Judgment of Compliance: The College certifies COMPLIANCE.

Narrative:

Wayne Community College recognizes the importance of providing quality educational resources and processes; but more importantly, WCC recognizes the necessity of planning for the improvement of programs and services and the evaluation of educational results. As a result, the institution's conscientious and consistent reporting efforts engage in continuous study, analysis, and assessment of mission, policies, procedures, and programs. One of WCC's major strengths is its documented history of concern for institutional effectiveness, which exceeds three decades.

In 1972, an institutional researcher was hired and worked in the office of the dean of instruction. This position was filled intermittently during the 1970s and the 1980s. The decade of the 1980s saw the publication of numerous articles and reports emphasizing the importance of institutional effectiveness and its relationship to improved performance and accountability in higher education. Particular emphasis was placed on student learning successes and outcomes. As a result, the Southern Association of Colleges and Schools (SACS) moved from a format of measuring colleges against standards to one of meeting criteria. These new criteria were presented to WCC during its 1984-86 reaffirmation self-study.

Subsequent to the 1986 SACS reaffirmation, WCC entered into a Federal Title III Strengthening Institution Consortia Grant (1987-1990) with several other eastern North Carolina community colleges to begin developing a framework for institutional effectiveness. The grant allowed the institution to develop a formal planning process by hiring a full-time officer for planning and research.

From 1987-90, college personnel learned about the planning, evaluation, and continuous improvement process that led to the development of a planning model that was geared toward the systematic processes of institutional effectiveness. That first planning model has undergone several revisions to become the current planning model. A formal thirteen-member Planning Council, consisting of faculty and administrative personnel and three planning groups was established. The Council is responsible for the development, revision, and implementation of planning and institutional effectiveness guidelines. The college's first plan under this concept was published in 1989 with eight Long-Range Goals supporting the purpose (mission) of the college.

In 1989, the NC General Assembly adopted a provision (S.L.1989; C752; S.80) which mandated that "Each College shall develop an institutional effectiveness plan, tailored to the specific mission of the college. This plan shall be consistent with the Southern Association of Colleges and Schools ‘Criteria' and provide for collection of data as required by the Critical Success Factors list." Consequently, each community college was required to develop and provide to the NC Community College System Office an annual Institutional Effectiveness Plan.

Following a 1991 review of the WCC plan by the North Carolina Community College System Plan Review Committee, the Committee recommended that the college provide additional training on developing outcomes and assessment criteria. Subsequent to that recommendation, WCC was able to contract supplemental training from one of the early leaders in institutional effectiveness, Dr. James O. Nichols from the University of Mississippi.

In the summer of 1992, WCC selected a new president. Shortly thereafter, a reorganization occurred that expanded the size of the planning groups from three to five and increased the size of the Planning Council from 13 members to 24. Today, the Council has grown to 30 members. The President's demonstrated support over the past 12 years has ensured that the planning and evaluation process has evolved into a thorough, clearly defined, and systematic process of planning, evaluation, and continuous improvement.

In April 1995, the Southern Association of Colleges and Schools reaffirmation committee commended the college "for the broad participation of faculty, staff, and administration in the development of the budget/planning process and for the open process by which resources are allocated to planned priorities."

As a result of the 1995 SACS reaffirmation, the college developed the Wayne Community College Future Directions document. The document offered the following initiatives which set the stage for the college's future planning considerations and were subsequently sequenced into the college's long-range planning process:

• Develop goals to address the disproportionate number of black males and the growing Hispanic and Asian population.
• Investigate private funding sources to offset the loss of federal, state, and county funds.
• Address the Developmental Studies program.
• Encourage the use of technology by faculty and students.
• Focus on and improve the advising process.
• Establish collaborative partnerships to standardize library processes to prepare students to deal with any post-secondary institution.
• Better coordinate services for students with special needs.
• Customize continuing education programs to provide instruction to support the temporary decline in curriculum enrollment to meet business and industry needs.

These initiatives became known over time as the Strategic Areas of Emphasis and have undergone several revisions in the last three years.

In 1996 and in accordance with the WCC Master Plan, the college added three new buildings (Airport, Magnolia, and Pine buildings) totaling 70,000 square feet of classrooms and labs valued at $7.4 million.

