Judgment of Compliance: The College certifies COMPLIANCE.

Narrative:

Overview of the Annual Institutional Effectiveness Process

Institutional effectiveness is a concept that grew out of a concern that higher education institutions had, over the years, focused on processes and resources and that there needed to be a shift to a focus on outcomes. In the last several years, this focus on outcomes has led to the concept of the learning college, which fosters a culture of evidence and revolves around student learning outcomes. As a result, institutional effectiveness has shifted from looking at what higher education institutions do to what these institutions accomplish to what students learn/can do.

At WCC, institutional effectiveness has three major components: planning, evaluation, and improvement. Each of these is a systematic process with specific functions:

• Planning documents in detail the intended mission, goals, and expected outcomes of the college.
• Evaluation measures the college against its stated mission and future direction in terms of outcomes accomplished. Evaluation gauges how progress is being made in meeting college objectives or standards.
• Improvement takes the results of evaluation and incorporates changes in programs and services that benefit the students, faculty, staff, and community.

The WCC Planning Process is comprehensive, broad-based, and integrated with the college's budget. Since the college receives the majority of its operating funds from state and county allocations, the Plan Year follows the July-through-June state fiscal year. All college personnel have the opportunity to participate in the planning process, either through serving on the Planning Council or by suggesting annual departmental objectives.

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

During the review, the planning council examines the college mission statement and long-range goals using assessment information from students, faculty, staff, and the community. The Council then revises, as appropriate, the mission statement and/or long-range goals. Copies of the proposed revisions are distributed to all college employees (full-time and part-time) and Board of Trustees members for comments, recommendations, or changes for improvement. This information is returned to the Director of Planning and Research, who compiles the results for study by the Planning Council. The Planning Council then makes a formal recommendation to the Administrative Council. Once the Administrative Council approves the revised Mission Statement and Long-Range Goals, the President, who presides over the Administrative Council, presents the final version of the Mission Statement and Long-Range goals to the Board of Trustees for approval and adoption; this action is reflected in the official minutes of the Board.

Annual Planning Cycle: Short-Range Goals and Objectives

The annual planning cycle has the most significant impact on the day-to-day operations of the college. The college has four planning groups which cover all aspects of the institution's operations: the President's Office, Academic Affairs and Student Services, Educational Support Services, and Continuing Education and Workforce Preparedness. Each group is broken into smaller planning units which develop objectives for the upcoming planning cycle.

The Planning Council meets in the fall of each year to evaluate the results of the previous year's plan. During this review process, the council revises and updates the mission statement, long-range goals, and short-range goals as necessary. The planning units then complete the college's planning and evaluation documents during the months of November through February of each year. During this time, the Director of Planning and Research meets with each planning unit to provide training in developing planning objectives, discuss the importance of program and services review, and assess the status of the existing plan. Then, each planning unit begins to develop objectives/intended outcomes for the next fiscal year, a plan of action for accomplishing the objective/ intended outcome, and criteria or procedures to be used as means of assessment to evaluate the accomplishment of each outcome/objective. Finally, the planning unit must justify each objective/outcome it submits and identify the resources needed to carry out the plan of action and accomplish each objective/intended outcome.

Each completed planning objective/outcome should contain the following information:

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

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

1. The mid-year report,
2. The end-of-year report, and
3. The use of the results.

Planning units prioritize their planning objectives and budgets for presentation to the Planning Council at the spring retreat. At the retreat, each planning group head is given the opportunity to present his/her division's prioritized list of objectives to the Planning Council for consideration and further prioritization. The Planning Council, to get a picture of what could be accomplished if money were not an obstacle, prioritizes the objectives without the knowledge of resource dollars required for each objective.

Next, the Administrative Council reviews each department's budget to determine if requests for budgetary increases are valid. Once each department's base budget is established for the new year, the prioritized planning objectives with budget requests are reviewed for funding. Because the college receives money from several sources (county, state, federal, and private) the president has final say on how the objectives are funded.

The Plan is published on the Planning and Research internal webpage. However, it cannot be implemented until the college receives its budget allotment from the state. Consequently, delays in implementing department objectives may occur if insufficient funding is received and other sources of funding cannot be used. Those objectives that cannot be funded will be reviewed by the Administrative Council for deletion or delay in the current plan year. The plan is shared with the college's Board of Trustees, and all employees may view the plan by accessing the Planning and Research's website. Changes to the Plan are shared with employees at the annual fall orientation meeting and through the respective Planning Council members. Planning group heads are charged with monitoring the progress of their division objectives at least four times a year (September, December, March, and June). Usually around January, a written mid-year status report is completed and submitted to the Planning Council for review. An end-of-year report is completed by the end of May for review by the Planning Council in the fall. Both reports are published on the Planning and Research website.

