Board of Trustees Agenda, January 21, 2016€¦ · (alumni); Laurie Linn (Tompkins County); Matt Morgan (Cortland County); Tom VanDerzee (Tompkins County) ; Lisa Whitaker (Tompkins

VISION To see strengths and unique potential in every person. To inspire people to make the courageous choice to learn, grow, and serve. MISSION We serve our community by meeting educational needs, creating an environment for student success, and preparing our students and ourselves for citizenship in a global community. VALUES Learning Excellence Opportunity Innovation Relationships Diversity

BOARD OF TRUSTEES

THURSDAY, JANUARY 21, 2016 RONALD W. SPACE BOARD ROOM – 5:30 P.M.

AGENDA

1. Call to Order

2. Roll Call

3. Welcome Guests

4. Approval of Agenda

5. Public Comment*

6. Approval of Minutes – December 3, 2015

7. Communications

8. Presentations (routine, periodic reports or special topics of interest to

the Board of Trustees): None

9. College-wide Goal – Student Success (There will be one or two short presentations per Board meeting on the College-wide Goal to focus on one or both of these topics. The major purpose is to provide the Board with updates on how the College is progressing to achieve Student Success) a. Student Success – None

b. Organizational Capacity – Budget/Advocacy

10. Provost and Vice President of the College – Report (highlight Consent

Agenda items and updates on major initiatives)

11. Information Items: a. Human Resources Updates

*Public Comment: Provision is made at this point in the agenda for citizens of the College community to make comments regarding any agenda item to be discussed at that meeting. Citizens will not be recognized at any other time except at the request of the Chairperson after approval for such recognition by a unanimous vote of the Trustees in attendance. No person, not a member of the Board, shall speak for more than five (5) minutes without specific approval of a majority of the Trustees. The minutes shall show that privilege of the floor was granted and shall include a brief statement of the subject matter presented.

12. Consent Agenda (Action Items):

a. Capital Payments b. Treasurer’s Report – November 30, 2015 c. Appointment of Personnel d. Approval of Position Description – Associate Director of Campus Police e. 2016 Award for Energy f. Authorization for President of College to Enter into Lease Agreement with

Village of Dryden for a Water Tower on College Property

13. Standing Reports: a. College Forum – Corrina Struzick and Jonathan Walz, Co-Chairs b. Faculty Student Association – Amy Trueman c. Tompkins Cortland Community College Foundation, Inc. – Elizabeth Burns d. Chairperson’s Report – Elizabeth Burns e. Liaison Report (Cortland County) – John Troy f. Liaison Report (Tompkins County) – Michael Lane g. Student Trustee’s Report – Olu Roberts h. President’s Report

14. Board Dialogue – Strategic Priority – Marketing

15. Upcoming Events: a. Next Board Meeting – February 18, 2016

16. Adjournment

TOMPKINS CORTLAND COMMUNITY COLLEGE BOARD OF TRUSTEES

DECEMBER 3, 2015 RONALD W. SPACE BOARD ROOM

PRESENT: Roxann Buck, Elizabeth Burns, Chad Coates, Judy Davison, Matt McSherry,

Olu Roberts, Raymond Schlather, and Bruce Tytler EXCUSED: Dammi Herath, Arthur Kuckes ABSENT: None COUNTY LIAISONS: Mike Lane STAFF: Kris Altucher, Paul Brenner, Johanna Hartnett, Carl Haynes, Cathy Northrop,

Bruce Ryan, Blixy Taetzsch, Amy Trueman, Jim Turner, Peter Voorhees, Jonathan Walz-Koeppel, and Khaki Wunderlich

GUESTS: None 1. Call to Order: The meeting was called to order at 5:40 p.m. by Chairperson Burns in the

Ronald W. Space Board Room at the College. 2. Roll Call: Ms. Northrop called the roll. 3. Welcome Guests: Chairperson Burns welcomed guests.

4. Approval of Agenda: Chairperson Burns asked that an “Executive Session to Discuss a

Personnel Matter (No Action to be Taken)” be added to the agenda as Item 15.1. Ms. Buck moved that the agenda be approved with this addition; seconded by Mr. McSherry; carried unanimously.

5. Public Comment: None

6. Approval of Minutes – October 22, 2015: Mr. Schlather moved that the minutes of the

October 22, 2015, meeting be approved as presented; seconded by Mr. Roberts; carried unanimously.

7. Communications: President Haynes asked Jim Turner to talk about an initiative under

way with the Village of Dryden to locate a water tank on College property. Mr. Turner stated that the Village reservoir currently is near TC3 Foundation property. The Village Mayor, one of the Village Trustees, and an engineer met with staff at the College a couple of weeks ago to discuss locating a water tank on TC3 Foundation land next to the current reservoir. Mr. Turner indicated that this is not possible because that land is part of the bond financing for our housing. The water tank needs to be located at a certain number of feet above sea level to be the same as another tank already in existence. As the group began to explore what location might be possible, it became apparent that the

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location would be on College property. The Village of Dryden would like to begin negotiations about the land where the reservoir is currently located and develop a long-time lease with the College for the land for the new water tank. The 55’ water tank would be in an 85’ X 85’ fenced-in area. The current reservoir will be filled in. The Village will be digging a new well by Dryden Lake. There was consensus by the Board to move forward with this initiative. No action was taken. Once all of the official approvals are complete, construction should begin sometime during the summer of 2016.

8. Presentations (routine, periodic reports or special topics of interest to the Board of Trustees): None.

9. College-wide Goals:

a. Student Success: None.

b. Organizational Capacity – Child Care – Johanna Hartnett: Dean Trueman

introduced Johanna Hartnett, Director of the FSA Child Care Center. Ms. Hartnett was previously the Director of the SUNY Cortland Child Care Center and has consulted for us in the past. Ms. Hartnett spoke to the PowerPoint presentation. She mentioned that the market rate cost is $215 per week per toddler full-time and $231 per week for infant care. There is a long waiting list of parents needing child care. We also get calls for infant care, which we are not currently able to provide as there is not enough space. The Faculty Student Association contributes approximately one quarter to one third of the funding for the child care operation, which is taken from student activity fees and bookstore commissions. There is a sliding scale for child care fees, based on income, and if warranted, a student may only need to pay $15 per week for part-time care, and $30 per week for fulltime care. The Department of Social Services does pay the full amount for those individuals who are eligible for Social Services and who need child care service. The current hours of operation are 7:30 a.m. to 5:00 p.m. If we are going to take more children from the community, we may need to expand hours to accommodate the need – 7:00 a.m. to 5:30 p.m. A committee was formed to look at the feasibility of constructing a building to house a child care center and an Office of Child Services representative was included in the design meetings to assure the building design was in compliance with their regulations. It is unclear how the existing space will be used. We are hoping that eventually an endowment to help support the operation of the child care center will be available, but during the interim we have received a significant commitment for some funding. We will need sponsor approval to build on the campus and to submit for the State funding, but we won’t need any local sponsor money. We will be fund raising for another million dollars. The cost estimate for building the new child care center is $3.5 million. We will want to integrate more green into the project and we will need to retrofit vacated space. So a final amount of funding needed will be approximately $4.2 million. It is planned that we will request approval for the capital project during budget time, with submission to State to be included in 2017 State funding. That will mean that pending approval of this in the State budget in April 2017, we could then go ahead and do working drawings, contracts, etc., with the hope to be able to open the new child care facility in early 2018.

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10. Provost and Vice President of the College – Report (Highlight Consent Agenda

items and updates on major initiatives: Provost Conners was unable to attend the meeting as he was attending a Middle States Commission annual conference. He had provided a written report.

11. Information Items:

a. Human Resources Updates – No discussion.

12. Consent Agenda (Action Items): Highlights of the Consent Agenda were discussed during the meeting. Mr. McSherry moved that the Consent Agenda be approved as presented; seconded by Mr. Schlather; carried unanimously. a. Capital Payments – No discussion. b. Appointment of Personnel – No discussion. c. Treasurer’s Report – September – No discussion. d. Treasurer’s Report – October – No discussion. e. Disposal of Surplus Items – No discussion.

13. Standing Reports:

a. College Forum – Co-Chair Jonathan Walz-Koeppel reported that there have been a

couple of meetings since the last Board of Trustees’ meeting. Discussions have centered around the focus of the group in the spring semester and about the strategic plan. The last meeting of the semester is scheduled for tomorrow.

b. Faculty Student Association – Dean Trueman had no report as the FSA has not

met since the last Board of Trustees’ meeting.

c. Tompkins Cortland Community College Foundation, Inc. – Chairperson Burns reported that the TC3 Foundation held its annual meeting on Tuesday, December 1. The Board will consist of 25 members this year and the following slate of officers was elected: Tom LiVigne, chair; Steve Romaine, vice chair; Gene Yarussi, secretary/treasurer. New Board members are: Dale Davis (alumni); Brian Fuller (alumni); Laurie Linn (Tompkins County); Matt Morgan (Cortland County); Tom VanDerzee (Tompkins County); Lisa Whitaker (Tompkins County); The audit was presented by the Bonadio Group, along with the investment report from Strategic Financial Advisors. The regular board meeting took place immediately following the annual meeting and resolutions were passed regarding the 2016-2017 room rates for student housing and the Farm to Bistro project authorizing permanent financing. The Board also approved resolutions electing Larry Baum and Carol Travis to director emeritus status. Also, President Haynes reviewed the action plan for the College priorities 2015-2020 with the board.

d. Chairperson’s Report – No report.

e. Liaison Report (Cortland County) – No report.

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f. Liaison Report (Tompkins County) – Mr. Lane reported that the Legislature passed the budget. He said he is still waiting to hear from Cortland County to commence discussion of the budget process with TC3. He had written to the chair of the Cortland County Legislature after the budget process with TC3 last year and asked them to suggest a process for this year. Mr. Lane said he will be in contact with them again to try to get an appointment scheduled. He said he has had feedback from the local fire department in Dryden that they have received an inordinate amount of false alarms from the residence life facilities at TC3 due primarily to the sensitivity of some of the alarms. The fire department is also having an issue with students not wanting to come out of the buildings when there is a fire alarm. Student Life staff are addressing that issue. President Haynes said he held a meeting with key staff at the College who are involved with this issue. Mr. Turner is in contact with the Dryden Fire Chief and the firm who designed the fire alarm systems in two of the buildings that have the most sensitivity issues. He will be meeting with them to explore the best and most inexpensive ways to alleviate these issues. Once these meetings have taken place, Mr. Turner will invite the Dryden Fire Chief to TC3 for a meeting with key staff. Two new members of the Legislature will be coming to campus for an orientation meeting. There is one new member from the Cortland County Legislature who will be participating in an orientation meeting at TC3 next week.

g. Student Trustee’s Report – Mr. Roberts reported on the first visit from the mobile

food truck from the Food Bank of the Southern Tier which took place because Gene Yarussi is on the Board of the Food Bank of the Southern Tier and asked if we might be interested in this service. He reported 137 people (mostly students, but not entirely) received a substantial amount of good, healthy food. We are the first community college to take advantage of the mobile food truck. They will be coming to campus monthly starting in February. Our farm contributes to the local food bank and we have asked our farm to contact the Food Bank of the Southern Tier to see how we might be able to help. The annual Food Drive is under way. The student body is pleased to learn about the emerging scholars program. He said that the students are working hard to finish the semester and the library is very busy at this time. He reminded the Board that the Graduate Recognition Ceremony will be held on Friday, December 11, 2015, and that all are invited to attend.

h. President’s Report – President Haynes spoke to his written report. He mentioned

advocacy efforts across the State and how we will be increasing our advocacy efforts. SUNY has provided an outline of ways to reach out to our Legislators and develop a comprehensive way to get our students, boards, and college stakeholders to advocate on our behalf. We will provide a presentation at the January Board meeting on what we are doing for advocacy efforts and the overall State plan for the budget. Mr. Tytler mentioned our Wine Marketing students winning the Top Award at the New York State Fair. He wanted to congratulate them on this achievement.

14. Dialogue Session – Overview of the Strategic Plan and Focus on Enhanced

Evidence-based Decision Making – President Haynes spoke to his PowerPoint slides and about the 4 big goals/strategic priorities. He mentioned that there had been some skepticism on the outcome of the marketing initiative, having received feedback from multiple sources (i.e., Fall Day, Provost and Executive Councils, College Forum,

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informal discussions). It was suggested that it was not made clear during the marketing presentation at Fall Day that the first part of the survey did not mention TC3, nor did people understand the nature of the survey and that it was an appreciative process and wasn’t designed to find negative concerns. Compared with data about where we need to improve, there was a bit of a dichotomy and disconnect with the data they received. Mr. Shlather mentioned that there seemed to be an emphasis on certificates of completion and wondered if we are going to be including that data. It was suggested that the idea/issue of certificates of completion would be a good topic for a presentation at a future Board meeting. There have been discussions about micro-credentials and our staff have talked with staff at SUNY Cortland about collaborating on credentialing to provide an enhanced employment value for the student who completes the credential. There are still a lot of unanswered questions surrounding the micro-credentials issue (i.e., whether we want to register the certificate programs and if not the student won’t receive financial aid for the course). We are focusing on the completion of our degree seeking students. President Haynes mentioned that he and Dean Wunderlich had talked with Senior Vice Chancellor Duncan-Poitier regarding the Performance Improvement Plan we had submitted in late October. The Senior Vice Chancellor had shared concerns with the NYCCAP emphasizing that anything shared in the PIP could wind up in media. We were informed that the report we submitted was the “star of the group.” The provost staff had read the report and made comments, all of which were laudatory. A lot of that is embedded in the strategic priorities and the action plan. Dean Wunderlich introduced Dr. Kris Altucher, Associate Dean of Institutional Research and Organizational Learning, who provided an overview on the Voluntary Framework of Accountability and TC3’s Enrollment Dashboards. The Board was very engaged with the presentation.

15. Upcoming Events: No discussion.

15.1 Executive Session for Discussion of a Personnel Matter (no action to be taken) – Ms. Davison moved that the meeting convene in executive session for discussion of a Personnel Matter, with no action to be taken; seconded by Mr. Roberts; carried unanimously. The meeting convened into executive session at 7:45 p.m.

The meeting reconvened in regular session at 7:55 p.m.

16. Adjournment: Dr. Coates moved that the meeting be adjourned; seconded by Mr.

Schlather; carried unanimously. The meeting adjourned at 7:56 p.m.

Respectfully submitted, Cathy A. Northrop Clerk of the Board of Trustees

Stand With SUNY Community Colleges

I am writing today in support of increased investment in The State University of New york. please joinme and Stand with SUNY.

I have seen firsthand how the Legislature's support of SUNY has made a difference at my local campusand across the state. As New York's economy advances quickly with the world around it, communitycolleges play a critical role in preparing our workforce with the skills for success.

Last year's State Budget created a first-of-its-kind S18 million investment to support SUNy's goal toincrease the number of degrees granted annually from 93,000 to 150,000 by 2O2O. Thanks to this"lnvestment and Performance Fund"-which SUNY grew to SfOO million by leveraging existing resources-campuses have been spurred to drive investment in what works, submitting more than 200 innovativeproposals to take their "best practice" programs to scale to reach every student across the state.

And these best practices, along with the core of what community colleges do. for the state, are built on afoundation of base aid. By supporting the basic needs of a campus as it enrolls New yorkers andeducates them in the kind of dynamic learning environment they need, the State can ensure everycitizen who wants to improve their quality of life by furthering their education has the ability to do so.

It is critical that you keep SUNY and the state's forward momentum going by continuing to Stand withSUNY. This means helping to build SUNY's base by increasing funding for our facilities, hospitals,community colleges, and employees; growing the lnvestment and Performance Fund so SUNY cancontinue to increase degree completion and strengthen New York's economy; and extending NYSUNY

2O2O to keep college accessible to all New Yorkers.

Your leadership is needed now more than ever. SUNY is striving to provide a higher degree of access,completion, and success for its students. lf you Stand with SUNY, you will improve the quality of life forour students, their families, and all citizens across New york.

