Periodic Review Report Presented by:

Luzerne County Community College 1333 South Prospect Street

Nanticoke, PA 18634

May 24, 2016

Thomas P. Leary, President

Date of most recent decennial evaluation team’s visit: February 27, 2011 – March 2, 2011

Luzerne County Community College Periodic Review Report Table of Contents

Certification Statement…...………...……………………………………………………………i

Chapter One: Executive Summary..…………………………………………………………...1

Chapter Two: Summary of Institution’s Response to Recommendations from the Previous Evaluation and to Commission’s Actions………………………………………………………5

Chapter Three: Major Challenges and Opportunities………………………………………19

Chapter Four: Enrollment and Finance Trends and Projections………………………......29

Chapter Five: Organized and Sustained Process to Assess Institutional Effectiveness and

Student Learning ……………………………………………………..………………………..37

Chapter Six: Linked Institutional Planning and Budgeting Processes.……………………51

Appendices………………………………………………………………………………….......58

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Chapter One. Executive Summary

OVERVIEW OF LUZERNE COUNTY COMMUNITY COLLEGE

Luzerne County Community College (LCCC or the College), established in 1967, is a comprehensive, publicly-supported, two-year community college with the following mission: Provides excellence in education, fosters student success in achievement of goals, and positively impacts Luzerne County and the surrounding northeastern Pennsylvania region.

The College offers programming in Luzerne, Columbia, Wayne, and Northumberland counties in Northeastern Pennsylvania (PA). The main campus is located in Nanticoke, Luzerne County. Additional locations are the Wilkes-Barre Center and Hazleton Center in Luzerne County, Honesdale High School and Wayne County Memorial Hospital in Wayne County, the Berwick Center in Columbia County, and the Northumberland and Kulpmont Centers in Northumberland County. Other instructional sites are located throughout northeastern Pennsylvania. The College serves students from Wyoming, Schuylkill, Carbon, Lackawanna, Bradford, and Sullivan counties, in addition to the counties previously noted.

As a comprehensive community college, LCCC offers career, transfer, lifelong learning, developmental/remedial and workforce education. In 2015-2016, LCCC offered 25 transfer associate degree programs (Associate in Arts and Associate in Science), 46 career associate degree programs (Associate in Applied Science), 29 certificate programs, and 14 specialized credit diploma programs. In addition, Misericordia University and Temple University offer upper level courses at the College.

LCCC has articulation agreements with 41 colleges and universities, including 53 course-to-course equivalency articulation agreements, one general education-to-general education program agreement, 10 program to program agreements with 14 Pennsylvania state universities (in accordance with the 2006 PA Act 114), seven dual admissions agreements, and 47 Secondary Career and Technical Education program agreements.

The College’s credit enrollment for Fall 2015 totaled 5,788 in unduplicated headcount. Fifty-five percent of students attended part-time, sixty percent were female, and forty percent male. A majority of students (64% in Fall 2015) were 24 years of age and under. Early College students (high school students enrolled concurrently at LCCC and secondary/high schools) were included in credit enrollment (450 students Fall 2015). The diverse racial and ethnic population grew to approximately 20% (Fall 2015), reflective of the growth in Luzerne County, where 15% of the population is diverse. Fifty-eight percent of students submitting a FAFSA were determined to be Pell eligible. Forty-five percent of first-time degree seeking students enrolled in developmental courses in the first semester. Total noncredit registrations in 2015 were 4,083.

Committed to providing the highest quality and most affordable education to the residents of the service area, the College’s five institutional goals are to provide a foundation of core knowledge and skills; develop contributing and culturally competent members of society; guide the learner in pursuit of educational and career goals; design a quality educational experience accessible for all learners; and develop partnerships within the community to contribute to the economic, technological, and social advancement of the region. The goals speak to the College Mission

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Statement and serve as the foundation of the College’s Strategic Plan. As reflected in the Periodic Review Report (PRR), the goals align with budgetary, curricular, and service initiatives and processes and therefore work to fulfill the College’s mission.

PRR PREPARATION: SUMMARY OF THE INSTITUTIONAL APPROACH

The PRR was developed through an analysis of the College from a retrospective, current, and prospective perspective and provided the opportunity for students, faculty, staff, and members of the Board of Trustees and Advisory Boards to contribute. The PRR team consisted of faculty, administrators, and staff representing each division of the College led by a Core Team consisting of the Provost and Vice-President of Academic Affairs, Vice-President of Workforce and Community Development, Dean of Enrollment Management and Student Development, Dean of Business and Technology, Dean of Nursing and Health Sciences, Dean of Finance, Director of Institutional Research and Planning, Faculty Associate for Student Learning, Director of Curriculum and Program Development, and Financial Analyst. A concerted effort was made to develop future leaders and sustain the momentum of the Culture of Assessment by including newer members of the College community on the team.

The process to research and develop the report, described in detail in Chapter Six, was linked to the Strategic Planning process. The timing of submission of the PRR aligned with the College’s update to the Strategic Plan which required the involvement of the faculty, staff, students, the Legislative and Outreach committee of the Board of Trustees and external stakeholders. Data gathered during the planning process were reviewed by the Core Team who engaged appropriate subject matter experts when needed. The College schedules a review of mission and goals every four years. During 2011, a simplification of the LCCC Mission Statement provided a focused approach to goal setting which guided the development of both strategic and operational plans with linked goals throughout all College plans.

LCCC had a decennial Middle States Review in March 2011. The June 2011 Middle States Commission decision resulted in probation due to non-compliance on Standards 5, 7, 12, and 14. The College submitted a Monitoring Report with a Site Visit in March 2012. In June 2012, the Middle States Commission voted to remove the probation and commended the College for developing a comprehensive assessment approach with unconditional support by faculty and staff. A December 2013 Progress Report demonstrated ongoing progress with Standards 7, 12, and 14. Much of the work done since the 2011 Self-Study was reported in the 2012 Monitoring Report and the 2013 Progress Report. The PRR focuses on ongoing, sustained activity since the last report as well as plans for moving forward.

Drafts of the PRR were shared with the College community through open forums and presentations to faculty, staff, students, Trustees, and Advisory groups. Access to the report was available through the College’s Staff Intranet. The PRR was revised based on comments and made available to the College community in April 2016. On May 23, 2016, the Board of Trustees approved the PRR and authorized submission to the Middle States Commission.

INSTITUTIONAL CHANGES AND DEVELOPMENTS

The LCCC Mission and Goals guide students, the Board of Trustees, administration, faculty, and support staff. Data drive decision-making, and assessments facilitate change for improvement. The participation in data collection and assessment across the College community revolutionized

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College operations. Changes have been significant and sustained. The following is an overview of institutional changes and developments supported by evidence throughout the upcoming chapters.

The Culture of Assessment drives the College’s changes and developments for institutional effectiveness and student learning. Data-driven decision-making is the foundation for all changes and developments at the College. This report cites many examples.

The 2012 Monitoring Report included a commendation for the College for the positive steps taken to create a Culture of Assessment (“an energetic and enthusiastic faculty and staff that embrace and unconditionally support all assessment activities”), and the College continues to work to strengthen the culture. The Board of Trustees has modeled and supported the Culture of Assessment by completing an annual self-assessment and using the results for self-improvement. The President and President’s Leadership Team maintain a strong focus on the Culture of Assessment by ensuring the College’s compliance to MSCHE accreditation standards using the Systematic Plan for Evaluation. Faculty are actively involved in assessment activities and use the information to improve teaching and learning. Staff utilize assessment activities to improve student services and student learning in non-curricular experiences. Assessment Days and the SharePoint repository are two college-wide initiatives supporting the Culture of Assessment.

The Developmental/Placement Committee has reviewed student learning data related to Mathematics and English placement. As a result of the review and a study of best practices, major changes to criteria for placement and developmental/remedial sequence have occurred. “Closing the Loop” by reassessment is ongoing.

Retention data are reviewed as related to best practices and opportunities for improvement. From 2013 to 2015 the College piloted and implemented new and enhanced programs and services in a number of areas, including the revised academic faculty advisement format, the mid-term grade pilot, and the creation of The Write Place, an online and in-person writing support center for students seeking assistance with written assignments. In addition, the College understands the need for staffing to support retention initiatives and in 2015 hired two part-time Retention Specialists.

Data drive change at the College to improve student success. Improvements to degree programs have been identified to support student access and increase degree completion. The initiatives include alternative scheduling, accelerated programming, increased availability as well as alternative delivery methods (hybrid, technology enhanced, and contextualized remediation) and credit for prior learning, which was supported by the Trade Adjustment Assistance Community College and Career Training (TAACCCT II) Grant Program.

Environmental scan data identified a new market for the College not currently served by a community college. The College, pending Commission approval, has selected an additional location based on the need for quality, low-cost education in Lackawanna County. An additional location to better serve students in upper Luzerne County will be in the city of Pittston pending Commission approval.

Data-driven decision-making drives changes to improve teaching and learning; however, additional resources are needed for successful implementation of the changes. The College has taken a more aggressive approach to seeking grants and exploring other funding sources for college-wide improvement by increasing the number of grant partnerships, grant submissions, and foundation requests.

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The College has improved classroom and laboratory facilities. The TAACCCT IV grant award made possible a new, fully-equipped welding laboratory as well as the opportunity to upgrade the diesel and advanced manufacturing facilities and equipment. The diesel program also benefited from a Pennsylvania Department of Labor grant award. In addition, Building 2 (Trades) and Building 9 (Humanities) facilities have been completely renovated, and new microscopes have been purchased for science programs to better support teaching and learning.

Increased utilization of the Ellucian system college-wide has provided the College the opportunity to improve services and increase communication with students. The update to the communication management system, implemented for all students, has improved the application to enrollment process. The Financial Aid and Ellucian Go mobile applications implemented in 2016 provide students increased access to information. The Title III grant allowed for the purchase of Ellucian Student Planning software which enables students to develop individual educational plans for degree completion.

PRR ABSTRACT

Chapter Two summarizes the College’s response to all requirements and recommendations identified by the Commission, the 2011 Re-accreditation Evaluation team and the 2011 Re-accreditation College’s Self-Study Team. Recommendations served as the guide for the College’s journey toward excellence over the past five years.

Chapter Three addresses the College’s challenges and opportunities related to enrollment and funding. Analysis of LCCC’s major accomplishments is provided.

Chapter Four presents enrollment projections for 2016 through 2018 and explains the assumptions upon which the projections are based. Factors identified as having an impact on College enrollment are evaluated. Financial budget information, detailed audits, management letters, and IPEDS information are attached.

Chapter Five describes the progress made in the College’s efforts in the assessment of institutional effectiveness. College-wide reports utilized to monitor progress on initiatives and/or performance indicators are identified. Assessment information at the institutional, departmental, program, and course level is reported with examples of facilitated changes.

Chapter Six describes the College planning process on the strategic, operational, and tactical levels with assessment and accountability at each level. Linkages between planning, procedures, and the budget procedure are outlined and examples cited.

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Chapter Two. Summary of Institution’s Response to Recommendations from the Previous Evaluation and to Commission’s Actions

The College’s Self-Study of 2011, the Evaluation Team Recommendations from the Self-Study Report, and the Commission’s Response to the College’s 2011 Self-Study Report served as guides for the College’s journey toward excellence over the past five years. Prior to the Commission’s June 2011 Action, the College began to address the recommendations identified by the self-study work groups and the Evaluation Team. At the time of the 2012 Monitoring Report, 65% of the items had been addressed with the remaining 35% in progress. To date, all items have been addressed. Recommendations serve as a comprehensive planning tool with a focus on institutional effectiveness and student learning. The Strategic Plan, policies, procedures, and departmental processes have been modified and improved to ensure achievement of the College’s Mission, Goals and Objectives.

Chapter Two summarizes the College’s response to all requirements and recommendations identified by the Commission, the Evaluation Team, and the College’s Self-Study. In the first section, the College’s responses to the Commission reported in the 2012 Monitoring Report and 2013 Progress Report are summarized. The second section reports the institution’s response to recommendations from the Self-Study and the Evaluation Team for the remaining standards not addressed in the Monitoring or Progress Reports. Where appropriate, suggestions from the Evaluation team are included. Table 2.1 schematically displays all recommendations not addressed in a Follow-Up Report. The table is organized according to standard, source, and location of response to recommendations with the following notations: IE (Institutional Effectiveness), SL (Student Learning), and PR (Previous Response).

Table 2.1 Response to Outstanding Recommendations

MSCHE, Evaluation Team, and LCCC Self-Study Outstanding Recommendations

Standard Recommendations Source Section & Paragraph

Standard 1 Mission, Goals and Objectives

The college notes, and the team found evidence, that a group has recently been constituted and charged with the review of the mission and goals, but there is no evidence that this group has met. In addition, this is an ad hoc committee, so it is difficult to ascertain how the work product will impact the college. Similarly, the team did not find evidence that the goals had been reviewed or adjusted since their development in 2003. The college is encouraged to complete this mission review and to institutionalize a process for regular review and revision, as needed, of the college’s mission and goals.

MSCHE IE.1

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Standard 2 Planning, Resource Allocation, and Institutional Renewal

• The college could benefit from further clarifying thedistinction between strategic and operational level goals. • The college should improve the communication andtransparency of its plans and their link to resource allocation by: - Establishing a central location for the posting of all the current plans after resources allocation decisions are made (also Standard 5) - Assigning one team member per plan with the responsibility to post the tracking metrics assigned to the activities at prescheduled times. - Providing the additional personnel or faculty/staff training to support the extraction/collection of the milestone data (also Standard 3)

MSCHE IE.2

Standard 3 Institutional Resources

Continue to assess and improve separation of duties for employees where appropriate and move more internal controls to the Business Office.

MSCHE IE.3

Develop plan for review and assessment of process improvement and cross-training opportunities.

LCCC PR.3 IE.3

Standard 4 Leadership and Governance

• The Board of Trustees should complete the development andimplementation their self-assessment protocol. • The college should carefully evaluate the proliferation of ad-hoc committees to deal with ongoing institutional responsibilities. Although they do provide opportunities for multi-constituent work, it is currently unclear how the work of the committee will be reported and how changes or decisions might be implemented. It may be more prudent to consider how the established governance structure could expand to support needed work.

MSCHE IE.4 IE.7

Develop a plan for ensuring appropriate leadership and involvement by the Board of Trustees in fundraising efforts, and establish policies and procedures to guide the assessment of fundraising outcomes.

LCCC IE.5

Standard 5 Administration

Several key administrators perform multiple functions. The President continues to serve as Vice President of Student Development and has eight other directly reporting officers. The Provost serves both as the Dean of Nursing and Health Sciences and partially as the Dean of Arts and Sciences. The Dean of Business and Technology also serves partially as Dean of Arts and Sciences. Assignment of multiple functions may be appropriate, but such assignments should be reviewed periodically to assure that they are effective. As soon as possible a comprehensive review of administrative organization and staffing at the level of associate dean and above should be undertaken to assure that it supports institutional priorities in the most effective and efficient manner. This review should, at a minimum, consider:

• A review of the leadership team job descriptions to consideradding a leadership position in Student Services to alleviate any perception of a conflict of interest as those roles are currently combined within the duties of the president.

• A review of administrative roles within academic affairs toalleviate any perception of a conflict of interest as multiple roles are currently combined within the duties of the vice president of academic affairs/provost.

• An examination of areas of duplication of authority that couldbe effectively combined to free resources for other critical staff.

MSCHE PR.2

Establish standard policies to guide the process of selection of president

LCCC IE.6

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Standard 6 Integrity

Review and revise student-focused policies and procedures as needed to ensure fair and equitable treatment for main campus and off-campus students.

LCCC IE.10 SL.1-2

Review and update the College web page to verify links continue to work, especially for external links.

LCCC IE.9 SL.7

Implement a study of current policies and procedures related to academic and intellectual freedom to ensure all applicable formats, digital age technologies, and law/regulations are addressed.

LCCC IE.8

Standard 7 Institutional Assessment

Continue to support and encourage a college-wide culture that values assessment and planning.

LCCC PR.3

PR.5-6

All assessment outcomes need to be specific, measurable, and reflect data support to provide clear documentation of rationales for decisions.

LCCC PR.5 Chapter 5

Appoint an Assessment Council to ensure systematic review of results of assessment, continued evaluation of assessment processes, and thorough communication of results.

