November 28, 2018 Planning Committee Meeting

Committee Members Physically Present

Amy L. Boyles, Committee Chair
Angela M. Stevenson

Committee Members Absent     

Committee Members  Telephonically Present

Everett J. Solon

Board Members Present

Jane E. Goetz

Others Physically Present

Jerry Corcoran, President
Cheryl Roelfsema, Vice President for Business Services and Finance
Deborah Anderson, Vice President for Academic Affairs
Mark Grzybowski, Vice President for Student Services
Bonnie Campbell, Associate Vice President for Academic Affairs
Matt Suerth, Director of Institutional Research
Stephen Alvin, Instructor
Jim Moskalewicz, Counselor

The meeting was called to order at 4:30 p.m. by Dr. Boyles.

PROGRAM REVIEW REPORT

The committee members received a memo from Dr. Deborah Anderson and the Community College Program Review Report submitted to the Illinois Community College Board (ICCB).  Certain programs are reviewed each year and over a course of five years every program is reviewed. The following occupational programs were reviewed in FY 2018: CAD, Dental Assisting, Paramedic (EMS/EMT), Business and Business Technology. Also reviewed were the academic discipline of mathematics, the cross-disciplinary instructional area of remedial mathematics, and the student and academic support services of Peer Tutoring, the Writing Center and the Career Center. Items of note from the reviewed occupational programs include:

• Curriculum changes in the CAD AAS degree have lowered the number of credit hours needed for the degree from 66 to 63. Additional, CAD courses are offered at three high schools and the Area Career Center.
• Dental Assisting boasts a 97 percent placement rate of its graduates. Three hundred hours of direct clinical experience are required for program completion.
• The Paramedic program has completed accreditation requirements for both CoAEMSP and CAAHEP. The need for a full-time faculty member in this area was revealed by this program review. Eight-four percent of completers passed the licensure exam during this review period.
• Success rates in the Business Technology Program have risen from 68.9 percent in 2013 to 80.88 percent in 2017. Changes to the program have lowered credit hours from 64 credits to 60 credits. Business Technology courses are offered in three area high schools.

Mathematics and remedial mathematics were the academic and cross-disciplinary instructional area reviewed and highlights in these areas include:

• Success rates in mathematics during this review period were 71.4 percent. The department added “Fast-Track” options which allow students to complete their remedial and college level courses in a single semester. Some courses are also available in an online format. Academic support is available through the Peer Tutoring Center.
• Based on NCCGP aggregate Data Form 9, 76.24 percent of the fall 2014 developmental cohort have successfully completed a college level math course. The faculty is currently redesigning the sequencing of remedial math in order to shorten the time to college level placement.

Student and Academic Support Services reviewed included Peer Tutoring, the Writing Center, and the Career Center. Noteworthy items include:

• Peer Tutoring and the Writing Center were incorporated into the newly organized division of Learning Resources which includes all learning support services for students and faculty.
• The Writing Center received recognition with a Level One certification from the College Reading and Learning Association’s (CRLA) for meeting International Tutor Training Program Certification (ITTPC) standards.
• The Career Center was reorganized and reduced to one full-time employee with administrative support. The Career Center utilizes the College Central Network (CCN), an electronic job search and posting system, which boasts good support from the community.

Areas and programs scheduled for review in FY 2019 include: Physical and Life Sciences, Remedial English and Language Arts, Financial Aid, HVAC, Phlebotomy, Accounting, Graphic Arts, Certified Production Technician, and Welding.

Dr. Boyles commended all involved in the well-prepared Program Review Report. Dr. Anderson noted that Mr. Suerth prepared the reports and the analysis.

COMMUNITY COLLEGE SURVEY OF STUDENT ENGAGEMENT (CCSSE) 2018

CCSSE has been conducted annually since 2006 in order to gain a better understanding of student involvement across five academic benchmarks. Longevity helps IVCC measure CCSSE’s effectiveness across multiple academic and social engagement measures. Research has demonstrated that student engagement, or the amount of time and energy that students invest in their educational activities, is the cornerstone of student success. Past research indicates that the more connected a student feels to the college, the faculty, the staff, other students, and subject matter, the more likely students will achieve their educational goals. IVCC’s response rate consistently exceeds local and national cohorts. Dr. Anderson noted that twelve Illinois community colleges participated in 2018. The cornerstone of the CCSSE Survey is its ability to benchmark student engagement measures against local and national comparison groups. CCSSE consists of five benchmarks: 1) Active and Collaborative Learning; 2) Student Effort; 3) Academic Challenge; 4) Student-Faculty Interaction; and 5) Support for Learners. Benchmarks denote areas that educational research has shown to be important to students’ college experience and educational outcomes. From a national comparison standpoint IVCC ranks below the 2018 CCSSE Cohort on three benchmarks (Active and Collaborative Learning, Student Effort, and Academic Challenge), matches on a fourth (Student-Faculty Interaction) and surpasses on the fifth (Support for Learners) benchmark. Dr. Anderson noted that internally 2018 results reveal an uptick in four of five benchmarks. Results are modest but positive in two benchmarks (Student Effort & AcademicChallenge), slightly better in two others (Student-Faculty Interaction & Support for Learners). However, the Active and Collaborative Learning benchmark has shown an overall consistent decline, while Support for Learners continues to demonstrate significant improvements. Students continue to rate their IVCC experience highly with 88 percent responding affirmatively. A high number continue to recommend IVCC to a friend or family with 95 percent responding affirmatively. Results indicate IVCC student engagement benchmarks are on the rise since 2015. Ms. Goetz inquired if the report results were shared with faculty. Dr. Anderson informed that the results have not yet been shared with faculty but will be and noted that the results were shared with the SLPC and there is faculty representation on that committee. Mr. Suerth added that the college has no control over the selection of classes surveyed; it is done totally at random by CCSSE.