To: Board of Trustees From: John R. Conners Date: January 14, 2016 Re: January Report Middle States Self-Study –The College has begun the nearly three-year process of producing the 2018 Middle States Self-Study, which will culminate in our hosting a review team in Spring 2018. In Spring 2015, Dr. Kris Altucher and Dr. Travis VandeBerg accepted appointment as Self-Study Co-Chairs. As before, Lyn Thompson will serve as support staff, in which role she provides direct support to the committee and organizes the wealth of information needed to complete the task. Kris and Travis participated in the Self-Study Institute in November, where they received valuable guidance concerning the design of both the process we should follow and the document it produces. In December, I attended the annual Middle States Conference, which also provided a wealth of information that will guide us as we move forward. Upon my return, I worked with Kris and Travis to identify potential Self-Study Steering Committee members, who will both serve on the committee and co-chair its associated working groups. I have attached a list of those who have accepted this charge. This is an energetic, talented, and diverse group of colleagues who I am sure will do an outstanding job. During Spring 2016, the steering committee will finalize the design of the self-study and complete a number of tasks associated with that design process, while the Co-Chairs of the working groups will recruit additional members, gather the information needed to complete their part of the report, and begin the process of analyzing that information. We will also host Dr. Ellie Fogerty of Middle States later in the semester; Dr. Fogerty, who is our liaison to MSA’s Commission on Higher Education, will provide further guidance and feedback on our early work. I will provide the Board with periodic reports on the work of the steering committee over the next two years. Global updates – 1) Thirty student participants have returned from recent study abroad trips to Cambodia, Ireland, and Nicaragua. 2) Plans are in place for study abroad experiences in late spring in Colombia, Italy, and Spain. 3) Global Disney enrollment is at 49 students in Spring 2016, with an estimated 50 more to come in the Summer/Fall portion of the program. 4) We estimate summer Global Connections enrollment to be 180 students. 5) We are proceeding with a collaboration with SUNY Cortland to develop and offer a TESOL certificate program for instructors from several international partner institutions.

Middle States Steering Committee As of January 2016 Kris Altucher, Co-Chair Travis Vande Berg, Co-Chair Lyn Thompson, support staff Mission and Goals Janet Swinnich Victoria Zeppelin Ethics and Integrity Sharon Dovi Tim McCabe Design and Delivery of the Student Learning Experience Amber Gilewski Susanna Van Sant Support of the Student Experience LaSonya Griggs Tina Stavenhagen-Helgren Educational Effectiveness Assessment Mick McDaniel Melissa Schmidt Planning, Resources, and Institutional Improvement Danielle Bethoney Julie Gerg Governance, Leadership, and Administration Lisa Doran Bruce Need Compliance with Federal Regulations Carol Sammis Jonathan Walz-Koeppel

TOMPKINS CORTLAND COMMUNITY COLLEGE

Human Resources Updates - Status of Open Positions

as of January 6, 2016

UNCLASSIFIED STAFF

DESIRED EMPLOYMENT APPLICATION POSITION DATE ADVERTISED DEADLINE CURRENT STATUS Coordinator of Multicultural January 4, 2016 December 17, 2015 January 4, 2016 Checking References Services (Full-time Temp.) Dean of Student Life and May 9, 2016 November 24, 2015 January 8, 2016 Accepting Applications President of FSA Emerging Scholar August 2016 November 16, 2015 February 2016 Accepting Applications (2 Positions) Instructor of English August 17, 2016 November 24, 2015 January 15, 2016 Accepting Applications Instructor of English as a August 17, 2016 November 24, 2015 January 15, 2016 Accepting Applications Second Language (ESL) Librarian August 15, 2016 November 24, 2015 January 15, 2016 Accepting Applications Manager of Enterprise November 2015 September 29, 2015 October 30, 2015 Hired Sharon-Kaye Hector 01/04/16 Systems

CLASSIFIED STAFF DESIRED EMPLOYMENT POSITION DEPARTMENT DATE CURRENT STATUS Enrollment Services Enrollment Services January 19, 2016 Canvassing Civil Service List Specialist .8 FTE (IEC) Electrician Buildings & Grounds February 15, 2016 Tompkins County Accepting Applications Project Assistant (1) Student Success Services October 26, 2015 Hired Stephen Domfeh 12/04/15

FACULTY STUDENT ASSOCIATION

DESIRED EMPLOYMENT POSITION DEPARTMENT DATE CURRENT STATUS Teacher Aide Child Care Center December 2015 Hired Ashley Tessier Residence Director Residence Life January 2016 Accepting Applications Facilities Maintenance Worker Residence Life November 2015 Hired Mark Vidulich

BISTRO

DESIRED EMPLOYMENT POSITION DEPARTMENT DATE CURRENT STATUS Line Cook TC3 Bistro December 2015 Accepting Applications Host/Hostess TC3 Bistro December 2015 Accepting Applications Server TC3 Bistro December 2015 Accepting Applications Front of House Manager TC3 Bistro November 2015 Hired Donald Dunham Bar Manager TC3 Bistro November 2015 Hired Gavin Keaty Open Positions January 2016 Page 1 of 1


Human Resources Updates Status of Grievances

as of November 18, 2015

COMPLAINANT SUBJECT DISPOSITION CSEA Membership Medco – Change in provider CSEA requested a waiver to time diminished prescription plan requirement to move to Stage 3 of benefits grievance process while waiting for a response from Tompkins County. Sylvia Ganoe MedCo - Change in provider Would like matter fully researched by changed prescription co-pay. Tompkins County. FACULTY ASSOC.

PAA Grievance Report January 2016

JANUARY 2016

Capital Payments/Master Plan Amount Subtotal Grand Total

Administrative

American Storage Trailer (PO #30827)Storage, Invoices M4195,M4262 $180.00

Total Administrative $180.00

FFE

Logiflex (PO #30873)Work Tables, Invoice #F-320045 $1,551.48

Williams Door & Hardware (PO #30817)Door Operators, Invoices #078496, 078505 $4,100.00

Total FFE $5,651.48

General Construction

Hamlin Street Construction (PO #30892)Door Installation, Invoice #1537 $1,102.00

Total General Construction $1,102.00

Materials Testing

SJB Services (PO #29983)Inspection & Testing ServicesInvoice #CORT-15-219 $2,986.00

Total Materials Testing $2,986.00

Total Capital Payments $9,919.48

TOMPKINS CORTLAND COMMUNITY COLLEGE CAPITAL PAYMENTS

NOVEMBER 30, 2015


TREASURER'S REPORT

NOVEMBER 30, 2015

NARRATIVE HIGHLIGHTS PAGE 1-2

BALANCE SHEET PAGE 3

APPROPRIATIONS PAGE 4-6

REVENUES PAGE 7

CASH FORECAST PAGE 8

CAPITAL FUND SUMMARY PAGE 9


INDEX TO TREASURER'S REPORT

Narrative HighlightsTreasurer's Report

30-Nov-15

CASH AND TEMPORARY INVESTMENTS - (PAGE 3)Our present cash in time deposits consists of $1,207,745 in a money market savings account averaging .20% interest earnings for November$3,494,607 in savings. The maximum amount available for investment will fluctuate with a peak of $7,800,000 available over the next six months.

ACCOUNTS RECEIVABLE - (PAGE 3)Accounts Receivable from students of $10,083,372 is a increase from $3,804,670. Student receivables are underwritten by various funding agenciessuch as TAP, PELL, TRA, Student Loan and local employers.

DUE FROM OTHER GOVERNMENTS AND FUNDS - (PAGE 3)Out of county chargebacks have an outstanding balance of $558,260. The interfunds account balance of $2,424,679 consists of federal,state grant and capital payments made by the current operating fund. Reimbursemment from other funds is in transit at the end of each period.

LIABILITIES - (PAGE 3)Payroll Liabilities include amounts due to retirement systems (New York State Retirement and the TIAA-CREF), governmental agencies forpayroll-related liabilities, and accrued vacation. Student Financial Aid Liabilities primarily consists of NYS TAP rosters received, and not yetdisbursed. Accrued Liabilities represents miscellaneous liabilities such as amounts due to FSA, and various reserves.Due to State governments represents overpayment of state aid in the prior year.

FUND BALANCE - (PAGE 3)The current fund balance represents surplus revenues over expenditures from prior years.

TOTAL EXPENDITURES - (PAGES 4-6)As of November 30, total expenditures amounted to $10,647,065 or 27.05% of the 2015-2016 budget. Comparable expenditures for period threelast year were $10,260,905 or 26.2% of the 2014-2015 budget.

TOTAL REVENUES - (PAGE 7)Revenues to date of $19,286,325 are 49% of the revenue budget. Prior year revenues were $18,551,112 are 47.5% of total budgeted revenue

TOMPKINS CORTLAND COMMUNITY COLLEGEBALANCE SHEET FINANCIAL REPORT FOR THE PERIOD ENDING NOVEMBER 30, 2015

Current Previous Previous Month Month Year

11/30/2015 10/31/2015 11/30/2014ASSETS

Cash in Demand Deposit $1,207,745 $1,428,184 $820,666Cash in Time Deposits 2,494,617 3,448,026 2,832,395Petty Cash 1,729 1,729 1,729Accounts Receivable--Students 10,083,372 3,804,670 9,958,493Accounts Receivable--Misc. 204,971 204,622 321,494Prepaid Expenses (4,626) 6,202 22,560Due From Other Funds 2,424,679 3,196,798 3,010,598Due From Sponsor Governments 185,393 0 0Due From State Governments 9,739 9,739 39,131Due From Other Governments 558,260 1,586,279 922,329

TOTAL ASSETS $17,165,879 $13,686,249 $17,929,395

LIABILITIES AND SURPLUS

Vouchers Payable $16,027 $164,557 $30,852Payroll Liabilities 2,282,504 2,417,090 2,832,113Student Financial Aid Liabilities 180,939 1,585,045 201,560Accrued Liabilities 1,857,625 1,375,832 1,854,774Due to Other Funds 3,549,816 1,230,932 4,076,617Due to State Governments 0 0 0Student Tuition Collected in Advance 0 1,625,898 0Fund Balance 1,455,644 1,455,644 1,376,300Revenue Over (Under) Expenditures 7,823,324 7,557,179

TOTAL LIABILITIES AND SURPLUS $17,165,879 $9,854,998 $17,929,395

TOMPKINS CORTLAND COMMUNITY COLLEGEAPPROPRIATIONS 2015-2016 FINANCIAL REPORT FOR THE PERIOD ENDING NOVEMBER 30, 2015

PER CENT YEAR 25.00%

Original Modified Expenditures Unexpended %Budget Budget To Date Balance Expended

Instruction Personal Services 9,427,081 9,451,081 2,697,274 6,753,807 28.54% Equipment 0 0 0 0 0.00% Contractual Expenses 6,300,483 6,300,483 2,424,754 3,875,729 38.49% Employee Benefits 4,134,798 4,134,798 863,128 3,271,670 20.87%

Total Instruction 19,862,362 19,886,362 5,985,156 13,901,206 30.10%

Public Service Personal Services 0 Equipment 0 Contractual Expenses 0 Employee Benefits 0

Total Public Service 0 0 0 0

Academic Support Personal Services 1,446,756 1,451,556 365,120 1,086,436 25.15% Equipment 80,000 40,000 367 39,633 0.00% Contractual Expenses 235,726 235,726 42,566 193,160 18.06% Employee Benefits 621,089 621,089 116,838 504,251 18.81%

Total Academic Support 2,383,571 2,348,371 524,891 1,823,480 22.35%

Libraries Personal Services 488,668 495,868 133,233 362,635 26.87% Equipment 0 0 0 0.00% Contractual Expenses 170,776 170,776 61,253 109,523 35.87% Employee Benefits 212,253 212,253 42,635 169,618 20.09%

Total Libraries 871,697 878,897 237,121 641,776 26.98%

0 Page 4

APPROPRIATIONS 2015-2016(Cont.) PER CENT YEAR 25.00%


Student Services Personal Services 3,079,252 3,123,252 799,782 2,323,470 25.61% Equipment 0 0 0 0 0.00% Contractual Expenses 1,489,669 1,489,669 340,307 1,149,362 22.84% Employee Benefits 1,308,133 1,308,133 255,930 1,052,203 19.56%

Total Student Services 5,877,054 5,921,054 1,396,019 4,525,035 23.58%

Maintenance and Operation of Plant Personal Services 2,183,773 2,188,973 506,780 1,682,193 23.15% Equipment 0 0 863,938 0.00% Contractual Expenses 863,938 863,938 207,651 743,484 0.00% Employee Benefits 951,135 951,135 162,170 788,965 17.05%

Total Maintenance andOperation of Plant 3,998,846 4,004,046 876,601 4,078,580 21.89%

Institutional Support Personal Services 1,604,729 1,604,729 413,071 1,191,658 25.74% Equipment 0 0 0 0 0.00% Contractual Expenses 289,358 289,358 75,204 214,154 25.99% Employee Benefits 707,643 707,643 132,183 575,460 18.68%

Total Institutional Support 2,601,730 2,601,730 620,458 1,981,272 23.85%

General Institutional Services Personal Services 2,016,748 1,931,548 491,469 1,440,079 25.44% Equipment 20,000 60,000 3,559 56,441 0.00% Contractual Expenses 921,001 921,001 348,264 572,737 37.81% Employee Benefits 806,312 806,312 163,528 642,784 20.28%

Total GeneralInstitutional Services 3,764,061 3,718,861 1,006,820 2,712,041 27.07%

TOTAL APPROPRIATIONS 39,359,321 39,359,321 10,647,066 29,663,390 27.05%

Page 5

2015-2016 APPROPRIATIONSSCHEDULE OF EMPLOYEE BENEFITS PER CENT YEAR 25.00%


Retirement Incentives 190,000 190,000 110,430 79,570 0.00% State Employee's Retirement 1,188,890 1,188,890 382,368 806,522 32.16% State Teacher's Retirement 288,538 288,538 120,074 168,464 41.61% Optional Retirement Fund 1,121,581 1,121,581 289,885 831,696 25.85% Social Security 1,511,777 1,511,777 401,113 1,110,664 26.53% Workers Compensation 209,481 209,481 173,193 36,288 82.68% Misc Employee Benefits 92,000 92,000 20,952 71,048 22.77% Disability Insurance 13,713 13,713 2,668 11,045 19.46% Hospital and Medical Insurance 3,869,821 3,869,821 961,844 2,907,977 24.85% Employee Tuition Benefits 120,562 120,562 56,552 64,010 46.91% Life Insurance 10,000 10,000 2,470 7,530 24.70% Vacation Benefits 100,000 100,000 24,000 76,000 24.00% Unemployment Insurance 25,000 25,000 10,301 14,699 0.00%Total Employee Benefits 8,741,363 8,741,363 2,555,850 6,185,513 29.24%

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TOMPKINS CORTLAND COMMUNITY COLLEGEREVENUE 2015-2016FINANCIAL REPORT FOR THE PERIOD ENDING NOVEMBER 30, 2015 PER CENT YEAR 25.00%

Budget Modified Realized To Be %Adopted Budget To Date Realized Realized

Tuition Fall & Spring $15,567,530 $15,567,530 11,577,326 3,990,204 74.37% Winter $98,400 $98,400 54,776 Summer 1,171,750 1,171,750 0 1,171,750 0.00% Nonresident Tuition 1,216,905 1,216,905 1,838,725 (621,820) 151.10% Student Fee Revenue (Tech Fee) 1,600,000 1,600,000 1,226,705 373,295 76.67%

Total Tuition 19,654,585 19,654,585 14,697,532 4,913,429 74.78%

Government Appropriations New York State 10,161,623 10,161,623 2,525,850 7,635,773 24.86% Local Sponsors 4,650,364 4,650,364 0 4,650,364 0.00% Appropriated Cash Surplus 91,183 91,183 0 91,183 Charges to Other Counties 4,104,001 4,104,001 1,931,954 2,172,047 47.07%

Total Government Appropriations 19,007,171 19,007,171 4,457,804 14,549,367 23.45%