Assessment of Intended Outcomes

Some objectives/outcomes are funded, some require no additional funding, and some are not funded because they are low on the priority list or too costly to fund currently. Assessment examines only those objectives/outcomes that have been funded or require no additional funds. Assessment results will document whether objectives/intended outcomes were met or were not completely achieved. As a part of the evaluation process, each planning unit must describe what happened when assessment activities took place.

Evidence of program improvement can be found in the final piece of information required for each planning objective, "Use of Results." Each planning group must "close the loop" on its objectives by explaining the implications of implementing each objective. Each planning unit must also include a description of how the results of assessment were or will be used to improve the respective academic program, continuing education, or administrative unit. This description is more than simply a discussion of what was done; it is an analysis of the impact of the accomplishment of the objective.

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

Table 1 Selected Planning Objectives/Outcomes, 2003-2004

College Unit/Department	Planning Objective/Outcome	Assessment	Use of Results
President	Prepare the SACS Reaffirmation Team for the 2006 Reaffirmation Visit by attending the Principles of Accreditation training in Atlanta, Georgia on January 30, 2004.	Reaffirmation Team will be more knowledgeable of their responsibilities and the processes involved in addressing the Compliance Certification and Quality Enhancement Plan component of the Principles of Accreditation.	The staff attending the training briefed the Leadership Team and presented a Power point presentation to the faculty and staff in February noting the responsibilities of all employees. The planning document for the reaffirmation process for WCC was developed based on the training and was approved by the Leadership Team. The training was effective in developing the planning document and answering many questions about the process.
Academic Programs – Business and Computer Technologies	To provide for the continued excellence for offerings of the Information Systems, Network Administration and Support Concentration, and Internet Technologies degrees by purchasing 15 computers to replace the computers in WLC 224/227 and an additional printer.	Feedback from instructors and students will indicate that class sizes will not have to be reduced because of failing equipment and that course content will not have to be restricted because of outdated equipment.	Students are using these computers and equipment for their CISCO labs and Networking classes. This equipment has increased students' performance/outcome in CISCO certifications and course exams.
Student Development - Recruitment	To develop and run pilot program for the Easy Caller telephone system for summer session (May, June, July) to prepare for Fall Semester. Introduce system at faculty/staff orientation for campus-wide use.	Upon installation and subsequent operation of the system, the students and faculty/staff alike will indicate their satisfaction with the use of the system. In addition, we anticipate a reduction in the number of complaints of missed messages by students.	Equipment delivered, however, not up and running due to a defective cell in main drive. Returned to vendor on May 1, 2004, for replacement. Will field test summer and run pilot for Fall Semester. Carry forward to 2004-2005 plan to report on the assessment.
Continuing Education and Workforce Preparedness – Basic Skills	To improve the quality of services in the Literacy Center, the part-time Administrative Team Leader will be employed full-time. This will lead to several outcomes: 1. Improve student     retention 2. Improve customer     relations 3. Implement new     Adult High School     Curriculum 4. Address quality     indicators and     performance     measures	Within one year of hiring team leader full-time, Adult High School completion rates will increase by 10%; a minimum of two high school courses will be developed and/or revised; more complete student information will be captured for the Literacy Education Information Student report; and 90% of 100 students surveyed will indicate they have received excellent service from the Literacy Center staff.	Ninety-five percent of the 100 students surveyed indicated that they received excellent service from the Literacy Center. Six high school courses were developed. Adult High School course completion rates increased. The Literacy Education Information Student Report addressed quality indicators and performance measures. We will continue the employment of this position.

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

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

WCC uses information from a number of sources in order to draw conclusions about the health of the institution.

Academic Outcomes

Several of the performance measures mandated by the North Carolina Community College System provide information that can help the college assess the effectiveness of its educational programs. These performance measures include passage rates on licensure and certificate examinations, goal completion of completers, employment status of graduates, performance of college transfer students, passage rates of students in developmental courses, success rate of developmental students in subsequent college-level courses, curriculum student retention and graduation, and employer satisfaction with graduates. The following discussions and tables identify the performance measures that assess program effectiveness. Four years of data are provided because, in some instances, data is not available because of the NCCCS computer system conversion implemented in 2001.

Passage Rates on Licensure and Certificate Examinations. This measure targets the percentage of first-time test-takers from community colleges passing an examination required for North Carolina licensure or certification prior to practicing the profession. The statistics are collected annually. To meet this performance standard, the college must have an aggregate first-time passing rate on all exams of 80%. Moreover, all exams must have an individual passage rate of 70%. With one exception, the college has met the standard for the past four years.