LCCC PR.5

Purchase a software package that will foster an efficient process for data collection, management and reporting.

LCCC SL.3-5 SL.8-9

Standard 8 Admissions and Retention

Ensure completion of a written policy and procedure for communicating institution-wide assessment results.

LCCC PR.3

Continue comprehensive review and update of Student Handbook in progress.

LCCC SL.6

Continue to focus retention efforts on special populations. LCCC SL.10-13

Standard 9 Student Support Services

Continue to develop procedures to track utilization of student support services in relation to retention and student success.

LCCC SL.8

SL.14-16

Continue to address the academic needs of special student populations including ESL and special needs students.

LCCC SL.17-20

Standard 10 Faculty

Following up on its commitment from the 2001 self-study, the College should now hold itself accountable for increasing the diversity of its faculty. The college might consider including in faculty job descriptions an emphasis on “respect for diversity” and for someone who “has worked with and understands diversity.” The college might consider investing some of its professional development support in training, broader recruitment/advertising and consulting in this area.

MSCHE SL.22

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The College is proud of the long service of many of its adjunct faculty and should now consider ways to support adjunct loyalty, to increase the participation of adjunct faculty in the college, to create new pools of qualified adjuncts to ensure adequate class staffing and course preparation, and to develop clear human resource policies and procedures for the validation of adjunct credentials.

MSCHE SL.23

Ensure development of strategies to increase diversity of faculty.

LCCC SL.22

Encourage increased participation in adjunct mentoring program.

LCCC SL.23

Continue focus on professional development and integration of adjunct faculty

LCCC IE.10 SL.23

Standard 11 Educational Offerings

Periodically evaluate assessment processes. LCCC Chapter 5

Standard 12 General Education

Support General Education Committee in review and revision of General Education Program.

LCCC SL.21

Develop policy and procedures for the periodic assessment of the College’s General Education Program.

LCCC PR.4

Standard 13 Related Educational Activities

Distance education should be fully included in assessment activities.

MSCHE SL.12

SL.24-26

Strengthen placement testing practices and developmental programming through additional research and implementation of initiatives.

LCCC SL.10-11

Develop a policy and procedure regarding the periodic assessment of the impact of off-campus sites to ensure equitable allocation of resources.

LCCC SL.2

Standard 14 Assessment of Student Learning

Continue commitment to a culture of assessment. LCCC PR.3-6

For ease of presentation, the narrative below groups recommendations into Previous Responses to Commission Actions (PR), Institutional Effectiveness (IE), and Student Learning Experiences (SL).

PREVIOUS REPONSE TO COMMISSION ACTIONS

(PR: 1) The 2012 Monitoring Report led to the MSCHE decision to remove the College from probationary status and reaffirm accreditation. The Commission’s acceptance of the 2013 Progress Report illustrated the College’s compliance with Standards 5, 7, 12, and 14. The narrative below

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summarizes the College’s responses reported in the Monitoring Report and, where applicable, the Progress Report.

(PR: 2) Standard 5: Administration. A 2011 review of the credentials and qualifications of the President and members of the President’s Leadership Team affirmed all personnel possessed the necessary education and experience to meet the responsibilities and demands of their positions. The 2011 audit of the organizational structure and administrative positions assessed the efficacy and efficiency of roles and responsibilities and led to the elimination of five positions and the creation of three new positions. The appointment of the Dean of Enrollment Management/Student Development and the Dean of Nursing and Health Sciences eliminated potential for conflict of interest in the offices of the President and Provost and concentrated coordination and leadership to better address student needs and the overall effectiveness of the institution. A policy and procedure formalized an annual process for assessment of administrative structures and services. Operating procedures were established for the updating and communicating of the organizational chart. Job descriptions are posted on the Staff Intranet. Personnel changes are communicated each year at Fall and Spring College-wide Professional Development Programs.

(PR: 3) Standard 7: Institutional Assessment. Assessment practices, policies, and procedures that guide the evaluation of institutional effectiveness in achieving mission and goals were strengthened. The LCCC Mission and Goals were reviewed and revised in 2011 and a Five-Year Strategic Plan was designed with linkages to all division and department plans including metrics to monitor progress. To ensure compliance, personnel within each department/division were assigned responsibility for monitoring implementation and reporting progress; in addition, the budget procedure was modified to demonstrate the relationship of resource allocation to mission, goals and plans. To comply with the college-wide institutional effectiveness procedure, the Culture of Assessment at the College was further established through internal and external training processes and enhanced communication of assessment information. The 2013 Progress Report outlined the actions the College implemented to sustain the comprehensive, organized, and sustained process for the assessment of institutional effectiveness, including college-wide communication of results.

(PR: 4) Standard 12: General Education. Several actions led to the establishment of a rigorous and coherent General Education program. The General Education program was reviewed and revised. Revisions were approved through the governance system and implemented in Fall 2012. Policies and procedures were developed to ensure sustainability; a Five-Year Assessment Plan was developed and implemented. Responsibility for the program was assigned to the Director of Curriculum and Program Development and the Faculty Associate for Student Learning. The Progress Report provided evidence of assessment of four General Education competencies.

(PR: 5) Standard 14: Assessment of Student Learning. In response to the College’s 2012 Monitoring Report, the Visiting Team stated:

“There is substantive evidence of involvement at all levels in Assessment efforts at Luzerne as well as support from senior administrators. An Institutional Assessment Council which is focused on Student Learning Outcomes Assessment has the responsibility for shepherding a Culture of Assessment. An Assessment Plan that is ambitious clearly details the assessment trajectory with timelines and responsible parties. Faculty and staff are currently and intensely focused on “closing the loop” through analysis of information/data and making changes to courses and programs.”

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(PR: 6) The 2013 Progress Report provided evidence of a sustained process with increased assessment of student learning across the curriculum, and the use of findings to guide change and improve student learning. Math, English, Communication Arts, Business, and Social Science Departments provided examples.

COLLEGE REPONSE TO SELF-STUDY AND EVALUATION TEAM RECOMMENDATIONS

Institutional Effectiveness

(IE: 1) Standard 1: Mission and Goals. The Mission and Goals/Institutional Learning Outcomes Assessment, Revision and Communication Procedure requires the College to review Mission and Goals prior to the development of a new Strategic Plan. According to schedule, the process began during the Summer 2015 Planning Retreat. Internal and external data guided the review/revision process.Based on a review of the data, the College’s Mission and Goals remained unchanged for the next cycle. Further details of the review process are provided in Chapters Five and Six.

(IE: 2) Standard 2: Planning, Resource Allocation, and Institutional Renewal. In January 2012, the College’s Planning Procedure was approved. The procedure illustrates the integration of the planning process and the linkages between plans. Current College plans reflect strategic goals. Operational goals have been separated from strategic goals and are located in division and department plans that are reviewed and updated annually. Within each administrative division responsibility for tracking metrics is assigned. A faculty fellow position was created to extract and analyze data. A math department faculty member with statistical analysis experience assisted with data analysis during Spring 2016. A process to systematically evaluate the College's compliance with each MSCHE standard was created with the College’s 2012 Institutional Effectiveness Procedure and is reviewed annually and revised as needed. The plan ensures periodic assessment of effectiveness of all Characteristics of Excellence through assignment of responsiblity to Division Leaders who review and lead discussion on accomplishments and challenges at President’s Leadership Team meetings. Following the implementation of the Systematic Plan for Evaluation (SPE) in 2012, 44 assessments of the 14 Standards have been completed and discussed by Division Leaders. The College’s shared online assessment system, SharePoint, serves as the repository for all College plans. A detailed description of the planning process is provided in Chapters Five and Six.

(IE: 3) Standard 3: Institutional Resources. The recommendation from the Follow-up report “to continue to assess and improve separation of duties for employees where appropriate and move more internal control to the Business Office” led the College to establish the Currency Deposit and Transport policy and procedures. Expanded utilization of the Enterprise Resource System (Ellucian Colleague) aids in implementation of procedures for cash processing within all Divisions of the College. Cross-trained staff implements procedures according to the Classified Collective Bargaining Unit Agreement.

(IE: 4) Standard 4: Leadership and Governance. The Human Resources Committee of the Board of Trustees designed, implemented, and analyzed an annual self-assessment. Implementation led to changes to improve the role and function of the Board. For example, the Board committee meeting minutes are distributed to the full Board, and the Board of Trustees are provided with student survey reports annually by the College’s Institutional Research Department. The Board of Trustees By-Laws are reviewed every five years, or more often as needed. The Presidential Evaluation

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Sub-Committee provides a status update to the Board after each committee meeting. Measures will be identified in Fall 2016 to improve Board interaction with College administrative staff at committee meetings/public board meetings. Board protocols for dealing with confidential issues, the public, and the media will be reviewed.

(IE: 5) Assessment of the Board of Trustees leadership and involvement in fundraising activities led to several changes. First, two Trustees were appointed to the Foundation Board to increase communication and collaboration between the two entities. Second, a Legislative Affairs and Community Outreach Sub-Committee was established to assist in fundraising activities. Assessment data collected after the changes indicate Board member participation in fundraising increased from two trustees contributing $150 in 2011 to 13 trustees contributing $3,150 in 2015.

(IE: 6) The Human Resources Committee of the Board of Trustees drafted a procedure for selection of the College President. The procedure outlines steps to be taken if a presidential vacancy occurs. The draft is scheduled to be presented to the full Board for comment and finalized at the June 2016 meeting of the Human Resources Committee.

(IE: 7) The proliferation of ad-hoc committees at the time of the Self-Study led to a recommendation to incorporate all committees into the governance process. The Senate By-Laws were reviewed in 2015-2016. The charge and membership of the standing committees were revised to more accurately reflect governance at the College. Standing Committees recommended are Academic, Institutional Effectiveness, and Student, with all other committees reporting to a Standing Committee and ultimately the Senate.

(IE: 8) Standards 5: Administration, Standard 6: Integrity. Key to the integrity of the College is the articulation, implementation, and dissemination of policies and procedures. Many critical policies and procedures necessary for institutional effectiveness and renewal have been developed and implemented. The College approved 26 new and revised policies to accommodate programmatic and administrative practice changes, to support newly identified issues, and to implement changes necessary in response to legislative changes and other external requirements. The 2013 policy related to academic and intellectual freedom was reviewed in 2015 by a committee composed of the Provost, Library Director, the Electronic Reference Librarian, and faculty members to determine relevancy, accuracy and equity. The committee recommended a revised policy in December 2015 utilizing input from the President’s Leadership Team. The policy was approved through the College’s governance process and is in process of being reviewed and approved by the College’s solicitor for college-wide implementation.

(IE: 9) Also integral to integrity is effective communication to all constituents. Communication processes have improved as well. Bi-monthly Leadership Team meetings, monthly Department Chair Meetings, Professional Development Days, and annual Presidential Forums on main campus, Culinary and Health Sciences Buildings, and at dedicated sites have increased communication since the Self-Study. Fourteen forums have been conducted since 2013 for students and staff to meet with the President to share ideas and concerns. Forum summaries are forwarded to the Strategic Planning Committee for integration into planning discussions. Continuous updates of the College’s web page and staff and student intranets inform all College constituents. The College’s Marketing Department conducts a monthly review of the website to check for accuracy of information and missing links and is notified by staff when links are broken. The webmaster addresses errors immediately following notification.

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(IE: 10) Other improvements were made to communication processes for staff at main campus and dedicated sites through a variety of initiatives. Staff/faculty professional development sessions held on main campus are video conferenced or periodically held at dedicated sites when possible. Training webinars are purchased with Campus Access Licenses and can be posted on the Staff Intranet for 24/7 access to all staff including adjunct faculty. New Adjunct Orientations are held in person or via videoconferencing at multiple dates/times for the convenience of adjuncts. The number of new adjuncts receiving orientation has increased since offering individual sessions began in 2011. In 2011-2012, twelve adjuncts received orientation and by 2014-2015 the number doubled. During the past five years, the total number of new adjuncts receiving orientation was 143. Adjunct orientation better prepares adjuncts for faculty roles.

Student Learning Experience

(SL: 1) Standard 6: Integrity, Standard 8: Student Admissions and Retention, Standard 9: Student Support Services. Responses pertaining to student learning have been combined to avoid redundancy in the report. The value of ensuring equitable treatment for all students at the College has driven many initiatives across the campus since the Self-Study Report. Student-focusedpractices, policies and procedures have been reviewed and revised, and human and financial resources have been allocated to ensure equitable treatment in support of student learning across all additional locations and instructional modalities.

(SL: 2) Crucial to equitable treatment and student success is the availability of staff. Staff are available to serve evening, weekend, and off-campus students to provide enrollment, advising, and academic support comparable to main campus day students. Two significant personnel actions in 2015 made services to students more accessible. Three positions originally funded by a Title III grant became College-funded. Two retention specialists were hired to better address student needs identified as impacting retention. Additionally, the Systematic Plan for Evaluation for Standard 13 includes an annual review of the effectiveness of additional locations and other instructional sites.

(SL: 3) Guided by an Enrollment Management Plan linked to the Strategic Plan and the College’s Key Performance Indicators (KPI’s), enrollment processes are inclusive and efficient. An enhanced enrollment communication management system within Ellucian has linked admission, counseling, and registration for all students at all sites and improved processes for readmit and transfer students. The system has, on average, shortened the process from application to registration. Prior to 2012, the process took an average of 1-3 months; the process now takes 1-3 weeks. Enrollment yields have increased over the last 5 semesters.

(SL: 4) Assessment results indicate the enhanced communication system and the increased availability of staff improved evening student retention. After implementation, evening student retention increased by 12% from Fall 2013 to Fall 2014. The LCCC website has been updated to reflect the streamlined admissions process.

(SL: 5) Changes to the Financial Aid process have improved effectiveness and efficiency in facilitating financial planning and awarding for all students. The Financial Aid Office redesign enables students to receive individual support to complete and submit financial aid forms in the office. FAFSA workshops and Financial Aid videos are available to assist incoming and current students with the financial aid and form completion processes. Workshops are now offered every semester. In 2014, the videos were watched over 2,800 times by students. In the current academic year, viewing has increased by 79%. An Ellucian update to the communication management

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system informs students of financial aid application progress. Twelve percent, or 465 more awards were completed in Fall 2015 compared to Fall 2014 by September 1. In addition, in Fall 2014, 414 students were notified of not being eligible compared to 463 in Fall 15. Thirteen percent or 514 more student financial aid applications were reviewed and awarded compared to the prior year. By the first day of classes in Fall 2015, 326 more students than in Fall 2014 had bookstore accounts created to enable purchasing textbooks.

(SL: 6) The College has improved communication to students significantly. Communication about the College’s Early College program offered both at the College and at local high schools has improved through the development and dissemination of an Early College manual for students, parents, faculty, and high school administrators. Early College students since Fall 2014 attend student orientation sessions at the College. Early College faculty participate in professional development training. Retention Specialists reviewed the Student Handbook during 2015-2016 to verify alignment with catalog and to ensure accuracy for incoming and current students at all campuses. Applicable changes will be added to the 2016-2017 handbook, with additional reviews occurring annually.

(SL: 7) Contact with students has steadily increased due to focused and consistent communication of LCCC news, events and services. Followers to the College accounts on Facebook exceed 10,000, and followers of other social media accounts (Twitter, 2,817 and Instagram, 366) are increasing as of Spring 2016. Messages are sent daily to students, friends and alumni. Maintenance of all social media is performed regularly. Thirty-five Student Services webpages have been upgraded or added in the past two years.

(SL: 8) The Evaluation Team’s suggestion to fully explore and implement the functions of Ellucian has improved the College’s ability to manage data and better serve students. Ellucian automates many of the tasks for staff and students and provides critical data for the operation of the College. Fifteen upgrades were implemented since 2012 to enhance system functionality, as shown in Table2.2 (full detail to Ellucian upgrades included in seperate upload due to file size).

