Fall 2012 lccc state of the college address

Fall 2012 State of the College AddressAugust 15, 2012

Recap of the Past Seven Months

Emphasis has focused on:

• Meeting, Listening and Learning

• Getting the Right People in the Right Places

• Planning for Expanded and Improved Facilities

• Institutional Stability

Enrollment

Enrollment

Enrollment

EnrollmentFall 2012 Enrollment DataFour weeks before class start Point-to-Point Report for monitoring purposes only

Fall 11 Fall 125-Aug-11 3-Aug-12 Difference %Change

Student Enrollment Level Full-Time 2071 1893 -178 -8.6%Part-Time 1937 2013 76 3.9%

Student Program Type Academic Transfer 1931 1768 -163 -8.4%Occupational Technical 1270 1315 45 3.5%Undeclared 807 823 16 2.0%

Enrollment By Age Difference % ChangeTraditional (< 24) 2057 1972 -85 -4.1%Adult (25 & Over) 1948 1930 -18 -0.9%

Budget: Funding & Spending

Wyoming Continues to Invest in Community Colleges!

LCCC: $31.5 Million in FY13


FY07 FY08 FY09 FY10 FY11

8,074.30 9,048.04 9,334.69 8,985.98 8,943.84

8,960.99

10,460.05 10,329.80 9,933.91 9,474.75

Comparative Expenditures per Student FTE (p. 10)FY07 - FY11

LCCC Average WY CC

Source: Wyoming Community College Commission


Casper Col-lege

Central WY College

Eastern WY College

LCCC Northern WY College

Northwest College

Western WY College

$7,853 $8,196

$8,638

$6,412 $6,311

$7,949 $7,649

State & Local Funding per FTE (FY11)




Casper Col-lege

Central WY College

Eastern WY College

LCCC Northwest College

Northern WY College

Western WY College

$0

$500

$1,000

$1,500

$2,000

$2,500

$1,704 $1,704 $1,704 $1,704 $1,704 $1,704 $1,704

$432 $504 $576$840

$608 $598$438

Wyoming CC Resident Tuition & Fees 2011/2012

FeesTuition



Instruction Public Service Academic Support Institutional Support

Student Services Other Core Expenses

$0

$1,000

$2,000

$3,000

$4,000

$5,000

$6,000

Core Expenses per FTE by Function (FY10)

LCCC Peers

Source: NCES IPEDS 2011 Data Feedback Report


Instr

uctio

n

Public

Serv

ice

Acade

mic

Supp

ort

Stud

ent S

ervi

ces

Insti

tutio

nal S

uppo

rt

Plant

Ope

ratio

ns

Scho

lars

hips

-

500.00

1,000.00

1,500.00

2,000.00

2,500.00

3,000.00

3,500.00

4,000.00

4,500.00

Comparative Expenditures per FTE, by Program (FY11)

LCCC Average WY CC


Budget: Funding & Spending• FY13 Investments

– Instruction• $897,000 Investment• $500,00 in Full-Time Faculty• 6.2% increase from FY12

– Institutional Support• $171,000 in Human Resources• $175,000 for Facilities Planning• $300,000 to Strengthen Foundation• 9.5% Increase from FY12

– Flexibility for Budget Cuts• $426,000 in Operating Reserve• $663,000 in One-Time-Only Spending Instr

uction

Public Service

Academic S

upport

Student S

ervices

Institu

tional Support

Plant Operations

Scholarsh

ips

$18,742,492

$301,333

$4,759,055$3,803,890

$7,959,226

$5,360,181

$2,062,400

FY13 General Fund Expenditures by Program

Source: LCCC FY13 Annual Budget

Facilities

• Campus Master Plan: Significant Space Deficiencies at LCCC– Cheyenne Campus (10% Enrollment Growth through 2020)

• Need an additional 155,722 Gross Square Feet (GSF)• Current Need = 40,000 GSF • 44,672 GSF for Academic Space• 29,118 GSF for Academic Support Space• 81,931 GSF of Auxiliary Space• Greatest needs areas: Assembly & Exhibit, Office, Student Center, PE/Rec/Athletics, Housing

– Albany County Campus (10% Enrollment Growth through 2020)• Need an additional 54,125 GSF; Current Need = 17,000 GSF• 16,000 GSF for Academic Space• 3,550 GSF for Academic Support• 2,320 GSF of Auxiliary Space• Greatest needs areas: Classrooms & Service, Teaching Labs, Offices, Library, Physical Plant,

