Indicator : Ratio of award-seeking students to credentials conferred. Description: WATC will decrease the ratio of award-seeking students to the number of certificates/degrees conferred. The ideal ratio is to, i.e., each student receives an award. The current baseline of.39 to means that for every.39 students, only one award is given, leaving.39 students without an award. Rationale: In addition to increasing graduates, another aspect of program completion is comparing the number of graduates to the actual number of students seeking an award in those programs. This measurement fits with strategic planning by encouraging the college to put in place retention and completion efforts to increase persistence and graduation and it adds the element of encouraging students to declare a goal attainment at intake of a technical certificate or AAS degree. This additional element is what compels students to enter the program, which at technical colleges hopefully leads to more graduates ultimately entering the workforce. The Higher Learning Commission uses a very similar measurement to gauge the health of two-year colleges and the National Center for Education Management Systems (NCHEMS) uses a similar measure to gauge the effectives of colleges. The impact of this measurement can be factored into many college initiatives. For example, one initiative is encouraging SB55 high school students to continue onto post-secondary education to complete programs. This measure then becomes a tool for measuring the efficiency and effectiveness of academics and student services in helping students enter and complete technical programs of study. Data Collection: WATC will utlize the annual KBOR-KSPSD reports to provide the number of declared majors and completers. The majors and completers are based on KBOR definitions of programs. Indicator 3: Number of third party technical credentials Description: WATC will increase the number of students successfully earning one or more third-party techincal credentials. Rationale: With the Board of Regents program alignment project and the significance of these measures for Perkins funding, WATC anticipates a growth of the number of students taking, passing, and thus reporting successful completion or attainment of a credential. The credential or industry standard assessment tests the student s ability to be successful in their chosen field by assessing technical knowledge and skills specific to their program. The ability to successfully pass the assessment ensures that students also have the foundational skills of critical thinking and problem solving. In addition, end of program testing allows WATC to verify that the curriculum aligns with national/industry standards. By increasing the number of students who successfully earn or complete an end of program assessment, certification, or licensure, WATC increases the number of students who have the skills to be successful in work and validates WATC students have the technical and foundational skills in their chosen field. Data Collection: Data will be collected through contacting students, faculty, and third-party provides to capture pass/fail information on technical credentials. This information is reported for students throughthe KBOR KSPSD data system. In January, WATC reports to KBOR total number of credentials program concentrators earn in KBOR approved programs. 94

95 Indicator 4: Percent of students with a C or higher in Intermediate Algebra or higher after successfully completing Essential Basic Skills (Dev.Ed) Math course. Description: WATC will increase the percent of students who earn a grade of C or higher in Intermediate Algebra or higher math courses after successfully completing an Essential Basic Skills (EBS) Math course. Rationale: Many WATC Industry Advocate Team members indicate that after technical skills, mathematics is the skill most needed to be successful in the workplace. Furthermore, all associate degrees at WATC require students to successfully complete at least College Algebra; however, many students are not prepared for College Algebra. These students require developmental math courses to improve their skill level to be able to successfullly complete College Algebra. WATC has committed resources to additional tutoring and has integrated mymath lab (an online resource) to assist students in improving math skills to be successful as they progress through the math curriculum. Data Collection: Student course and grade information will be pulled from student information to provide total number of students enrolled and total number of students earning a C or higher. Successfully completing an EBS course is defined as earning a C or higher. Intermediate Algebra, College Algebra, Elementary Statistics, and Trigonometry are the courses used to idenfity students. Only those students who earn a letter grade will be counted, students who withdrawal from courses will be excluded. Indicator 5: Number of Hispanic/Latino students enrolled in post-secondary education Description: WATC will increase the number of Hispanic/Latino students enrolled in post-secondary education at WATC. Rationale: WATC excels at having a racially diverse campus. Overall, WATC's ethnic minority demographic makeup is more diverse than the city of Wichita and Sedgwick County. Specifically, Black/African-American, Asian, and American Indian student representation surpasses the surrounding community s. The one ethnic group underrepresented at WATC compared to the surrounding area is the number of Hispanic/Latino students particpating in post-secondary education.watc will address this goal with targeted marketing and recruiting efforts for this specific demographic group. This includes actively participating in Hispanic/Latino community events and creating WATC literature in Spanish. Data Collection: Data will be collected through self-identification by students on admissions and other WATC forms. This information is reported in the KBOR KSPSD data system in September. Indicator 6: Percent of high school students successfully completing courses. Description: WATC will increase the percent of high school students successfully completing courses. Rationale: Since separation from USD 59, WATC has struggled with enrolling high school dual credit students into WATC courses to earn college and high school credit concurrently. In 0 WATC invested resources to develop partnerships with local high schools to increase dual-enrollment students. With the addition of Senate Bill 55 in 03, WATC placed significant resources, time, and effort in partnering with high schools. This targeted group includes high school concurrent enrollments enrolled in SB55 and non-sb55 courses. WATC made great strides in developing relationships in 03 with area school districts and high schools. New partnerships and opportunities are planned for 04 and beyond directly focusing on the efforts set forth in SB55. As these partnerships and programs are realized, WATC believes that simply counting enrollments is not enough to measure accomplishment. High school students must be successful in the courses they take while enrolled at the college. Data Collection: All students will be tracked and monitored in the student information system based on their high school status and course grade information. The percentage is total number of high school students successfully completing a course divided by total number of high school students receiving a grade. Successfully completing courses is defined as receiving no grades of F. Staff Comments and Recommendation: Indicators,, 3 and 5 proposed by Wichita Area Technical College are in Foresight 00. Indicator 4 is a focus of the Board and Indicator 6 speaks to the Governor s technical education initiative. Staff recommends approval. 95