Table 2.2 Ellucian Colleague Initiatives

YEAR INITIATIVES 2012 Live Excel reports developed to extract real-time data from Colleague to aid in decision-making

Finance self-service screens implemented

2013

Custom applications (example; tutor reservation system, student orientation reservation system) interface with colleague Enhanced early alert system uses live data from Colleague for use by the counseling department Enrollment & application data "freeze" process enabled to allow on-demand reporting

Faculty office hours posted on student intranet

2014

Update to communications management system to inform students of financial aid progress

Student photos displayed on colleague screens for identification

Distance education student data is automatically imported into the college Hosted Learning Management System (Blackboard to keep records synchronized with Learn)

Faculty has ability to enter mid-term grades in ColleagueNew application & enrollment reports generated on-demand

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2015 Title III Grant funds purchase for Ellucian's Student Planning, Mobile App, and financial aid self-service (available to students in 2016)

Placement test reminders sent via text to students and new campus-wide alert system implemented English Department automated process available to compile grade sheet data for analysis

2016 Vehicle registration automated for students to enter data

(SL: 9) Ellucian functions have also been implemented to better serve non-credit students. The Workforce Development division is now more effective and efficient in tracking admissions, registration, and student payments and has enhanced capability to report FTE, enrollment and student receivables. Generating of reports for TAACCCT I and IV Programs and Employment Retraining Opportunities has been more efficient through the use of Ellucian.

(SL: 10) Student success and retention essential for the College to fulfill the mission are the focus of many recommendations from the Self-Study, and are addressed in Chapters Three and Six as well. The focus resulted in a variety of new and improved processes to ensure proper placement of students in classes; to provide academic progress reports to students; to increase access to tutoring services; and to inform students of academic opportunities beyond the associate degree.

(SL: 11) Appropriate placement of students and progression in developmental courses is crucial to success in college. The Developmental/Placement Test committee reviewed placement and success in developmental courses. Analysis of data regarding success rates of students taking developmental courses compared to students who were recommended but did not enroll in the courses led to changes in developmental and college-level offerings in Math and English to expedite student progression through remedial coursework. Best practices indicate retention and completion rates for students who test into developmental courses are higher when the amount of time needed to remediate is shortened. In order to reduce the time required to obtain math credits, the Math Department instituted changes in the developmental program. MAT 049 (Basic Arithmetic Skills) was eliminated and MAT 050 (Fundamentals of Arithmetic) and MAT 060 (Fundamentals of Algebra) were offered as computer-based courses. Two new courses were developed. MAT 102 (Elementary and Intermediate Algebra), is a combination of MAT 060 and MAT 105 (Intermediate Algebra). The course allows students who test at the developmental level to complete a college-level math course in one semester. Students are enrolled in the course based on Accuplacer scores. Data indicated 43% of students enrolled in MAT 102 between Fall 2014 and Spring 2016 completed the course with a grade of C or better. The success of students in MAT 102 and subsequent math courses will be assessed in 2016-2017. In response to assessment data indicating high failure rates in MAT 107 (Basic Statistics), a new course, MAT 106 (Survey of Statistical Math), was developed as a more appropriate prerequisite than MAT 105 (Intermediate Algebra). The college-level course will enable students to develop skills and introduce statistical methods to improve success in MAT 107. The initiative is also supported by best practices as reported in national research by the Carnegie Foundation. Preliminary data of 51 students taking MAT 106 indicates 40% completed the course with C or higher and 12 took the subsequent course MAT 107, with 10 completing successfully with a C or higher. Success will continue to be assessed in 2016-2017.

(SL: 12) In Fall 2014, an Early-Out Opportunity in ENG 030 (Fundamentals of Writing) was piloted. To qualify for the opportunity, students had to meet five criteria demonstrating satisfactory progress in ENG 030. Nineteen students from 29 sections attempted the test. Four students successfully passed. Changes were made to the process for Fall 2015; results are being analyzed in Spring 2016.

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(SL: 13) A focus on student success led to collaboration between faculty and student development staff. The importance of class attendance to academic success is well documented. Collaboration between faculty and advisors in encouraging attendance can lead to increased attendance and improved student success. Faculty utilize a variety of mechanisms to reach out to students who are not attending class including emails, phone calls, and personal attention when students return to class. The actions often are not sufficient for engaging students. Thus, to further support faculty actions, the Student Development Division began an extensive information campaign to encourage faculty to complete attendance alerts in a timely manner when students do not regularly attend class, partly by informing them of the positive outcomes of the attendance alert using College data. The number of attendance alerts increased 125% between Fall 2013 and Fall 2014. In addition, the number of alerts for student issues other than attendance increased by 25%. Early alert data showed an increase in retention from 44% in Spring 2013 to 47% in Spring 2015.

(SL: 14) Informing students of academic progress at mid-term is another initiative designed to improve student success. A pilot project implementing mid-term grade reporting and the effect on successful course completion is described in Chapter Five.

(SL: 15) Quality tutoring services for students experiencing academic difficulties is crucial for student success. To ensure student access, the College has implemented a number of initiatives. To improve access to tutor services, tutors are located in close proximity to student classes for mathematics and science courses. The development of an online tutoring request and administration system resulted in increased requests on main campus as well as at additional locations for all subjects. Requests increased from 466 to 906 (94%) from 2011-2012 to 2014-2015. During the same time period, the percentage of tutoring requests fulfilled increased, with 75% more students served after implementation of the online request system. In Fall 2015, the academic progress of students who received tutoring (in Accounting 111, Biology 135, English 101, and Math 060) was assessed. Preliminary analysis indicated 43 out of 75 students who received tutoring (57%) were successful with a grade of D or higher. A student satisfaction survey will be utilized in Spring 2016 and additional analysis will be conducted to explore changes for improvement. Also, a Title III-funded online writing center established in 2013 permits student access to needed services to improve writing. The number of students served has steadily increased from 15 in the first year to 81 in the third year. Data indicate a higher percentage of students receiving assistance completed courses with a grade of D or better, compared to students not receiving assistance. The success of the online writing center resulted in the College opening a physical writing center as part of College renovations and the appointment of a Director of the Writing Center.

(SL: 16) To assist students in achieving academic and career goals, the College works collaboratively with four-year institutions to develop comprehensive transfer and dual admission agreements with added financial incentives. The College has 41 articulation agreements with other colleges and universities, including 53 course-to-course equivalency articulation agreements, one general education-to-general education agreement, 10 program-to-program agreements with the Commonwealth’s 14 state universities as required by the 2006 PA Act 114, seven dual admission agreements, and 47 agreements with Career and Technical Education programs. In addition, three reverse transfer agreements allow students who left the College before completing a degree to reverse transfer credits to complete the associate degree requirements. The agreements are described in detail in Chapter Three.

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(SL: 17) Self-study recommendations and Evaluation Team suggestions focused on the need for continued improvement for services to special populations of students, including students who have financial hardships, are academically unprepared, have accessibility and adaptability needs, or are ESL students. The Foundation and Alumni Office raises funds to support at-risk students with special financial circumstances (e.g. veterans awaiting benefits, students needing transportation, students experiencing food insecurity). Retention for assisted students (60% from 2014-2015) exceeds LCCC’s average retention rate (50%).

(SL: 18) In an effort to reduce the number of students placing in developmental courses prior to entering College, the College developed a partnership in Fall 2014 with the Wilkes-Barre Area School District titled College Ready Math. Faculty from the district high schools worked in partnership with College faculty to develop a Fall semester developmental course using the College’s curriculum for college readiness. Eighty-six students from three high schools participated. Fifty-six students passed the developmental course and entered the first college-level math course (MAT 101), subsequently earning three college credits. The students were identified as low income and awarded full scholarships for books and tuition for the course. The model was adopted by an additional local high school, Greater Nanticoke Area, in 2015-2016. Enrollment in 2015-2016 was nine students, with 15 students enrolled for 2016-2017.

(SL: 19) The College has made a concerted effort to enhance support for students with accessibility needs. Policies for support services were established. Webpages with guidlines and services information for students, parents/advocates, and faculty were created in October 2013. Data collected regarding number of hits on the accessibility website indicated 338 hits from 5/16/14 to 4/27/15 with a 109% increase in hits to 706 from 4/27/15 to 4/27/16. Faculty and staff trainings and professional development series were conducted on the subject of promoting academic success for students with disabilities in January of 2013 and 2015.Approximately 100 teaching faculty attended the training in January 2015. In addition, video of the presentation was archived for use by faculty not attending. Evaluations collected after each training session were positive. In Spring 2014, the LCCC Foundation provided financial resources to purchase assistive technology for students. Ten wheel-chair accessible desks, nine wide LED IPS monitors and 15 zoom text magnifier/reader network user licenses were purchased for a total expenditure of $9,798.45.

(SL: 20) A comprehensive review of English as a Second Language (ESL) programming identified the following strengths: a successful adult literacy program [ALTA]; the availability of three academic courses designed to facilitate appropriate student placement; and a variety of support programs for ESL students primarily in the Hazleton Center. Evidence indicated enrollment in College ESL courses was lower than expected. Further assessment found a knowledge gap between completion of the ALTA program and preparation for the lowest level English academic course. To address the knowledge gap, a Bridge Course was designed to promote student success for students leaving ALTA and enrolling in college-level ESL courses to shorten the path to college readiness. Assessment data will be collected in Fall 2016 at the Hazleton site. The goal of a multiple-level approach to ESL instruction is to ensure ESL students possess adequate language proficiency for college readiness. Research and review of best practices revealed, in most cases, ESL instruction was required for admission to credit college courses. The working group will engage in further assessment to determine the need for the development of a policy and paramenters if necessary. Changes to Developmental English placement will be piloted in Fall 2016 and assessed for effectiveness. The data will also be analyzed to determine potential application to ESL placement.

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(SL: 21) The Evaluation Team’s suggestion to enhance the quality of student life by infusing student activities into the educational experience was supported through assessment of one of the College’s General Education competencies “Developing a Foundation for Personal Growth and Development.” Student assessment of the College’s contribution to the knowledge of diversity and civic engagement on the 2013 College Outcomes Survey fell below the 70% benchmark. To improve performance, the General Education Committee recommended to the Provost the implementation of an annual program of student activities including presentations, readings, access to videos, and college and community outreach. The initiative is led by the Coordinator of Diversity and the Social Sciences/History Department. First Year Experience (FYE) students are required to attend one event per semester, and faculty in all curriculums encourage student attendance through course requirements and extra credit opportunities. The focus of the past three years has been Liberia (2013-2014), Income Inequality, (2014-2015) and Social Justice (2015-2016). On average 13 programs are offered each year with a total attendance of 820 students. The 2015 College Outcomes Survey indicated students who attended the events related to Liberia and Income Inequality assessed the College’s contribution to civic engagement at 83%, compared to 58% of students who did not attend events. Additional assessment data is discussed in Chapter Five.

(SL: 22) Standard 10: Faculty. The Evaluation Team recommended the College increase the diversity of faculty. After review of applicant ethnicity data, LCCC’s Human Resources Division implemented several changes to attract a more diverse pool of applicants. Results have shown modest improvement, with the percent of applicants reporting ethnicity as White decreasing from a high of 95% in 2013, to 82% at the end of 2015, with the largest increase reported from Hispanic or Latino ethnicity, from 2% in 2013 to 11% in 2015. Efforts implemented include increased placement of advertisements in local communities with diverse populations, as well as in national publications. Ads include prominent display of statements encouraging diverse candidates to apply. Interview questions have been modified to require applicants to demonstrate effectiveness in communicating within the context of diverse beliefs, behaviors and backgrounds. Increasing diversity of faculty remains a strategic goal for the College and the Human Resources Division.

(SL: 23) The Evaluation Team also recommended enhancing the recruitment, training and recognition of adjunct faculty at the College. Human Resources recruits for adjuncts three times per year based on Department Chair requests. Ads are targeted to specific disciplines based on need. Employment opportunities are posted on the College’s webpage. Adjunct faculty receive orientation and are required to attend professional development sessions once per academic year. A previously developed adjunct mentoring program was incorporated into professional development. Adjunct in-services occur twice a year on Main Campus and Northumberland. In Summer 2015, an Early College Faculty in-service was implemented which will continue into the future. Most adjuncts attend the Fall in-service. Attendance has steadily increased since 2012 with an average attendance of 140. Spring attendance fluctuates from year to year depending on number of adjuncts employed, but on average 70 attend. Adjunct satisfaction surveys conducted in 2013 and 2014 (n=67) reported high satisfaction scores for the quality of the program.

(SL: 24) Standard 13: Related Educational Activities. Both the Evaluation Team and the Self-Study teams recommended a focus on assessment of Distance Education. To ensure the effective delivery and quality of distance education courses, the responsibilities of the Distance Education Coordinator were revised. Course instructional equivalencies have been documented for all Distance Education courses, faculty who teach distance education courses have had instructional materials evaluated as outlined in the collective bargaining agreement for faculty evaluations, and student course

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evaluations have been offered. Professional peer evaluations confirm the rigor and appropriateness of online course offerings. Student evaluations have been positive.

(SL: 25) The Developmental Placement Committee reviewed the success of First Time (FT) students taking online courses and found a Fall 2013 to Fall 2014 retention rate of 16.7% compared to 49.3% for all FT students in the same period. Fall 2014 to Fall 2015 retention of FT students taking online courses only improved slightly to 29.5%, but was significantly less than the 50.2% retention rate for all FT students. After analyzing the data, the committee revised the placement policy to prevent FT students without prior successful history of online learning, either in high school or at another college or university, from enrolling online.

(SL: 26) Completion rates (students who successfully completed the course with a C or higher) of students who have taken Distance Education courses in either ENG 101 (English Composition) or PSY 103 (General Psychology) were compared to the completion rates of main campus evening and day students. Table 2.3 outlines data findings.

Table 2.3 Successful Completion Rates in ENG 101 and PSY 103

Course Type 2013 Successful Completion Rate

2015 Successful Completion Rate

Online 73.4% (n=124) 82.3% (n=113) Evening 72.6% (n=84) 66.7% (n=84) Day 71.1% (n=1,266) 71.2% (n=1,234)

To identify factors influencing completion differences, a more detailed analysis of PSY 103 students was conducted in Fall 2014. The success of students enrolled in PSY 103 online (n=61) was compared to all students enrolled in PSY 103 taught in the classroom at all locations and times (n=840). Eighty-two percent of students in the online classes were successful compared to 74% in the in-class courses. Several factors appear to contribute to the greater success of online students. Online students had higher GPAs prior to enrolling in the course (2.04 vs. .95); prior to enrollment online students had earned more credits (13.9 vs. 6.4); and 59% of online students were older than 25, compared to 15% of in-class students. The evidence further supports the implementation of the College Fall 2015 policy prohibiting first time students from taking online courses, mentioned above. Additional analysis will be conducted, including other online courses, to further develop policies related to student success in Distance Education.

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Chapter Three. Major Challenges and Opportunities

To develop the President’s Vision and the Strategic Plan for the next five years, internal and external environmental factors affecting the institution were critically evaluated. The 2011 Self-Study, the 2012 Monitoring Report, the 2013 Progress Report, assessment of prior strategic plan accomplishments, budget impact, student learning assessments, academic program review data, key performance indicators, and student survey results provided internal data. Benchmarking data were obtained through the National Community College Benchmarking Project (NCCBP) and the Voluntary Framework of Accountability (VFA). External data were provided by a study conducted by The Institute for Public Policy and Economic Development, a partnership among ten local colleges and universities specializing in the development of reliable research based on best practices to aid in decision-making. The Institute provided two major components of Environmental Scan data, Indicators 2015, a comprehensive demographic comparison of the two largest counties in LCCC’s service area, and a custom market study. The process identified significant opportunities to pursue and challenges to consider in pursuit of the College’s Mission. Planning process detail is provided in Chapter Six.

The major challenges in the current environment are enrollment and funding. Comparable to community colleges nationwide and in the state, LCCC’s enrollment has been declining. College actions focused on enrollment and retention have positioned LCCC at the midpoint of PA community colleges with respect to enrollment trends. Extended periods of level funding from state and local sponsors coupled with the enrollment decline contribute to a challenging environment. Analysis of challenges posed allowed the College to uncover opportunities to facilitate achievement of the mission and thrive in the midst of the current economic environment. The following sections outline the major challenges and opportunities, together with the strategies to address. Strategies have been communicated college-wide in conjunction with the President’s Vision and Strategic Planning process. Accountability and timelines for initiatives are outlined and assessed within each Division and Department Plan.

Enrollment

Enrollment, from recruitment to retention and completion, is a strategic priority and the force driving all College operations. Processes are more efficient, Early College is continually expanding, geographic expansion is occurring, accelerated opportunities for course and program completion are offered, and partnerships with businesses are expanding.