Table 2 WCC First-Time Test-Takers: Licensure/Certification, 1999-2003

Exam	1999-2000		2000-2001		2001-2002		2002-2003
	# Tested	% Passed	# Tested	% Passed	# Tested	% Passed	# Tested	% Passed
Aviation General	11	100%	13	100%	3	100%	5	100%
Aviation Airframe	11	100%	8	100%	3	100%	5	100%
Aviation Powerplant	*	*	7	100%	7	100%	4	100%
Basic Law Enforcement	29	100%	31	81%	16	88%	22	64%
Dental Hygiene	17	94%	23	100%	20	85%	23	91%
Associate Degree Nursing	18	100%	26	100%	29	93%	38	92%
Number of Exams with a Passing Rate <70%	0		0		0		1
* Numbers too small to report

Employment Status of Graduates. The college also tracks graduate employment rates annually through collaboration between the North Carolina Community College System and the North Carolina Employment Security Commission under the auspices of the North Carolina State Occupational Information Coordinating Committee. The performance standard is that 90% of graduates, adjusted for local unemployment rate, will be employed. The college has met this standard for the past four years.

Table 3 Percent of WCC Graduates Employed within One Year of Graduation, 1998-2002

Performance of College Transfer Students. The purpose of this measure is to compare the performance of community college associate degree students (Associate in Arts, Associate in Science, and Associate in Fine Arts) who transfer to public North Carolina universities with students native to the four-year institutions. To meet the North Carolina Performance Measure, the performance of community college students will be equivalent to the performance of native UNC sophomores and juniors with regard to GPA. Although the college did not meet the standard in 1999 and just barely missed meeting it in 2001, it did meet the standard in 2000 and 2002.

Table 4 Percent of WCC Transfer Students with a GPA>2.0 After Two Semesters at a UNC Institution

Passage Rates of Students in Developmental Courses. This performance measure assesses the percentage of students who complete developmental English, mathematics, or reading courses with a grade of "C" or better. For the college to meet this standard, 70% of the students who complete a developmental course must earn a "C" or better in the course. The college has met this standard for the past three years.

Table 5 Passing Rates of WCC Students in Developmental Courses, 1999-2003

	English		Math		Reading		Total
	# Completed	% Passed	# Completed	% Passed	# Completed	% Passed	# Completed	% Passed
1999-2000	388	86%	932	85%	340	94%	1660	87%
2000-2001	404	91%	1058	89%	339	95%	1801	91%
2001-2002	491	92%	1173	88%	394	95%	2058	90%
2002-2003	Data not available because of Computer Information System issue at NCCCS.

Success Rate of Developmental Students in Subsequent College-Level Courses. The success of developmental students is also assessed by looking at their performance in subsequent college-level courses. Their performance is compared to the performance of non-developmental students in those courses. Specifically, the performance of students in ENG 111 is used to assess developmental English; the performance in the first college-level mathematics course is used to assess developmental mathematics; and the performance in the first humanities or social science course after completion of developmental reading is used to assess developmental reading.

The standard for this measure is that there will be no statistically significant difference in the performance of developmental students when compared to the performance of non-developmental students. The college did not meet the standard in 2000, and the 2001 results were again disappointing; however, the college did meet the standard in 2002.

Table 6 Performance of WCC Developmental Students In
Subsequent College-Level Courses, 1999-2003

	Developmental Students		Non-Developmental Students
	# In First College-Level Course	% Passed	# In First College-Level Course	% Passed
1999-2000	192	89%	314	94%
2000-2001	382	86%	823	95%
2001-2002	395	92%	897	95%
2002-2003	Data not available due to Computer Information System issue at NCCCS.

Curriculum Student Retention and Graduation. This performance measure is a composite indicator and consists of (a) the number of students completing a curriculum program with a certificate, diploma, or degree and (b) the number of students who have not completed a program but who are continuing their enrollment in either curriculum or occupational extension programs.

Cohorts are defined each fall based upon the number of students enrolled in curriculum programs (associate degree, diploma, and certificate) and tracked from fall to fall. The performance standard is that 60% of the fall cohort either will have completed their program or will still be enrolled the following fall. The college has met this standard for the past three years for which data is available.

Table 7 WCC Curriculum Retention and Graduation, 2000-2004

	Total Cohort	% Graduate	% Return	% Graduate or Return
2000-2001	2400	12%	50%	62%
2001-2002	Data not available due to Computer Information System issue at NCCCS.
2002-2003	3258	13%	48%	61%
2003-2004	2746	14%	53%	67%

Employer Satisfaction with Graduates. This measure begins with a sample of businesses that employ individuals trained or educated by community colleges in North Carolina. A set percentage of these businesses must indicate that they are satisfied with the quality of those employees as it relates to the training and education they received at the community college. For a college to meet this standard, 85% of employers surveyed must report satisfaction with the skills of employees trained or educated by the college. A state level survey is conducted each year to determine employer satisfaction. WCC has met this standard for the past four years.