96 Washburn University Performance Agreement FTE: 5490 Contact Person: Dr. Nancy Tate Phone and Date: 8/5/03 Washburn University Increase first to second year retention rates of first time full-time freshmen. Increase the number of Certificates and Degrees awarded. Foresight Goals 3yr History 009 Cohort 65.7% (465/708) 00 Cohort 6.% (486/78 0 Cohort 66.4% (564/850) Baseline: 64.7% Baseline: 85 AY 04 (Summer 03, Fall 03, Spring 04) AY 05 (Summer 04, Fall 04, Spring 05) AY 06 (Summer 05, Fall 05, Spring 06) 3 Increase the ranking among the state public universities as measured by the endowment per FTE student. 4 Increase the percentage of students passing undergraduate professional/licensure board exams. 5 Increase the number of online student credit hours completed. 6 Increase the number of transfer students from Kansas technical/community colleges Rank 0 Rank 0 Rank Baseline: Rank FY0-469/498 = 94.% FY - 445/473 = 94.% FY - 494/57 = 93.7% Baseline: 94% FY - 5,773 FY - 8,6 FY3-7,39 Baseline: 7,38 FY - 40 FY FY3-403 Baseline: 43 96

97 Washburn University Performance Agreement Narrative Indicator : Increase first to second year retention rates of first time full-time freshmen. Because of our commitment to the retention of Washburn students, the university implemented a new requirement in the academic year for fulltime first-time freshmen to complete a first-year experience course designed to orient students to success skills, goal-setting strategies, and services available to assist them as they pursue their college degree. To support this initiative two administrators, the Assistant Director of Student Success and the Coordinator of the First Year Experience course, were hired as well as additional instructional librarians. The data regarding full-time first-time freshmen is provided to the Kansas Board of Regents annually as a subset of our fall census data and will be provided annually by KBOR. Our baseline data indicate our retention rate has fluctuated during the past three years. It is our hope that the recently implemented first year experience course, coupled with additional co-curricular programming and staffing, will increase our first to second year retention rate of first time full-time freshmen. Indicator : Increase the number of Certificates and Degrees awarded. Washburn is committed to increasing the number of students receiving certificates and degrees at the university in support of KBOR s strategic goal to increase higher education attainment among Kansas citizens. The data regarding the number of certificates and degrees awarded is provided to the Kansas Board of Regents annually in our academic year KSPSD file submission. Our baseline data indicate the total number of certificates/degrees awarded has been steadily increasing over the past three years; however, with the decreasing number of high school students graduating annually, future increases in certificates/degrees awarded will be challenging and will require a concerted effort by the university to retain and graduate more of our existing students through first year experience programming. We have established an ad hoc committee to investigate gateway courses (courses completed by a great many students) with high numbers of students earning grades of D or F or withdrawing from the course, thus impeding their goal of obtaining a degree or certificate. We are also asking our standing retention committee to develop a comprehensive strategy to increase retention and persistence rates. Through these efforts we anticipate we will be able to make progress attaining this goal. Indicator 3: Increase ranking among the state public universities as measured by the endowment per FTE student. Alumni giving is becoming increasingly important as state support of higher education remains stagnant or decreases. The additional revenue provided by loyal alumni will enable Washburn University to maintain the high quality of our curricular and co-curricular programs in the coming years. Endowment per student FTE is collected from institutions participating in the annual NACUBO/Commonfund Endowment Study. The 3-year baseline data indicate that Washburn s endowment/fte student consistently ranks second among the seven public universities in Kansas. It is our goal to continue to maintain or increase our ranking. It should be noted the trend for alumni giving participation rates across the country is projected to continue downward in the years ahead, so reaching this goal may be challenging, but the Washburn University Foundation has an established plan to maintain and, hopefully, increase alumni participation and philanthropic giving. Indicator 4: Increase the percentage of students passing undergraduate professional/licensure board exams. Students enrolled in our professional programs are frequently required to pass a professional or licensure board exam prior to practice in their chosen field. Professional organizations calculate and relay to Washburn University the pass rates of our students. As indicated in the pass rate data provided, Washburn students consistently have a high pass rate. 97