Key to effective and efficient enrollment management is thoughtful and purposeful utilization and analysis of real-time data. Increased utilization of the Ellucian system capabilities led to more efficient and effective processes college-wide. Many changes were implemented through expanded utilization of the Ellucian system. The Enrollment Management and Student Services Division, in collaboration with all divisions of the College, monitors enrollment activities and implements strategies for improvement based on real-time dashboard reports. Automated processes for applications and acceptances decreased processing time as discussed in Chapter Two (SL:3). Students are tracked through the admissions process from acceptance to enrollment, including financial aid awards. Non-credit admissions, registration and payments are integrated into the Ellucian system. The Ellucian Student Planner, a software tool to guide students through degree progression was implemented.

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The mission focuses the College’s efforts on increasing accessibility and improving academic attainment. Early College partnerships were expanded from 34 school districts in 2013 to 43 currently to provide high school students, regardless of income level, the opportunity to earn college credit at an affordable cost. Headcount has increased 32% from 341 (5% of total headcount) in Fall 2013 to 450 (8% of total headcount) in Fall 2015. Total Early College credits were 1,943, representing 3% of total credits. LCCC’s Foundation provides scholarships and purchases textbooks for Early College students. Foundation support increased from $16,000 in aid in 2013-2014 to $35,000 in 2014-2015. Student participation has an immediate impact on enrollment, introduces students to community college education, and provides a market for future enrollment. Data from a cohort of students taking Early College courses from 2010 to 2012 showed 38% return to LCCC for additional coursework and 20% of those students subsequently earned a degree.

The College thoroughly assessed credit and non-credit expansion opportunities, and LCCC’s Board of Trustees approved a proposal to expand to new locations, pending Commission approval. Lackawanna County is immediately adjacent to LCCC’s current service area and represents an opportunity to meet a unique market need. The area does not currently have a community college, and the demographics indicate a clear need. Tuition at local institutions is considerably higher than at the community college. Open admission policies are available only at the community college. Another location within LCCC’s service area of Luzerne County is the city of Pittston. The city has experienced tremendous revitalization. LCCC fills a need for an educational institution in the greater Pittston area, and provides the College first opportunity to serve the surrounding area students, a significant competitive advantage.

The College piloted an accelerated intersession during Winter 2015-2016 with great success. Two hundred eighty-five students enrolled in twenty-one courses with eighty-nine percent of students completing successfully. Further analysis is being conducted to determine the impact, if any, on Spring 2016 enrollment. In Summer 2016, two accelerated sessions are scheduled. Students at the Lackawanna site will have the opportunity to enroll in 11 accelerated degree programs, three accelerated certificate programs, and one accelerated diploma programs. Approximately 30 courses will be offered, either in accelerated or traditional format.

The College’s internal process for program review utilizes data to objectively assess the vitality of existing programs. Programs failing to achieve indicator benchmarks are flagged for additional action to improve and foster enrollment growth. In Fall 2015, seven programs were identified for improvement, with changes to be identified in Summer 2016. The market study conducted by the external consultant revealed options for both credit and non-credit programming. Occupations identified for growth are consistent with LCCC’s offerings and include Registered Nurses, Nursing Assistants, Personal Care/Home Health Aides, Emergency Medical Technicians, Truck Drivers, Food and Hospitality positions, Warehouse/Supply Chain positions, Industrial Technicians, Postsecondary Teachers, and Gaming Dealers. Study results also indicated opportunities are available to integrate efforts with the region’s Marcellus Shale Coalition for development of a sustainable economic plan utilizing the region’s natural gas industry to facilitate job creation and business growth. Recruitment activities focus on high demand occupations. New credit programs are being explored, including Industrial Technician, Supply Chain Management, and Health Care Management.

In response to the study’s findings, partnerships with regional businesses and community agencies have expanded. Through a training partnership with Wegmans grocery store chain, LCCC trains employees to become CDL certified truck drivers and continues through the on-

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boarding process. Over 100 employees will become certified through the partnership and are anticipated to increase revenue by $22K per student trained. LCCC also began discussions with a local employer group to partner on an apprenticeship program for Maintenance Technicians in industrial settings for which the College will provide the instructional component. The initiative is a pilot effort but can be replicated in various geographic locations within the service area. The College partners with Amazon to offer Amazon employees an Accounting Certificate on-site, and with a long-term care facility to provide training to nurse’s aides. The Mid-Atlantic Youth Center, a facility for at-risk youth, allows residents to enroll in on-site or online courses.

The expansion of non-credit to credit pathways provides students opportunities to remain engaged with college academics through multiple entry and exit points. Through employer and Program Advisory Board feedback, three recent initiatives were implemented. First, a non-credit Welding Program was converted to a Specialized Diploma Program (credit-based) in FY 2015-2016. Students who took the non-credit welding course are able to articulate three credits to satisfy the learning competencies of the WEL 100 (Introduction to Welding) course. Second, a Diesel Technology Program was created in FY 2014-2015, and the first students were enrolled in FY 2015-2016. Third, the Fire Science Technology Program (A.A.S.) has transitioned to oversight by the College’s Public Safety Training Institute, enabling certain non-credit firefighter coursework to be evaluated for conversion to credit through a Prior Learning Assessment (PLA) mechanism. A combination of credit and non-credit coursework in Industrial Maintenance and Mechatronics aligns to industry standards for competencies and time spent and provides modular instruction at work sites and on campus to expedite student completion of programs. Growth in the programs will continue to be assessed in 2016-2017.

Additional efforts to increase accessibility and facilitate educational attainment include outreach to veterans and the military, expansion of distance education offerings, and credit for prior learning. Key to implementation were the appointment of a veteran’s counselor and Distance Education Off-Campus Coordinator, and enhancement of the prior learning informational webpage.

Retention and Completion

Retention and completion priorities in the College’s Strategic and Enrollment Management plans represent a significant opportunity to affect enrollment in the foreseeable future. Student success is tracked through the College’s Key Performance Indicators (KPI’s), providing decision support for initiatives. Analysis of LCCC’s Fall to Fall retention rates of degree seeking students in the prior five years demonstrates primarily higher retention than the median for community colleges nationally and statewide. Fall to Spring retention follows similar trends. LCCC’s graduation rates are consistently higher than the state median and comparable or slightly less than the national median for community colleges. Figure 3.1 illustrates retention results of credit students by entering year cohort reported to the National Community College Benchmarking Project. Further data regarding LCCC’s KPI’s are discussed in Chapter Five.

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Figure 3.1 LCCC Retention Rate Comparisons

Source: National Community College Benchmarking Project

As discussed in Chapter Two, College initiatives create a framework for student success. Collaborative actions created an integrated approach to student retention. A major impediment to student retention is the loss of financial aid due to the lack of academic progress. Many initiatives focus on offering support to students facing academic challenges. Retention Specialists facilitate retention efforts. Faculty inform students and counselors of attendance and performance issues through an early alert system and provide midterm progress reports. Faculty serving as academic advisors follow the same protocols as counselors to guide students to success. Enhanced communication strengthens the partnership between faculty and counselors to monitor student progress. Technology enhancements provide the ability to view student data in real time and address student issues effectively and efficiently. Students experiencing academic challenges are provided strategies for improvement, including tutoring and skill labs. The opening of The Write Place, a writing center, assists students with written assignments.

Communication to distance education students, including online and in-person orientations, increased student retention by six percentage points. In Fall 2015, a policy preventing first-time students without prior online course experience from enrolling in online courses was implemented to increase retention and will be assessed in Fall 2016.

LCCC’s service area demographics are changing with strong growth experienced and projected to continue in the Hispanic market. Census data reports the Hispanic population in northeastern PA

Retention Rate (Fall to Fall) 2009 2010 2011 2012 2013

LCCC 50.70% 47.84% 49.77% 51.17% 50.12%

PA CC Median 50.19% 49.56% 49.44% 48.75% 49.33%

National CC Median 49.50% 48.44% 48.26% 47.45% 48.78%

Retention Rates (Fall-to-Fall)Updated October 2015

40.00%

42.00%

44.00%

46.00%

48.00%

50.00%

52.00%

54.00%

2009 2010 2011 2012 2013

Retention Rates (Fall-to-Fall)

LCCC

PA CC Median

National CC Median

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was 5.5% of the population in 2009, 7.1% in 2014, and projected to grow to 8.3% by 2019. LCCC’s Hispanic student population has grown from 4.1% of students in 2009 to 9.8% in 2014. As outlined in MSCHE Standards 8 and 13, significant analysis has been conducted at the College related to the needs of the growing base of Hispanic students. Current ESL offerings and remediation have been reviewed. Findings indicate clearer pathways from ESL to degree-awarding programs need to be developed. The President’s Vision and Strategic Plan outline specific initiatives already underway to address needs, such as enhancements to support services and transportation initiatives. The Diversity Committee has made significant strides in threading the diversity experience through LCCC’s General Education curriculum discussed further in Chapter Five.

A focus on completion has strengthened transfer opportunities for students. LCCC has successfully negotiated dual admissions agreements with local and statewide four-year institutions. The agreements guarantee acceptance and financial awards for students who complete a degree at LCCC and transfer to the four-year institution. Partnerships exist with King’s College, Wilkes University, Misericordia University, Bloomsburg University, Marywood University, East Stroudsburg University, and Temple University and are an effective tool for enhancing both retention and completion. The College’s Student Development Division implemented centralized online procedures to facilitate online dual admission applications, and LCCC’s counselors work with the four-year institutions to clearly identify the transfer path to the student. LCCC’s transfer web page outlines a comprehensive path to transfer. Financial incentives for LCCC graduates in dual admissions programs range from $3,000 to $14,000 per year following transfer to the four-year institution. To date, 369 students have applied for dual admissions. Figure 3.2 illustrates LCCC’s three-year graduation rates by year cohort compared to the state and national median.

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Figure 3.2 LCCC Graduation Rate Comparisons

Source: National Community College Benchmarking Project

Further efforts to increase completion include a Commit to Complete program encouraging students to focus on degree attainment. The campaign is marketed on campus with posters depicting the top 10 reasons to complete before transfer. Phi Theta Kappa, the International Honor Society of Two-Year Colleges, asks students to pledge to complete, promoting awareness of the benefits of obtaining an associate degree. LCCC’s transfer webpage provides information regarding reverse transfer agreements to improve completion.

Table 3.1 outlines the major challenges affecting enrollment and strategies designed to minimize decline as related to MSCHE Standards 7, 8, 9, 11 and 13. Detailed analysis of enrollment is included in Chapter Four.

Graduation Rate 2007 2008 2009 2010 2011

LCCC 20.12% 22.27% 19.80% 18.56% 19.89%

PA CC Median 14.01% 13.55% 13.74% 13.13% 18.06%

National CC Median 19.80% 20.16% 19.14% 18.85% 21.50%

Graduation Rate (First-Time, Full-Time)Updated October 2015

0.00%

5.00%

10.00%

15.00%

20.00%

25.00%

2007 2008 2009 2010 2011

Graduation Rate (First-Time, Full-Time)

LCCC

PA CC Median

National CC Median

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Table 3.1 Enrollment Challenges

Challenges Affecting Enrollment

LCCC’s Strategies to Address

Challenges Affecting Recruitment

Decline in high school enrollment and graduates

8% decline in HS graduates in the regionfrom 2010-2015

Expand marketso New Centers (Fall 2016 Scranton, Fall

2017 Pittston, pending Commissionapproval)

o Canaan Prison (Fall 2016, pending Commission and grant approval)

Provide new serviceso Creation of Veteran Student Center for

Veteran/Military students and families(Summer 2016)

o English Language Learnerscomprehensive bilingual recruitmentand support services (e.g.programming needs, ESL andremediation)

o Enhance dedicated center retentioninterventions similar to Main Campus(professional tutors 2016-2017)

Early College Program expansion (Fall 2016Scranton and North Pocono districts)

Innovative Schedulingo Accelerated programs (Fall 2106)o Winter and Spring Intersession (2016)

Utilize ALTA program to provide a pipeline foreducation and career pathways

Increased external competition for a smaller pool of students

Growth in part-time vs. full-time enrollment (cost of attending college at the expense of full-time employment prohibitive for some)

Part-time population has increased 6.3%since 2010

More than one-third of LCCC’s studentswork 21 hours or more per week

Improved economy in the local area lessens demand for community college offerings

Return on investment questioned Stimulus funding no longer available for

unemployed students

Expedite non-credit to credit opportunities (e.g.welding, diesel, advanced manufacturing design,2015-2016 and forward)

Further develop partnerships involved withstatewide apprenticeships

Increase community and business partnerships (e.g.Amazon, Greiner 2015-2016)

Challenges Affecting Retention Skill deficiency of incoming students, particularly Math and English (at-risk population)

Retention Specialist focus on “at risk populations”(as discussed in Chapter 2)

Evaluate Accuplacer test review/prep Expand interventions for Satisfactory Academic

Progress (SAP) (e.g. SAP workshops, awarenesscampaign on website, pre-nursing guidance videos,technology overview for incoming students, Fall2016)

Expand student resource publications (e.g. FacultyReferral Guide for students in crisis, Spring 2016,Roadmap to Success)

Continue to expand evening support services

Issues unique to Community College students

Unclear career direction Lack of awareness of College support

services Increased potential for academic

challenges Personal finances

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Funding

LCCC’s financial indicators as described in Chapter Four present an overall picture of fiscal health; however, significant challenges with respect to funding exist and warrant the development of plans for alternate sources of funding as relevant to MSCHE Standards 2 and 3. Table 3.2 outlines funding challenges.

Table 3.2 Funding Challenges

Challenges Affecting Funding LCCC’s Strategies to Address

Level funding from sponsors while experiencing cost of living increases for expenses

Increase college endowment, scholarships andsupport for Early College via plan to cultivate majordonors

Expand the number of program-specific grants tiedto student success

Implement capital campaign to fund facilityupgrades (FY2017)

Increased non-traditional student population, who tend to have lower retention rates (Fall 2013 to Fall 2014 data)

Evening student retention was 33.7% andonline student 16.8% vs. day student 55%

Dedicated center student retention 44.6%vs. Main Campus 54.7%

Challenges Affecting Completion Students transferring prior to degree completion – Increase in enrolled students reporting a goal to “take courses and transfer” of 18% from Fall 2014 to Fall 2015 and 7% from Spring 2015 to Spring 2016

Add new dual admission agreements with othercolleges, with a focus on degree completion

Increased reverse transfer agreements (e.g.PASSHE/Community College agreement April2016)

Assess potential for feeder programs in targetedfour-year degrees (Fall 2018)

Increase accelerated degree options (2017-2018) Increase options for program completion at off-

campus sites (Fall 2018) Increase prior learning experience evaluations to

meet course/curriculum requirements (2018) Expand Early College Math Ready Program to more

school districts (2016-2017) Expand apprenticeship/paid internships with

regional employers Recommend alternate programs to students not

meeting requirements for first choice programs

Changing curriculums (e.g. changing interests, job opportunities, pre-health students not selected for program of choice)

Requirement to Meet Satisfactory Academic Progress (SAP) – May, 2015 2,200 students were identified as “no progress” affecting financial aid eligibility

Limitation of personal finances (70% of students receive some form of financial aid)

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Tuition revenue declining as enrollment declines, while need for additional resources increases to remain competitive (program development, enhanced services, technology upgrades)

Expand to additional markets (e.g. LackawannaCounty, Pittston) (Fall 2016 and Fall 2017)

Increase availability of courses during winter andspring intersessions (2016-2017)

Improve retention and recruiting efforts

Increased competition for grants Develop additional partnerships with otherinstitutions for joint application of grants

Table 3.3 outlines opportunities the College deems significant. Each area represents a strategic priority for LCCC’s plans through 2021. The issues are outlined in the draft of LCCC’s updated strategic plan and form the basis for operational planning through the 2016 update cycle, guided by MSCHE Standards 2-7, 12, 13, and 14.