Other Revenues Service Fees 108,865 108,865 17,269 91,596 15.86% Interest Earnings 6,000 6,000 1,818 4,182 30.30% Rental of Real Property 82,000 82,000 17,810 64,190 21.72% Contract Courses 95,000 95,000 28,944 66,056 30.47% Noncredit Tuition 203,700 203,700 20,780 182,920 10.20% Grant Offsets 152,000 152,000 30,406 121,594 20.00% Unclassified Revenues 50,000 50,000 13,961 36,039 27.92%

Total Other Revenues 697,565 697,565 130,988 566,577 18.78%

TOTAL REVENUES $39,359,321 $39,359,321 $19,286,324 $20,029,373 49.00%

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TOMPKINS CORTLAND COMMUNITY COLLEGECAPITAL FUND SUMMARYFINANCIAL REPORT FOR THE PERIOD ENDING NOVEMBER 30, 2015

Original Expenditures Encumbrances Total Uncommitted Budget To Date Committed Budget

CAPITAL CONSTRUCTION 2013-2018

Architect Design/Administrative 492,433 542,312 10,141 552,453 0 Civil Construction 452,100 539,432 539,432 0 General Construction 2,798,700 3,025,975 133,088 3,159,063 0 Mechanical/HVAC 727,900 699,918 699,918 0 Electrical 419,952 448,316 1,092 449,408 0 Plumbing 139,000 132,578 132,578 0 Network Upgrade/FFE 2,019,915 1,003,558 62,063 1,065,621 0 TOTAL 7,050,000 6,392,089 206,384 6,598,473 451,527

CAPITAL CASH SUMMARY

CASH BALANCE -NOVEMBER 1, 2015 DISBURSEMENTS Campus Master Plan Money Market 51,583 Athletic Facility Cash in time Deposits 765,487 Savings Reimburse Advance from Operat 0

Debt Service Payment 0 MM Reimburse Advane from Oper 0

$817,070 HVAC Replacement 0 Campus Master Plan 0

CASH RECEIPTS 0 County Payment - Campus Master Plan 0 CASH BALANCE -NOVEMBER 30, 2015 State Aid 0 Reimburse from interfunds 0 Investment Income - Savings 35 Campus Master Plan Money Market 51,674 Investment Income - CMP 91 Cash in Time Deposits 910,890 Chargeback Revenue 145,368

$145,494 $962,564

TOMPKINS CORTLAND COMMUNITY COLLEGECURRENT OPERATING FUND - CASH FORECAST NOV 2015 TO MAR 2016

OCTOBER NOVEMBER DECEMBER JANUARY FEBRUARY MARCHCASH BALANCE - BEGINNING OF PERIOD $10,867,691 $4,876,210 $3,704,091 $3,269,680 $2,582,112 $7,842,270

RECEIPTS Student Accounts Receivable $397,683 $679,202 $500,000 $1,350,000 $500,000 $350,000 Student Financial Aid $2,159,627 $948,165 $0 $400,000 $7,500,000 $1,250,000 Sponsor Payments $0 $0 $0 $732,432 $430,158 $732,432 Chargebacks to Other Counties $155,261 $1,303,926 $15,000 $15,000 $15,000 $375,000 State Aid $0 $0 $2,535,589 $2,535,589

Repayment of Grant Fund Advances $3,480 $65,945 $55,000 $55,000 $55,000 $5,000 Repayment of Capital Fund Advances $553,106 $148,151 $0 $0 $0 $0 Other Receipts $173,402 $50,029 $75,000 $75,000 $75,000 $75,000

Projected Cash Receipts $3,442,559 $3,195,418 $3,180,589 $2,627,432 $8,575,158 $5,323,021

DISBURSEMENTS Payments to Students $3,183,031 $246,516 $10,000 $10,000 $10,000 $1,750,000 Accounts Payable $2,883,628 $2,208,269 $1,800,000 $1,500,000 $1,500,000 $1,800,000 Payroll and Fringe Benefits $2,890,315 $1,885,378 $1,795,000 $1,795,000 $1,795,000 $1,795,000 Grant Fund Advances $21,599 $27,172 $10,000 $10,000 $10,000 $5,000 Capital Fund Advances $455,467 $202 $0 $0 $0 $0

Projected Cash Disbursements $9,434,040 $4,367,537 $3,615,000 $3,315,000 $3,315,000 $5,350,000

PROJECTED CASH BALANCE - END OF PERIODMONEY MARKET/ SAVINGS $4,826,191 $3,654,071 $3,219,659 $2,532,090 $7,792,247 $7,765,267CASH IN TIME DEPOSITS $50,019 $50,020 $50,021 $50,022 $50,023 $50,024TOTAL CASH IN TIME DEPOSITS $4,876,210 $3,704,091 $3,269,680 $2,582,112 $7,842,270 $7,815,291

TOMPKINS CORTLAND COMMUNITY COLLEGE RESOLUTION 2015-2016-13 APPOINTMENT OF PERSONNEL

WHEREAS, The Department of Human Resources has confirmed that each of the individuals identified on the attached list possesses credentials necessary for the appointments indicated, and

WHEREAS, it also has been confirmed that each of the listed individuals has accepted all requisite conditions for appointment, and

WHEREAS, each of the listed individuals also has been recommended for his or her appointment by the President, be it therefore

RESOLVED, that the Board of Trustees of Tompkins Cortland Community College hereby appoints the individuals listed on the attachment. STATE OF NEW YORK: I, CATHY A. NORTHROP, CLERK of the Board of

SS: Trustees of Tompkins Cortland Community College, COUNTY OF TOMPKINS: DO HEREBY CERTIFY the foregoing resolution is

a true copy of a resolution duly adopted by the Board of Trustees of Tompkins Cortland Community College at a regular meeting of said Board on the 21st day of January 2016, and the same is a complete copy of the whole of such resolution.

IN WITNESS WHEREOF, I have hereunto set my hand and caused the official seal of Tompkins Cortland Community College to be hereunto affixed this 21st day of January 2016.

Clerk of the Board of Trustees Tompkins Cortland Community College

Presented to the Board of TrusteesWednesday, January 06, 2016

Appointment of Personnel

Employee Department Employment DatesTitle/Rank Salary

January

Librarian and Professional Tutor Adjunct 01/04/16 - 05/23/16$12,369.24

Access & Equity Adjunct & Professional Tutor Adjunct 01/04/16 - 05/23/16$11,634.48

ANTH260-SLC2, HLTH216-SLC2 Trip Portion of Class - Team Taught

Adjunct 01/10/16 - 01/16/16$3,915.00

Heffner, Bill

Jenes, Eric

Lemchak, Kaylin

Treadwell, Paul

August

Photo lab technician/tutor Adjunct 08/26/15 - 12/18/15$962.00Glann, Joseph

September

Extensive fall recruiting travel - additional hours Adjunct 09/08/15 - 12/11/15$3,282.00Heffner, Bill

Enterprise Systems 1/4/2016Mngr. of Enterprise Systems - Grade 4

Hector, Sharon-Kaye

Admissions 1/4/2016Admissions Advisor (0.5 FTE) - Grade 1 $26,667.00

November

Additional compensation for enrollment above 16 students in CAPS133-BL2

Adjunct 11/10/15 - 12/18/15$50.00Edgecomb, Patricia

Additional compensation for enrollment above 16 students in CAPS131-BL3

Adjunct 11/10/15 - 12/18/15$50.00Haaland, Andrew

December

Assist Keith Hall w/ knowledge of Apple computers, upgrading existing systems and developing process for remotely managing systems.

Adjunct 12/01/15 - 01/22/15$565.80Grimm, Mark

Additional compensation for enrollment above 16 students in ENGL102

Adjunct 12/21/15 - 01/22/16$50.00Gilbert, Mary

Independent Study - HLTH208 (M. Chytalo, J. Holleran, C. Lueder, D. Witt)

Adjunct 12/21/15 - 01/22/16$1,968.00Lipa, Thomas

Independent Study - PSYC101 (G. Renwick, E. saracene, R. Van Buren, R. Wlasiuk)

Adjunct 12/21/15 - 01/22/16$1,968.00Ryan, Patrick

Student Success Services Project Assistant 12/4/2015$33,240.31Domfeh, Stephen

Borg Warner Math Review Adjunct 12/9/2015$100.00Plumeau, Margaret

February

Counseling, Career & Transfer Services Adjunct Counselor -Level 2

2/1/2016$6,541.43White, Jacob

Page 1 of 1

$33,240.31

ENGL101 BL2 Adjunct

PHIL101 BL1 Adjunct

ENGL102 BL1 Adjunct

ENGL204 BL2 Adjunct

ENGL204 BL1 Adjunct

SOCI101 BL1 Adjunct

2775 12/21/2015 To 1/22/2016

3405 12/21/2015 To 1/22/2016

3405 12/21/2015 To 1/22/2016

2970 12/21/2015 To 1/22/2016

3405 12/21/2015 To 1/22/2016

3405 12/21/2015 To 1/22/2016

Cute, Jessica

Galezo, David

Gilbert, Mary

Loop, Jill

Seyfried, Matthew

Sloan, Cindy

English 01/21/16Curran, Kerry Instructor $49,558.00

TOMPKINS CORTLAND COMMUNITY COLLEGE Presented to the Board of Trustee

January 6, 2016

Resignations/Retirements/Separations NAME EFFECTIVE REASON Shannon Adamsen January 15, 2016 Other Employment Robin Hinchliff December 2015 Retirement

FACULTY STUDENT ASSOCIATION David Benevides January 1, 2016 Relocating

BISTRO None. Resignations January 2016

TOMPKINS CORTLAND COMMUNITY COLLEGE RESOLUTION 2015-2016-15 APPROVAL OF POSITION DESCRIPTION

ASSOCIATE DIRECTOR OF CAMPUS POLICE

WHEREAS, the College has determined, based on a review and analysis of the functions in the Campus Police Department, that there is a need to revise the Associate Director of Public Safety position description and title, and

WHEREAS, the attached Associate Director of Campus Police position

description has been reviewed by the Administrative Classification Committee and is recommended by the President, be it therefore

RESOLVED, that the Associate Director of Campus Police position description

be approved in accordance with the position description attached to this resolution, and be it further

RESOLVED, that the Human Resources Department be authorized to forward the professional service position description to State University of New York for approval. STATE OF NEW YORK: I, CATHY A. NORTHROP, CLERK of the Board of





TOMPKINS CORTLAND COMMUNITY COLLEGE POSITION TITLE GRADE PAGE Associate Director of Campus Police 4 1 of 2 ORGANIZATIONAL UNIT REPORTS TO APPROVED BY Operations and Enrollment Director of Campus Police Board of Trustees Management

FINAL 12-9-2015

SUMMARY Assists the Director of Campus Police with the development, implementation, and management of the campus safety and law enforcement programs of the College. Assists the Director with maintaining compliance with New York State and Federal mandated law enforcement requirements. Responsible to the Director of Campus Police for the field supervision of the law enforcement programs of the College. Serves as the Field Training Officer for new campus peace officers and provides first-line supervision of campus peace officers and campus safety officers. Acts as second in command of the campus safety and security force and serves as Acting Director of Campus Police in the absence of the Director. Develops plans for handling safety and security emergencies. ESSENTIAL DUTIES AND RESPONSIBILITIES 1. Assists the Director with the development, implementation and management of the campus

safety and law enforcement programs, including compliance with NYS and Federal requirements, such as mass communications, timely warning, critical incident planning, and initial and continued training for campus peace officers.

2. Assists the Director with ensuring Title IX, CLERY, VAWA, FERPA compliance, reporting, and preparing the annual security report with the SUNY Chancellor’s Office.

3. Authors and distributes CLERY related notifications 4. Assists the Director with developing and implementing a crime prevention program to assure

the safety and security of personnel and property on all College facilities. 5. Responsible for the College’s Field Training program of all new campus peace officers.

Ensures said training is in compliance with New York State Division of Criminal Justice Services and the Municipal Police Training Council.

6. Supervises, trains and evaluates campus peace officers and security officers, including

organizing, prioritizing and scheduling work assignments. 7. Serves as Acting Director of Campus Police in the absence of the Director. 8. Prepares monthly law enforcement staff shift schedules and staffs shifts as needed to support

scheduled activities and/or to cover staff absences.

9. Investigates criminal complaints and unusual occurrences and prepares appropriate reports. Assures enforcement of traffic, parking and other regulations on campus.

TOMPKINS CORTLAND COMMUNITY COLLEGE POSITION TITLE GRADE PAGE Associate Director of Campus Police 4 2 of 2 ORGANIZATIONAL UNIT REPORTS TO APPROVED BY Operations and Enrollment Director of Campus Police Board of Trustees Management

FINAL 12-9-2015

10. Establishes and maintains necessary and appropriate contacts with local law enforcement,

fire, EMS, hazardous materials and medical safety agencies. 11. Responds to all emergencies; assists the Director with training safety and security personnel

to respond to emergencies. 12. Communicates to the College community regarding criminal or safety incidents that have

occurred.

13. Responsible for the proper operation of and maintenance of all emergency, security, and radio communication systems.

14. Assures efficient use of material resources by assessment of department needs, development

of budget recommendations, and management of the department within the budgetary constraints imposed by the College.

15. Assures effective use of human resources by recommending hiring, disciplinary, and other

administrative actions together with the training, motivating, evaluating, and counselling of assigned personnel. Conducts all personnel matters in accordance with federal, state and local laws, regulations, and collective bargaining agreements.

16. Serves on various College committees and performs other job related tasks as assigned. SUPERVISION Types Supervised (check each category): Indicate number of direct reports in each

category: X Classified Staff 9-12 # of Classified Staff Administrative # of Administrative Faculty # of Faculty Adjunct faculty, students, etc. # of Adj. faculty, students, etc. MINIMUM QUALIFICATIONS Bachelor’s degree in criminal justice, law enforcement, or related field and a minimum of six years experience in the field of law enforcement, at least three years of which must have been in a supervisory capacity; or an Associate’s degree in criminal justice, law enforcement, or related field and a minimum of ten years experience in the field of law enforcement, at least three years of which must have been in a supervisory capacity. College law enforcement and college supervisory experience strongly preferred. Must be certified and maintain certification as a campus peace officer or police officer in New York State; New York State DCJS Supervisory certification and possess a valid New York State driver’s license.


RESOLUTION 2015-2016-14

2016 AWARD FOR ENERGY SERVICES

WHEREAS, Tompkins Cortland Community College requires the purchase of Energy Services, and

WHEREAS, the College has solicited proposals for Energy Services, and WHEREAS, Direct Energy of Woodbridge, New Jersey provided the best

value proposal for Electric Services, and Mirabito Natural Gas of Binghamton, New York provided the best proposal for Natural Gas Services; be it therefore

RESOLVED, that the Board of Trustees of Tompkins Cortland Community

College hereby awards two-year agreement contracts for Energy Services to these providers. STATE OF NEW YORK: I, CATHY A. NORTHROP, CLERK of the Board of


a true copy of a resolution duly adopted by the Board of Trustees of Tompkins Cortland Community College at a regular meeting of said Board on the 21st day of January, 2016, and the same is a complete copy of the whole of such resolution.

IN WITNESS WHEREOF, I have hereunto set my hand and caused the official seal of Tompkins Cortland Community College to be hereunto affixed this 21st day of January, 2016.


To: Blixy Taetzsch From: Kevin Caveney Date: January 7, 2016 Re: Energy Services Bid In consultation with Facilities Director, James Turner, we are recommending the award of the Bid for Energy Services for the College, to Mirabito Natural Gas of Binghamton, New York for Natural Gas Services, and to Direct Energy of Woodbridge, New Jersey for Electric Services. These firms provided their best unit pricing in response to Requests for Proposals which were sent to 8 firms. These were the only proposals submitted, other than a third from Constellation Energy Services, which had to be disqualified due to receipt after the designated time. A summary of the proposals is attached. James Turner will explain to the Board of Trustees in further detail in regard to recommendation of two-year contracts and allowable rate adjustments with the two firms. The bid was advertised in The Ithaca Journal and The Cortland Standard, and listed on the Purchasing link of the TC3 Website.