98 FY0 FY FY Nursing (NCLEX) 99/=89.% 84/93=90.3% 4/37=90.5% Clinical Laboratory Science /=00% 4/4=00% 6/6=00% Diag. Medical Sonography 0/=95.% 5/6=93.7% 9/0=90% Health Information Technology 3/3=00% 5/7=7.4% 4/4=00% Physical Therapist Assistant 0/=90.9% 9/=90.5% 7/8=94.4% Radiation Therapy 55/6=90% 56/59=94.9% 58/6=95% Radiologic Technology 6/6=00% 0/=95.% 0/0=00% Respiratory Therapy /=00% 9/0=90% 9/9=00% Magnetic Resonance 6/6=00% 8/8=00% 3/3=00% Occupational Therapy Assistant New Program New Program 6/7=85.7% Education (PRAXIS) 7/35=97% 5/34=96% 8/4=94% TOTAL 469/498=94.% 445/473=94.% 494/57=93.7% Maintaining high pass rates reflects the quality of the learning provided by our dedicated faculty and provides better opportunities for our students to obtain employment in their field. We have implemented strategies in the various programs to assist students in successfully passing their board/licensure exams so that we can maintain this high percentage pass rate and meet this performance indicator. Indicator 5: Increase the number of online student credit hours completed. Online courses are defined as courses delivered over distance and have been given an identifying code. The student credit hours in online courses are compiled and summed for the academic year (summer, spring, and fall semesters). Our 3-year baseline data show a fluctuating number of SCH. We are planning to increase our online course offerings to meet the needs of place bound and working students who find it difficult to attend a face-to-face class. Indicator 6: Increase the number of transfer students from Kansas technical/community colleges. Washburn University will be making a concerted effort to strengthen relationships with the Kansas community and technical colleges to increase the number of students who transfer to Washburn University from these institutions to complete their education. We plan to review our transfer policies and streamline the transfer process as much as possible. Each student who enrolls at Washburn is coded with a student type at time of admission. The code for transfer students is a T. Each semester, Research reports on the number of transfer students. Our 3-year baseline data indicate a fluctuation in the number of transfer students and we hope to develop a steady upward trend as a result of our investment in this relationship building. Staff Comments and Recommendation: Indicators through 4 proposed by Washburn University are in Foresight 00 while Indicator 5 is a focus of the Board. Staff recommended Indicator 6 measure enrolling a population that Foresight 00 directly targets. For Indicator 6, Washburn University chose to focus on enrollment of transfer students because it is an institutional goal. Staff recommends approval. 98

99 Washburn Institute of Technology Performance Agreement FTE: 67 - AY Contact Person: Gillian Gabelmann Phone and [email protected] Date: 8/4/3 Washburn Institute of Technology Increase the number of certificates & degrees awarded Foresight Goals Baseline: 85 3yr History AY 04 (Summer 03, Fall 03, Spring 04) AY 05 (Summer 04, Fall 04, Spring 05) AY 06 (Summer 05, Fall 05, Spring 06) Increase the Student Success Index 3 Increase the number of third party technical credentials, including WorkKeys 4 Increase the percentage of students enrolled in Bridge Program courses who successfully complete the course. 5 Increase the total number of traditional aged students enrolled in Fall semester - 0 th day unduplicated headcount 6 Increase the three year completion rate of college ready cohort % % % 546 Baseline: 8.% Baseline: no data is available no data is available 0-60/9 =65% Baseline: 65% Baseline: /35 =90% 0-0/6 =87% 0 96/ = 79% Baseline: 86% 99