Table 3.3 Major Opportunities

Opportunities LCCC’s Strategies to Capitalize on the Opportunity

Availability of student population in nearby geographic locations not currently served by a community college

Expand to additional locations Address underserved segments of LCCC’s current markets

Increased diversity of population Enhance General Education curriculum to highlightdiversity

Develop innovative learning modalities Increase options for program completion at off-campus

locations Implement a comprehensive ESL program Increase diversity of faculty and staff

Identified growth in careers related to community college programming revealed by Market Study

Increase program accreditations Utilize results of the College’s Program Review Partner with the PA Governor’s Action team to develop a

skilled workforce in industrial machine mechanics andmanufacturing technicians

Evaluate Logistics/Supply Chain program based upon localindustry demand

Seek partnerships with school districts for non-creditofferings at school locations

Seek alternative funding sources Conduct fundraising campaign for the College’s 50th

Anniversary in 2017 Partner with city redevelopment associations for grant

sharing Participate in $10 million US Dept. of Labor TAACCCT

Grant in partnership with Northampton and Lehigh CarbonCommunity Colleges (2015-2016 and beyond)

Seek private/public grants for short-term non-credit careerprograms

28

Technology services to support teaching and learning

Increase mobile presence to support student demand (Fall2017)

Increase access to instructional content through web-basedapplications (Fall 2018)

Facilities Master Plan Development in Progress

Design improvements to better support initiatives critical tostudent success (e.g. grouping related academic departmentsand services together)

Appeal to a broader population of students by projecting apositive image of educational opportunities in labs, etc.

Ensure adequate resources allocated to support deferredmaintenance

Expand retention efforts Focus on Dedicated Center students Increase academic program degree completions Enhance job placement services Fully implement Ellucian Student Planner Continue to develop accelerated degree program offerings

Need for increased communication and transparency

Schedule Student and Staff Open Forum discussions withthe President surrounding college-wide initiatives, thebudget, etc.

Develop a Succession Plan (Fall 2017)

29

Chapter Four. Enrollment and Finance Trends and Projections

INTRODUCTION

Luzerne County Community College is financially stable and well positioned to address the challenges of declining enrollment and level funding facing institutions of higher education. Credit enrollment reached a ten-year high in 2009-2010 and has incrementally declined, a trend the College anticipates will continue. The College’s finances are well managed by the President, Dean of Finance, Controller, Finance and Accounting Director, Purchasing Director, Financial Analyst (comprising the administrative leadership in the Finance Division), and the Board of Trustees. The College’s conservative approach to budgeting, which includes actively managing expenditures, implementing pragmatic tuition increases, effectively utilizing tuition stabilization reserves, pursuing expansion initiatives and assessing programs and services, supports financial stability.

ENROLLMENT

In light of enrollment challenges and opportunities as well as anticipated level state and county funding, the College projects enrollment utilizing internal and external data including high school graduate projections, student preparation, registration status (full-time vs. part-time), student progress/completion (retention), gatekeeper course success rates, applications (number and enrollment yield), unemployment rates, competition, and market share. Also included in the projection are initiatives to offset enrollment decline.

Projected enrollments are influenced by many factors. The decline in high school graduates is projected to decrease overall from 2015-2018. The fluctuations in the data from year-to-year are not significant, but the Pennsylvania Department of Education warns increased high school attritionrates may affect the proposed graduate numbers. In addition to the decrease in high school graduates, LCCC is in a highly competitive market with three private, four-year degree-grantinginstitutions, and two Penn State branch campuses located in Luzerne County. The decrease in highschool graduates has increased competition across institutions with the LCCC market share dropping 6.65% from 2011 to 2015. The decrease in market share translates to a 30% drop in the number of high school graduates enrolling in the Fall semester following high school graduationover the five year period. As indicated in Chapter Three, the increase in part-time students is significant and has a two-fold impact on enrollment. The first impact is the immediate decrease in full-time equivalents (FTE), and the second impact is on retention, as part-time students are morelikely to stop out than complete.

Based on the analysis of the data for the College’s current service area, the projected credit enrollment (headcount and FTE) are realistic for the current trends in community colleges. Table 4.1 provides enrollment projections for the current service area based on current activities.

Table 4.1 Projected Credit Enrollment Current Service Area

FALL 2013 2014 2015 2016 2017 2018 Headcount 6,411 6,049 5,788 5,735 5,493 5,250 % change from Prior Year (PY) Headcount

-2.55% -5.65% -4.31% -0.92% -4.22% -4.42%

FTE 4,888 4,512 4,299 4,213 4,002 3,802 % change from PY FTE -3.54% -7.69% -4.72% -2.00% -5.00% -5.00%

30

To address the challenges in enrollment, the College plans to enter new markets to increase accessibility to underserved populations and increase enrollment. A Lackawanna County location is planned for 2016-2017 pending Commission approval. An additional location in Luzerne County, through a partnership with the city of Pittston, is pending for 2017 with Commission approval. Projected enrollment for the sites is based on the analysis of historical data for the College’s existing locations and the target population in the county. Room for growth exists at both proposed additional locations. Table 4.2 illustrates the increased enrollment due to the addition of new locations based on projected use in operating years 1-3.

Table 4.2 Projected Credit Enrollment Increase Due to College Expansion

FALL 2016 2017 2018 Headcount 400 575 575 % change from Prior Year (PY) Headcount

43.75% 0.00%

FTE 200 288 288 % change from PY FTE 43.75% 0.00% % of total LCCC FTE 4.47% 6.62% 6.95%

The College implemented several initiatives to address other factors identified as contributing to the decline in enrollment. Initiatives are flexible scheduling options (e.g. winter intersession, six-week on-line sessions, and accelerated programs), increased Early College recruitment, and increased retention activities (e.g. modification to developmental courses, program completion efforts, industry partnerships, non-credit to credit pathways, and support to non-traditional students and veterans). Table 4.3 illustrates the projected impact of initiatives on enrollment.

Table 4.3 Projected Credit Enrollment Increase Due to Non-Expansion Initiatives

FALL 2016 2017 2018 Headcount 245 235 225 % change from Prior Year (PY) Headcount

-4.08% -4.26%

FTE 61 59 56 % change PY FTE -3.28% -5.08% % of total LCCC FTE 1.36% 1.36% 1.35%

The overall impact and projected impact of additional locations and non-expansion initiatives on FTE enrollment is outlined in Table 4.4. The additional locations and new initiatives slow enrollment decline over the next 3 years.

31

Table 4.4 Projected Credit Enrollment College-wide FTE

FALL 2013 2014 2015 2016 2017 2018 Current Service Area FTE 4,888 4,512 4,299 4,213 4,002 3,802 Expansion Area FTE 200 288 288 Other Initiatives FTE 61 59 56 Total FTE 4,888 4,512 4,299 4,474 4,349 4,146 % change from PY FTE -3.54% -7.69% -4.72% 4.07% -2.79% -4.67%

The College’s financial condition is also influenced by non-credit enrollment. Based on current enrollment trends, non-credit enrollment is projected to decline five percent over the next 3-5 years based on current data. Non-credit enrollment is funded by grants (e.g. adult literacy), tuition and fees for short-term training (e.g. nurse aid, public safety, truck driving), and contract training (e.g. employer purchase of training services). An increase in contract training has the potential to stabilize revenue. Table 4.5 outlines non-credit projected enrollment.

Table 4.5 Projected Non-Credit Enrollments

Annual 2015 2016 2017 2018 Headcount 3,880 3,710 3,525 3,350 % of PY Headcount -4.38% -4.99% -4.96%

FINANCIAL CONDITION

The College is financially stable as demonstrated in financial data reported to IPEDS and continuously adjusts to external economic and environmental factors. Over the past five years, the College has experienced both positive and negative changes. As previously discussed, challenges in enrollment and changing government funding impact the College’s financial condition.

Revenue

Revenue is affected by level funding from the College’s local sponsor and from the Commonwealth. The College has instituted tuition increases to balance the budget in light of level funding. Tuition increases have not impacted enrollment as LCCC continues to have the lowest tuition in the region. The College has tuition stabilization reserves available to provide financial flexibility to weather unexpected changes in its environment. Figure 4.1 summarizes the revenue trend for the past 5 years.

32

Figure 4.1 LCCC Revenue

The LCCC Foundation, a non-profit 501c (3), provides the College with additional resources. The combined assets of the Foundation and Alumni Office have grown from $2.1 million in 2005 to $6.5 million currently. The Foundation annually provides an average of $175K in scholarships to over 300 students as well as providing over $24K in emergency funds to 70+ students. For those receiving scholarships, the retention rate is 94%. The Foundation provides needed capital funds for facility improvements and instructional equipment. A recent example is the Foundation’s donation of funds to purchase microscopes for use in the Health Science microbiology course. The Foundation also funds cultural activities and special programs at the College.

A growing source of revenue is grants and foundations. The College has made a concerted effort to increase the number of grant applications submitted annually and to increase grant partnerships with other educational institutions when feasible. For example, TAACCCT I, TAACCCT II and TAACCCT IV grant programs generated $6.3 million in revenue. Each TAACCCT grant provides the opportunity to develop new programs and modify existing programs (e.g three programs, eight new courses, and nine course modifications through TACCCT IV), supports increased student recruitment initiatives (e.g. TAACCCT IV career coach and placement coach positions), and funds needed equipment (e.g. TAACCCT IV 2 new lab facilities and 1 modified lab facility). The Title III grant contributed $220K in matching funds for the establishment of a College endowment fund ($499K balance as of June 30, 2015) to provide a source of funding to the College in perpetuity. The College receives funding from various foundations in the region to support educational programming (e.g. dental clinic supplies).

Expenses

The College takes a proactive position on containing expenses while maintaining quality educational programming. Over the past three years, the College has implemented several cost containment measures to strengthen financial stability. Expense reduction measures include an administrative salary freeze ($165,000 each year), early retirement incentives ($100,000), reduced overtime (estimated $5,000), limited supply purchases (estimated $10,000), reduced administrative travel (estimated $3,000), and elimination of duplicate purchases and services. In addition, the College transitioned to a self-funded health care plan (net savings of $719,200 from inception in October 2007).

22.13 20.99 22.65 24.41 24.26

7.15 7.15 7.15 7.15 7.15

13.17 13.2 13.6 13.69 13.55

0

5

10

15

20

25

30

2011 2012 2013 2014 2015

Re

ven

ue

(in

Mill

ion

s)

Fiscal Year

5-YEAR REVENUE TREND

Student Tuition and fees

Sponsor Appropriation

State Appropriation

33

LCCC’s total expenses include grant expenses which vary from year to year based upon the number of grants and the requirements of each grant. For example, expenses in FY 2014-2015 increased as a result of TAACCCT IV grant equipment purchases and facility renovations, allowing the College to create new welding and diesel laboratories and update an engineering design and manufacturing lab. Figure 4.2 illustrates the expense trend for the past 5 years.

Figure 4.2 LCCC Expenses

Net Position/Change in Net Position

The College reports net position in three components: capital investment, restricted assets, and unrestricted assets. As a result of GASB 63, the term “net position” replaces the GASB 34 term “net assets.” Net position is the residual of other elements in the statement of financial position and is the difference between total assets and deferred inflows plus liabilities and deferred outflows.

A positive trend in net position is a positive indicator of financial health and demonstrates the College has been successful in addressing the changing landscape of higher education. As of June 30, 2015, the College’s net position decreased $11.26 million primarily due to the implementation of GASB 68 & 71, both related to Accounting and Financial Reporting for Pensions. The restatement to the beginning net position of $12.6 million was made in order to recognize the long-term obligation for the College’s pension benefits as a liability. Additionally in FY 2015, net position for the current year was impacted by the College’s positive net result of $1.34 million. After accounting for the restatement relative to GASB 68 and adjusting for the $12.6 million FY 2015 accounting adjustment to the $49.51 million FY 2015 ending net position, the College net position has increased less than 1% from FY 2011 ($61.79 million) to adjusted FY 2015 ($62.11). The College has an adequate net position, as shown in Table 4.6.

Table 4.6 Net Position

Long Term Net Assets (in millions) as of June 30 Net Position 2011 2012 2013 2014 2015 Investment in Capital Assets $38.00 $39.03 $39.27 $39.59 $38.94 Restricted $12.47 $10.01 $8.43 $10.72 $13.32 Unrestricted $11.32 $10.07 $11.00 $10.46 ($2.76) Total Net Position $61.79 $59.11 $58.70 $60.77 $49.51

72.05

76.82

72.98

72.87

72.15

23.76

28.37

23.13

22.58

23.53

48.29

48.45

49.85

50.29

48.62

0 20 40 60 80 100

2015

2014

2013

2012

2011

Expenses in Millions

Fisc

al Y

ear

5-Year Expense Trend

Expense net of Grant Expense Grant Expense Total Expense

34

The restricted portion of net position has increased slightly over the past five years, while the unrestricted portion has decreased slightly from 2011 to 2014, due to fluctuations in year-to-year encumbrances, reserves, and other restricted or unrestricted items. In 2015, the unrestricted portion of the net position decreased significantly due to GASB 68 implementation. Investment in Capital has increased $.94 million over the past five years, driven by an increase in plant, property and equipment.

The College has experienced variation in the change in net position over the past five years. The change in net position is the result of normal business operations. In FY 2011 change in net position was positive as the College received a $7.82 million reimbursement from a county bond issue and had a $5.11 million increase in financial aid. In FY 2014 and 2015, tuition and fees were increased resulting in a positive change in net position. The College has a negative $1.32 million change in net position budgeted for FY 2016. Table 4.7 shows the change in net position trend.

Table 4.7 Change in Net Position Trend

2011 2012 2013 2014 2015 Change in Net Position 12.07 (2.68) (0.42) 2.07 1.34 % Change -122% 84% 598% -35%

FINANCIAL INDICATORS

A range of financial indicators affords the College the opportunity to accurately determine financial health. Financial indicators are viewed comparatively from year to year and collectively demonstrate the College’s financial position. The financial indicators suggest the College is currently financially stable.

The College utilizes seven financial indicators measuring liquidity and available resources, asset performance, debt management, and revenue per student. The liquidity and resource sufficiency indicators are positive, demonstrating the College has good short-term financial strength and resources available to expand operations. The net assets to total assets ratio indicates funds availability. The net income ratio indicates the College’s operating budget has a surplus of one year. The debt management and capital indicator shows an increasing trend as the College has paid down debt in the last five years demonstrating long-term debt does not impact the College’s financial condition. The operating metric indicator shows an increasing trend as the College generates increased income per FTE. The 36% increase in revenue/FTE demonstrates the College has short-term financial strength and resources to expand operations. Table 4.8 summarizes the College’s five-year trend in financial indicators.

Table 4.8 Financial Indicators

2011 2012 2013 2014 2015 Type

Working Capital (Current Assets- Current Liabilities) (in millions) $ 28,295 $ 27,128 $ 18,110 $ 21,330 $ 25,428

Liquidity and Resource Sufficiency

35

Current Ratio (Current Assets/Current Liabilities) 5.77 5.45 3.76 4.66 5.62

Liquidity and Resource Sufficiency

Cash to Current Assets (%) 82.0% 90.3% 74.4% 74.2% 74.0%

Liquidity and Resource Sufficiency

Net Assets to Total Assets (%) 71.6% 70.4% 70.2% 71.7% 57.8% Asset Performance

Net Income Ratio

(Increase in Net Assets compared to Total Revenue) -0.6% -4.1% -0.6% 2.8% -16.2% Asset Performance

Interest Coverage

(number of times the annual interest obligation is covered) 133.68 114.90 142.01 185.99 219.88

Debt Management and Capital

Revenue (Operating & Non-Operating) per Student FTE (Revenue/FTE) $12,253 $13,226 $13,447 $14,402 $16,679 Operating Metric

Capital Assets/Renovations and Planning

The College schedules preventative maintenance and improvement to facilities to manage resources effectively. Recent facility improvements include a $300,000 Deferred Maintenance Project funded by the Pennsylvania Department of Education in FY 2014. Renovation of three buildings, including the purchase of furniture, was completed in October 2015.

An architect has been engaged and is scheduled to update the Facilities Master Plan during summer 2016. An energy performance consultant was hired to develop Energy Conservation Measures (ECM) to assist the College in reducing energy expenses. The Facilities Master Plan will utilize the ECMs in selecting and prioritizing projects.

FINANCIAL PROJECTIONS

The College uses a conservative approach for budget projections. Budget projections are realistic based on historical data and the enrollment projections. Tuition is projected based on projected

36

enrollment and level funding from the sponsor and state appropriations. Enrollment is projected on a rolling three-year basis; however, projections are extended by the Finance department to produce a 5-year budget. Enrollment projections are updated annually for final budget preparation each year. Analyzing historical trends and incorporating new information regarding expenses yields a projected increasing expense trend. For example, health care costs are projected to increase 3% per year over the next five years. Negotiation of new faculty and classified union contracts will affect projected expenses. Tuition increases will be managed to balance the budget. The College does not anticipate further reduction of non-discretionary expenses but continues to review areas for savings such as increasing minimum class size, reviewing/eliminating low enrollment programs, managing overtime, reducing energy costs, travel management, and hiring of new personnel. Table 4.9 provides the operating revenue and expense projections.