Student Center

Source: LCCC Campus Master Plan

Facilities“Building Forward” Aggressive Eight-Year Facilities Plan

1. University/Student Center

2. Flex Tech Building

3. Residence Halls

4. Performing and Fine Arts Building

5. Albany County Campus Expansion @ UW

6. Campus Face-Lift

Student SuccessDevelopmental Education, Success and Persistence

Source: Colleague Records, LCCC IR Office 8/8/2012

Enrolled in Dev Ed 1st Term Success in Dev Ed Earn No College Credits Fall-Spring Persistence Fall-Fall Persistence0%

10%

20%

30%

40%

50%

60%

70%

80%

55%

63%

15%

73%

50%47%

68%

20%

58%

39%

53%

64%

16%

70%

48%

LCCC Entering Students Fall 2008 - Fall 2011 Average

Traditional Adult All Students

Student SuccessProgression and Completion


1st Term Success College-Level Math In 1 Year

15 Credits in 1 Year 30 Credits in 2 Years* Completion in 3 Years**0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

68%

28%

46%

15%18%

70%

20%

29%

6%

78%

68%

27% 27%

13%17%


Traditional Adult All Students

*Calculated using Fall 2008, Fall 2009, Fall 2010 Cohorts only due to time necessary to complete two years of coursework.

**Calculated using Fall 2008, and Fall 2009 Cohorts only due to time necessary to complete.

Student SuccessPersistence & Completion by Program Type


Fall-Spring Persistence Fall-Fall Persistence College-Level Math In 1 Year Completion in 3 Years*0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

69%

48%

31%

18%

81%

53%

27%

18%13% 15%

8%4%


Applied (AAS/Cert) Transfer (AA/AS) Gen Ed (Undeclared)

*Calculated using Fall 2008 and Fall 2009 Cohorts only due to time necessary to complete.

Student Success

• Getting from Undeclared to Declared, ASAP– The sooner students choose a program of study, the more likely they are to

persist to goal attainment (Jenkins 2011).

Jenkins, D. (2011). Get with the program: Accelerating community college students’ entry into and completion of programs of study

(CCRC Working Paper No. 32). New York, NY: Columbia University, Teachers College, Community College Research Center.

All Entering Students Traditional Age Adult Students0.0%

5.0%

10.0%

15.0%

20.0%

25.0%

6.1% 6.2%2.6%

% of Undeclared Entering Students who Choose a Program of Study by the End of Their First Year

(Fall 2008-2011 4-Year Average)


Student Success• At the Foundational Level – the Classroom

*National Community College Benchmark Project median (2009 median as floor; i.e., 105% X 74.13% = 77.84%)

All Courses Developmental Courses

College-Level Courses

Traditonal Students

Adult Students State Benchmark*

68.3%

57.8%

70.6%68.0%

70.0%

77.8%

% of Entering Students Successful Course Completions in First Term(Fall 2008-2011 4-Year Average)


Institutional Transformation

• The Baldrige Criteria for Performance Excellence in Education*1. Leadership

2. Strategic Planning

3. Customer Focus

4. Measurement, Analysis, and Knowledge Management

5. Workforce Focus

6. Operations Focus

7. Results

* Available at: http://www.nist.gov/baldrige/publications/education_criteria.cfm


• Winning by Degree’s Essential Elements of High Performance Institutions of Higher Education*1. Efficient and effective operational processes supported by appropriate

technology and tools.

2. Effective management systems to ensure progress, build capabilities, and manage implementation.

3. Leaders and staff who are committed to achieving degree productivity gains alongside high-quality educational outcomes.

4. Support from state and institutional policies that allow them to choose how to achieve their quality and efficiency goals.

*Auguste, B. G., Cota, A., Jayaram, K., and Laboissière, M. C. A. (2010). Winning by degrees: The strategies of highly productive higher education institutions. New York, NY: McKinsey & Company.


• Achieving the Dream’s Principles of Institutional Effectiveness*1. Committed Leadership - Senior college leaders actively support efforts

to improve student success, not just to increase enrollments

2. Use of Evidence to Improve Programs and Services

3. Broad Engagement - Faculty, student services staff, and administrators share responsibility for student success.

4. Systemic Institutional Improvement - The college establishes planning processes that rely on data to set goals for student success and then uses the data to measure goal attainment

* Available at: http://www.achievingthedream.org/institutional_change/four_principles


• CCRC’s Practices of Effective Organizations*1. Leadership – committed to improving outcomes

2. Focus on the Customer

3. Functional Alignment – “Instructional Program Coherence”

4. Process Improvement

5. Use of Measurement

6. Employee Involvement & Professional Development

7. External Linkages

*Jenkins, D. (2011). Redesigning community colleges for completion: Lessons from research on high-performance organizations. New York, NY: Columbia University, Teachers College, Community College Research Center.