Energy Commodity Bid

12/15/15 2:00 PM RM248

Vendor

Bid Amount per kWh Bid Amount per Therm Non-Collusive Certification Corporate Resolution Addendum 1 Received

Direct Energy** 0.04582 0.288 x x

Mansfield Power & Gas

Constellation

NextEra Energy

NYSEG

Mirabito* NA 0.229 x x x

Agway Energy

National Grid

*See Mirabito attachments **Direct Energy 2 year Option

*And 2 Year Option at .2585 Therm **.04929 kwh

**.3175 Therm

TOMPKINS CORTLAND COMMUNITY COLLEGE RESOLUTION 2015-2016-16

AUTHORIZATION FOR PRESIDENT OF COLLEGE TO ENTER INTO LEASE AGREEMENT WITH VILLAGE OF DRYDEN FOR A WATER TOWER ON

COLLEGE PROPERTY

WHEREAS, the Village of Dryden has determined that it must relocate and

install a new water tower to serve the needs of the Village of Dryden as well as Tompkins Cortland Community College, and

WHEREAS, the Village of Dryden would like to lease a parcel of land owned by Tompkins Cortland Community College for said water tower, and

WHEREAS, the administration of the College feels that it would be mutually beneficial for the Village of Dryden to lease said property, be it therefore

RESOLVED, that the Board of Trustees of Tompkins Cortland Community College hereby authorizes the President of the College to negotiate the terms and conditions of a lease agreement between the Village of Dryden and Tompkins Cortland Community College for the lease of land by the Village of Dryden for construction of a water tower. STATE OF NEW YORK: I, CATHY A. NORTHROP, CLERK of the Board of





1

TO: Board of Trustees FROM: Carl E. Haynes, Ph.D., President DATE: January 20, 2016 SUBJECT: President's Report to the Board ENROLLMENT Enrollment for the spring semester at this time looks consistent with our budgeted expectations. As of the time of this report, enrollment is down 1.4 percent (-14 FTEs). While new student enrollment is showing reasonable increases (+19 FTEs), along with unexpected increases in our transfer and reinstate cohorts (+28 FTEs), our continuing students, nevertheless, are down from last year at this same time (-60 FTEs). However, at this time, I am cautiously optimistic that we will be at/or near our budget for our core fall/spring enrollment. STRATEGIC PRIORITIES/ACTION PLAN The six Strategic Priorities Action Plan groups are under way with their respective deliberations to develop recommended specific short-term and longer-term initiatives to respond to the four Strategic Priorities. As a reminder, the four Strategic Priorities are: The First Semester Matters, On-going Support for High-risk Groups of Students, Marketing, and Enhanced Evidenced-Informed Decision Making. The Action Plan groups that are meeting are: Entry Level Processes, Basic Skills Courses, Residential Life Students, Analysis of High Risk Student Groups, Marketing – Recruitment & Communication Strategies, and Development of a Web-based Dashboard/Repository. I will briefly highlight the progress of their work as it matures in subsequent Board reports. CHILDCARE CENTER As you know, one of the major priorities for the College, along with support from our TC3 Foundation Board of Directors, is the development of a new Childcare Center. We have been fortunate in attracting a significant donation ($2 million) from Arthur Kuckes, along with commitments from both Assemblywoman Barbara Lifton and Senator James Seward, where each will have committed to $500,000 under the State and Municipal Facilities Program (SAM). As you know, we are finalizing details on a capital project request to SUNY that would support this building, along with sufficient resources to re-purpose the existing Childcare Center. Additionally, our intent is to launch a fund raising campaign this spring to provide additional resources that would support not only the construction of the new facilities, but also help provide an endowment to support the ongoing operations of the Childcare Center.

2

MIDDLE STATES REACCREDITATION We are in the very preliminary stages of our Middle States Reaccreditation process. Under the leadership of Provost Conners, we have selected two people to co-chair the self-study committee (Dr. Kris Altucher and Dr. Travis Vande Berg). More recently we selected the co-chairs of each of the subcommittees that are prescribed according to the Middle States Characteristics of Excellence. In preparing for this process, both Kris and Travis attended the Self-study Institute to be more fully informed about the expectations of the self-study process and Provost Conners attended the annual Middle States Conference in early December where he, too, learned about the process and procedures to be followed. On March 10, 2016, Dr. Ellie Fogarty, Vice President of the Middle States Commission on Higher Education, will visit the campus to meet with the various stakeholder groups, including members of the Board of Trustees. The primary purpose of her visit is to help guide the steering committee and College leadership with respect to the reaccreditation process. The self-study process will begin this spring and conclude with the submittal of our report in December of 2017. Following that will be a Middle States Team visit sometime in the spring of 2018. There is much work and additional details that will unfold during the next two years. Periodically, I will provide the Board with information and/or pertinent updates to keep you fully informed of the process. OTHER MATTERS On December 4, I participated as a judge in the “CANstruction” event put on by student life. This event is done annually in conjunction with our donation to the Dryden Food Pantry. We are proud to report that this year we raised $550 in donations and 2,075 food items (the equivalent of six TC3 campus van trips). On December 9, I attended the Cortland County Chamber of Commerce annual Holiday Party. On December 10, Provost Conners, Deans Ryan and Taetzsch, Susan Dewey, Director of Budget and Finance, and I hosted Chris Newell, newly elected Cortland County Legislator, on campus for an orientation to TC3. Legislator Newell was also interested in learning more about our farm, so he met with Todd McLane, Director of the TC3 Farm LLC, and me for a discussion of this initiative and tour of our facilities. On December 11, we held our annual December Graduate Recognition Ceremony honoring 199 graduates. There were more than 350 people in attendance, including 61 graduates, their guests, and faculty and staff. Deep Patel, SGA President, spoke on behalf of the students. Amy Trueman, Dean of Student Services, was selected by the SGA to provide keynote remarks. Both did an outstanding job. Roxann Buck brought greetings from the Board of Trustees. Olu Roberts also attended from the Board of Trustees, together with Michael Lane, Tompkins County Legislative Liaison to the Board of Trustees.

3

On December 16, Provost Conners, Deans Ryan and Taetzsch, Susan Dewey, Director of Budget and Finance, and I hosted Anna Kelles and Richard John, newly elected Tompkins County Legislators, on campus for an orientation to TC3. From December 24 – January 1, the College was closed for the winter break. From January 4 – January 11, I was on a family vacation. On January 19, we held a Board Member Orientation for new TC3 Foundation Board members which was attended by new members Lisa Whitaker, Brian Fuller, and Tom VanDerzee. A previous meeting had been held on October 20, 2015, for new members Laurie Linn, Dale Davis, and Matt Morgan. On January 21, we will hold our “Welcome Back” meeting for all faculty and staff.

Tonight’s Overview

• Introductions

• Conceptual Framework

• Visual Brand

• Personas

• Communications and Marketing Plan

• Still to Come

Strategic Priority: Marketing

• We need to approach the concept of marketing holistically, understanding that it includes our curriculum, academic rigor, support services, campus life, and outcomes. It is not just advertising or recruiting.

Critical Questions

• How do we build on key strengths identified in the SimpsonScarbourough study, particularly around an academic strength and community of support?

• What is the comprehensive visual brand that expresses our authentic core strengths?• What recruitment and communication strategies will best build enrollment?

Conceptual Framework

After a year of research and analysis, we developed a conceptual framework to guide the marketing strategy across campus. This framework is based on the strengths of the College as identified in SimpsonScarborough’s research.

Modernizing the Visual Brand

• Our logo and visual brand needed to match our conceptual framework and convey the strengths of the College identified in SimpsonScarborough’s research.

• We began logo design in the fall. After working with various focus groups, we have arrived at a logo concept.

• This concept will undergo audience concept testing by SimpsonScarborough.

• Upon approval of the logo, we will complete work on a comprehensive visual brand with a targeted public launch of June 2016.

Target Audiences/Personas

• We serve and recruit prospective students from a diverse population comprised of distinctly different groups.

• These groups view the College’s strengths in ways that are unique to their needs and desires.

• For instance, local adult students do not put a high priority on the quality of campus housing, while students from downstate are much more interested in the student life on campus. Flexibility of scheduling, however, is much more important to local adults.

• We conducted internal research to better understand our personas, allowing us to craft individualized messages to each audience – remaining true to our overall conceptual framework but highlighting the strengths specific to each group.

PERSONAS

Local Traditional

Urban Diverse

Local Adult

Adult Convenience

Donut*

Local Traditional

Trend: Decreasing Enrollment• Full time• Recent high school graduate• Local• B or C student in high school• Mostly white, but increasingly diverse• Slightly more likely to be female• Family income not the highest or the lowest • One third take developmental courses • One third enrolled in general studies • Know what they want to study and probably plan to transfer • Mostly commuter and take courses on campus • Strong academics and affordability are critical factors

Local Adult

Trend: Fewer in number, but an increasing proportion of new students • Probably full time • Older student, mostly in their 20s and 30s • Local • Equal ratio of male/female • Probably white, but increasingly diverse • Low income, some very low • Most are from Ithaca, Cortland, or a town near TC3 • About 1/3 have a GED • Probably need developmental courses • Generally successful academically at TC3 • Commute and take most courses on campus • Courses and degrees are job/career related

Adult Convenience

Trend: Growing online, decreasing at extension centers (especially Ithaca) • Split between full time and part time • Older student in their 20s and 30s, some older• 80 percent white, with Hispanic the most common ethnic minority • Seven in 10 are female • Half from Tompkins/Cortland/Tioga, half scattered about • Degree seeking, with degree related to job/career • Take courses all online, at extension centers, or both • Some transfer • Generally successful academically • Convenience and flexibility matter

Urban Diverse

Trend: Increasing significantly• Full time• Recent high school graduate from New York City • More likely to be male• 60 percent African-American and 35 percent Hispanic• Very low income • Most (more than 80 percent) take developmental courses • Earn a C or better in half of their courses and 3/5 are below a 2.0 GPA• Residential • High need – our poorest and least academically prepared cohort • Campus life and diversity are important • Affordability is a must

Donut

Trend: Sharply decreasing• Analysis includes students from contiguous counties • Appears to be two distinct populations, one with similarities to Urban

Diverse group and the other with similarities to Local Traditional • About half are residential • Needs further analysis, but seems to be a marketing opportunity

SALIENT

Mostly or All On Line - All Students | Fall 2009 - Fall 2014Number of students in cohort ranges from 304 - 376

Age - Degree Seeking/Non Degree Seeking Age - All enrolled

25-39: 38%-44% Non degree: 35%-43% 25-39: 39%-41%

20-24: 30%-36% Non degree: 25%-36% 20-24: 30%-35%

40+: 18%-23% Non degree: 25%-38% 40+ : 18%-24%

19 and under: 5%-8% Non degree: 0%-5% 19 and under: 5%-7%

LocationAbout 25% of degree-seeking students are from Ithaca and Cortland

About another 30% of degree-seeking students are from our service area

Over 50% of non-degree-seeking students are from Tompkins and Cortland County

Ethnicity - Degree Seeking Students74%-85% white – pretty consistent until Fall 14Fall 14 – new undeclared

Hispanic/African-American – 14%-18%;pretty consistent category – 8%

Hispanic typically more than double other ethnic minorities

Academics and Success Generally over 80% of non-degree-seeking students

achieve a C or better

"C" or better for degree seeking students ranges from 75%-82%

13%-18% of degree-seeking students had less than a 2.0 GPA

7%-12% of non-degree-seeking students had less than a 2.0 GPA

Courses/DeliveryFor all students; about 85% are 100% online15% are 75%-99% online

Top courses for non-degree-seeking students: PSYC1003, BUAD219, CIS220, ENGL100, ECHD125, HLTH206, PSYC209, ACCT101, ASTR101, ACCT102, BUAD208, CAPS152, MATH200, ANTH202, CAPS131, ENGL101, PARA101, PSYC205, CAPS121, CIS108

FAFSA/Income Level - Degree seeking

25%-30% do not file a FAFSA

Over 50% are independent and less than 20% are dependent.

About 15% are in the highest income level, >$60k

About 25%-30% are in the middle income level, $25-60k

Between 30% and 33% are at the lowest income

Gender/Attend Status - Degree Seeking

65%-73% female – pretty consistent

4%-8% new; 12%-19% transfer

79%-82% are continuing or reinstate

Continued…. Mostly or All Online – All Students | Fall 2009 - Fall 2014 Number of students in cohort ranges from 304-376

FT/PTFor all students; about 60% PT/40%FT

The FT/PT split for degree seeking students is closer to 50/50

Non-degree-seeking students are almost entirely PT

Degree Program18%-22% of students are not degree seeking

Number of non-degree-seeking students range from 55 -76 from Fall 09 to Fall 14

Number of degree-seeking students range from 249-300 from Fall 09 to Fall 14

General studies is the largest program – between 18% and 20% of online students

Paralegal, Chemical Dependency, and Business Administration are top programs

HRMG, CIS, ACCT, and CSS are also solidly enrolled.

Notable ObservationsConsistent growth over 5-year period – 24%

More likely to be female and older

From our service area; higher academic performers

Continued…. Mostly or All Online – All Students | Fall 2009 - Fall 2014 Number of students in cohort ranges from 304 - 376

Market ResearchWant a degree and more likely to see associate's degree as their final degree. Degree connects them to a career.

Flexibility in schedule and delivery options is a key factor

Affordability and strong academics are important

Benefits of attending include: transferability, skills/knowledge for a specific field, exposure to new things, successful career

Overall Enrollment Trend

Total enrollment at extensions centers has declined 30%

CEC has stayed fairly constant

IEC has dropped by 42% in past 5 years

Extension Centers – All Students| Fall 2009 - Fall 2014Number of students in cohort ranges from 627-430

Age - All enrolled25-39: 38%-41%

20-24: 25%-32%

40+: 10%-12%

19 and under: 18%-25%Ethnicity - Degree Seeking StudentsBetween 66% and 85% white – declining steadily

Undeclared new in fall 14%-7%

Hispanic and African-American has grown from 8% to 18%

Small #'s incidental and HS; Reinstate 14%-17%

Location71%-76% of students are from Tompkins and Cortland County

Remaining areas represented are spread out – but Tioga, non-resident, Cayuga, Seneca, Schuyler, and out of country are the next largest representation.

Gender/Attend Status

54%-61% female – pretty consistent

Continuing – 44%-50%

New and Transfer – 30%-41%

Small #’s incidental and HS; Reinstate 14%-17%

Academics and Success

76%-81% of credits earned a “C’ or better

19%-26% of students had less than a 2.0 GPA

21%-25% are in at least one developmental course

FAFSA/Income Level – Degree Seeking

24%-30% do not file a FAFSA

Dependent and Independent are fairly evenly split

About 13%-18% are in the highest income level, >$60k

About 19%-24% are in the middle income level, $25-60k

About 1/3 of the students are at the lowest income levels

Courses/DeliveryStudents at extension centers also take web courses – 30% to 40%

Top courses for extension centers: ENGL201, SOCI101, ENGL100, PSYC103, ENGL101, MATH100, ENGL102, MATH095, ENGL099, CAPS121, ACCT101, RDNG116, BIOL114, CAPS111, CAPS131, MATH090, BUAD106

Continued…. Extension Centers – All Students| Fall 2009 - Fall 2014 Number of students in cohort ranges from 627-430

FT/PTAbout 70% full time and 30% part time, fairly consistent

Degree Programs7%-13% of students are not degree seeking

General studies is the largest %, but has declined from 40% to 34%

Next top programs are HRMG, SS, HS, BA, CJ, CDSC, LAMS, ECB, ACCT

No one program other than GS has a higher than 7% of the total – there is quite a spread

Notable ObservationsDrop off in courses at IEC, PSYC1-3, BIOL103, BIOL114, MATH100, RDNG116, CAPS (in general) ENVS101, MATH201, ASTR101, foreign lang

Market ResearchWant a degree and more likely to see associate's degree as their final degree. Degree connects them to a career.

Flexibility in schedule and delivery options is a key factor

Affordability and strong academics are important

Benefits of attending include: transferability, skills/knowledge for a specific field, exposure to new things, successful career

Continued…. Extension Centers - All Students| Fall 2009 - Fall 2014 Number of students in cohort ranges from 627 - 430

Developing the Marketing and Communications Plan

• Upon completion of the visual brand, we will finalize a marketing plan that focuses on holistic implementation of the research and brand.