Table 4.9 Operating Revenue & Expense Projections (in millions, except tuition)

2014-15

Actual

2015-16

Budget

2016-17 2017-18 2018-19 2019-20 2020-21 2021-22 Income $41.77 $40.27 $42.19 $44.43 $45.30 $46.53 $47.81 $49.14

Expenses $39.51 $42.33 $43.52 $45.31 $46.54 $47.81 $49.13 $50.50

Income Over/ (Under) Expenses

$2.26 $(2.06) $(1.33) $(0.88) $(1.24) $(1.28) $(1.32) $(1.36)

Estimated Tuition / Fee Increases Per Credit

$15 $6 $11 $7 $11 $12 $13 $14

In conclusion, analysis of financial data demonstrates the College is fiscally responsible, financially stable, and prepared to maintain financial stability in light of changing economic and environmental factors. The president, finance administrative leadership and the Board of Trustees will continue the conservative management approach to ensure the College has the resources required to support the mission.

FINANCIAL STATEMENTS AND NOTES

Audited financial statements for fiscal years 2011-2015 did not identify any unusual or concerning items. Financial statements are provided in a seperate upload due to file size.

MANAGEMENT LETTERS

The independent auditors issued an unqualified opinion for the 2014-15 financial audit. The Audit Management Letter noted the College does not have procedures documented for estimating the allowance for doubtful accounts. The College concurs with this recommendation and is writing procedures to document the calculation.

RELATED ENTITIES

The College is an independent institution with no related entities.

37

Chapter Five. Organized and Sustained Process to Assess Institutional Effectiveness and Student Learning

Assessment of Institutional Effectiveness and Student Learning as discussed in LCCC'sMonitoring Report of 2012 and Progress Report of 2013 illustrated progress since the 2011 Self-study. The major accomplishments related to assessment identified in the two reports included:

1) Identification of leadership and responsibility for assessment at the College2) Development of policies and procedures for guiding the process3) Electronic management of the process4) Creation of a culture of assessment

The College’s assessment initiatives have been sustained throughout the ensuing years. As is evident through the past and current reports, the College has made great strides in organizing and sustaining processes to assess institutional effectiveness and student learning. The processes are dynamic, driven by continuous improvement, and cyclical. LCCC assesses institutional effectiveness through a variety of metrics designed to measure achievement of mission and goals.Student Learning is assessed at the institutional, program and course levels and includes General Education assessment.

INSTITUTIONAL EFFECTIVENESS ASSESSMENT

As reported in LCCC’s 2012 Monitoring Report and 2013 Progress Report, the College developed and implemented a Systematic Plan for Evaluation to ensure periodic assessment within the MSCHE Characteristics of Excellence, guided by the Fundamental Elements for each standard. The President’s Leadership Team outlined a calendar for monthly reporting. A template was developed to assist division leaders in compiling SPE reports and enable trend analysis as reports were completed over time. Findings of the evaluations are reported at the Leadership Team meetings, which ensures all Division Leaders are aware of the results and provides opportunity for discussion of strategies for improvement.

An example of the effectiveness of the Systematic Plan for Evaluation is evident in the completed reports for Standard One Mission and Goal Achievement. The annual reports analyze the College’s Key Performance Indicators (KPI) data to examine achievement of mission and goals. Indicators utilized to measure success include metrics and benchmarks gathered primarily from the National Community College Benchmark Project (NCCBP), Ruffalo Noel Levitz Student Satisfaction Inventory (SSI), Survey of Entering Student Engagement (SENSE), LCCC’s Graduate Survey, IPEDS data, National Student Clearinghouse data, and Assessment Plan data collected through SharePoint and the College’s Ellucian database. The KPI’s are aggregated to measure success of LCCC in meeting its Mission to provide excellence in education, foster student success in achievement of goals and positively impact Luzerne County and the surrounding Northeast PA region. Trending the data annually demonstrates LCCC is effectively meeting the mission and identified areas for improvement within each segment, as shown in Figure 5.1.

38

Figure 5.1 LCCC Mission Achievement

Annual calendar year review of the data prompted several initiatives for change across all areas of the mission. Examples include the following:

Provide Excellence in Education

Over the 2013-2015 period, achievement of KPI’s increased from 70% to 83%, in part due to initiatives designed to achieve LCCC’s goal to provide core knowledge and skills. A renewed emphasis on General Education included a focus on the soft skills that employers demand, such as communication, technology, and information literacy. Examples are illustrated later in the chapter, demonstrating how increased utilization of assessment data to drive decisions has had significant impact college-wide on improving student learning.

Foster Student Success

Three significant initiatives were implemented to foster student success: appropriate placement strategies to maximize course success and program completion; contextual remediation; and creating pathways to transfer.

Low developmental success rate resulted in the creation of a Developmental/Placement Committee. The committee analyzed in detail the success rates of students in remedial courses and recommended changes for Math and English developmental courses. In Math, a course was eliminated, two developmental courses became computer-based, and two courses were added, as detailed in Chapter Two (SL:11). In English, an early-out

70%

80% 83%

95% 95%

79%

60%

40%

50%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

2013 2014 2015

Mission KPI's 2013 - 2015 Met or Exceeded Criterion, or Missed by Less than 5% Margin

Provide Excellence in Education

Foster Student Success in Achievement of Goals

Positively Impact the Region

39

opportunity was piloted, as discussed in Chapter Two (SL:12). In addition, changes in the English developmental course sequence will be implemented in Fall 2016.

To facilitate the acquisition of knowledge and skills for underprepared students, the College utilized TAACCCT IV grant funding to implement contextual remediation in trades courses. The program was later expanded to several science credit courses.

The decline in KPI achievement from 95% in 2013 to 79% in 2015 was in part due to a decline in students transferring before receiving a credential. LCCC’s Articulation Committee was reactivated to improve transfer success. LCCC’s goal to increase retention and completion rates has actually increased the transfer rate of graduates from 30% to 32% and, as demonstrated in Chapter Three, retention and graduation rates compare favorably to the median for PA community colleges. Transfer programs were aligned with 14 PA state universities in accordance with the 2006 PA Act 114, and dual admission agreements with four-year institutions were developed.

Positively Impact the Region

KPI achievement in the area of impacting the region has fluctuated from 60% in 2013 to 40% in 2014, to 50% in 2015. The dramatic decrease in 2014 was driven primarily by a decline in non-credit enrollment. LCCC’s analysis resulted in a strategic focus to offer bridging of non-credit to credit programs, as discussed in Chapter Three.

LCCC’s Workforce and Community Development Division provides career-oriented and community education courses. Offerings are assessed to ensure community demand is met. Non-credit course cancellation rate is used as a measure of community interest. Professional Advisory Groups are utilized to identify relevant skills needed in the labor force. Best practice research, such as the Strategic Employer Engagement Community of Practice, aids in outreach.

To assess the impact on the region’s workforce, LCCC’s annual survey of graduates tracks the location of employment of graduates. Recent results indicated that 98% of 2014 and 91% of 2015 graduates remained in the state, and 83% of 2014 and 79% of 2015 graduates remained within LCCC’s service area in northeast Pennsylvania.

As reflected in the examples above, LCCC’s Key Performance Indicator data are utilized for decision-making across all areas of the College. In addition to review at the President’s Leadership Team level, the KPI data are reviewed in open discussion at the annual Strategic Planning Retreat and presented at College-wide In-Service events. Outcomes and recommendations from the discussions are included in the College’s Environmental Scan data. As described in Chapter Six, the Strategic Plan Steering Committee is responsible for analyzing the data and incorporating suggestions as appropriate into the updated Strategic Plan.

USING STUDENT SURVEYS TO IMPROVE INSTITUTIONAL EFFECTIVENESS

Analysis of LCCC’s student survey results reveals strengths and weaknesses in various areas of the institution. The survey plan includes a biannual student satisfaction survey, an annual graduate survey, and an engagement survey conducted every three years; the plan allows for continued assessment of key indicators and reassessment once changes are implemented.

40

The Survey of Entering Student Engagement (SENSE) was implemented in 2011 and 2014. The goal was to measure the engagement of students new to LCCC and to use data to develop strategies to increase engagement and in turn, positively affect retention. Many successful initiatives were launched following the 2011 study and reassessed in 2014.

One example is the new enrollment communication system focused on maintaining contact with students, introducing them to counselors, providing individualized welcome communications, and informing students of the appropriate steps in the enrollment process. Also, College-wide Orientation Days were re-introduced for all new students. The result of the changes was a 12% increase in students reporting they felt welcome coming to LCCC.

Enhanced student advising schedules and a full-time counselor to provide enrollment, advising, and academic support services for evening, weekend, and off-campus students resulted in a 7% improvement in students reporting LCCC’s advising times are convenient, and a 12% increase in evening retention, from 34% Fall 2012 to Fall 2013 to 46% Fall 2014 to Fall 2015. Changes to Financial Aid processes as described in Chapter Two (SL:5) resulted in a 5% increase in students reporting they received financial aid assistance from staff.

STUDENT LEARNING ASSESSMENT

The Progress Report of 2013 described the specific initiatives and actions taken by the College to develop the foundation necessary to not only assess student learning, but more importantly to improve student learning through the use of data-driven decisions. The current report provides additional evidence illustrating a sustained culture of assessment and actions taken to improve student learning at the institutional, program and course level. Much has been learned and many significant improvements to the student learning process have been made.

Responsibility for student learning assessment remains with the Core Team for Effectiveness consisting of the Provost and Vice-President of Academic Affairs, the Director of Institutional Research and Planning, the Director of Curriculum and Program Development, the Faculty Associate for Student Learning, and the Assessment Council. Membership on the Assessment Council has changed due to term limits purposely defined to engage more College constituents in the assessment process. The Council meets minimally twice per semester and has played a major role in the evaluation of the process as mentioned earlier in the chapter.

The College’s online assessment and planning repository (SharePoint) has greatly improved assessment organization, tracking, analysis, and completion. The best evidence of an assessment culture at the College is the utilization of the information acquired through assessment to improve student success. Table 5.1 illustrates an excerpt of completed assessments.

41

Table 5.1 Assessment Sample

The following examples illustrate a more in-depth view of the processes and benefits of assessment.

The Computer Information Systems (CIS) Programs provide an excellent example of the dynamic nature of higher education in the 21st century and the pressure on faculty to expedite response to a changing environment. Assessment data indicated student success was not uniform across sections of the same course even though a standard syllabus was required. In response, the CIS faculty developed a standard course outline to be used by all faculty teaching the same course (e.g. CIS 110 Computer Literacy and Applications, OMT 254 Office Procedures II, and CIS 114 Database Analysis Using Microsoft Access) to ensure students are adequately prepared for sequential courses and/or entrance into the workforce. By implementing a standard course outline and using Blackboard Learn to gather data, the assessment process across courses has been improved. The data is reviewed annually at CIS Department meetings and changes, when necessary, are implemented in every section of the course taught in the following year. Examples of change include extra assignments, more explanatory information and additional online resources. The changes are especially useful in CIS courses highly dependent on adjunct instructors to ensure rigor and cohesiveness of the program.

The Science Department conducted assessment activities in General Chemistry for Biology and Chemistry majors as a result of the recently completed articulation agreements with the PA state universities in Fall 2013. A cumulative final lab exam, American Chemical Society (ACS)

Stage 1: Related Program

Learning Objectives (PLO's)

Stage 1: Program

ID

Stage 1:

Academic

Year

Stage 2:

Performance

Target

Stage 3: Assessment

Results

Stage 4: Analysis and

Decision Making

Stage 4:

Budgetary

Impact

Stage 4:

Reassess

ment

Decision

Demonstrate an

understanding of business

principles through a written

or oral report. Spring 2015

Business

Administration

Program

(AS.BUS) AY14-15

70% of students

will score 70% or

above on the

combined writen

and oral

assignment as

measured by the

rubric.

For SP15 semester,

81.3% students scored

70% or higher on the

combined assignment.

See attached document:

AS-BUS-Analysis Notes

for proposed future

changes to assessment. No Yes

Students will be able to

demonstrate knowledge and

practical application of food

preparation.Student

Culinary Arts

(AAS.FPM)

Culinary Arts

(CS.FPM)

Culinary Arts

(D.FOO) AY14-15

90% of students

will achieve 85%

or better in final

practical cooking

exam.

72.7% of students

scored 85% or above on

the final practicum

during AY14/15. 7 out

of 40 did not take the

final practicum (17.5%)

Given the abilities of

students 90% is not an

appropriate target for

first year students. In

the future target will

change to 80% will

score 85% or better.

Exam rubric to

determine where to

assign additional

material. No Yes

Analyze analog and digital

electronic circuits and

demonstrate the use of

electronic test equipment

found in instrumentation

and control systems.

Nuclear

Engineering

Technology

Program

(AAS.NET) AY14-15

Students will

score a minimum

of 75% or better

on final exam.

Studens were found to

perform either at or

better than the

performance target of

75% on specific

questions on the final

exam.

An improvement in

course most likely

would involve more

explanation on the

operation of a switching

regulator. Instructor

also plans to require

completion of

additional hand out

sheets on topic

material. No Yes

Sample Table of Assessments

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standardized two semester exit exam, and Math placement exam are the foundation for the assessment and have been ongoing. The cumulative lab final exam results showed students were successful when doing cookbook chemistry; however, analysis and application skills needed improvement. The ACS exam results showed areas with significant repetition across semesters had higher scores. As a result, the department implemented online homework in 2015-2016 designed to increase repetition. The effect will be measured by analysis of the scores on the ACS exam. Course lab redesign is underway for implementation in Fall 2016 to move labs from cookbook chemistry to inquiry-based chemistry. The effects will be measured on both the cumulative lab final and the ACS exam.

Assessment in the Social Sciences Department conducted between 2011 and 2014 illustrates improvements in assessment processes and the implementation of a comprehensive strategy to improve student learning across a variety of courses. Analysis of data to assess student knowledge of the fundamentals of research in SOC 101 (Principles of Sociology), PSY 103 (General Psychology), PSY 204 (Child Psychology), PSY 210 (Educational Psychology), and PSY 217 (Developmental Psychology) revealed the benchmark of 70% of students scoring 70% or higher was not achieved. In Fall 2013, a faculty member developed a research methods tutorial to be embedded into SOC 101 and PSY 103 courses for remediation. Two hundred and forty-seven students enrolled in the classes were taught research methods through lectures, reading assignments, and course activities, and were administered a standardized quiz to ensure comparable assessment across all sections. The 115 students who did not achieve 70% or higher competency were required to review the tutorials and retest until achieving 70% or higher. All students who remained in the courses achieved competency. The modules continue to be embedded in SOC 101 and PSY 103 courses. Faculty teaching upper level PSY and SOC classes utilize the modules and quiz as review for students.

The Dental Hygiene Program, utilizing assessment data, developed a similar competency-based remediation for the Computer Simulated Clinical Experience (CSCE). Faculty developed an interactive slide presentation to provide a comprehensive review of eleven major topic areas in the field of dental hygiene for students to use to prepare for testing. The slide presentation is available on the Dental Hygiene Meeting Space on the College’s Student Intranet. To provide additional practice for students before they take the licensing exam, faculty developed four exams, one hundred questions each, to assess student recognition of various oral conditions. The Dental Hygiene class of 2015 was the first class to take all four exams; One hundred percent of students subsequently passed the CSCE exam on the first attempt. Student evaluations of both the comprehensive slide review and the slide exams have been positive.

The use of assessment data in the Enrollment Management and Student Development Division is evident in the outcomes of a collaborative project with Academic Affairs to pilot a program for midterm grades. The program was implemented in Fall 2014 and continued into 2015-2016 based upon positive outcomes achieved. Two hundred and eighty-six teaching faculty submitted 11,835 midterm grades in the pilot semester. Students with a D or F midterm grade were notified of their status, informed of the impact of their performance on financial aid awards, and provided tools for improvement. Students were invited to an intervention workshop with the Counseling Department and the Office of Financial Aid where they learned about academic progress and were encouraged to develop plans for improvement for the subsequent semester. Approximately 70 students attended in Fall 2014.