NATIONAL COMMUNITY COLLEGE BENCHMARK PROJECT (NCCBP)

This project has been conducted annually, during the spring term at IVCC since 2007 to gain a better understanding of where IVCC ranks nationally among community colleges on a variety of predetermined benchmarks. State and National participation rates fluctuate from year-to-year which changes IVCC percentile rankings on any given measure. In 2018, 20 Illinois community colleges participated, the same as 2017.  The report focuses on selected strengths and opportunities for the College.  The NCCBP considers a Strength as any metric above the 75^th percentile on the national survey and Opportunities for Improvement as any metric below the 25^th percentile.  IVCC’s strengths were concentrated in three general areas: academic course completion/persistence rates; institutional finances; and national student satisfaction rankings. Over a quarter of IVCC’s strengths originate from measurements on the Noel Levitz Student Satisfaction Inventory. Four metrics were targeted for improvement; a drop of one from last year. Most notably, IVCC’s CCSSE Academic Challenge Benchmark remains on the list. As in previous years IVCC’s Strengths outnumber its Opportunities for Improvement by a six-to-one ratio. In most areas IVCC compares favorably with the national comparison group. Low rankings may be due to external factors beyond IVCC’s control.

HIGH SCHOOL MARKET PENETRATION RATE

The Institutional Research office tracks IVCC’s high school market penetration rates in six-year intervals. The penetration rate reflects the percent of recent high school graduates that subsequently matriculate to IVCC and shows how well IVCC is promoted to district high school students. The 2017 Enrolled Penetration rate is 29.5 percent, a 1.7 point increase over 2016. The six-year average is 24.7 percent. This number accounts for high school graduates who enrolled at IVCC during the 2012-2017 academic years. Overall, enrollments as measures by class year and total size at district high schools have stabilized or declined over the past six years; very few high schools are growing in size. This may be related to the area’s population decline covering the same period. Despite a one-year increase in District #513’s graduating class size in 2016, the trend in overall class size continues a decline which started in 2012. The Dual-Credit Penetration rate for fall 2017 was 19.3 percent. This was achieved by enrolling 62.4 unduplicated students in multiple sections covering 18 courses taken at 17 district schools including both public and private institutions. The Dual-Credit penetration trend has remained steady at just under 20 percent since fall 2013. The combined penetration rate for dual-credit students and high school graduates was 49.3 percent. This reflects a 2.6 point increase from fall 2016. Dr. Anderson noted that in conclusion the penetration rate acts as a proxy indicating how well IVCC’s educational reach extends into the district it serves. While the overall rate has shown signs of improvement the underlying demographic realities will continue to challenge IVCC’s educational mission. Ms. Goetz inquired if the report was shared with Christopher Dvorak, Regional Superintendent of Schools. Dr. Anderson informed that we do have a feedback report that we share with the high schools and noted that we will follow up with Ms. Goetz’s excellent suggestion.

INTEGRATED POSTSECONDARY EDUCATION DATA SYSTEM (IPEDS)

The IPEDS is a system of survey components that collects data from about 7,000 institutions that provide postsecondary education across the United States.  IPEDS collects institution-level data on student enrollment, graduation rates, student charges, program completions, faculty, staff, and finances. IVCC uses the IPEDS Feedback Report for benchmarking against a group of Illinois peer institutions (9) and for tracking IVCC statistical trends over time.  Dr. Anderson noted that IVCC continues to diversify and the Hispanic/Latino population grew to 14 percent in fall 2016, an increase of two percentage points. This continues an upward trend since fall 2012. The total number of degrees and certificates awarded in FY16 increased by 37, for a total of 1,010 graduates, halting a recent decline. Compared to its peers, IVCC ranked fifth in the total number of degrees/certificates awarded. The net price of attendance decreased 3.5 percent in FY16 and IVCC now ranks fourth among its peers. The percentage of first-time, full-time students receiving Pell grants increased from 45 to 56 percent. IVCC now places first in this type of aid. The percentage receiving state/local grants increased by three percentage points, and IVCC now places third in this type of aid. Full-time retention rates increased from 59 percent in fall 2014 to 62 percent in fall 2015, yet IVCC ranked at ninth among its peers. However, part-time retention rates decreased slightly from 54 to 52 percent but remain well above the peer median of 45 percent, ranking IVCC third among its peers. The graduation rates of full-time, first-time degree/certificate seeking undergraduates within normal time, 150 percent and 200 percent of normal time to program completion, remain low. IVCC ranks tenth in all three categories. Graduation rates of full-time, first-time, degree/certificate-seeking undergraduate students graduating within 150 percent of normal time to program completion, by financial aid type for the 2013 cohort examines Pell grant and Stafford Loan recipients’ success. IVCC ranks tenth with an 18 percent graduation rate for Pell Grant recipients and fifth with 29 percent graduation rate for Stafford Loan recipients. By comparison, students with neither a Pell Grant nor Stafford Loan graduate at 34 percent ranking IVCC eighth among its peers. This is a new metric with only one cohort available for analysis.

BOARD POLICY

Revisions to Board Policy 6.13 – Sexual Misconduct, Sexual and Other Harassment were proposed. Mr. Grzybowski noted that the changes are clean-up items and include:  1) an update of name for the Director of Human Resources (Ms. Hofer) on page 4; 2) an update of resource name (Safe Journeys Illinois) on pages 8 and 10; and 3) an update of title (Mr. Grzybowski) to Vice President for Students Services occurring throughout the document. The board policy with changes highlighted in red was provided to the committee members for review.

OTHER

None.

ADJOURNMENT

Dr. Boyles declared the meeting adjourned at 5:15 p.m.