• The plan will include proof points and measures of assessment.

• Some work has already been done utilizing the research: A new marketing strategy group has facilitated communication between enrollment services and the communications team. Already, one targeted piece has been developed for the Urban Diverse Persona.

• We have also done extensive work to develop analytics for online and social-media based online advertising, with a focus on the personas.

Developing the Marketing and Communications Plan, cont’d.

• An adult-student viewbook has been developed for prospective students ages 24 and older.

• There are also auto-generated emails and letters specific to the online degree process, as well as separate application for online-degree seekers.

• In addition, admissions has developed a sophisticated communication plan for all inquiries/applicants.

Still to Come

• Proof Points

• Core Messages

• Related Entities/Visual Treatment

• Planning/Budget/Implementation

• Assessment

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TO: Members of the Board of Trustees FROM: Carl E. Haynes, Ph.D., President DATE: January 21, 2016 SUBJECT: 2014– 2015 Annual Report

INTRODUCTION Tompkins Cortland Community College experienced another challenging year in 2014-15, while also achieving many successes. The following Annual Report to the Board of Trustees provides a comprehensive and detailed presentation of our many accomplishments as well as aspects of our student success initiatives that remain a work in progress. Our bottom line enrollment for the year decreased 5.8%. Fall/Spring enrollment declined even further (7.8%), but we continued to experience significant growth in our Concurrent Enrollment Program. Unfortunately this core enrollment trend continues to occur in community colleges around the state and the country. Once again we weathered the budget challenges. Our response to this decrease in enrollment included continued paring of the operational budget and staff positions, all without layoffs. Our three unions worked with us to collaboratively and creatively address our challenges and to find ways to strategically allocate and reallocate resources. Faculty and staff in all areas of the College are focused on Student Success, our single College goal. The following report cites numerous examples of the great work being done at TC3 to continually improve our results. As detailed a report as this is for the Board, please recognize that it is, nevertheless, a summary of a great deal of additional work being carried out by our dedicated employees throughout the College. As Board members who represent our community at large, you can be justifiably proud, as am I, of the stellar work being accomplished to serve our students and our community well. The entire college community engaged, throughout the year, in dialogue intended to focus and deepen our individual and collective understanding of the wide range of barriers our students face. Much of the discussion focused on providing the support necessary to lower personal and social barriers that students may face, while also ensuring that our policies and practices do not create new structural barriers to success. We recognize that we have just begun our understanding and the conversation will continue into the future. Our most exciting accomplishments for the year relate to our Farm to Bistro program. Both of the facilities – the culinary center and the farm – completed construction and welcomed

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students and the community. The new academic programs in Culinary Arts and Sustainable Farming and Food Systems matriculated their first students and held classes in the new facilities. Sustainable Farming and Food Systems even had its first graduate. Coltivare has been open to the public since December 2015, with the restaurant serving lunch/brunch and dinner six days a week and the event center hosting regular community events. The farm’s produce was sold to Coltivare and to staff and students through a Community Supported Agriculture program. Community support in both counties continues to be overwhelming. As we were commended by Middle States in our last self-study, we continue our commitment to assessment and evidence-informed decision making at all levels of the organization, including clear articulation of how assessment results are used to improve our programming and the student experience. Initiative-specific measures, both formative and summative, are included in program reviews, evaluations, and department plans, and are generally not specifically included herein. Our planning and assessment structure continues to be framed by this graphic:

This planning framework is supported by multi-year institutional priorities coupled with departmental and cross-functional initiatives and annual planning and assessment.

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Last Spring we began a process to engage the full college community in dialogue to test the continued currency of our Mission, Vision, Values, Goal, and planning framework, to address the lack of quantified success goals, and to develop a strategic focus for the next 3-5 years. We began this process with thirteen “Listening Tour” meetings held during the Spring 2015 semester. The meetings were attended by 85% of our full-time staff and faculty, as well as several members of our adjunct staff and faculty, from across all functions and employment groups. The listening tour reaffirmed “Student Success” as our continuing goal and the above framework for strategic planning and affirmed the proposal to quantify goals for our primary indicators – completion, transfer, and enhanced employment. Strategic priorities, quantified goals, and an action plan were developed in Fall 2015 and will guide our planning and resource allocation over the next several years. Even in the face of continued staff reductions, we were able to successfully conclude four faculty searches and begin to refill the ranks left empty by recent retirements and other losses. The discipline areas were chosen strategically to support our current program and student needs: Culinary Art, Graphic Design, Nursing, and English. Our Master Plan construction began in May 2014 with work on the new Enrollment Services Center and front entrance completed in early Spring 2015. The new classrooms, Forum, and External Relations redesign were also completed this summer. The new classroom area expands available space for seminar-style learning environments and includes a newly designed “collaboratorium” to support joint projects between the computer-related, communications, and art disciplines. The new External Relations office design better supports their recent reorganization and provides space for all staff and functions to work in proximity. The new Director of Advancement began work in September. In December, the College engaged SimpsonScarborough to conduct a comprehensive study to guide us as we develop an authentic, research-supported brand. SimpsonScarborough is the leading market research firm in higher education, with more than 200 clients that include a wide range of institutions. The study surveyed TC3 applicants, prospects, and former students. It also included focus groups with faculty, staff, and current students, and in-depth interviews with more than 20 community leaders from Tompkins and Cortland counties. The primary purpose of the research was to identify the aspects of the college that are both particularly strong and authentic, and resonate with students, prospects, and stakeholders. Results of the research will inform our strategic marketing efforts. Three periodic College-wide surveys are administered every two to three years. This report includes results from the most recent administration (Spring 2015) Community College Survey of Student Engagement. Comparisons are provided to prior administrations.

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COLLEGE-WIDE GOAL: STUDENT SUCCESS Our students succeed when they achieve their individual positive academic outcomes through dynamic integration of relevant, effective instruction and curricula, student engagement and community connections. These outcomes include completion of a degree or certificate, successful transfer, new or enhanced employment and achievement of personal goals for continuing education.

Direct Evidence of Success In 2014-15 we graduated 721 students (833 last year). Our most recent federally measured (IPEDS) graduation rate of 23% (Fall 2011 FTFT students) was slightly lower than the 26% average of our 25-campus comparison group (21 SUNY CCs plus four other CCs selected by us). Fall-to-fall retention rate (54% for full-time students, 42% for part-time students) was slightly lower than the full-time comparison group but showed a healthy increase for part-time students from the prior year. Our most recent federally measured (IPEDS) transfer rate of 30% was 76% higher than the 18% average of our 25-campus comparison group. This rate includes graduates and non-graduates. Based on the 2014 graduate survey administered to 816 individuals who graduated from TC3 in August 2013, December 2013, and May 2014 with 303 responses (37 percent of the surveyed group) and with international student graduates from our Global Connections Program included in the survey for the fifth year:

80% of employed students graduating from career programs are employed in jobs related

to their field of study (65% in the prior year) • Of this number, 49 (67%) remain in the central New York area • Of the 55 career program graduates employed in their field of study who answered the

question “if their recent degree helped them achieve their current position,” 43 (78%) said “a great deal” or “to some degree”

47% transferred to another college or university (54% in the prior year) 61% of those transferring are continuing their education at another SUNY college or

university (47% in the prior year) The periodic Community College Survey of Student Engagement was administered in Spring 2015. Many of the survey’s questions ask about specific services or programs; however, many of the questions ask for responses related more broadly to students’ entire experience. While most of these results are not statistically significant from the SUNY community college or national small community colleges samples, we see no increase in these more holistic indicators and an apparent decrease in perceived value for our part-time students (after healthy increases from the 2012

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administration). We will be further delving into these perceptions to better inform our programming and services. How much does the college emphasize the following? (4-point scale) 1 = Very little, 2 = Some, 3 = Quite a bit, 4 = Very much

Full-time Students Part-time Students

TC3 SUNY CC

Small Colleges TC3 SUNY

CC Small

Colleges 2009 2012 2015 2015 2015 2009 2012 2015 2015 2015 Encouraging you to spend significant amounts of time studying

2.87 2.952.85 3.00 3.00 3.12 2.69 2.85 2.92 3.03

Providing the support you need to help you succeed at this college

3.08 3.14 3.12 3.02 3.14 2.86 3.13 3.08 2.91 3.07

Encouraging contact among students from different economic, social, and racial or ethnic backgrounds

2.64 2.64 2.65 2.65 2.66 2.31 2.56 2.18 2.5 2.55

Helping you cope with your non-academic responsibilities

2.03 2.1 1.99 2.03 2.15 1.78 2.05 1.91 1.89 2.03

Providing the support you need to thrive socially

2.3 2.27 2.23 2.24 2.37 2 2.11 2.02 2.07 2.24

Providing the financial support you need to afford your education

2.64 2.68 2.56 2.64 2.78* 2.23 2.41 2.14 2.36 2.61*

* statistically significant

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Vital Components of a Successful Student Experience The three vital components are at the core of what we do as a College, and at their intersection is our single, unifying goal: student success. Inherent in each of these three components is the assumption that students learn and grow best when they are actively engaged in their learning and have a strong belief that the activities that lead to their learning are meaningful and important. To achieve our goal, we must engage students who are actively involved in both their own learning and the context in which it occurs. Those who do so are much more likely to achieve success than those who see learning as an isolated, largely passive enterprise. As an institution, we will create the conditions for that learning by eliminating the traditional barriers that have limited the interaction of these three vital components. Note that many, if not most, of the listed accomplishments could be included in more than one of the vital components, providing further evidence for the necessary integration of these components for student success.

Instruction and Curriculum that are relevant, effective, and aligned with positive academic outcomes.

Accomplishments 2014-15 Academic Program reviews began in 2012-13 and will continue through 2016-17, ending a year before the completion of our next Middle States reaccreditation effort. In the current round, twenty-three reviews have already been completed. 2014-2015 again featured successful efforts by the faculty in the development of new courses. Seven new courses, including two special topics courses, were approved by the Curriculum Committee, in addition to 33 changes in degree programs. Eight existing courses received designation as satisfying SUNY General Education requirements, while we received approval of 24 Seamless Transfer Paths. The year saw the successful implementation of the two new programs that form our Farm to Bistro initiative: Sustainable Agriculture and Culinary Arts. We have also developed two new degree programs for submission for approval by SUNY and the New York State Education Department: an A.A.S. in Applied Science and Technology and an A.S. in Human Services. Two of our degree programs, in Office Management and Electrical Engineering Technology, as well as the three certificate programs related to the latter, were deregistered due to very low enrollments in required courses and low graduation numbers despite both the quality of the programs and the career opportunities for graduates, together with the lone full-time faculty member in each program opting for early retirement. The courses will be maintained for three years to provide those currently matriculated students the opportunity to complete their programs of study. We are working to with faculty members and outside advisors to develop a

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new, more general degree program in Applied Science and Technology, including some of the elements of the Electrical Engineering Technology program. We will also be working with business faculty members to redesign the Office Management certificate program as an option in the Business Administration A.A.S. program. In 2014-15, 352 sections of courses were offered online (390 last year), with 5,301 enrolled (5,486 last year). There were 28 sections of hybrid classes offered (22 last year), with 337 enrolled (282 last year). Online enrollment accounts for 13.1 percent of the College’s total annual enrollment (12.8% last year), with annualized FTEs for 2014-15 of 475.5 (484.7 last year). Inclusion of hybrid sections would add an additional 37.4 FTEs (32.2 last year). A total of 106.6 FTEs (137.07 the prior year) was generated by classes held at the extension centers in Ithaca and Cortland. The TC3 Nancy S. Lieberman Ithaca Extension Center had 579 registrations (797 last year) totaling 1,777 credits (2,456 last year) and 59.23 FTEs (81.87 last year). The Cortland Extension Center had 467 registrations (566 last year) totaling 1,421 credits (1,656 last year) and 47.37 FTEs (55.20 last year). Global Connections Program enrollments continued to grow from 101.2 FTEs in 2011-12 to 116.6 FTEs in 2012-13, to 129.9 FTEs in 2013-14. However, in 2014-15, Global Connections Program enrollments dropped to 99.8 FTEs. (Note: Does not include Disney global – these enrollments were 73.5, 96.8, 110.4, and 37.0 FTEs for the same time period). These Global Connections Program students were enrolled in eight programs: 22 in Business Administration, 3 in Computer Information Systems, 7 in Construction Tech, 18 in Digital Cinema, 4 in Engineering Science, 10 in Entrepreneurship, 85 in International Business, and 1 in liberal Arts. We continued to intensify the marketing of online programs and courses, taking steps to enhance the quality of those offerings, pursuing growth opportunities, and continuing to promote those programs that are available fully online or nearly so (i.e., within a course of two) very actively. An Early Alert Academic Intervention program continued to collect information about students experiencing some academic difficulty from faculty and staff members, and then use that information to address the concern. Together with ongoing refinement of probation processes and COAS procedures, we are providing more consistent, timely, and effective interventions for students experiencing academic difficulty. In 2014-15, the number of Peer Mentors and mentees remained constant with 16 mentors and 60 mentees. 70% of Mentees accepted into the Network Peer Mentor program earned a GPA of 2.0 or above. 56% of Mentors accepted into the Network Peer Mentor program earned a GPA of 3.0 or above. In 2014-15, we continued work with the Kaleidoscope initiative and offered 13 unique OER courses, taught over 98 sections by 24 instructors. Courses included ECON 120, MATH 100,

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PSYC, 103, ENGL 101, and three CAPS courses. The Kaleidoscope project provides a means of saving students money and thus making materials affordable and accessible, which also increases their chances of both persisting and succeeding. A Freshman Success Seminar course serves students in particular degree programs, and greater numbers of faculty members are participating and expressing satisfaction with the process and results. In Fall 2014 we offered 10 sections of Freshman Success Seminars, serving 177 students and in Spring 2015 we had 3 sections serving 28 students. In 2014-15, the Center for Adult Learning and Training, formerly TC3.biz, provided 147 customized training programs for 18 businesses, manufacturers, and community agencies, serving more than 2,667 participants from these organizations. The number of students identifying themselves as a student with a disability, and thus in need of support and accommodations, has increased significantly in the past five years. In 2007, 599 students were identified with disabilities, and the number increased to a high of 701 in 2012-13. Last year’s total was 635 – the decrease in total reflective of the decrease in overall College enrollment. We continue to be able to meet the needs of these students with disabilities (now averaging 17.5% of our regular enrollment each semester) only through the use of adjunct staff to provide core services. Electronic resources – together with an extensive interlibrary loan operation – make our library capable of providing service and access that far surpass what would be expected of a facility our size. We now have a total of 44 “Smart Classrooms” (32 in Dryden, five in Ithaca, and seven in the extension center in Cortland), equipped with an array of technologies (e.g., computer, document cameras, internet connections, digital projectors, etc.). In addition, we have another 29 technology enhanced classrooms (26 in Dryden and three in Ithaca) with most of the same equipment found in smart classrooms. We updated three computer labs with new computers. We also build a “collaboration classroom” that includes two interactive smart boards and two large-display collaboration stations. In Spring 2015, we continued our collaboration with six of our sister community colleges (Broome, Corning, Onondaga, Finger Lakes, Cayuga, and Mohawk Valley) and held our third collaborative conference focused on the art of teaching and increasing student engagement, which we hosted at Coltivare. The conference drew more than 160 participants from the collaborating colleges. Our Keynote Speaker was Arlene Arnsparger from the Center for Community College Student Engagement. Evaluations were extremely positive, and the colleges are planning to meet again in April 2016 at TC3.

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Student Engagement evidenced by a high level of involvement in and enthusiasm for opportunities both inside and outside the classroom.