Data collected from the pilot revealed only a modest difference in overall course failure rate for courses with midterm grades from the College’s average course failure rate (18% versus 19%),

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but students were able to use the data at midterm to improve performance. By end of term, 33% of students with unsuccessful midterm grades obtained a successful final grade. Overall, 82% of students with midterm grades obtained a successful final grade, compared to an 81% final grade success rate of students who did not receive a midterm grade. Fall 2014 to Spring 2015 retention rate for students with a midterm grade was 6% higher than for students with no midterm grade (80% vs. 74%).

Based on the results the pilot continued in the following academic year. Reassessment in subsequent semesters showed comparable faculty participation rates and continued higher retention among students receiving midterm grades (80% vs. 75%). The initiative continued based on the data and will be reassessed in 2016-2017.

The evaluation of a Learning Community (LC) in Fall 2014 established for students who delayed enrolling until a week before the first week of classes, a population deemed to be at risk for completion and retention, supported the effectiveness of the initiative. Four major goals were established and assessed: 1) success; 2) engagement; 3) skill development; and 4) satisfaction. Fifteen students participated in the Learning Community and thirty-eight students were selected to serve as a control group. Students who participated in the Learning Community indicated greater engagement, skill development, success and satisfaction on the majority of measures. On three of the four success indicators, the LC group was more successful. Sixty-six percent of the LC were successful in all three courses compared to 42% of the control group. The LC group had a higher average GPA (2.61 vs. 2.13) and completed more credits (11.6 vs. 9.9), but had a 2% lower retention rate. Given the small sample size and the lack of random assignment, the results are best accepted as descriptive; however, the data and analysis of the process provide the framework for improved Learning Communities in the future.

GENERAL EDUCATION

As illustrated in Chapter Two, the General Education Program has been strengthened since the 2011 Self-Study Report. Assessment of the General Education Program has strengthened the effectiveness of the program. A focus on improvement drives future review and revision.

Written Communication Competency: The ability of students to communicate effectively through writing has been a college-wide focus over the past five years as reported previously. Since the initial assessment, the written communication rubric was revised to better reflect student achievement. In Fall 2014, analysis was completed using data from 1,114 students enrolled in 65 sections of ENG 101 (English Composition) regarding success on the Writing Competency Exam (WCE). One hundred and six students received no grade for the WCE as they failed to take the exam and thus received an F in the course. Nine hundred and thirty-two students took the WCE once or twice with 91% (890) passing. Eight percent or 94 ultimately failed both the WCE and ENG 101. Assessment data revealed the holistic scoring rubric was appropriate to the assessment of learning in ENG 101 and was used to identify changes to the ENG 101 course in Fall 2015. A Reader and a Grammar Handbook are required for all students. The grammar test was eliminated as it did not assess the application of rules but rather assessed student ability to label rules. The WCE is now administered as a prompt-based tool with the prompt announced one week prior to the test and with students choosing the rhetorical mode. Testing time is now two hours, providing students time to draft, review, and revise the essay. The WCE is now calculated as 30% of the ENG 101 final grade. The process for collecting and reviewing the WCEs has been automated. Data from the 2015-2016 ENG 101 classes have been collected and will be analyzed in Summer 2016.

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Further, the need for additional academic support for students to achieve writing competency resulted in the establishment of an online writing center. The success of the center, funded initially by Title III and currently by the College, led to the establishment of an on campus writing center, The Write Place, and the appointment of a Writing Center Director.

The ability to communicate effectively through writing is a core learning outcome for the programs in the Social Sciences. For the 2014-2015 program assessment, the faculty elected to assess written communication in selected sections of Psychology, Sociology and History courses. The English Department Written Communication Rubric was revised to better assess written communication assignments in other academic departments. Prior to use of the rubric, the English Department Chair conducted a training for faculty in the Social Sciences Department. Training was also offered at a college-wide in-service break out session. Training materials were available on the Social Sciences and General Education Meeting Spaces. Data for 255 students indicated 70% of the students achieved 70% or higher on the written communication rubric. Performance target was achieved, and reassessment will occur in Fall 2016 to include upper level Psychology, Sociology and History courses.

Oral Communication Competency: Oral communication was assessed in Spring 2012 and reported in the 2013 Progress Report. Changes to the rubric and process are ongoing, and the competency is scheduled to be assessed again in 2016-2017.

Quantitative Analysis Competency: Assessment information reported in the 2012 Monitoring Report indicated student achievement of performance target. Reassessment will occur during 2016-2017.

Information Literacy Competency: Information literacy was initially assessed and reported in the 2013 Progress Report. Students enrolled in Fundamentals of Speech (SPE 125) achieved the performance target. Focus groups of faculty who taught SPE 125 or courses mapped to the oral competency suggested reassessment. Subsequently in Summer 2014, 108 summer students enrolled in History and Sociology courses were administered a local direct assessment of information literacy using a pre- and post-test design. Reassessment occurred after students received library instruction on Information Literacy and completed a research paper. Data indicated change had occurred after instruction, but was not significant. The General Education Committee reviewed the data and recommended reassessment in Fall 2015.

In preparation for the Fall 2015 assessment of Information Literacy, General Education Committee members, Social Sciences faculty and the newly hired Electronic Resources Librarian reviewed and selected an information literacy modular tutorial, ProQuest Research Companion. Financial resources previously allocated to the Library for the purchase of new products designed to support student success enabled adoption of the new product for Fall 2015. Students (n=476) enrolled in English, Social Science and First Year Experience (FYE) courses were required to take a pretest prior to completion of the tutorial modules and a posttest after completing the tutorial modules. Preliminary analysis indicates an 8% improvement from pre- to post-test however, the mean scores are below passing. Student and faculty satisfaction data were collected. In Summer 2016, the General Education Committee will review the results, process, and content of the modules. Changes are anticipated and will be instituted to allow reassessment in Fall 2016.

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Critical and Creative Thinking Competency: The competency was assessed in Fall 2012 and reported in the 2013 Progress Report. Changes to rubric, assignments and process are ongoing and will be reassessed in 2017-2018.

Technology Competency: Two hundred and thirty students planning to graduate in Spring 2014 completed a twenty question direct assessment computer literacy quiz. The quiz was developed by Computer Information Systems faculty and members of the General Education committee. On 18 of 20 questions, over 90% of participants selected the correct answer, demonstrating computer literacy. Participants represented over 50 degree, certificate and diploma programs and reflected approximately 25% of total graduates. Additionally, student self-assessment data indicated computer knowledge and skills improved with college experience. After review of the data, the General Education Committee suggested incoming and graduating students should be assessed in 2018-2019.

Developing a Foundation for Personal Growth and Development Competency. As reported in the 2013 Progress Report, the original assessment of the competency indicated the College had facilitated personal growth in many dimensions but did not achieve competency for civic engagement. The College developed a thematic approach to programming and experiences leading to civic engagement. Students enrolled in First Year Experience courses are required to attend at least one event per semester. Analysis of the College Outcomes Survey indicated an increase in student report of the College’s contribution to civic engagement from 49% in 2013 (n=306) to 53% in 2015 (n=1231). The increase, however, did not achieve the benchmark of 70%. Following the Liberia focus, the College has had two additional years of a thematic approach to student activities. The focus of the second year was Income Inequality. Assessment results in 2015 indicated students who attended events (n=29) had higher scores for civic engagement than students who did not attend (n=102). To improve attendance for the following academic year, faculty and staff were asked to consider providing incentives for student attendance. Preliminary data from the current year focused on Social Justice illustrate the benefit of student participation.

Exhibiting Intercultural and Interpersonal Knowledge and Competence. The competency was initially assessed in the 2013 College Outcomes Survey which indicated the benchmark of 70% was minimally met at 73% (n=306). Reassessment using the 2015 College Outcomes Survey indicated the competency was minimally met at 71% (n=131). Students who attend sessions are asked to complete an assessment with a variety of questions. In 2015, 347 students completed the assessment and 83% demonstrated they had acquired knowledge about national income inequality. Fewer reported acquiring knowledge about local and global income inequality. Future programs will be designed to include diversity at the local and global levels. Assessment will occur for the 2015-2016 theme in Summer 2016.

Applying Ethical Reasoning to Civic and Social Engagement Competency. As discussed in the 2013 Progress Report, the assignment and rubrics for the competency were developed in Summer 2013. The small number of students enrolled in the mapped courses and the limited number of courses mapped to the competency resulted in insufficient data for analysis. The Committee is reviewing the competency during Summer 2016 to determine appropriateness and the ability to conduct meaningful assessment.

Appreciation for Aesthetics and Creative Activities Competency. As indicated in the 2013 Progress Report, the members of the art department collaborated with members of the General Education Committee to develop a rubric to be used to assess appreciation. The rubric reflected three domains;

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aesthetic analysis, work in context, and composition/performance. The sample size was small, 11 students. One hundred percent of students achieved competency for aesthetic analysis, 72% achieved competence for work in context, and 81% achieved competence for Composition/Performance. The Committee is reviewing the competency during Summer 2016 to determine appropriateness and the ability to conduct meaningful assessment by increasing sample size.

INSTITUTIONAL LEARNING OUTCOMES

Evaluation of achievement of LCCC’s Institutional Learning Outcomes (ILOs) primarily occurs in program and course assessment and if meaningful, in non-academic department assessments. Figure 5.2 depicts academic assessments aligned to each of LCCC’s ILOs. The critical thinking ILO is most often assessed in courses, followed by developing skills for lifelong learning, communicating effectively, and finally community engagement addressing social responsibility and diversity.

Figure 5.2 Assessment of LCCC ILOs

Significant improvement was shown from 2011-2012 to 2014-2015 in aligning assessments to the College’s ILOs. The data demonstrates the College’s commitment to assessing ILOs in every academic program. Data were shared with department chairs to illustrate the link between ILOs and General Education Competencies. In designing and reporting current and future assessments, department faculty will align assessments with both general education and ILOs. The alignment of assessments will provide an improved holistic picture of student learning.

ASSESSMENT PROCESSES

Key to effective processes is the implementation of clear, realistic, sustainable, documented procedures. Since the 2011 Self-Study, the procedures for college-wide institutional

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effectiveness assessment were reviewed and revised through the governance process at the College four times. The most current revision was done in November 2015. Likewise, the Outcomes Assessment Procedure was reviewed and revised twice since the Self-study with the last revision in November 2015 (as the college was completing the Monitoring Report). Important to note is that the revisions were minor, designed to enhance the clarity and usefulness of processes, and ensured sustainability of the process in the event of staffing changes. Procedural changes are the result of recommendations from the Assessment Council to the Core Team for Effectiveness and approved by the Provost.

Within the Outcomes Assessment procedure, responsibility is assigned and a timeline established to ensure processes are completed. Division and Department Leaders, Academic Department Chairs, Program Coordinators, and Assessment Liaisons receive training and utilize the SharePoint system to document progress. A communication plan has been implemented to ensure all constituents are aware of expectations and receive regular reminders of approaching due dates. Compliance reports are generated every six months to ensure divisions and departments are meeting deadlines. The Core Team for Institutional Effectiveness is responsible for monitoring implementation and completion. Division and Department Leaders ensure activities are complete.

Assessment results are communicated and shared wherever possible. Annual “Assessment Day” events are held for Academic Departments (June) and Non-Academic Departments (August/January). The events provide faculty and staff with a forum to present assessment results and openly discuss experiences, such as methods used, challenges encountered and best practices. Evaluations of the events validate the work completed by the Assessment Council in reviewing assessments, as participants found significant challenges in the use of meaningful benchmarks and data analysis, a weakness identified by the council.

An additional opportunity for sharing of assessment results occurs at the two College-wide-in-service events per semester. Time is devoted on the main agenda for a presentation of assessments, alternating between Academic Programs and Non-Academic Departments.

Staff development sessions to improve assessment knowledge and skills have been consistently offered college-wide and are available online through the College’s Staff Intranet. In addition, a weekly online webinar series titled Teach Me Tuesdays is offered by LCCC’s Instructional Designer. Topics vary, including grading tips, use of Blackboard Learn, and other online tools, assessment of online learning modalities, flipped classrooms, and more. In addition, faculty and staff presented assessment data at five national conferences.

In order to support advancement in the quality of assessment, the Co-Chairs of the Assessment Council joined the Philadelphia Higher Education Assessment Leaders (PHEAL) at Drexel University. PHEAL provides a forum for assessment leaders from institutions in the Greater Philadelphia area to share best practices and resources to keep current in the field. LCCC’s Director of Institutional Research and Planning attended the PHEAL annual conference in Fall 2015, implementing several improvements to the Strategic Plan revision process based upon information gathered at conference sessions.

Following the acceptance of the College’s 2013 Progress Report, LCCC’s tremendous progress made in assessment has continued. Compliance monitoring continued and reports indicated improvement in assessment completion over the two years following the report. Processes were

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streamlined, and communication improved participation. In 2013-14, compliance was 85% for Academic Departments and 91% for Non-Academic. In 2014-15, compliance was 95% for Academic Departments and 95% for Non-Academic.

As the 2013-2015 cycle of assessment ended, the Assessment Council designed a process for evaluating the effectiveness of assessment practices; in short, the assessment of assessment. The assessment journey requires the implementation of processes to ensure quality control. The cornerstone of the process is a rubric designed to gauge the effectiveness of each assessment record in measuring both student learning and student services. The rubric serves as a checklist to identify the strengths and weakness of each element of assessment and provides a mechanism for aggregating performance within and across programs and departments, identifying areas for improvement, and guiding the design and offering of training opportunities for faculty and staff.

The review process began with training the Assessment Council members to review assessments using the rubric. Throughout training and early reviews of Academic Program level assessments, changes were made to the rubric to increase clarity and user friendliness. Evaluations were conducted in a group setting as a norming process, and members were assigned assessment records to review individually.

Approximately 100 Academic and 100 Non-Academic assessments were reviewed; results provided base line data and identified areas for improvement. Table 5.2 illustrates the outcomes of the assessment review process.

Table 5.2 Assessment Review Process Outcomes

Assessment Criteria Academic Program Outcomes Non-Academic Department Outcomes

Goal ID & Statement of

Program Learning

85% of goals clearly stating the skills students will achieve

98% of goals and objectives clearly stated and linked to department goals

78% identified functional unit accomplishments

56% addressed student learning

Evidence 80% used 1 method

20% used multiple methods

70% of assessments relied on direct evidence

67% used 1 method

33% used multiple methods

11% of assessments relied on direct evidence

Benchmarks & Targets 49% of plans clearly identified a meaningful metric as benchmark

Performance targets clearly indicated 64% of the time

31% of plans identified a meaningful metric as benchmark

Performance targets were meaningful 65% of the time

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Assessment Results &

Analysis

58% contained meaningful analysis or results

40% recommended changes likely to improve student learning

61% contained meaningful analysis or results

50% recommended changes likely to improve future outcomes

Reassessment Decision &

Link to Budget

29% of records reflected analysis and change with a link to budget

43% reflected analysis and change

21% linked to budget

Evidence Included 32% of records included evidence attachments

33% of records included evidence attachments

Results indicated goal setting and methods of direct assessment were strong, a reflection of training completed, and provide a solid foundation for completing assessments. Strategies for improvement on other areas of assessment include the development of a comprehensive training plan, identification of departments requiring extra assistance, and an evaluation of resource needs. Resource needs are financial support to implement the training plan and additional staff to act as resources for assessment. A link was created to the Staff Development budget to ensure implementation of planned training. A faculty fellow position was created and reviewed with the President’s Leadership Team for internal candidate nominees to assist with assessments. Qualified candidates will serve in the role on a rotating two-year term. During 2016, a math department faculty member assisted with statistical analysis.

Subsequent to the assessment review, an overall evaluation of the review process was completed. Key findings from the initial review of Academic Programs showed the review process was time-consuming and difficult, considering Council members’ current job responsibilities. Members felt unqualified to provide opinions on the quality of assessments despite training provided. To address the findings, changes were quickly implemented before the review of non-academic departments. The changes included completing reviews in small group meetings, which replicated the training environment, asking committee members to attend webinars and outside conferences on assessment to increase their skill level and confidence, and revising committee membership to replace inactive members. Feedback following the changes was positive, and in the spirit of continuous improvement, the Council discussed recommendations to expand the evaluation team to include additional reviewers representing all areas of the College as well as external stakeholders such as members of Advisory Boards for Fall of 2016.