In Fall 1997 WCC, along with the other 57 NC community colleges, converted from the quarter to semester system as a result of NC HB. 739 and Senate Bill 1161; 1995 General Assembly Comprehensive Articulation Agreement.

During the 1997-98-plan year, the college celebrated its fortieth anniversary and part of that celebration was the scheduled review of the college's mission statement and goals using the Future Search Conference venue. As a result, the mission statement was modified, and two existing short-range goals addressing technology and diversity were converted to long-range goals.

In July 1999, WCC applied for a Substantive Change for Distance Learning. Following the SACS team visit October 10-13, 1999, the SACS Commission on Colleges "continued accreditation following the review of distance education programs offered by the institution" on July 7, 2000.

The 2000-plan year saw the implementation of the North Carolina State Board of Community Colleges new performance measures accountability model. The twelve performance measures identify expected outcomes for the college's educational programs and for administrative and education support services. These performance measures are part of the college's annual program and services review and are detailed in Comprehensive Standard 3.3.1. The performance measures have become the cornerstone for public accountability, provide monetary incentives for achievement, and must be published annually in the WCC General Catalog. WCC has been a superior performing college for the past three years.

In January 2000, the President directed the Director of Planning and Research to perform a five-year follow-up to assess the processes put into place from the 1995 SACS reaffirmation report. Although this project was not directed by SACS, the President wanted to ensure that the college's previous assurances of documented compliance were in place. The Director of Planning Research reported that recommendations were adequately addressed; however, the report also indicated the need for continuous training and professional development activities for new employees to offset the loss of experienced faculty and staff through retirements.

In September 2002, the colleges' mission statement was reviewed and revised to be effective in the 2003 Plan year.

The planning years from 1999-2004 saw the economy of the United States and of North Carolina go into a tailspin in both the civilian and government sectors. The painful end to the dot.com era, corruption on Wall Street, and the impact of September 11^th, 2001, were all contributing factors. As a consequence, the college experienced some austere budget years that put the college plan to task in addressing student, academic, and administrative goals while keeping tuition at affordable levels and the quality of programs and services high. Innovative strategies like reducing the number of allowable departmental planning objectives and revenue generating and cost-cutting measures and the hiring of a full-time grant writer allowed the college to continue to deliver outstanding programs and services to the community.

Not all of those years were gloomy. In November 2000, the voters of North Carolina approved a statewide post-secondary education bond referendum that resulted in almost $13 million in new construction projects for the WCC Master Plan. Another 4,850 square-foot childcare center (Oak building) valued at $774,075 was added to the campus in 2003. The childcare center can accomodate fifty children from six weeks to five years old. The Dental Hygiene program also got a $675,000 boost with a renovation project that expanded the size of the facility by 2,850 square feet to 31,378 square feet. The expansion increased program enrollment from 48 to 60 students each year, thereby helping to relieve the shortage of hygienists in the region. In the summer of 2005, the construction of the Walnut building, housing Continuing Education and the Business and Industry Center, will be completed at a cost of $4.3 million with over 27,000 square feet of instructional and office space.

In March 2004 the college revised its Instructional Philosophy policy from a competency-based Instructional model to a Student Learning Outcome model (CPM 03-0101, Instructional Philosophy) for the college's 74 (40 associate degrees, 20 certificates, and 14 diplomas) curriculum programs. WCC has adopted eight college-wide student learning outcomes:

1. Demonstrate speaking, writing, and reading skills necessary to communicate effectively.
2. Demonstrate mathematical skills necessary to solve problems appropriate to the area of study.
3. Use principles of critical thinking to analyze problems and make logical decisions.
4. Use computers and other technologies to achieve academic, work-related, and personal goals.
5. Apply the principles and concepts of the natural and social sciences.
6. Use positive interpersonal skills to interact with individuals in diverse groups.
7. Recognize the importance of globalization in developing a broadened world view.
8. Explore the fine arts and humanities from cultural and historical perspectives.

Beginning March 2005, the college will begin participating in the national Community College Survey of Student Engagement (CCSSE). This nationally recognized survey is a benchmarking instrument, a diagnostic tool, and a monitoring device for reliably documenting and improving institutional effectiveness through an analysis of student engagement and the student learning process. This survey will become an integral part of the college's Quality Enhancement Plan and integrated into the college's Institutional Effectiveness Processes. As a part of the CCSSE process, the college will also be participating in the Community College Faculty Survey of Student Engagement (CCFSSE). Additionally, WCC has chosen an over-sample option, which targets a particular population, in this case, developmental education.