Accomplishments 2014-15 In 2014-15, a number of faculty members continued to collaborate to offer learning communities, paired courses in which the same group of students enrolls in one section of an introductory course in each discipline. The instructors team-teach the courses together, and they design the syllabi to be complementary. There were ten such learning communities last year, six in the fall and four in the spring, an increase of four in total from the previous year. This approach has proven to be very successful for both students and faculty, as each group has expressed significant satisfaction with the experience and student outcomes achieved very solid levels. We will continue to support such initiatives (including the development of new pairings) and will consider whether participation in a learning community should be made more broadly available to students. Internship experiences are currently integrated into many of our academic programs, including Hotel and Restaurant Management, Entrepreneurship, Nursing, Criminal Justice, Human Services, Chemical Dependency Counseling, Computer Support Specialist, Computer Information Systems, Wine Marketing, Culinary Arts, and Sustainable Farming and Food Systems. Thirty-three students studied abroad during fall trips to Nicaragua (9) and Ireland (7) and spring trips to Colombia (11) and Italy (5) with the spring program in Spain not running due to low enrollment. This number is down 10 students from 43 last year. Lack of funding is most commonly given as the reason for low and declining study abroad numbers. The current team involved in study abroad coordination is expanding and improving marketing and information about scholarship opportunities, particularly those geared toward diversity in study abroad and community college students. The hope is that additional funding sources will be found and that students will apply. To that end, Global staff and study abroad faculty trip leaders are making every effort to ensure that more students than ever are aware of these fantastic and affordable opportunities. Longstanding, high-quality study abroad offerings at TC3 are unique among its peer colleges. Once again in the Fall of 2014, the College celebrated global education during International Education Week. From November 17-21, the theme was “Navigating Between Cultures.” The keynote event was a panel in which students who are first- or second-generation Americans shared their moving stories, followed by live Middle-Eastern music and international foods. Once again, TC3 held a Hunger Banquet, which allowed participants to tangibly experience hunger and poverty worldwide. The banquet was followed the next day by a panel of anti-hunger activists from local food pantries and food banks. Visiting Fulbright Scholar Dr. Jorge Orjuela and his family discussed their experiences adjusting to life in the U.S.A. and Professor Tina Stavenhagen-Helgren and Dr. Ute Ritz-Deutch offered a lunchtime talk the migrant crisis on the U.S. border with Mexico. Wrapping up the week, the Intercultural Students Club hosted

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a marvelous candle-lit India Night in the Student Center, featuring an Indian meal, a film, henna tattoos, music and a Diwali ceremony of light. All week long, international foods were featured in the cafeteria and there were several study abroad information tables so that TC3 students could discover how to take their global interests to the next level. The Panther Pride (Perseverance, Responsibility, Integrity, Dialogue, and Equality) Pledge Initiative, emphasizing positive behaviors and respect for others, continues to be a major dimension of our student life programming. In 2014-15, students collecting stamps at various programs to earn a completed passport included: • 38 students turned in completed passports (earning a T-shirt), collectively attending 190

workshops/programs. • 11 students turned in two completed passports (earning the swag bag), collectively

attending 110 workshops/programs. This year continued the rebuild of our campus student government. We had some phenomenal student leaders really step up and take on the task of solidifying the role of a student government on the campus. Some highlights of their work include: • Spring Elections were held and the SGA President and Vice President of Finance were

elected. • The SGA Committee structure was solidified and now includes the following standing

committees: o Finance o Communication o Student Services o Student Involvement o Elections o Panther Zone

In 2014-15 the following clubs were active and here are some highlights of activities:

Club Programs Active Minds iSupport Bracelet Campaign: sold friendship bracelets to support

various mental illnesses Cinema Club Hosted trivia booth with Movie and TV trivia Intercultural Club Chines Culture Celebration, Cultural Expo Otaku Cafe Magic the gathering tournament, raising over $300 for the club Outdoor Adventure Club

Snow Shoe trip to Lime Hollow

TC3 Toastmasters Hosted the Panthers Have Talent Comedy Showcase Theatre Society Fall Plays: Stagestruck!, Charlie Brown Christmas; Spring Play:

The American Dream Young Americans for Liberty

Participated in YALs nationwide campaign for ‘Incarceration Nation’

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We again held our annual Student Recognition Event (hosted by the Student Life staff) at which a special recognition, the “Take Pride Award,” was presented to individuals and organizations/groups keeping with the themes of Panther Pride Values. A slideshow highlighting the year’s co-curricular programming and Student Life accomplishments was shown as part of the event. Once again, our student athletes excelled in the classroom, as well as in competition. 19 Panthers achieved Dean’s List status and two students were named NJCAA Academic All Americans for graduating with a GPA above a 3.6. Led by women’s soccer with a 2.99, the overall student athlete GPA was an impressive 2.70 compared to TC3’s general student population recorded at 2.60. TC3 boasted three NJCAA All Americans (women’s soccer, men’s soccer, and a TC3 first in baseball). TC3 student athletes and coaches were awarded the NJCAA Region III Award for Sportsmanship for the fifth consecutive year. This award goes to schools that have no players or coaches ejected from competition and whose overall programs are in good standing throughout the year. Of particular note, the Health Services office has grown in importance and prominence, engaging in outstanding outreach to resident and commuting students (with 1,387 student visits during the year). It is important to note that student triage appointments (visits to the Health Center with no appointment made, but nursing plans of care provided) averaged 125 per week. We have continued to invest in the staffing of this office to serve our student population effectively and recently participated in the ACHA/NCHA college health assessment, which has provided important information for future planning efforts. Our Options Program, moreover, served 101 students, with 175 total appointments. We also implemented a single-session Alcohol Education Group for first-time, low-risk alcohol possession in residence halls violations to reduce repeat incidents, individual appointments, and Residence Life removals. Approximately 100 students participated.

Counseling, Career, and Transfer Services – a snapshot of 2013-14 involvements: • Provided 1,892 individual student counseling sessions • Managed 46 Student of Concern (SOC) referrals • Participated in 24 TC3 and external committees and working groups • Presented career and transfer topics in 25 classes • Conducted 26 workshops on career, employment, transfer, and psychosocial issues • Collaborated with other TC3 departments to provide 42 programming events on campus • Presented career and transfer programs to external audiences on 7 occasions • Sponsored Spring Transfer Day with 45 colleges attending • Hosted 10 transfer college representatives on campus for a total of 36 visits • Registered 69 new companies on our job posting site, NextGen • Handled job postings for 453 companies posting 554 job opportunities

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A sampling of the programming in support of students which was provided by Counseling, Career, and Transfer Services included: • Resume Writing • Interviewing • Job Search Strategies • Transfer information sessions • “Picture Yourself a Grad” • “Hitting the Wall? Let’s Get Over It!” and “Random Acts of Kindness” • Semester-long employment preparation program with OMS mentors and mentees • Communication skills training for Resident Assistants, Student Activities’ Leaders, and OMS

Mentors • Career Coach Workshops • Presentation on AmeriCorps in classroom in conjunction with the TC3 Social Science

Department

Community Connections that build and maintain partnerships to support learning, cultivate resources, respond to local community needs and prepare students for citizenship in the global community.

Accomplishments 2014-15 The TC3 Office of Campus Police is represented on the following area law enforcement groups:

• Tompkins County Stop DWI • Tompkins County Investigators Group (comprised of investigators from all Tompkins

County law enforcement agencies, including the District Attorney’s office. Federal law enforcement agencies such as the FBI and US Secret Service also attend and participate in these monthly meetings.)

• Tompkins Cortland Law Enforcement Administrators Group • Emergency Call Review and Oversight Committee (ECROC - 911) • Police Sub-Committee of ECROC • SUNY Community College Public Safety Administrator’s Association (CCPSAA)

The TC3 Offices of Campus Police and Student Life continue to meet with:

• Tompkins County College and Community Coalition • Cortland Coalition on drugs and alcohol • Cortland Coalition of colleges and community law enforcement

Outreach with these groups ensures a smooth working relationship when the need exists for law enforcement assistance. Activities and communication among and between law

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enforcement, judicial, student life, and external relations are coordinated with consistent messages to students, the College community, and the external community. Campus police continues to receive cooperation and assistance from local law enforcement agencies:

• TC Dispatch (911) handles our routine and emergency calls when we do not have dispatch staff on duty.

• The City of Cortland Police Department, Cortland County Sheriff’s Department, all fellow Tompkins County law enforcement agencies, and the NY State Police, routinely provide us with arrest information or other information in order to more effectively enforce our student code of conduct.

Summer 2015 marked our 20th Anniversary of Panther Sports Camps for Kids. Full-week camps were provided for lacrosse, basketball, soccer, and recreation pursuits. Concurrent Enrollment registrations accounted for 947.1 annual FTEs (853.1 the previous year) in 2014-15, an increase of 11 percent compared to the previous year. We offered 766 class sections (689 last year) taught by 275 instructors (250 last year), with an unduplicated headcount of 4,555 students (4,235 the previous year), in 52 participating school districts. All of these figures represent all-time highs for this program.

Continued partnerships with Cornell University, Ithaca College, SUNY Cortland, and local school districts in Access to College Education (ACE) provided resources and services to expand and support the educational aspirations of high school students who may be limited by social and/or economic circumstances. The 2,186 participating seniors (2,193 last year) who graduated in 2015 from CollegeNow partner schools earned 23,621 college credits (22,558 last year) over the course of their high school careers for an average of 10.8 credits earned (10.3 last year) per student. Of those, 567 students (524 last year) graduated with 15 or more college credits, and 129 seniors (126 last year) graduated with 30 or more credits earned through TC3 CollegeNow programs. High school students also earned 976 credits (759 last year) through CollegeNow online courses, an increase of almost 29 percent over the previous year. Our program also serves homeschooled students who take courses on campus or online. Of the seniors who graduated in 2015 from Tompkins and Cortland Counties, 75 and 63 percent, respectively, had CollegeNow credits. Of those, 23 and 48 percent earned 15 or more CollegeNow credits. CollegeNow sponsored 14 campus-based events (12 last year) for high schools involving approximately 630 students (460 last year) for class observations, TC3 program presentations, nursing lab sessions, campus tours, and other activities. The CollegeNow Program expanded to include new concurrent enrollment partnerships in Afton, Campbell-Savona, and Moravia.

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The Department of Student Activities continues to encourage involvement in our local community. The following list highlights some of our initiatives in this area. • Hosted four on-campus blood drives in the Student Center • Hosted a CANstruction event – a sculpture building contest with donated Food Items. We

once again supplied the Dryden Kitchen Cupboard with food to stock their shelves until March. This year we raised $775 and 2,199 items (filling both TC3 campus vans!).

• Raised more than $2,000 at the annual Big Pink See Saw marathon and Big Blue Dodgeball Tournament. This event is in its 6th year and it has collectively raised more than $42,000 for the Cancer Services Program of Tompkins and Cortland Counties. This year we combined the event with our Spring Fest as well as partnered with an online fundraising organization, GiveGab, for ease of tracking funds donated.

• Hosted the second annual Oxfam Hunger Banquet • Through the Service Road Trip program – over 20 students volunteered at the Cancer

Resource Center annual Walkathon and the Ithaca Chili Cook Off We continued to provide connections to a range of on-site and online baccalaureate programs. In addition to our long-standing connection with Empire State College, we have partnered with both Delhi and Keuka College to make such opportunities widely available to our graduates. For students who are relatively place-bound or who simply have developed such a level of comfort on campus that they prefer not to leave it for another learning environment, the availability of bachelor’s programs on our campus has met their needs very effectively. With respect to Keuka, 21 students participated in the first two cohorts of the bachelor’s program in social work; a third cohort started in Spring 2014 with 14 students enrolled. Four students have enrolled in the online B.S. in Nursing program. In 2014-15 we continued to comply with the American College and University President’s Climate Commitment and participated in the American Association of Community Colleges Presidential Sustainability Task Force Survey. We continued to be a part of meetings with area school administrators, counselors, and instructors, to discuss our placement processes, implications of the Common Core, and the opportunities for collaboration between TC3 and our local high schools. These meetings have led to more schools participating in early assessment, whereby we provide diagnostic testing for students so that teachers can then remediate in basic skills prior to high school graduation. We also are supporting a Community Schools Grant in Cortland County, as well as the efforts to start a new regional high school, known as New Tech, in Cortland County. Thirty-three faculty and staff from seven universities in Colombia, Peru, and the Dominican Republic participated in our five-week Summer Intensive English Institute, which we have hosted for the past eight summers. Numbers are down from 47 last summer, perhaps due to decreased marketing efforts in Colombia and also the result of the stronger dollar in that country compared to recent years. As always, the program is constantly improving and adapting to the needs of participants. In addition to intensive ESL classes, the curriculum features

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separate professional development opportunities for professors and researchers in addition to workshops for administrators and those with instructional responsibilities. A highlight for this group was a trip to Niagara Falls, as well as a day of visits to the Ithaca Farmers Market and to several wineries for wine tasting.

In addition to the Summer Global Connections and the Summer Intensive English Institute, our summer was further enhanced by the presence of a group of 88 college students from all around the Dominican Republic who are top graduates of a national intensive English program in their country. The opportunity to come to the U.S.A. to study English on a scholarship program is their reward for excellent performance, and TC3 was fortunate to host them for five weeks, starting in mid-July almost until the fall students returned in late August. Because the program came to TC3 later in the summer, little was known of the students prior to their arrival. Their English level was impressive. Students participated in a variety of activities designed to familiarize them with U.S. history and culture, many of which were presentations and panel discussions that took place on campus. A major highlight for them was a day hiking and picnicking at Taughannock Falls State Park and a trip to Niagara Falls. We hope to host this group again in future summers. During the summer of 2015, we received 150 students from seven universities and four countries as part of our Global Connections Program. There were 125 students from PUCMM (Dominican Republic); 3 students from INTEC (Dominican Republic); 1 student from UAM (Colombia); 1 student from UAO (Colombia); 1 student from UNAPEC (Dominican Republic); 18 students from UNITEC (Honduras) and 1 student from UNSA (Peru). The summer Global Students participated in trips organized by the Global Office to Niagara Falls and Darien Lake. A collaboration between the students and the Global Office made a picnic for all students possible at one of our parks at Taughannock. A trip was organized for students to visit RIT University, and other local trips were also organized.

Indirect Evidence of Success – Vital Components (Instruction and Curriculum, Student Engagement, Community Connections)

64.9% of Fall 2014 FTFT students were in good academic standing at end of Fall 2014, 65.3% of those who then enrolled in Spring 2015 finished that semester in good standing (compared to 67.3% and 63.5% in 2011-12, 69.5% and 68.7% in 2012-13, and 71.6% and 68.7% in 2013-14). Our retention of first-time, full-time students from fall to fall has been relatively stable, around 53%, for the past decade. We have added a number of new initiatives, including the Vector Scholars Program, to address the needs of a greater share of the student body. The Student Life Team has created a set of learning outcomes related to our community values stated in the Panther Pride Pledge, and results from the survey to assess the set of learning outcomes related to the community values stated in the Panther Pride Pledge included:

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Learning Outcome – Perseverance: Students will define and develop realistic and achievable goals and achieve identified goals and overcome obstacles that hamper goal achievement: • 41% of the survey participants reported that they can set better personal goals. Learning Outcome – Responsibility: Students will exhibit behaviors of self-advocacy and effective time management strategies in order to balance academic and co-curricular involvement and that promote personal success: • 93% of the survey participants reported that they learned more about TC3 resources by

participation in the Passport Program. Learning Outcome – Integrity: Students will exhibit informed decision-making and personal accountability and demonstrate behaviors consistent with personal and institutional values: • 84% of the surveyed students reported learning about the PRIDE values by participation in

the Passport Program. Learning Outcome – Dialogue: Students will demonstrate communication skills and the ability to interrelate with others as well as an understanding of effective teamwork through contribution of individual strengths: • 45% of the students in the Passport program reported that they can communicate more

effectively. Learning Outcome – Equality: Students will demonstrate multicultural competence and active citizenship in a local and global community and exhibit knowledge and awareness of diversity around identities, culture, and society: • Participants in the Passport program reported the following in their completed passport

evaluations – I learned that: o Trying new things leads you to meeting people you never would have met before. o Voting is very important and there are people on campus to help you vote. o Communication is the number one skill employers are looking for in new employees. o It is good to fight for equality for all.