In order to share the experience and gain external perspective, the Co-Chairs of the Assessment Council presented the data at two separate conferences, The Eastern PA Two-Year College Assessment Consortium Summit in April 2015 and the MSCHE 2015 Annual Conference. Both sessions were well received, and valuable contacts were made to support the process going forward. PLANNING PROCESSES

The College will introduce a new strategic plan during Summer 2016 to lead the institution’s priorities through 2021. The process is discussed in detail in Chapter Six; however, several key components are relevant to LCCC’s overall institutional effectiveness. Review of LCCC's Mission and Goals as part of the College’s Systematic Plan of Evaluation was completed as scheduled for 2015. The timing served the planning process well. A survey was fielded at the

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summer planning retreat as well as online for College-wide input. The intent of the survey was to ensure appropriateness of the College’s Mission and Goals as a foundation for the 2016-2021 Strategic Plan. Results of the survey indicated overall approval of the Mission Statement as written, with 100% of 76 respondents stating that the Mission completely (66%) or somewhat (34%) conveys the College’s primary purpose. Additionally, 80% responded excellent or good when asked to describe the extent to which the mission guides decision-making, and 87% responded the mission is not dated. Detailed suggestions for improvement were cited, with 93% stating the revisions should be made within the strategic planning goals framework rather than changing the text of the College Mission, which was revised significantly following the 2011 Self-Study. Suggested goal additions were reviewed and discussed by the Strategic Plan Steering Committee for inclusion in the new plan. Chapter Six outlines the committee’s charge and membership.

Assessment of the accomplishments of the 2011-2016 Strategic Plan is facilitated through SharePoint, the College’s assessment repository. Since initial implementation, the SharePoint tool has been enhanced to accommodate assessment and planning tasks. Templates have been developed to permit better monitoring of activities and summarize the measurement of Institutional Learning Outcomes (ILO’s), General Education outcomes, program and course learning outcomes, achievement of goals of the Strategic Plan, and linkage of assessment records to the budget as well as to the applicable MSCHE Characteristics of Excellence.

Accomplishments of the 2011-2016 Strategic Plan were discussed in Chapter Three. Table 5.3 below, depicts plan monitoring capability using the SharePoint system. Division and Department Leaders utilize the data to identify progress of planned items and to serve as a reminder to conduct assessment of completed items as appropriate.

Table 5.3 Planning Initiatives

Strategic Planning Initiatives as of November, 2015

Planned Underway Complete Total Number of Plan Initiatives

27 123 87 237

Percent of Initiatives 11% 52% 37% 100%

The data show nearly 40% of plan items included in SharePoint are complete. The 52% of plan initiatives listed as “underway” include items that are ongoing as well as many scheduled for completion within the 2015-2016 academic year; the initiatives will be updated with new status until after the Spring 2016 semester. The President’s Leadership Team monitors the items to ensure consistent progress. The 11% of items listed as planned are being evaluated by the Strategic Plan Steering Committee to determine whether appropriate to include in the updated Strategic Plan.

Division Leaders provide updates to plan status on a rotating monthly basis at the President’s Leadership Team meetings. Plan updates provide the opportunity for discussion of progress of critical items and ensure focus on strategic priorities. Leaders are encouraged to share information within their area of responsibility to increase transparency.

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Chapter Six. Linked Institutional Planning and Budgeting Processes

LCCC’s planning occurs on three levels, with assessment and accountability at every level:

Strategic – Includes the College Mission, Vision, Institutional Goals, Strategic Plan, andother College plan goals (e.g. Academic Plan, Budget Plan, Enrollment Management Plan,Technology Plan, Facilities Master Plan)

Operational – Includes Division and Department plans outlining action items to achievethe strategic goals of all College Plans

Tactical – Includes the policies and procedures necessary to support all levels of planningand ensure an ongoing, sustained process

Development of the planning framework was a significant institutional accomplishment following the 2011 Self-Study. The 2012 Monitoring Report outlined an effort to update the College’sMission and Goals to simplify and clarify the major driving force of the institution, the mission. Allplanning efforts are guided by the three components of the mission; providing excellence ineducation, fostering student success in achievement of goal, and positively impacting the Northeast Pennsylvania region. A Strategic Plan was formulated with a clear delineation of strategic and operational goals. The Plan increased accountability for results by creating a solid framework for implementation and assessment of initiatives, along with linkages between plans and the College budget. The effort proved successful through the engagement of all College leaders, faculty, and staff, and provided the foundation for institutional growth and renewal. The College earned two commendations for enthusiastic faculty and staff support and a well-defined, comprehensive assessment process after the March 2012 follow-up visit. Figure 6.1 outlines the major components of the planning framework.

Figure 6.1 Planning Framework

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LINKAGE BETWEEN PLANNING AND BUDGETING

LCCC’s planning processes are supported by policy and procedure. Specifically, the Mission and Goals Assessment procedure, the Planning procedure and the Budget procedure outline the process for plan development and review as well as the interrelationship between all College plans and links to the College budget. LCCC’s Finance Department is committed to professional development in best practices for linking plans to budgets. Staff attended the MSCHE Institutional Follow-up Reports and Visits workshop to gather information on practices to share with other Finance staff.

To further integrate the plans and strengthen links to the budget, a formal revision to the Budget Procedure was completed during the 2012 budget cycle. Since then, the procedure is annuallyassessed and improved. The procedure creates a direct link to budget requests and the Strategic Plan. Examples of the procedure in practice are described in the section below. All budget requests for additional funding must reference the Strategic Plan item supported. In order to increase transparency, Department Leaders are invited to present requests to the President’s LeadershipTeam. The Team engages in further discussion to better understand the details of the request and the ways in which the request will advance achievement of the strategic goals of the College. The forum provides an opportunity for requesters to outline relevant data supporting the request.

The President’s Leadership Team has implemented a prioritization practice in which requests are scored and ranked according to strategic contributions. The process is also described in the next section containing examples of the Budget Procedure in practice.

Departments receiving additional funds must assess the funded initiative and present the results in the subsequent budget cycle. Budget timelines were revised to more closely align with the College’s assessment calendar. Figure 6.2 provides an overview of the integration of calendars.

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Figure 6.2 LCCC Budget, Assessment & Planning Calendar

The College’s SharePoint repository serves as the hub for documentation of the interrelationship of assessment and planning initiatives. As stated in the 2013 Progress Report, development of the final phase of the SharePoint repository continued following the Self-Study to include a new module to house and track achievement of all Division plans (operational plans). The new “Planning Tab” replaced the former system of using Excel spreadsheets to document plans. Each plan is now accessible college-wide and follows the same file structure used for individual assessments. Each Division goal and objective link directly to the Strategic Plan. SharePoint outlines links to the President’s Vision and tracks implementation status, responsible parties, links to specific assessments, and the budget. The reports allow for a periodic review known as the “Big Picture Analysis” to the President’s Leadership Team. The analysis depicts a high level look at LCCC’s strategic plan goals and the initiatives tied to achievement. Assessment results are reviewed and discussed at all levels of the College to ensure progress is made toward achieving the mission and to inform prudent allocation of resources.

Further linkage of College plans and the budget is demonstrated in the shared goals across College plans. The Strategic Plan update serves as a catalyst for update to all College plans to ensure the goals are synced. Specifically, the Enrollment Management Plan, Academic Plan, and Facilities Master Plan identify strategic priorities as communicated in the Strategic Plan update. Additionally, other operational plans, such as the Technology Replacement Plan and all Divisional and Department plans, are updated to ensure goals directly tie to the Strategic Plan and identify the initiatives necessary to achieve strategic goals. Responsible parties and timelines are established at the operational level to ensure sustainability and ongoing focus on strategic priorities.

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In addition to the planning records tracked in SharePoint, individual assessment records are also linked to the budget if applicable. Within the online form to create an assessment record, there is an indicator for items affecting budget. The indicator flags the assessment as linked to budget and provides a useful tool for the required data to be submitted in the budgeting process. A review of records flagged during 2013-2014, indicated 21% of records demonstrated a direct link to budget,and during 2014-2015, 17% of records were linked. Efforts are continuing during 2016-2017 to train system users to appropriately use flags to ensure accurate linking of assessment records to the budget. Data submitted by individual departments as required by the budget procedure are used to evaluate the use of funds.

BUDGET PROCEDURE IN PRACTICE - EXAMPLES

The Resource Allocation for Budget and Personnel Requests policy provides the overview and lists the related procedures for the budgeting processes. The Budget Development Procedure includes the timeline for the annual budget process and general instructions for all departments to follow. All budget requests (increases or reallocations) must support the Department Plan, which is directly linked to a specific goal in the Division Plan, and in turn directly links to the College’s Strategic Plan, Institutional Goals and the Mission. Ties to other college-wide plans, such as the Facilities Master Plan, Academic Plan, and Enrollment Management Plan, exist where appropriate.

Detailed instructions and required forms for the annual budget process are provided to all Department Leaders at the beginning of each budget process cycle. The Department Budget Request Form includes the current year budget and requests for the subsequent two fiscal years. Departments are required to annually update plans prior to the Fall semester to align with the budget process and to include the department plan objectives related to additional funding requests and rank multiple requests by priority. The form applies to all operating and capital requests. Depending on the request, additional forms such as Employee Requisition Budget Request Form, Furniture and Equipment Acquisition Request, and the Additional Budget Request Supplemental Form are required. The Department Plan is also submitted to the applicable President’s Leadership Team member to use when prioritizing the compilation of requests.

The additional forms require more detailed information supporting the request. Form E, the Additional Budget Request Supplemental Form, contains a series of questions requiring the department to link the initiative to the College Mission and Goals, to list the Department Plan objective supported by the initiative, and to provide an implementation plan and time-line.Requesters provide the relevant data to support the request. In addition to the requested budget for the current year, the form requires identification of future funds needed to support the request to ensure proper planning.

The Controller, after meeting with each department, compiles a master list of operating, capital and personnel requests. The master lists are reviewed and prioritized by members of the Leadership Team using the LT Criteria for Evaluating Additional Personnel and Budget Requests. The criteria outline the relationship to the Mission and Goals impact on enrollment, and connections to formal plans of the college such as department, division and strategic.

The final budget is completed by the Finance Division, reviewed and approved by the President's Leadership Team, and presented to the Board of Trustees for approval. Approval of the budget takes place prior to June 30 of each year. The budget is entered into Ellucian for the July 1 start of the fiscal year.

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The Leadership Team informs Department Leaders who requested additional funds whether requests were approved. Approved purchases must follow the Purchasing Policy. Approved personnel requests must follow the Recruitment, Search and Selection Policy and related procedures.

Key to ensuring the effectiveness of the resource allocation process are the assessment measures taken related to financial allocations. The Dean of Finance utilizes the Assessment of Effectiveness of Financial Allocation Procedure when preparing the budget and updating the Leadership Team. The assessment includes review of financial statements, budget history, budget meeting data and preliminary budget projections.

Prior year allocations are assessed to inform future allocations. Each department receiving an approved funding allocation is required to submit a Six-Month Status Assessment of Additional Funds Usage by January 15 and June 15 of the budget year. The form is also submitted with the following fiscal year budget and documents the amount and category of allocation, (operating, capital or personnel) and confirms funds were used as intended. Additionally, the department reports the assessment method used to determine effectiveness of the funded initiative, the results of the assessment, and any applicable timelines and measurements. Below are examples demonstrating the process of budget allocation and outcomes generated through the assessment cycle.

Example One: The Security Department requested an increase of $5,000 in the uniform/equipment/office supplies line item during the 2015-2016/2016-2017 budget preparation process. The Department Leader completed the Department Budget Request Form and the Additional Budget Request Supplemental Form. The supplemental form included detailed information stating the purpose of the requested funds was “replacement of AED batteries and pads for 15 Medtronic AED units with batteries expiring during the 2015-16 fiscal year.” The initiative supports the College Mission and Goals and the Strategic Plan objective to maintain a safe and secure campus. Without the battery replacement, the AEDs would have to be removed from service after 2016, leaving both students and staff without a major medical response service. The funds were added to the Department’s 2015-2016 budget and the Department subsequently submitted the Six-Month Status Assessment of Additional Funds Usage form. The outcomes reported identified 17 AED batteries were replaced instead of the anticipated fifteen.

Example Two: The Dean of Enrollment Management and Student Development requested an increase of $2,437 to the Travel and Conference – Administration and Classified line item during the 2015-2016/2016-2017 budget preparation process. The Leadership Team reviewed the request and approved partial funding of $1,000 to address the request with minimal financial impact to the 2015-2016 budget. The Department subsequently submitted the Six-Month Status Assessment of Additional Funds Usage form. The outcomes data reported the Dean received best practice data in enrollment management trends at the conference attended with the additional funds, resulting in the creation of additional institutional measures, goals and processes, including an admissions market share analysis and target recruitment plan. The data also informed the President’s Vision and identified new market advantages.

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STRATEGIC PLAN UPDATE

LCCC is currently in the process of updating the current Strategic Plan 2011-2016. The update process began with the development of the Presidential Vision 2015-2020. The Vision emerged from the College Mission and Institutional Goals, stating Luzerne County Community College will be the first choice for higher education in northeastern Pennsylvania, serving a diverse population through comprehensive programming and services that prepare students for self-sustaining careers in high demand fields. Research conducted by the President in development of the Vision provided the basis for the strategic planning process. College-wide focus groups held between October 2014 and March 2015 identified challenges and opportunities. Faculty, staff and students were asked for input and provided creative suggestions for initiatives to support the Vision. The completed Vision was approved by the Board of Trustees in May 2015 and communicated college-wide by the President in several forums, including In-service, College Leaders Professional Development Sessions, and the Summer Planning Retreat.

The strategic planning process was initiated in Fall 2014 and continued for approximately 18 months. The plan is formulated through and supported by rigorous data analysis. Assessment of prior plan accomplishments and the impact on the budget, student learning assessments, academic program review data, key performance indicators, student survey results, and benchmarking data obtained through both the National Community College Benchmarking Project (NCCBP) and the Voluntary Framework of Accountability (VFA) were considered in identifying strategic priorities. Additionally, in order to ensure external points of view, a study was conducted by The Institute for Public Policy and Economic Development, a partnership among ten local colleges and universities specializing in the development of reliable research based on best practices to aid in decision-making. The Institute provided two major components of Environmental Scan data, Indicators 2015, a comprehensive demographic comparison of the two largest counties in LCCC’s service area, and a custom market study. The study was a data-driven market overview including the region’s key demographic and labor market trends. Using demographic profiles and detailed occupational classifications, the Institute prepared detailed analyses and conclusions identifying high-opportunity occupations projected to grow locally and statewide between 2015 and 2025, particularly with educational requirements beyond a high school diploma. Also identified were key demographic and economic trends in the region and state, describing the future potential impact on higher education. As discussed in Chapter Three, the market study identified opportunities included in the Strategic Plan.

The inclusive process allowed for healthy debate of issues and diversity of perspective, and welcomed input from internal and external stakeholders in various forums, such as surveys, focus groups, planning retreats, committee meetings, stakeholder interviews and open discussion opportunities. An annual planning retreat was held and well attended by approximately 50 representatives from various areas of the College. Several activities were conducted during the 2015 retreat to directly feed the planning process, including a SWOT Analysis and a survey of the appropriateness of LCCC’s Mission. Additionally, the Legislative Affairs and Community Outreach Subcommittee of LCCC’s Board of Trustees acted as the liaison from the Board to the planning process. The subcommittee receives regular updates regarding status of the process and provides feedback on both process and content. Upon completion of the plan during Summer 2016, the Board Subcommittee will utilize the strategic goals in advocacy and fundraising for the College.

A Strategic Plan Steering Committee was formed to facilitate the planning process and develop the final document articulating the plan. The charge to the committee documented the responsibility to

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evaluate relevant data, utilize a collaborative and consultative process to identify plan goals and objectives, realistically assess currently available and potential future resources, and ensure links are present between assessment, planning and resource allocation. The committee members represent various areas of the College and levels of experience and are divided across four subcommittees designed to focus on key elements of plan development. Subcommittees are outlined in the Figure 6.3.

Figure 6.3 LCCC Planning Committee

Draft Strategic Plan goals are scheduled for college-wide release in Summer 2016, kicking off a three month period of evaluation by all College constituents. Implementation and assessment of Strategic Plan 2016-2020 will commence with the start of the academic year 2016-2017.