Table 8 Percent of Employers Satisfied with the Quality of WCC Graduates, 1999-2003

	Employers Surveyed	Response Rate	% Satisfied
1999-2000*	62	97%	97%
2000-2001	74	39%	94%
2001-2002	57	26%	93%
2002-2003	60	33%	93%
*WCC Employer Satisfaction Survey

Since 1992, administrative and educational support services have focused on student and customer satisfaction. Each year the Office of Planning and Research administers a variety of institutional effectiveness satisfaction survey instruments to students, graduates, early leavers, and faculty and staff. The President and the Director of Planning and Research also facilitate continuous improvement projects (CIPs) using students, community, and college employee focus groups that address administrative and educational support services issues. In addition, the President and Administrative Council monitor selected programs and services of special interest, known as Strategic Areas of Emphasis. These are reviewed annually in the fall during the Administrative Council Retreat.

Satisfaction of Program Graduates. This survey reports the number of graduates who indicate that the quality of the college's educational support and administrative services met or exceeded their expectations. Students complete the survey when they apply for graduation.

To meet the standard, WCC has set a goal that each educational support and administrative services department must have at least 90% of graduates report their satisfaction with the quality of services. In all most every instance, WCC's services meet the standard.

Table 9 Satisfaction of Program Graduates with Educational Support Services, 2000-2004

Educational Support Service	2000-2001		2001-2002		2002-2003		2003-2004
	#	Satisfied or Very Satisfied	#	Satisfied or Very Satisfied	#	Satisfied or Very Satisfied	#	Satisfied or Very Satisfied
Admissions	293	95%	290	97%	356	99%	381	99%
Academic Advising	274	94%	279	97%	348	98%	381	97%
Counseling	256	93%	247	99%	299	98%	326	99%
Registration	293	93%	290	99%	361	98%	385	98%
Academic Skills Center	269	94%	259	99%	317	99%	340	99%
Writing Center	248	91%	241	99%	296	99%	313	98%
Student Activities	252	84%	255	96%	323	98%	348	97%
Cooperative Education / Job Placement	228	81%	184	96%	224	98%	231	98%
Learning Resource Center (Library)	279	95%	274	99%	334	99%	380	97%
Open Computer Lab	265	94%	255	99%	314	96%	343	99%
Administrative Service
Bookstore	285	83%	286	93%	353	90%	369	84%
Cafeteria	269	90%	249	98%	319	96%	334	98%
Campus Security			262	98%	348	99%	360	97%
No results

Satisfaction of Program Non-Completers. This survey is completed by students who officially withdraw from the college during the semester, and it reports their perceptions of the quality of the college's services. The following areas are not covered by the non-completers' survey: Academic Skills Center, bookstore, cafeteria, Co-op/Job Placement, open computer labs, and the Writing Center.

Once again, WCC has set a goal that each administrative and educational support services department must have at least 90% of the program non-completers report their satisfaction with quality of services. In all most every instance, WCC met the standard.

Table 10 Satisfaction of Program Non-Completers, 2000-2004

Educational Support Service	2000-2001		2001-2002		2002-2003		2003-2004
	#	Satisfied or Very Satisfied	#	Satisfied or Very Satisfied	#	Satisfied or Very Satisfied	#	Satisfied or Very Satisfied
Admissions	191	98%	221	99%	129	98%	153	99%
Academic Advising	187	86%	220	96%	126	94%	149	97%
Counseling	106	100%	205	98%	124	98%	138	99%
Registration	193	97%	225	96%	132	96%	153	99%
Student Activities	162	97%	203	98%	116	97%	133	98%
Learning Resource Center (Library)	183	98%	212	99%	121	98%	137	98%
Administrative Service
Campus Security	170	97%	204	99%	119	98%	138	98%

Educational Support Services

Educational Support Services includes many of the services that students encounter when they first come to Wayne Community College: Advising and Counseling, Admissions, Financial Aid, and Registration. It also includes many of the services that students use as they take classes: the Library (Learning Resource Center), the Academic Skills Center, the Writing Center, and Student Activities. All of these services, to some extent, have an impact on student performance. Therefore, many of these departments have spent the last several years focusing on student/customer satisfaction. This move to improve the interaction between college personnel and students is reflected in the positive student responses on the completer/non-completer surveys.

WCC Student Services Survey

The Office of Planning and Research conducts additional student surveys to identify the effectiveness of the college's educational support services. The WCC Student Services Survey is one of these. Generally conducted in the fall, this instrument seeks students' opinions on a variety of student services. In Fall 2002, 175 students completed the 45-question survey. An analysis of the survey looks at the 2002 responses as compared to the 1999 responses to see whether or not there has been improvement.