The capabilities of the library to provide online access to information continue to grow, and we continue to implement advanced library management systems that have provided access to electronic books and have greatly expanded access to electronic databases. As a result of constant attention to the Library’s resources and capabilities, we now subscribe to 101 electronic databases (an increase from 97 a year ago), which provide students and faculty with a wealth of information to support their work. We also provide access to 22,966 printed books (a reduction of over 2,000 from last year in a continuing effort to rid the print collection of out-of-date titles), 135,049 e-books (an increase of more than 53,000 from 2011-2012), 1,688 videos, and more than 11,875 electronic periodical titles, thereby greatly expanding the library’s ability to provide recent academic research and writing. These electronic resources – together with our extensive interlibrary loan operation – make our library capable of providing service and access that far surpass what would be expected of a facility our size; the library also processed over 1,800 interlibrary loan requests last year. We also subscribe to a service called

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Films on Demand, which provides 21,852 videos for faculty use via an electronic connection; this type of service offers great promise for enriching teaching and learning. Our work with students, faculty, and staff to deepen students’ understanding of the College’s expectations of academic honesty continues. The annual total of violations has dropped from 61 in 2010 to 45 in 2015, with the number of actual disciplines also dropping in that same time period from 16 to 11. While our recent fiscal realities have forced us to increase our reliance on adjunct faculty, we are committed to and continue to focus on quality hiring and development of our adjunct faculty:

• The quality of adjunct vs. full-time faculty as evidenced by a comparison of student evaluation profiles for the two groups. Data continues to show the adjunct faculty profile to be the same or no more than 0.1 lower in all but four (of 15) categories compared to that of the full-time staff. The provision in the Faculty Association contract for Department Chairs to observe and evaluate adjunct faculty has represented a very positive step, and last year 18 chairs or their designees participated in the evaluation of over 25 adjunct hires. The Dean of Instruction conducted formal classroom observations of 31 additional continuing adjunct faculty who have not been observed in several semesters.

• The College Teaching Center also provides regular orientation and roundtable programs specifically for adjunct faculty.

• The Dean of Instruction held 1-on-1 sessions with adjunct faculty, and more than 35 adjunct faculty members engaged in conversations that ranged from the use of Blackboard for web-enhanced courses and course scheduling options to interest in our Farm to Bistro Initiative.

Among the many accomplishments of the Student Life group, co-curricular assessment has continued. We have completed the first two years of a three-year cycle. Four areas have done thorough functional assessments and a fifth, the Child Care Center, has been re-accredited by NAEYC, the top-ranking review body in that field, which will serve as their review. The final two areas will complete their functional reviews in the coming year. Student achievements related to our PRIDE values and outcomes have been measured and compiled. Improvements were made to Enrollment Services functions:

The Financial Aid Office has moved to paperless processing and improved dramatically their accessibility to students. The office has also taken a much more proactive approach to communicating with students, working in tandem with Admissions, Registration, and Billing, and Student Success. Phone calls, text messages, and group information sessions have been employed along with the usual mail and email communications. Admissions implemented a new communication plan to prospective students, applicants, and admitted students. This included frequent, targeted communications by mail, email, and

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phone. New technology utilized was a “call-em-all” automated phone messaging that allows staff to record a standard message and send it out by phone to any number of students. A new student-staffed call center for Enrollment Services is in development. The Enrollment Services Center call center work group, along with campus tech staff, have evaluated phone technology and selected on a vendor. During the Fall 15 semester we will begin implementation of the technology. In the meantime protocols are being developed for the call center staff. Financial Aid Data: Financial aid applications decreased significantly last year, by about 16%, whereas we saw a decrease of 7.4% in aid recipients. The total amount of aid disbursed to students dropped about 8% – similar to the drop in recipients, and the amount of aid refunded to students dropped by 3.5%, reflecting increases in costs without corresponding increases in aid awards. Below are financial aid statistics for 2014-2015:

• a total of 2,055 students received book deferrals totaling $660,772 • a total of 178 students received emergency cash advances totaling $67,320 • student loans were processed, totaling $10,297,910 • parent loans were processed, totaling $1,068,007 • Pell awards paid totaling $7,522,291 • refunds to students amounted to $7,112,790

Admissions Data: A trend of increasing applicants dropped off in fall 2012, and has continued to decrease significantly each year until Fall 2015 where we finally saw an increase of about 3.2%. The chart below depicts admissions trends from Fall 2011, when our application numbers peaked, through Fall 2015:

Information about the College’s judicial system:

Year # of incidents Removals Suspensions Expulsions 2010-11 874 43 24 1 2011-12 802 101 51 1 2012-13 727 92 20 0 2013-14 763 60 26 1 2014-15 758 62 15 1

Year 2011 2012 2013 2014 2015 Applied Total 5,679 5,461 5,001 4,713 4,864 Applied/Accepted Total 2,511 2,384 2,332 1,949 1,922 Enrolled/Accepted Total 1,709 1,570 1,456 1,359 1,331 Yield of Applied to Accepted 44.2% 43.7% 46.6% 41.4% 39.5% Yield of Accepted to Enrolled 68.1% 65.9% 62.4% 69.7% 69.3%

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It is clear that the work of both maintaining order on campus and especially in the residence halls (and of holding students to appropriate standards of conduct off-campus as well) and educating them about behavioral expectations is challenging and time-consuming. Nevertheless, these numbers also tell us that very important work is occurring, and we are very pleased with those responsible for that work.

Capacity Builders Beginning with the organizational restructuring implemented in 2008, we have engaged in processes that have enhanced our capacity to understand and address challenges and opportunities through coordinated efforts. In our organizational culture, we make information readily available and provide extensive opportunities for participation in discussion of key issues so that decisions may be made based upon deep and broad understanding. In developing our resources – financial, physical, and human – we work to align our systems and structures to work in collaboration both to reduce the waste of energy that results from internal struggles and to develop a culture that is truly supportive of student success.

Resource Development including funding, technology, and physical infrastructure.

Accomplishments 2014-15 There were 414 gifts received from 368 donors to the 2014-15 annual campaign, raising more than $349,400 for the annual campaign and administering another gift of one million dollars. More than 168 students received scholarships or grants-in-aid funds, totaling $649,000, through the Foundation. Four new scholarships were created in 2014-15 – the Andy Partis Memorial Scholarship, the CAS Scholarship, the Yang/Chase Scholarship, and the City Federation of Women Building Community Scholarship. The Center for Adult Learning and Training earned gross revenue for contract courses of more than $376,682 with an additional $94,302 in revenue for Open Enrollment courses. TC3 Biz secured SUNY Workforce Grant Funding of $99,104.64 to help clients with crucial workforce training. More than 147 customized training programs were provided to 18 organizations, and 2,667 individuals were trained in customized and open enrollment programs. The College entered into a power purchase agreement with NextEra Energy Resources for the purpose of supplying solar energy to the college campus. Construction began on the solar array, located on 10 acres of land contiguous to campus and leased by the TC3 Foundation. The system was put into service with NYSEG’s approvals on July 1, 2015 and is providing a little more than 97% of the College’s electrical use.

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The athletic facility, including the gymnasium, game fields, and BorgWarner Morse TEC Field House, was used frequently by external groups/teams, bringing in approximately $20,000 for 2014-15. The TC3 Fitness Center generated over $45,000, which exceeded expectations and outperformed last year’s number ($40,000 last year).

The pool continues to generate revenue and provide students, staff, and the community a place to pursue and perfect their aquatic goals. The pool generated $15,000 in revenue, which is the same as the previous year.

TC3 hosted many intercollegiate and high school events including NJCAA men and women’s soccer championships, IAC All-Star boys and girls’ soccer games, the NYSPHSAA Girls Soccer State Championships, the IAC girls and boys small and large school basketball championships, and the NYS West Youth Soccer Association State Cup Tournament. In addition, our baseball field was home to numerous travel-team tournaments and recruiting showcases during the summer months. In addition to the popular recreation sports leagues and tournaments, we sponsored activities and events such as numerous Student Activities and Res-Life events, TC3’s Panther Fit, and the 2nd Annual Muddy Panther 5K run, which brought in 100 participants. The Pathways program continues its good work with the very generous support from Arthur Kuckes – totaling $10.5 million. In total, 156 scholarships (95 the previous year) were awarded in the Pathways Program last year. Pathways scholars continue to succeed at phenomenal rates. Many now belong to Phi Theta Kappa and are active in TC3 clubs; others have transferred to four-year colleges. Some have graduated and moved into the workforce, and many win other Foundation scholarships. We continue to use an online system to collect, summarize, and report student evaluations of classroom faculty, producing useful information for faculty development and mentorship experiences. Funding for equipment is illustrated in the following two tables:

* primarily classrooms in the new Cortland Extension Center

EQUIPMENT PURCHASES

College Operating Budget Various Grants

Capital Account TOTAL

2009-10 $313,829 $34,630 $32,184 $380,643 2010-11 $128,062 $147,601 $212,732* $488,395 2011-12 $144,212 $133,921 $41,444 $319,577 2012-13 $160,374 $102,035 $0 $262,409 2013-14 157,051 $50,590 $328,379 $536,020 2014-15 137,268 203,147 $606,343 $946,758

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Culture development and maintenance of a culture of learning based on an environment of mutual respect, collaboration, transparency, and trust.

Accomplishments 2014-15 We have continued a staffing level of trained law enforcement officers that allows us to provide 24/7 law enforcement service on campus and in the residence halls. Anecdotally, our ability to provide 24/7 law enforcement coverage to our residential campus has made a significant difference in our ability to respond quickly to serious issues. It also allows for a more knowledgeable response to incidents and the necessary follow-up with student victims and offenders. A restorative form of student conduct justice is better accomplished by having law enforcement that is completely familiar with campus resources. We continue to maintain channels of communication with the increasing number of adjunct faculty. The Dean of Instruction maintains a portal site to act as a repository for documents (such as the adjunct checklist and FERPA information), forms (such as field trip requests), and frequently asked questions. It also acts as an academic calendar and collaborative tool for pedagogical and process discussion. Additionally, he hosts periodic roundtable discussions in the College Teaching Center to directly respond to adjunct faculty concerns. In its fourth year the Students of Concern committee has become a model of how behavioral intervention teams should work. Our members are truly a team, knowing who and when each needs to respond to a concern and how we can work together to provide the safety net/support for our students. The committee intervened with 50+ students who had been referred for attention (approximately 90 students the previous year). In addition we have made improvements to our student conduct process, adding hearing panels as an alternative to individual hearing officers in some cases. We have clarified our Title IX compliance and expanded the presence on our website.

EQUIPMENT PURCHASES

Direct Instruction and Instructional Support

Administrative Support

2009-10 $210,568 $170,075 2010-11 $454,796 $33,599 2011-12 $71,375 $248,202 2012-13 $149,375 $113,034 2013-14 $289,045 $246,975 2014-15 $755,215 $191,543

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Human Resources Development including professional leadership development coupled with disciplined hiring and development practices.

Accomplishments 2014-15 In spite of fiscal challenges, the College has continued to support and encourage staff development. More than 150 faculty/staff participated in conferences, seminars, workshops, leadership skills development, and job-specific education programs including:

• Connecting, Collaborating, and Celebrating the Art of Teaching • Chair Academy International Conference • discipline-based regional and national conferences • SUNY Professional Councils

College funds: In addition, during 2014-15, the Foundation spent $105,437 and FSA spent $104,903 on travel and staff development (including athletic travel). TC3 CollegeNow provided professional development opportunities to our instructors, including welcoming more than 150 school district professionals/concurrent enrollment instructors from 47 partner districts to our Professional Development Conference in August 2014. In June and August, we welcomed new concurrent enrollment instructors to campus for a half day of sessions to learn about our expectations and resources, including Blackboard and library services, as well as spend time with their faculty liaisons. In addition, several instructors attended – with our support – workshops at Cornell University and SUNY Cortland, and the CCCAT Conference. Our program will continue to work with other higher education institutions to complement the professional development we are able to offer to CollegeNow and TC3 instructors. Instructors also visited TC3 during the school year to observe classes, engage with campus faculty, connect with our librarians, and learn about TC3 expectations from our Dean of Instruction and Director of CollegeNow. We collaborated with other Central New York community colleges and co-hosted our third conference entitled “Connecting, Collaborating, and Celebrating the Art of Teaching.” This provided both our full-time and adjunct faculty members an opportunity to engage in significant learning with fifty four members of the TC3 community (including 19 adjunct faculty

Professional Travel Staff Development

TOTAL 2009-10 $192,494 $200,962 $393,456 2010-11 $154,837 $140,341 $295,178 2011-12 $176,878 $131,967 $308,845 2012-13 $163,956 $138,317 $302,273 2013-14 $141,246 $117,976 $259,222 2014-15 $146,479 $117,501 $263,980

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members and 13 CollegeNow high school faculty) in attendance. More than 160 people attended the event with five of our colleagues presenting at the conference. The next conference will be at TC3 in April 2016. Conference feedback was overwhelmingly positive:

Conference Evaluation Agree or Strongly Agree

I was engaged throughout the keynote address 91% The keynote speaker was well prepared and knowledgeable 99% The keynote speaker was a clear and effective communicator 94% I will be able to use information from the keynote presentation in my work

78%

The conference lived up to my expectations 91% I will plan to attend this conference again next year 80%

The College Teaching Center continues to provide opportunities for full-time and adjunct faculty and staff to build community while developing teaching methods and techniques. Aside from providing a mentor program for new faculty, the Center provided support for four new or expanded programs intended to improve classroom teaching and student success: • More than 35 faculty, full-time and adjunct, continued to be involved in training related to

Bard College’s “Write to Learn” program to improve critical thinking and reading skills across the curriculum. In addition to helping teachers strategize for their own classrooms, Write to Learn is addressing a felt need for a deeper sense of community among faculty. We have heard from faculty in various ways that they are hungry for time to talk with other teachers about their shared experience. In addition, four faculty members were supported by our Perkins Career and Technical Education grant to complete training necessary to be certified as Bard Associates and directly provide the training on campus in future years.

• The Reading and Discussion Group met monthly throughout the year to discuss common readings related to education, particularly understanding the barriers and personal struggles of our students of color.

• A new monthly initiative, “What’ Working,” brought faculty across the disciplines together to share their classroom successes.

• In addition to Adjunct Orientation sessions at the beginning of each semester, the Dean of Instruction met monthly with adjunct faculty to provide a venue for questions, sharing of successful pedagogy, and collective problem solving for issues brought by the adjunct faculty.

Faculty and staff participated in professional organizations and local, regional, statewide, and national conferences focused on teaching methodologies and strategies to increase student engagement. A comprehensive teaching handbook for all faculty members has been developed and disseminated to all full-time and adjunct faculty.

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This past year we began an additional professional development consortium, “PEAKS,” with sister colleges – Onondaga Community College and Mohawk Valley Community College – focused on leadership development. Our first class of eight staff and faculty participated in the year-long program with eight colleagues from each of the other institutions, beginning and ending with three-day residential sessions at Blue Mountain Lake in the Adirondacks. Feedback was extremely positive and additional class of eight will participate next year. The College Teaching Center continued to provide a mentoring program for both full-time and adjunct faculty. This year saw traditional pairs of experienced and new faculty, as well as faculty pairs focused on projects to improve pedagogy for both members of the pair. Nine faculty pairs completed projects, e.g. “Making the transition from high school to college-level teaching”, “Improving student success in pre-algebra classes in the context of the new curriculum”, “Incorporating Writing to Learn strategies n BIOL105 and ENVS111”, and “Alternatives to lecturing; creating discussion; setting a healthy pace.” People

GROUP

Classified

Administrators

Senior

Officers

Counselors, Librarians,

Etc.

Faculty FSA*

TOTAL COLLEGE (GRANT)** FUNDED

2009 117i (2) 62 (1) 9 24 (5) 77 (1) 35 324ii 1 (temp) 2 (temp) 1

(temp)

2010 114 (1) 57 (1) 9 24 (5) 73v (1) 36 313 1 (temp) 2 (temp) 1

(temp)

2011 103 (1) 52 (1) 9 21 (2) 71 36 292 1 (temp) 1 (temp) 1 (temp) 2012 105vii 51 (1) 9 21 (2) 69viii 36 291 2013 103 51 (1) 9 22 (3) 70 (1) 37 293 2014 103 54 9 21 (3) 63 33 283 2 (temp) 1 (temp) 2015 96viv 57 7 22 (3) 63 32 277 2 (temp) 1 (temp)

NOTE: Of the total number of employees, the number in parentheses indicated grant-funded positions.