• Commonality across these:– Strong, committed leadership focused on outcomes

– Strong “customer focus” – centered on the student

– Emphasis on our workforce, through professional development and broad-based inclusion

– Effective and efficient organizational processes (e.g., planning & assessment)

– Commitment to setting goals

– Using data and measurement to evaluate progress and inform decisions


• Progress at LCCC– Reorganization Starting with the Leadership– Building Inclusiveness through Shared Governance– Defining and Measuring Institutional Performance (KPI’s)– Change in Board Governance = Strengthened Policies & Procedures– Much more to come…

The Completion Agenda• Resolving the Discourse

– It isn’t that the US is doing so much worse, just that other countries are doing so much better…

– Increase has happened as a result of improved access; completion rates have slipped, while time to degree and costs have increased.

The Completion Agenda

• Resolving the Discourse– Completion is not a bad word. Earning a degree or certificate is still the

primary reason students go to college. • 96% of Community College students expect to earn an Associate’s Degree or Higher (U.S.

Department of Education’s Beginning Postsecondary Students Longitudinal Study 1996-2001).• 79% of Community College students indicate their goal for attending is to earn an associate

degree (Center for Community College Student Engagement’s A Matter of Degrees 2012; 2010 SENSE Cohort Data, n=70,138).

– It’s Completion AND Quality, Not Completion versus Quality• We must keep the quality and rigor within our academic offerings.• However, we must find new ways to support students in the learning process.

The Completion Agenda

• Distilling the Noise– Complete College America, Achieving the Dream, Access to Success, Lumina,

CCSSE, WICHE, ACE, Completion Arch, American Graduation Initiative, etc….– Common Elements

1. Assess Student Learning - Instructional Effectiveness, Course Redesign and Enhancement2. Reform Developmental Education and Placement Assessment3. Align Curricula and Construct Coherent Pathways to Credentials and Transfer4. Integrate Student Services and Strengthen Non-Academic Supports5. Remove Barriers, Simplify Structures, and Improve Policy and Procedures (Colleges & Students)6. Incentivize and Monitor Progress and Completion (Colleges & Students)7. Collect and Use Data to Monitor Progress and Inform Continuous Improvement Processes8. Develop and Engage the Faculty and Staff Collaboratively to Tackle Change

Building Momentum1. Focusing on Academic Excellence

– Design & Implement a Framework for Assessing Student Learning: At the course, program, and institution levels.

– Re-examine and Refine our General Education Core: Tied to institutional learning outcomes and recognized by a credential.

– Improve Overall Student Success in Coursework: Focus first on the courses with the lowest success rates.

– Strengthen and Expand Programming through Innovation and Responsiveness to Community and Student Needs: Flexible scheduling, coherent pathways, and utilization of different delivery modalities.

– Develop the Faculty: Establish a center for teaching and learning, focusing on new faculty development and ongoing instructional improvement.

– Empower the Faculty: Place the authority and responsibility over the Academy and our curricula more strongly in Faculty hands.

Building Momentum2. Services and Programs to Serve Our Students

– Establish a Centralized, Holistic Model for Student Advising: Advising needs to be much more than course planning.

– Create Early Connections for Students Through Mandatory Engagement: “Students don’t do optional” (Kay McClenney, CCCSE).

• Mandatory New Student Orientation w/Registration• Mandatory Student Success Course/Freshman Seminar for All Incoming Students

– Improve the “Front Door Experience” at LCCC: Efficient, accurate information focused on the student.

– Plan for the Implementation of Integrated Services and a Student Services “One Stop.”

– Strengthen Student Engagement: Expand opportunities for student involvement outside of the classroom.

Building Momentum3. Stabilize and Strengthen the College

– Bolster Shared Governance Through Effective Operations:• Establish integrated models for institutional planning and an improved budget process, driven

by an open and honest assessment of institutional efficacy.• Process map major organizational processes to identify areas for improvement in campus

involvement and process effectiveness.

– Assist the Board in Changes in Governance Model: Trustee’s Governance and Policy = Our Procedures.

– Engage the Campus and Community in Aggressively Pursuing Our Facilities Plan: To meet our needs will require the support of all.

– Match Form to Function Through the Next Phases of Reorganization.– Establish a Strong, Centralized Human Resources Structure.– Seek Out Efficiencies Across the Institution.

• Objective and actionable program review• Examine student fee structure and financial subsidy strategy

What is the State of LCCC?

LCCC is Building Momentum and Poised for a Great Year and an Even Greater Future!

Fall 2012 lccc state of the college address

Education

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