A standard for excellence is established at 90% for each of the areas evaluated. Areas scoring below 90% are asked to examine reasons for not meeting the standard and provide a reasonable explanation and plan for improvement. Follow-up actions addressing evaluations below 90% were provided to the Office for Planning and Research in March 2003.

Admissions and Records. In 2002, a high percentage of students (92%) indicated that their first contact with the WCC Admissions Office was average to excellent. They also indicated that the WCC enrollment application was easy to complete (95%) and that the correspondence they received concerning their admission to the College was clear and easily understood (94%).

Ninety-four percent (162 students) rated the services they received during the registration process average to excellent. Forty-one percent indicated they had used the Telephone Registration for You (TRY) system, and the majority of respondents (93%) rated TRY average to excellent. In fall 1999, 98% of respondents rated TRY average to excellent.

Ninety-four percent of the Fall 2002 respondents indicated that departmental registration was between average and excellent. When asked if they knew who their advisor was, 98% indicated yes; however, only 70% indicated their advisor was usually available during pre-registration while 25% indicated he/she was available some of the time. In Fall 1999, 96% of the respondents rated departmental registration between average to excellent, and 75% responded that their advisors were usually available.

When the 2002 students were asked if they knew how to add and/or drop a class, 86% (147) indicated yes. When asked if they'd ever dropped or added a course, 55% (96) indicated they had, and 94% rated their drop/add experience with Admissions and Records between average and excellent.

About 24% of the 2002 students surveyed indicated they had requested transcripts from Admissions and Records. Most of those requests were for college transfer (54%), personal use (37%) and for employment (9%). Ninety-six percent of the respondents rated the service they received for transcript requests between average and excellent.

Advising and Counseling. In 2002, 87% of the students (150) felt that the counselors met their need(s). Eighty-two percent (142) indicated that counselors were generally accessible at a time that was convenient for them, up 3% from 1999. Eighty-five percent of the 2002 respondents indicated that, when talking to a counselor, they felt comfortable and free to verbalize their feelings. In addition, 82% felt the counselors were well informed about the college's curriculum programs. In Fall 1999, 90% felt counselors were well informed.

Testing and Placement. The 2002 students' experience with testing revealed that 93% (161) found testing conditions satisfactory (i.e., good lighting, quiet atmosphere, etc.), and 90% agreed that the test administrator provided adequate directions for taking the test. Eighty-two percent of the respondents indicated that they understood their test results and course placement after counseling. In the Fall 1999 survey results, 98% of the respondents indicated that adequate test taking directions were provided, and 90% of the respondents indicated understanding their test results and course placement.

Financial Aid. Students were asked if financial aid personnel effectively communicated the availability of student aid information like grants, scholarships, work study and loans. In 2002, 58% of the students (97) indicated yes, 23%(39) indicated no, and 18%(30) indicated not applicable.

Students were also asked if they were aware that the WCC Foundation Office provided scholarships to students. Sixty-six percent (109) indicated that they were aware, and 26% (30) indicated they had applied for scholarships through the Foundation.

Student Activities. When students were asked if they knew what role the Student Government Association (SGA) plays at the College, 39% of the 2002 students (68) indicated yes. About 14% percent of the students (24) indicated that they participate in extracurricular activities. About 63% (15 out of 24), indicated participating in clubs, followed by 21% (5) participating in intramural activities and 17% (4) participating in SGA activities.

In the Fall 1999 survey, 48% of the students indicated they were aware of the SGA's role.

Cooperative Education. In 2002, 54% (92) of the students indicated that they were aware of Cooperative Education Programs and how to receive academic credit for participation. A higher percentage (72%) of students indicated that they were aware the college has a Job Referral Office. Twenty percent (33) of the respondents indicated that they had used the services of the Co-Op and Job Referral office. Also, 62% of the students (105) indicated that they were aware of the job listings posted on the WCC CamNet. The fall 1999 survey indicated that only 14% had used the services of Co-op and Job Referral.

Summary of Student Survey. Overall, Educational Support Services continues to provide quality service to potential students. The analysis of the 2002 survey documents that quality. However, a comparison of the fall 2002 survey results to the Fall 1999 results reveals a gradual downward trend in the quality of student services. For example, in the Fall 1999 survey, the percentages of excellent and above average responses were much higher than in the Fall 2002 survey. In other words, the Fall 2002 survey indicates that there were more responses suggesting "average" service received by the students. Although the final analysis indicates the overall percentage of student satisfaction is about the same from 1999 to 2002 (excellent, above average, and average), the downward trend of more respondents selecting "average" service as a response suggests a trend that should be monitored. Perhaps students are more particular and harder to please; perhaps faculty and staff retirements (loss of experience) and new employee hires (lack of familiarity with the WCC culture and policies) have created a significant void in expertise and experience—across the campus. Whatever the reason, it is important to track such a trend to see whether it is an aberration or truly reflective of the college's educational support services.