The college's 2005-2010 Strategic Plan represents the tenth edition of the Institutional Effectiveness Through Plan and Budget Integration Manual. Along with the mission, goals, and the existing electronic process to aid planning units in the development of their annual planning objectives and budgets is an improved on-line planning management system. This prototype not only streamlines the input of planning information but also creates the college budget information for the Chief Financial Officer while making the management of the mid-year and end-of-year reporting process for all concerned much easier. The new model was introduced during the Fall 2004 annual departmental planning and program review training. Feedback from the participants has been very positive.

As previously discussed and documented, WCC recognizes the importance and necessity for planning, evaluation, and improvement. As a result, the institution's conscientious and consistent reporting efforts engage in continuous study, analysis, and assessment of mission, policies, procedures and programs.

Institutional Effectiveness Overview

Institutional Effectiveness essentially involves four questions. The first three focus on the college's mission: What is our purpose? What do we want to become? How will we get there? The fourth question is related to and flows from the first three: How well is WCC doing its job in order to fulfill its mission?

Simply stated, institutional effectiveness involves the following:

1. Establishing a clearly defined mission or purpose.
2. Formulating educational goals consistent with this mission.
3. Developing and implementing procedures to evaluate the extent to which goals have been achieved.
4. Using the results of evaluations to improve programs and services.

WCC's college-wide planning and evaluation activities have the following characteristics:

1. All members of the college community are given the opportunity to participate in annual planning and evaluation activities. The planning process is both bottom-up and top-down.
2. The process requires that all members of the college community understand the college's mission, and daily management reflects an understanding of this mission.
3. The process is inherently student-focused, acknowledging the college's first and foremost goal of "enhancing student success through college-wide programs and services."
4. Planning and evaluation is an ongoing process directed at continuous improvement. The process, therefore, has no real beginning nor end.
5. College planning links strategic planning and divisional/departmental operational planning with budget development and allocation.
6. The Planning Council is responsible for the development and implementation of the Institutional Effectiveness guidelines for the college.
7. The President's Administrative Council is responsible for the overall coordination of college-wide planning, evaluation, and subsequent improvement activities.

The WCC Strategic Plan is referred to as the Institutional Effectiveness Through Plan and Budget Integration and incorporates the college's strategic/long-range five-year plan, the one-year operational plan, and the institutional effectiveness plan. The plan is developed using a planning format that includes budget integration throughout the plan.

The following standardized format ensures uniform planning documents:

1. Planning Unit,
2. Long Range Goals,
3. Short Range Goals,
4. Objectives/Intended Learning Outcomes,
5. Justification,
6. Assessment Criteria,
7. Resources,
8. Mid-Year and End of Year Status Report, and
9. Use of Results.

The College mission is supported through nine long-range goals and twenty-five short-range goals, which are also designed to support the respective mission of each academic and administrative department.

Mission and Long-Range Goals Review (Five year cycle)

The college's strategic/long-range plan is a five-year visionary plan that is reviewed and revised every five years (for both the mission statement and long-range goals) and sets the direction for the college. However, because of the constantly changing environment, the college conducts a mission and goal review every two years. The following steps are used for this review process:

1. The Planning Council, taking into account relevant internal and external planning data, reviews and revises, as appropriate, the mission statement and long-range goals for the college. (Mission and Long-Range Goals Review (Five year cycle)
2. The Director of Planning and Research with the assistance of the 30-member Planning Council facilitates the review, revision and implementation of the Institutional Effectiveness Plan through either a SWOTT's (Strengths, Weaknesses, Opportunities, Threats, and Trends) analysis or the Future Search Conference venue. In both processes, the data gathered is used to develop planning assumptions to assist in the review, revision, and support of the college mission statement and goals.
   1. The SWOTT's analysis normally involves the use of survey instruments, interviews, and data analysis of local, state, and national demographics, politics, economic conditions, employment, and education. Students, faculty, staff, alumni, local citizens, governmental agencies, private businesses, and community organizations are invited to participate in surveys and interviews. The collection of survey data can be completed by the traditional paper means or filled out electronically. The electronic survey format was utilized to develop the 2005-2010 Institutional Effectiveness Plan.
   2. The Future Search Conference involves the gathering of information similar to that in the SWOTT's process by using a cross section of people from inside and outside the college representative of the community. This process can take anywhere from an afternoon to two days, depending on the maturity level of the college's planning process as well as the time the college is willing to commit to the Future Search process. Like the SWOTT's process, the Future Search Conference involves detailed planning that will ensure a representative cross-section of people from the community. Usually, about 70-75 people along with 7-8 facilitators participate. This process was used to develop the 1999-2004 Institutional Effectiveness Plan.
3. Copies of the proposed revisions are distributed to all college employees (full-time and part-time) and Board of Trustees members for comments, recommendations, or changes for improvement. This information is returned to the Director of Planning and Research, who compiles the results for study by the Planning Council. The Planning Council makes a formal recommendation of mission and goal modifications to the Administrative Council.
4. Once the revisions are approved by the Administrative Council, the President presents the final version to the Board of Trustees for approval and adoption.

Short-Range Goals and Objectives Review

Before preparation of short-range goals and objectives can occur, WCC leaders must review what happened in the previous planning year in their respective divisions. The following table outlines the college's annual planning, budgeting, and evaluation process.

Table 1 Planning Timeline

The following steps provide more detail on the colleges annual planning, budget, and evaluation/assessment process.

1. The Planning Council meets in the fall of each year to evaluate the results of the previous year's plan. The evaluation process consists of a review of the End of Year Report, college Critical Success Factors, the college's mission statement, and goals. The council revises and updates the mission statement and goals (long or short) as necessary.
2. The Annual Operational Plan is developed each year and reflects annual planning unit objectives/intended outcomes. Since the college receives the majority of its operating funds from state and county allocations, the WCC Operational Plan year follows the State of North Carolina July through June fiscal year. Ongoing planning and evaluation are required of all of the college's departments.
3. After recommendations/feedback from the Planning Council, the Director of Planning and Research conducts annual planning and program review training workshops from November through February for all planning units. Planning units begin developing departmental objectives (within their respective planning groups), educational outcomes, methods of assessment, and required resources (budgets) for the next planning year.
4. Planning group heads prioritize planning objectives and budgets within their divisions and forward these documents to the Director of Planning and Research and the Chief Financial Officer. The Director of Planning and Research assembles the planning documents for prioritization while the Chief Financial Officer prepares the budget. Each Planning Council member prior to the annual retreat reviews these documents.
5. At the Planning Council retreat, all planning group heads are given the opportunity to present their case as to why their respective division's list of objectives should be funded. The Planning Council prioritizes all of the objectives and forwards the list to the President and his Administrative Council, where the prioritized objectives are approved based upon available funding. The prioritized plan is published on the WCC website for everyone's information.
6. However, the plan cannot be implemented until the college receives its budget allotment from the state. Consequently, delays in implementing department objectives may occur if insufficient funding is received and other sources of funding cannot be used.
7. Division heads (planning group heads) are charged with monitoring the progress of their division's objectives at least four times a year (informally in September and March; and formally in December-January, and May-June). Each planning unit submits a written mid-year status review in January and an end-of-year report in May. These reviews are subsequently published on the WCC webpage and in hardcopy. The reports are used to evaluate the success of planning unit objectives/intended outcomes after the closeout of the plan year.

The Annual Institutional Effectiveness Cycle

The college recognizes that informal planning takes place in the many encounters, discussions, and meetings that occur during the workday. Formal planning processes are required to capture, organize, and synthesize the results of established assessment processes as well as these informal discussions. In addition, the formal process ensures that all members of the college community have the opportunity to participate in the process and provide input.