100 Washburn Institute of Technology Performance Agreement Narrative Indicator : Increase the number of certificates awarded This indicator relates to Foresight 00 goal number Increasing Higher Education Attainment.. Description: This indicator will measure the number of KBOR approved certificates awarded to Washburn Tech graduates.. Rationale: It was chosen because it also ties directly to Washburn Tech s mission: Washburn Tech delivers innovative educational training opportunities to enhance individuals lives and to strengthen the communities we serve. Students who complete their programs are awarded certificates and this is one way that industry can determine if the student is qualified for employment. 3. Data Collection: This measure is based on a report from KBOR of the number of successful completers who were then awarded a certificate. It is not necessarily an unduplicated number because students may receive more than one certificate in a program of study. Indicator : Increase the Student Success Index This indicator relates to Foresight 00 goal number Increasing Higher Education Attainment.. Description: This indicator is a measure of the institutional effectiveness for students within the system and, for Washburn Tech, it includes the following measures: Completed Home Institution, Retained Home Institution, Retained System Institution and Retained Elsewhere.. Rationale: This measure was chosen because it allows Washburn Tech to track not only the students who complete or are retained at Tech but also those retained within the system. While most of Washburn Tech s students complete their certificate at Washburn Tech, there are a small percentage that are retained at other institutions. 3. Data Collection; Data are provided by KBOR and are based on cohort data where the student is tracked and recorded two years after enrollment. KBOR KHEDS AY Collection and National Student Clearinghouse. Indicator 3: Increase the number of third party technical credentials, including WorkKeys Indicator 3 relates to Foresight 00 goal number Meeting the Needs of the Kansas Economy.. Description: This indicator will measure the number of students who receive industry recognized credentials either during or at the completion of their program of study.. Rationale: This indicator was chosen because it is a direct measure of our success in meeting the needs of the Kansas Economy. 3. Data Collection: The data include the number of third party credentials that are achieved by students who are attending Washburn Tech. The data are collected from students and from official websites where the results are published. It includes WorkREADY certificates as well as Auto Service Technician (MACS, S/P, NA3SA, ASE); Building Technology (EPA 608); Business Administration Technology (Microsoft Office); Certified Nurse Aide (CNA); Auto Collision (ICAR, ASE); Computer Repair/Networking (CCNA, CCENT, Comptia A+, MCP. Comptia Network+); Electricity HVAC (Refrigerant Handling); Electronic Technology (Certified Electronics Technician, Amateur Radio License), Heavy Construction (NCCER, Class B CDL, OSHA 30), Home Health Aide (HHA), Legal Office Professional (Certified Legal Secretary); Medical Office Specialist (MS Office); Practical Nursing (NCLEX); Culinary Arts (ServSafe); Surgical Technology (CST) and Welding (American Welding Society AWS Level ). 00

101 Indicator 4: Increase the percentage of students enrolled in Bridge Program courses who successfully complete the course.. Description: Students who do not meet the criteria to enter a college program at Washburn University or Washburn Tech are offered the opportunity to enter the Bridge program. This program enables them to work on their basic skills in Mathematics, Reading, and Writing. They also take College Skills and Computer Applications. These students are retested using COMPASS a standardized ACT test that measures college readiness at the end of the program to determine if they are ready for college level work. The program is new so only one year of baseline data is available.. Rationale: This indicator was chosen because it measures the success of a non-college ready student population. 3. Data Collection: The data also include students who test into and take Technical Mathematics I, which does not meet the requirements for an AAS degree. This value is calculated as the number of successful completers in bridge courses and Tech Math I compared to the number of enrollments. This is duplicated headcount. Indicator 5: Increase the number of traditional aged students enrolled This is an institutional goal.. Description: This measure will track the number of traditional aged students enrolled in Washburn Tech programs. These students are defined as post-secondary students who are less than 0 years old on census day.. Rationale: Washburn Tech has had a long tradition of serving students from its local area. In previous years this was comprised of primarily high school students and non-traditional post-secondary students. Since the affiliation with Washburn University there has been an increased emphasis on serving traditional aged students. Data for the past three years shows that this number fluctuates up and down from year to year, which is not surprising when there has been no focused effort on recruiting this demographic. It is the intention of Washburn Tech to focus on recruiting students who are just graduating from high school. 3. Data Collection: Number of unduplicated traditional aged students enrolled at Washburn Tech in Fall semester on the 0 th day of the semester. Indicator 6: Increase the three year completion rate Foresight 00 goal number Increasing Higher Education Attainment. Description: Indicator also relates to Foresight 00 goal number Increasing Higher Education Attainment and it was chosen as it is a measure of success for all parts of the institution.. Rationale: It is a concern to the institution that the percentage is going down and we are discussing ways to reverse the trend. The data does only consider first time, full time students and it should be noted that the number of first time, full time students is decreasing (the denominator) from year to year. This is because a greater percentage of our students are students who have previously attended other post-secondary institutions. Other factors include students who enter the workplace prior to completing their programs. 3. Data Collection: The data source is IPEDS. Data are based on first time, full time students who complete their certificate within 50% of normal graduation time. The data calculate the percentage of students who graduate with a certificate in a Kansas Board of Regents approved program. Staff Comments and Recommendation: All indicators proposed by Washburn Institute of Technology are in Foresight 00, in the performance agreement model or are a focus of the Board (i.e., remedial education). Staff recommends approval. 0