Table 11 Student Evaluation of Educational Support Services

WCC Faculty and Staff Review of Services Survey

The Planning and Research Office conducted a WCC Services Review Survey, peer review instrument used to evaluate the effectiveness of WCC Educational Support Services. The survey was conducted online during August of 2002 and targeted 268 full-time faculty, staff, and continuing part-time employees. A total of 142 college personnel participated in the 77-question survey, yielding a 53% response rate. The responses to the 2002 survey were examined in comparison to the 1999 responses to see if there had been any improvement.

The standard for excellence is established at 90% for each of the areas evaluated. Areas scoring below 90% must examine reasons for not meeting the standard and provide a reasonable explanation and plan for improvement. Services Review follow-up actions addressing areas below the 90% standard were provided to the Office of Planning and Research.

Admissions & Records.

Current admission policies and procedures are adequate.

1999-2000		2002-2003
#	Agree/Strongly Agree	#	Agree/Strongly Agree
128	91%	125	87%

Current registration procedures, in the departments, are adequate.

1999-2000		2002-2003
#	Agree/Strongly Agree	#	Agree/Strongly Agree
126	91%	119	71%

Advising and Counseling.

Special Needs students have access to adequate support.

1999-2000		2002-2003
#	Agree/Strongly Agree	#	Agree/Strongly Agree
96	94%	105	93%

Counselors are well-informed about current program offerings.

1999-2000		2002-2003
#	Agree/Strongly Agree	#	Agree/Strongly Agree
106	94%	102	90%

Testing and Placement.

Placement tests are offered at sufficient intervals and at convenient times.

1999-2000		2002-2003
#	Agree/Strongly Agree	#	Agree/Strongly Agree
102	89%	98	91%

Financial Aid.

I am aware of various student Financial Aid/Veterans Affairs programs.

1999-2000		2002-2003
#	Agree/Strongly Agree	#	Agree/Strongly Agree
133	87%	123	89%

Adequate assistance is received from Financial Aid Office personnel when needed.

1999-2000		2002-2003
#	Agree/Strongly Agree	#	Agree/Strongly Agree
125	97%	113	97%

Academic Skills Center.

My students received satisfactory instruction in the Academic Skills Center.

1999-2000		2002-2003
#	Agree/Strongly Agree	#	Agree/Strongly Agree
86	98%	81	98%

ASC Staff provide adequate monitoring and security for instructor's tests.

1999-2000		2002-2003
#	Agree/Strongly Agree	#	Agree/Strongly Agree
69	100%	80	96%

Study areas are satisfactory (quiet, comfortable, well-lighted, etc.).

1999-2000		2002-2003
#	Agree/Strongly Agree	#	Agree/Strongly Agree
86	96%	87	91%

Student Activities.

Student Health Services meet the needs of our students.

1999-2000		2002-2003
#	Agree/Strongly Agree	#	Agree/Strongly Agree
87	80%	79	80%

The Student Government Association operates in a professional manner.

1999-2000		2002-2003
#	Agree/Strongly Agree	#	Agree/Strongly Agree
86	89%	93	77%

Library Services.

Library staff members are helpful in providing assistance in researching, locating, reviewing, selecting, ordering, and cataloging materials.

1999-2000		2002-2003
#	Agree/Strongly Agree	#	Agree/Strongly Agree
124	98%	122	100%

Library staff members are helpful in providing instruction for using the automated catalog, electronic indexes, the Internet, NC Live, and other electronic resources.

1999-2000		2002-2003
#	Agree/Strongly Agree	#	Agree/Strongly Agree
121	99%	110	99%

Library staff members are courteous and responsive to my requests.

1999-2000		2002-2003
#	Agree/Strongly Agree	#	Agree/Strongly Agree
137	99%	123	99%

Open Computer Lab

I'm aware that the Student Open Computer Lab is also available to faculty and staff.

1999-2000		2002-2003
#	Agree/Strongly Agree	#	Agree/Strongly Agree
133	93%	129	93%

I have used the Open Computer Lab.

1999-2000		2002-2003
#	Agree/Strongly Agree	#	Agree/Strongly Agree
124	29%	124	47%

The hours of operation are satisfactory.