Each year, between November and February, the Director of Planning and Research provides department training on planning, assessment, and program and services review and conducts a mid-year review of planning objectives. Each department is responsible for the following:

1. Defining/reviewing its mission
2. Identifying goals related to the WCC mission
3. Identifying environmental events or trends that impact on the program
4. Clarifying customer or student needs
5. Reviewing performance outcomes
6. Determining goal completion or carrying forward incomplete goals
7. Requesting funding based upon goals

The following end-of-year reports will show the results of each department's Annual Institutional Effectiveness Plans:

1. 2003-2004 End of Year Strategic Plan Report
2. 2002-2003 End of Year Strategic Plan Report
3. 2001-2002 End of Year Strategic Plan Report

The Institutional Effectiveness Plan process engages departments and divisions in annual systematic reviews of their programs and services. The process requires service and academic programs to establish goals and objectives or learning outcomes, set means for assessing success in attainment, determine assessment results, and document the use of results. The following provides evidence that the college utilizes and benefits from ongoing, integrated, and institution-wide planning and evaluation to support the college mission and goals.

1. Wayne Community College Critical Success Factors are defined as "the key things that must go right for an organization to flourish and achieve its goals." The Critical Success Factors reflect a variety of measures for each one of the college's nine long-range goals. The first nine factors correspond to the nine institutional goals; the tenth factor reflects the assessment methods used to document Institutional Effectiveness.
2. The North Carolina State Board of Community Colleges adopted North Carolina Community College System Twelve Performance Measures and Standards in May 2000, which became the cornerstone for public accountability. Chapter 1115D-31.3 of the North Carolina General Statutes authorized the use of six performance measures to be tied to performance funding. Attaining five of the six measures designates an institution as a Superior Performing College. WCC has been a Superior Performing College for the past three years.
3. The mid-year and end-of-year Plan Reports document the participation and on-going process of annual department/division planning, resource allocation, assessment, and use of results.
4. Academic Program Review provides the on-going review of instructional programs. This procedure addresses mission, student learning outcomes, demographics, performance standards, student and graduate survey data, FTE, part-time/full-time assigned personnel, strengths and weaknesses of the program, and advisory committee recommendations. CPM 09-0301, Program and Services Review
5. Support Services Review provides the on-going review of administrative and student support programs. This procedure addresses mission, impact on student learning outcomes, performance standards, faculty/staff survey data, student/early leaver/graduate data, part-time/full-time assigned personnel, program strengths and weaknesses, strategic areas of emphasis, state audit reports, and continuous improvement projects. CPM 09-0301, Program and Services Review
6. The North Carolina Community College System Annual Program Audits reviews selected WCC's academic programs, continuing education programs, and administrative services documentation for fiscal integrity and legislative compliance. For the past five years, the College has not received a single audit exception. http://www.ncccs.cc.nc.us/webaud/index.html (Link requires internet connection)
7. The Wayne Community College Annual Performance Appraisal System for faculty and staff ensures the performance evaluation of all personnel. Both appraisal processes have undergone major revisions in the past two years in order to streamline the appraisal process and to make the reporting less burdensome.
8. Through the annual review of all official programs of study by departments in the Academic Affairs Division, departments recommend additions and deletions to the list of courses required in each curriculum and submit the changes for review and approval to the college's Curriculum Committee, Board of Trustees, and the NC Community College System (Curriculum Review Procedures and Electronic Program of Study Review/Approval Procedures for Curriculum Programs)
9. The Administrative Council includes a list of initiatives that require special attention and are referred to as the Strategic Areas of Emphasis. These initiatives are designed to focus on areas of interest to the college and are reviewed and revised each year at the annual Administrative Council Retreat.
10. From 1996 to 2004, various Continuous Improvement Project (CIP) committees and task forces, facilitated by the President and the Director of Planning and Research, reviewed, evaluated, assessed, and made significant improvements in supporting academic and student support programs.

Development and Assessment of Expected Outcomes

The annual planning and evaluation process involves the following seven steps:

1. Planning units review and, if necessary, revise their mission statement to ensure that it is consistent with the stated mission of the college.
2. Planning units evaluate the outcomes/objectives developed (during the previous year's planning cycle) and implemented (during the current fiscal year). This evaluation includes the following:
   1. A description of what happened when assessment activities took place. Assessment results will document that objectives/intended outcomes were either met or were not completely achieved.
   2. A description of how the results of assessment were or will be used to improve the respective academic program, continuing education, or administrative unit.
3. Planning units develop objectives/intended outcomes for the next fiscal year. Each fiscal year, units must develop, review, or revise their planning objectives/intended outcomes in response to the following:
   1. Advisory committee input
   2. Recommendations derived from program or service review
   3. Evaluation of the previous year's objectives/outcomes
   4. New goals developed by the college
   5. Continuous Improvement Projects
   6. Strategic Areas of Emphasis
4. Planning units develop a plan of action for accomplishing the objective/ intended outcome. The unit plans form the basis for budget requests for the next fiscal year.
5. Planning units develop criteria or procedures to be used as means of assessment to evaluate the accomplishment of each outcome/objective.
6. Planning units identify the resources needed to carry out the plan of action to accomplish each objective/intended outcome.
7. After approval from the respective planning group heads, the planning units submit the completed planning objectives and budget worksheets to the Director of Planning and Research, who, in turn, provides the budget worksheets to the Chief Financial Officer.

Each completed planning objective should contain the following information:

1. The department originating the objective,
2. The relevant long-range goal,
3. The specific short-range goal,
4. The objective/intended outcome,
5. The assessment criteria,
6. The resources, and
7. The target date.

By the end of the planning cycle, the following will be added:

The mid-year report,

The end-of-year report, and

The use of the results.

8.		The Director of Planning and Research begins the process of building the prioritization plan that will be used by the Planning Council at their annual retreat, and the Chief Financial Officer begins to build the budget for the upcoming fiscal year.
9.		Once the Planning Council has completed the prioritization of the planning documents (those requiring funding), the Administrative Council allocates the necessary funding to implement the objectives when the fiscal year begins.

Evidence of Program Improvement

Evidence of program improvement can be found in the final piece of information required for each planning objective, "Use of Results." Each planning group must "close the loop" on its objectives by explaining the implications of implementing each objective. This explanation is more than simply a discussion of what was done; it is an analysis of the impact of the accomplishment of the objective.

Through their planning objectives, the Academic Affairs and Student Services Planning Group (educational programs), the President's Office Planning Group (administrative services), and the Educational Support Services Planning Group (educational support services) identify outcomes and, at year-end, assess to what degree they have achieved these outcomes. The final item in the planning format, "Use of Results," provides evidence of how the results of the objective will be used, ideally, in some way that will improve the program or service.

The following college planning objectives and outcomes reflect some of the annual planning activities and outcomes extracted from 2001, 2002, and 2003 Wayne Community College End-of-Year Strategic Plan Report.

Table 2 Selected Planning Objectives and Outcomes, 2001-2003

The assimilation of information to measure institutional effectiveness starts with the mission statement and goals. As the college begins to assess achievement, a cross section of information provides indicators of success or a lack thereof. The following general list serves as a catalog of information used to determine effectiveness:

a.		Institutional Surveys
		Graduate / Completer Surveys Faculty / Staff Surveys Retention Studies Student Demographics Studies Community Needs Assessment
b.		Studies of Student Performance
		Placement Test (Asset/Compass) Scores Employer Satisfaction Surveys Performance After Transfer Licensure Examinations
c.		Routine Reports and Publications
		Enrollment Reports Financial Reports IPEDS Reports Course Schedules Audit Reports Government Reports (Student Financial Aid, Veterans Programs, Americans with Disabilities Act, Student Right-to-Know)
d.		Reports or Studies by Other Organizations
		NC Community College System Southern Association of Colleges and Schools Community College Planning and Research Organization Peer Review Chamber of Commerce Employment Security Commission
e.		Studies of Faculty and Staff Performance
f.		Advisory Committee Recommendations
g.		Board of Trustees Recommendations
h.		Formal Hearings
i.		Informal Discussions among Departments, Employers, and Colleagues

Another way that the college assesses achievement is through tracking the North Carolina Community College System Performance Measures and Standards. As a part of the planning process, these Performance Measures all address the college's Short-Range Goal # 2.1: Improve current educational programs through continuous planning and evaluation. The following Performance Measures and outcomes not only establish a standard against which the college can benchmark achievement but also provide an assessment tool for institutional effectiveness.

Table 3 Performance Measures and Outcomes

Completion of the Annual Institutional Effectiveness Plan relies on various evaluative data. The evidence presented documents that Wayne Community College engages in ongoing, integrated, and institution-wide research based planning and evaluation process that incorporates a systematic review of programs and services, results in continuing improvement, and demonstrates that the institution is effectively accomplishing its mission.