Grant Funded: NTF: Alexis Dengel, Suri Seymour, Patty Tvaroha Temporary: Maria Barrero (Administrative), Mike Hall, Scott Walters (CSEA)

1 Decrease occurred as a result of early retirement incentives. 1 Decrease occurred as a result of early retirement incentives. 1 Three promotions from classified staff – 2 positions to PAA, 1 position to FA, 5 new classified staff positions (Secretary – Multicultural Services, Secretary – Advisement Services, Secretary – Public Safety, Campus Peace Officer, ESS 1 4 of the 10 new positions are granted funded positions (LEAP Coordinator, SUNY GREENS Coordinator, Cornell ESOL Instructor, Secretary – Advisement Services), 6 of the 10 new positions are College funded beginning September 2009 (Recreation Faculty, Coordinator of Advisement Services, Campus Peace Officer, Secretary – Public Safety, Part-Time, .5FTE Secretary – Multicultural Services, ESS.) v Decrease occurred as a result of early retirement incentives. vii Increased positions represent positions offset; 1 FT custodial position was staffed to offset 2 employees who requested to move to PT status, 1 PT Campus Peace Officer to replace PT seasonal position viii Decrease occurred as a result of one Nursing faculty retirement and a change with how the Cornell ESOL program is staffed. viv Classified reduction included 1.5 FTE cleaners, 1 receptionist, 1 safety officer, 1 ESS, and two CSEA positions reclassified to PAA.

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This is the thirteenth year of annually tracking our employee turnover rate. This past year, 23 people left our employment (8.30 percent) (32 and 10.95 percent respectively last year). The 2001 College and University Professional Association for Human Resources (CUPA – HR), lists the average annual turnover rate for colleges and universities at 9 to 11 percent. Of the 23 people who left our employment during the year, fourteen retired, five left for another job, one left for personal or other reasons, one left the area, and two left due to civil service regulations.

Organizational Alignment with our mission, vision, values, and goal. Organizational alignment takes three primary forms: alignment with the communities we serve, alignment with the SUNY system and Middle States, and internal alignment.

Accomplishments 2014-15 We continued to be engaged in a number of SUNY-wide initiatives, including the SIRIS enrollment reporting system, the student mobility project, and Degree Works. Our transparent collaborative processes for addressing budget and staffing issues are squarely in alignment with our mission, vision, values, and goal. In particular, the processes (past and ongoing) honor our values of Learning (as an organization and desired outcomes of the process), Innovation (through continuous improvement processes and nurturing our environment of trust), Relationships (developing processes with integrity, respect, collaboration and recognition of interdependence), and Diversity (recognizing that better solutions come from providing multiple and cross-functional perspectives).

Indirect Evidence of Success – Capacity Builders (Resource Development, Culture, Human Resources Development, Organizational Alignment) The development of the enhanced orientation programming for incoming students represents a positive step in helping new students make the adjustment to college.

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Energy Usage: The following charts demonstrate energy use and carbon footprint.

129108

11292995682

89795

9200486310

7970175385

6256167743

69354

0

20000

40000

60000

80000

100000

120000

140000

2003-2004 2005-2006 2007-2008 2009-2010 2011-2012 2013-2014

BTU

/SF

Energy Use

0

229.4

428.8

168.2

-122.7

12.7

90.6

226.3

510.8

438.2

424.4

-200

-100

0

100

200

300

400

500

600

2003-2004 2005-2006 2007-2008 2009-2010 2011-2012 2013-2014

Cumulative Metric Tons CO2 Savings

Cumulative Metric Tons CO2 Savings

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We continued discussion on the issue of low-enrollment sections and engaged during 2014-15 in a study of these programs and sections. The result in some cases was the reduction of sections or program requirements or consolidation of one or more low-enrollment programs that share some course requirements. The success in our budget process can be seen in the significant decreases in spending and staffing while maintaining core services to students. This can be seen across the board – not just in the College budget, but in the FSA and Foundation operating budgets, as well, where reliance on the College for operating assistance has been reduced or eliminated. Most importantly, the processes and decisions were made in alignment with our Mission, Vision, Values, and Goals, and within a culture of transparency, respect, and trust. The 2014-15 independent audit process for the College, Foundation, and FSA was completed with an unqualified opinion and no findings. We provided a physically safe and secure environment:

• The annual New York State Fire Inspection of campus facilities was conducted in October of 2014. The inspection included the main building, athletic facility, Head Start Center, grounds building, and both extension sites. 41 violations fell within the minimal category. All violations were corrected within four weeks of the notification and “Certificates of Compliance” were issued and posted at each location.

• Health and safety maps for the main building and athletic center remain available. The development of these maps was recommended as a means of informing employees and students of important health and safety information, such as the location of no-smoking areas, severe weather refuge areas, automated external defibrillator locations, and emergency evacuation assembly locations.

• In the 2014 calendar year, there were ten incidents that fell within the reporting mandates of the Clery Crime categories. All were at the residence life community. They included nine burglaries and one aggravated assault. Arrests and/or Judicial Referrals were made in four of the burglaries. The aggravated assault incident resulted in Campus Police arresting a person for felony Assault. There was no serious crime reported on the main campus that fell within the reporting mandates of the Clery Act.

• In addition to serious crimes reported for Clery Act compliance, we look at the incident reports initiated by Campus Police staff to assess the campus police operation. As depicted in the table below, as of August 2015, we have 651 official reports generated by Campus Police personnel, with comparisons for prior years. The table also indicates the number of arrests our office affected, both as of August and the total calendar year. The report numbers only reflect the calls for service where an officer commenced formal documentation.

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YEAR Incidents

(August) Incidents (End of Year)

Arrests (August)

Arrests (End of Year)

2015 651 n/a 32 n/a 2014 841 1,630 55 81 2013 539 1,273 23 69 2012 573 1,070 57 100 2011 708 1,290 46 99 2010 492 1,005 28 60 2009 450 855 9 28

• Results from the survey of Residence Life, completed in Spring 2015, indicate that 83

percent of students feel safe in and around the residence halls.

Philosophical Drivers Our philosophical drivers have supported the development of our capacity to build an institution dedicated to achieving student success. A disciplined organization such as ours bases decisions on evidence; but even more, strives to ensure that the evidence used is both thorough and germane to the decision to be made. By operating in such a disciplined manner, we can capitalize on both individual and collective strengths while also confining our actions to those that address our core concerns. That is, by keeping student learning and success at the heart of our decision-making, we are able to sort through the array of possible initiatives confronting us to choose those which are most consistent with the College’s core philosophy. This section does not include specific evidence for assessment; these philosophical drivers create the environment that allows us to achieve our goal – supporting and nurturing student success and the synergy of our vital components and development of our capacity builders.

Learning First in every decision, policy, program, and practice.

Accomplishments 2014-15 We continue to maintain our commitment to small class size and, with few exceptions, classes have a maximum of 30 students. Writing and developmental courses have lower maxima. We continue to maintain our commitment to staff development by maintaining a reasonable level of funding. As a learning organization, we must continue to support the development of our faculty and staff to optimize their ability to support the development of our students.

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Strengths based development for students and staff, individually and collectively.

Accomplishments 2014-15 More than 1,200 students, staff, and faculty participated in foundation StrengthsQuest™ programs. Strengths-based development is specifically integrated into the curricula of Early Childhood, Hotel Restaurant Management, Communications, New Media, and Nursing programs, and into our orientation, counseling, career services and student leadership development programs.

Disciplined Organization maintaining in relation to our people, thoughts, and actions.

Accomplishments 2014-15 The executive staff continues to be disciplined in reviewing the performance of individuals who have not received tenure or permanent status.

Evidence-based Decision Making and a culture of assessment at all levels of the organization.

Accomplishments 2014-15 The Salient data analytics system is now routinely used to inform enrollment projections and for enrollment management purposes to regularly assess progress to enrollment goals for a particular semester. In addition, we continue implementation of a finance module that will be used for informing financial efficiencies and budget projections. The tool has supported creation of a strategic enrollment model to analyze historical data and prepare enrollment projection for target groups. Integration of judicial data into the system is now in development. The Salient system is also now regularly used by many offices in the College to monitor enrollment and retention patterns and develop and assess student success metrics. Department plans and initiatives all include indicators of success and discussion about how assessment results were used for improvement.

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PROFESSIONAL DEVELOPMENT AND COMMUNITY SERVICE During this past year, I have provided numerous welcoming remarks to a broad range of groups the College hosted on campus. In addition, I provided remarks at a number of ceremonies and other activities. Major speeches, professional commitments, and community service activities include the following:

• In September, I, together with our partner Presidents in the Incubator Project (REV), David

Skorton, President, Cornell University, and Thomas Rochon, President, Ithaca College, provided brief remarks at the Grand Opening of “REV” in Ithaca.

• Also in September, I traveled to Blue Mountain Lake in the Adirondacks and provided

remarks at the inaugural session of PEAKS, our new collaborative regional leadership program with Mohawk Valley and Onondaga Community Colleges.

• Also in September, I attended the luncheon meeting at the Cornell Law School, for the

announcement of the new President of Cornell. Dr. Elizabeth Garrett, the first woman to fill this position, has been named as the 13th President of Cornell University.

• In October, I attended the Topping Out Ceremony of Downtown Ithaca’s newest residential construction Lofts@SixMileCreek, developed by Bloomfield/Schon & Partners.

• Also in October, I attended the fall meeting and participated in panel discussions of the

Higher Education research Development Institute (HERDI) in Chicago. The Institute evaluates and provides feedback to organizations that are developing or expanding services to either community colleges or higher education in general. HERDI pays the travel expenses for me to attend.

• Also in October, I traveled to New York City to attend the SUNY Critical Issues Conference,

“Higher Education Reconsidered: Executing Change to Drive Collective Impact.”

• In November, I attended the Cortland County Chamber of Commerce Annual Dinner in Cortland.

• Also in November, I attended the Tompkins County Public Library Foundation Annual

Campaign kickoff event held at the Tompkins County Public Library, where I joined with the four other co-chairs (David Skorton, Tom Rochon, Jean McPheeters, and Aloja Airewele) in leading their fund raising campaign.

• In December, I, along with Provost Conners, Deans Penziul and Wunderlich, Bryan

Chambala, Director of Communications, and staff from CollegeNow, held a meeting at the Cortland Extension Center with 33 high school superintendents, principals, and counselors

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representing school districts and BOCES in Tompkins and Cortland Counties to share data on the region’s students who attend TC3 or participate in CollegeNow, highlightCollegeNow initiatives, and initiate discussion on future directions.

• Also in December, we held our Grand Opening celebration at Coltivare with approximately

350 people in attendance. I provided remarks along with a student from each of our four programs (i.e., Culinary, Hotel and Restaurant Management, Sustainable Farming and Food Systems, and Wine Marketing).

• In January, I along with 20 other members of the TC3 community, including members of our

Board of Trustees and Foundation Board, attended the Tompkins County Chamber of Commerce annual dinner where TC3 was honored as the “Distinguished Business of the Year.”

• In February, Walter Poland and I traveled to Newport Beach, California, to attend the

Community Colleges for International Development (CCID) annual conference, where I participated in the CCID Board of Directors’ meeting as a member of the Board.

• Beginning in February and continuing throughout the spring semester, I held 13 “Strategic

Planning Discussions” with members of the College Community.

• In March, Walter Poland, Jorge Huayhuaca, and I traveled to Santo Domingo, Dominican Republic, to meet with our partner universities there to discuss current and possible future initiatives.

• Also in March, I presented a speech entitled “Leadership in the Mirror” to the Leadership

Tompkins group who met at TC3. • Also in March, I, together with two members of our Student Government Association, met

with Assemblywoman Barbara Lifton at the Cortland Extension Center.

• Also in March, I, along with Sue Stafford and Denis Boucher, attended the Downtown Ithaca Alliance Annual Dinner where TC3’s Coltivare was selected as the 2015 Downtown Economic Development Project of the Year.

• Additionally in March, Todd McLane, Director of the TC3 Farm, and I attended the 3rd

Annual Cortland County Agriculture Celebration at Tinelli’s Hatheway House in Solon. The keynote speaker was Richard A. Ball, Commissioner, New York State Department of Agriculture and Markets.

• In April, I provided a presentation on the Farm to Bistro Initiative at TC3 to the Ithaca Rotary

Club during their noon meeting at Coltivare.

• Also in April I traveled to the Chair Academy Annual Conference in Seattle, Washington, where I participated in the annual Board meeting. This year, TC3’s Students of Concern

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Group was selected to receive the Idahlynn Karre Exemplary Leadership Award and Carolyn Boone, a member of the Students of Concern Group, attended the conference and accepted the award on behalf of the group.

• Also in April, I provided remarks at a dedication of the Dr. Robert O. Ross Atrium at our

residence life facilities, where several of Bob’s photos are on exhibit. Bob and his family attended, together with over 100 friends, Rotary members, TC3 faculty and staff, and retirees.

• Also in April, I traveled to San Antonio, Texas, to participate in the Spring Higher Education

Research Development Institute (HERDI) meeting. I serve on their Board along with 25 other community college presidents from around the country. As mentioned before, HERDI pays the expenses for me to participate in this professional development experience.

• Also in April, I provided remarks at a meeting of the PEAKS Leadership Group, our new

collaborative regional leadership program with Mohawk Valley and Onondaga Community Colleges, which was held at Coltivare.

• Also in April, I was invited by Dr. Debbie Sydow, President of Richard Bland College of

William & Mary in Petersburg, Virginia, to meet and offer advice to her executive team on their strategic planning process and later in the day to speak to her William & Mary College graduate students in a course on community college administration. Dr. Sydow’s office paid for my expenses to travel there for this purpose.

• In June, I, along with Presidents Skorton (Cornell University) and Rochon (Ithaca College),

attended an event for local business leaders in the community who wanted to learn more about the REV, the collaboration between Cornell, Ithaca College, and TC3.

• Also in June, I traveled to Blue Mountain Lake to attend and participate in the PEAKS

Program reception, dinner, and graduation ceremony.

• Also in June, I provided brief welcoming remarks, along with Jennifer Tavares, President of the Tompkins County Chamber of Commerce (co-sponsor with TC3 of the Leadership Tompkins Program) at the Leadership Tompkins graduation held at Coltivare. 20 local leaders participated in the program over the year, with approximately 100 people, including family members, advisory board members, and prospective candidates for next year’s program, in attendance.

• Also in June, I attended the Empire State College Graduate Recognition Dinner at Coltivare.

• In July, I was interviewed by Norm Poltenson for an article on TC3’s Farm to Bistro initiative

for the “Syracuse Business Journal.”

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I serve on the following Boards and/or major committees: - The Chair Academy International Advisory Board - Cayuga-Cortland Workforce Investment Board - Community Colleges for International Development Board - Cortland County Business Development Corporation Board of Directors (Chair of the

Human Resource Committee) - Higher Education Research Development Institute Board - Honorary Member of the Ithaca Rotary Club - New York Community College President’s Association – past-president, serve on the

Executive Committee - REV Steering Committee - TC3 Foundation Board of Directors - Therm, Inc., Board of Directors - Tompkins County Area Development Corporation Board of Directors (also chair of the

Human Resource Committee) - Tompkins County CEO Roundtable - Tompkins County Workforce Investment Board - Tompkins Financial Corporation Board of Directors (Chair of the Nominating and

Corporate Governance Committee and serve on the Tompkins Financial Advisors Committee)

- Tompkins Trust Company Board of Directors (serve as Chair of the Trust Committee)

Board of Trustees Agenda, January 21, 2016€¦ · (alumni); Laurie Linn (Tompkins County); Matt Morgan (Cortland County); Tom VanDerzee (Tompkins County) ; Lisa Whitaker (Tompkins

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