1999-2000		2002-2003
#	Agree/Strongly Agree	#	Agree/Strongly Agree
97	95%	104	96%

Summary of Faculty and Staff Services Survey. Overall, faculty and staff seem to be satisfied with the variety and quality of educational support services provided by the college. Of the survey questions related to student educational support services, 62% of faculty and staff reported the same level of satisfaction as in the 1999 survey or a higher level of satisfaction. Given that the state has been experiencing a severe budget shortfall for the past several years, state institutions have had to tighten their budget belts in order to continue to operate. WCC has had to make adjustments in its budget, resulting in fewer opportunities to buy more equipment and supplies, hire additional personnel, and address employee compensation issues. Nevertheless, despite lacking the funds to meet many departmental needs, the faculty and staff recognize the good work being done by educational support services.

Administrative Support Services

Although Administrative Support Services may, at first, seem somewhat removed from involvement with the students, this area is as much a part of the students' daily lives as Academic Programs and Educational Support Services. For example, students cannot perform well if the temperature in the building is too high or too low, if the classrooms are dirty, or if there are not enough seats in the room. Maintenance, one of the Administrative Support Services, oversees the condition of the buildings on campus. Additional Administrative Support Services that the students interact with daily are the cafeteria, security, and the bookstore. At a minimum, a student who has a complaint can take it to any number of people in the President's office, including the President himself.

Questions about Administrative Support Services are included as a part of the WCC Services Review Survey. The survey was conducted online during August of 2002 and targeted 268 full-time faculty, staff, and continuing part-time employees. The standard for excellence is established at 90% for each of the areas evaluated. Areas scoring below 90% must examine reasons for not meeting the standard and provide a reasonable explanation and plan for improvement.

President's Office.

This office promotes an "open door policy", and my visits are welcomed.

1999-2000		2002-2003
#	Agree/Strongly Agree	#	Agree/Strongly Agree
145	96%	141	97%

College leaders clearly communicate the future direction of the college through stated goals and priorities.

1999-2000		2002-2003
#	Agree/Strongly Agree	#	Agree/Strongly Agree
144	98%	141	94%

Faculty and staff are treated as valued members of the college team.

1999-2000		2002-2003
#	Agree/Strongly Agree	#	Agree/Strongly Agree
147	87%	137	91%

I have adequate resources to do my job.

1999-2000		2002-2003
#	Agree/Strongly Agree	#	Agree/Strongly Agree
146	86%	140	89%

Bookstore.

Hours of operation at the beginning of the semester are satisfactory.

1999-2000		2002-2003
#	Agree/Strongly Agree	#	Agree/Strongly Agree
126	92%	114	93%

A sufficient quantity of current books and supplemental materials are on hand at the beginning of each semester.

1999-2000		2002-2003
#	Agree/Strongly Agree	#	Agree/Strongly Agree
115	73%	102	87%

Food Services.

The cafeteria menu selection is adequate (grill items, salads, hot line, etc.).

1999-2000		2002-2003
#	Agree/Strongly Agree	#	Agree/Strongly Agree
140	93%	132	83%

Prices are reasonable and competitive.

1999-2000		2002-2003
#	Agree/Strongly Agree	#	Agree/Strongly Agree
139	79%	131	80%

The cafeteria dining area is neat and clean (tables, chairs, floors, etc.).

1999-2000		2002-2003
#	Agree/Strongly Agree	#	Agree/Strongly Agree
137	99%	131	97%

Security.

Continuous Improvement Projects

From 1996 to 2004, various Continuous Improvement Project (CIP) committees and task forces, facilitated by the President and the Director of Planning and Research, reviewed, evaluated, assessed, and made significant improvements in supporting academic and student support programs.

Continuous Improvement Projects Summary
Title	Start/End Date	Issue(s)	Results	Follow-Up Remarks
Matriculation (Student Development)	January 20, 1998	Examine the matriculation process from initial contact with a prospective student and what happens to that prospect. (Recruitment, admissions, testing, enrollment, advising, program selection, etc.)	Since the introduction of the WCC Enrollment Management Model, the following is a summary of enhancements: availability of online registration and payment, new fall and spring semester schedules, telephone reminder system, extended advisor coverage during registration, departmental registration, establishment of college transfer advising center.	Two separate subcommittee teams examining enrollment management model and advising/registration process. This is a work in progress project.
Book Ordering (Educational Support Services)	March 3, 1999 August 25, 2004	1) Insufficient numbers of textbooks available for students at the beginning of the semester. 2) Overstocked and outdated books. 3) Long lines.	1) The revision of the book ordering system should eliminate overstocked books. 2) The bookstore is open longer hours during registration.	The 2003 Services Review Survey indicated that 87% of the students were satisfied with quantity of current books (a 14% increase over the 2000 Services Review Survey) and just over 90% were satisfied with the hours of operation at the beginning of the semester for 2000 and 2003. Also, in 2002 the bookstore was contracted to an outside vendor. Feedback from students in Fall 2004, ACA 111 classes, indicate a high degree of satisfaction with the private vendor. Bookstore lines have been significantly reduced based on installation of the bookstore point-of-sale system.
Retention (Student Development)	July 24, 2000	Examine programs, activities and processes put into place as a result of the 2000 and 2001 CIP.	1) All high-risk developmental students must take ACA 118 (study skills course). 2) Mid term notification letters for low performing financial aid students were implemented in Fall 2000. 3) Developmental students must meet a 90% attendance policy. 4) Additional Co-Op programs were developed. 5) Pre-placement test preparation program was put into place. 6) Late registration days were eliminated. 7) Additional student clubs were established.	There has been a 6% (61% to 67%) increase in student retention as a result of these enhancements. This is a work in progress project.
Distance Education (Educational Support Services and Academic Affairs)	December 11, 2000	Distance Education CIP is a follow-up to the October 1999 SACS Substantive Change for Distance Learning.	Substantive Change approved by SACS July 3, 2001. Additional enhancements by the CIP Committee include: 1) Specified distance education courses in semester course schedules. 2) Distance education students required to complete placement tests. 3) Online financial aid advisory for distance education students. 4) Track distance education stats. 5) Develop projected growth of distance education courses. 6) Training program for online instructors conducted by Educational Support Technologies.	This is a work in progress project.
Low Enrollment Programs (Student Development and Academic Affairs)	March 12, 2000	Increase fall and spring enrollment in programs experiencing a decline in enrollment.	1) The college applied for a NCCCS Student Grant. 2) Established the Top 10 Scholarship Program for high demand areas of employment. 3) Marketed the program in Wayne County.	Initially only six students have taken advantage of the program. Three graduated, and three more are scheduled to graduate in 2005. The program was re-instituted in Fall 2004 and is being monitored by Student Development. This is a work in progress project.
Tabloid (Student Development)	March 17, 2003 March 1, 2004	Improve the utility of the semester course schedule.	The tabloid was completely revised and published in Spring 2004. The revised publication is now referred to as the WCC Schedule of Courses.	After the introduction of the course schedule in Spring 2004, an informal survey of students, faculty, and staff by the CIP members revealed a very high rate of satisfaction with the new format. President's visit with the Spring Semester ACA 111 classes received positive comments on new semester schedule format.
Advising (Academic Affairs and Student Development)	February 4, 2003	Examine the process of advising by Student Development, Academic Affairs, and other areas of the college. Propose suggestions for improvement, and implement those suggestions.	A dedicated Advising Center for college transfer plan was approved for implementation beginning in Fall 2004. A separate Advising Center was established in the Wayne Learning Center with a director and three lead advisors. Other college transfer faculty are required to dedicate 12 hours of volunteer time in the Advising Center per year.	The Center staff advised 970 students in Fall 2004. The requirement for college transfer faculty to dedicate 12 volunteer hours a year is being revisited and may be revised. This is a work in progress project.
Marketing Plan (Student Development)	September 4, 2003 December 9, 2004	Improve the WCC Marketing Plan.	1) The Marketing Plan schedule was updated. 2) The WCC website was remodeled. 3) A marketing cd and video were developed and distributed. 4) A new WCC logo and motto were developed.	Feedback from the CIP Committee indicated students, employees, community members, and other educational institutions were very impressed with the products developed by Student Development and Educational Support Technologies department. It was the overall consensus of the committee that this was a very worthwhile and successful project.
Recruiting Plan (Student Development)	September 26, 2003	Improve the Recruiting Plan by examining, evaluating, and assessing WCC's current recruiting process to focus on what we are doing and what we should do to increase student enrollment.	1) New telephone system was installed to remind registered students to pay their tuition before the deadline. 2) Additional financial aid workshops are being done out in the community. 3) An annual recruiting plan is being developed. 4) The Top 10 Program was re-instituted.	1) The Phone Master automated phone system was used during Fall 2004 and Spring 2005 registration. The phone system has had a major impact on reducing the numbers of student registration purges. The system is also used to welcome students to the college with a message from the President. 2) Another financial aid counselor was hired to accommodate the increase in financial aid applications. 3) The Top 10 Program enrolled 12 students in Fall 2004, with 7 reenrolled in Spring 2005. This is a work in progress project.

The evidence presented demonstrates that Wayne Community College, through its Institutional Effectiveness Plan, identifies expected outcomes for its educational programs and its administrative and support services and assesses whether it achieves these outcomes by providing evidence of improvement based on documented evidence.

Documentation:
CIP Minutes are on file in the Office of Planning and Research.