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| Western Wyoming Community College |
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| By signing below, we attest to the following: |
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That Western Wyoming Community College has conducted an honest assessment of Response
and has provided complete and accurate disclosure of timely information regarding
Response with the Core Requirements, Comprehensive Standards, and Federal Requirements
of the Commission on Colleges. |
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That Western Wyoming Community College has attached a complete and accurate listing
of all programs offered by the institution, the locations where they are offered,
and the means by which they are offered as indicated on the updated "Institutional
Summary Form Prepared for Commission Reviews," and that the comprehensive assessment
of Response reported on the Response Certification includes the review of all such
programs. |
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That Western Wyoming Community College has provided a complete and accurate listing
of all substantive changes that have been reported and approved by the Commission
since the institution's last reaffirmation as well as the date of Commission approval. |
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| Courses and programs are current and require levels of performance by students appropriate
to the degree or certificate awarded. (Currency and Rigor of Courses and Programs) |
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| Narrative |
Western Wyoming Community College is committed to maintaining relevant and current
courses. The College is authorized by Policy 6310A, Requirements for Degrees and Certificates
(22-0214), to award five degrees and 31 certificates (See 1.A.4). All courses qualifying for
degree or certificate attainment must be 1000 level or higher ensuring the rigor of
program offerings. Applied degree and certificate faculty meet with advisory councils
who provide guidance specific to the academic or career and technical education area.
Transfer Degrees and Articulation Agreements:
The Vice President for Academic and Student Affairs, Academic and Student Affairs
Council, School Chairs and faculty collaborate with four-year institutions to maintain
course-level transferability requirements. Western's Academic and Student Affairs
Council continuously seeks opportunities for articulation agreements and maintains
seven current agreements (22-0215). For example, representatives from Western, including faculty and administration,
meet annually with the University of Wyoming (UW) at the Articulation Summit to ensure
students are meeting 2+2 agreements (22-0216). School Chairs or faculty representatives work closely with UW to verify course
and program content align. The Valley City State University articulation agreement
(22-0217) is another example of advocating for students enrolled in the Education program
who are seeking teaching degrees online.
Career and Technical Education (CTE) Degrees and Advisory Councils:
Western's CTE degree programs have advisory councils with business and industry representatives.
These councils meet regularly to review and evaluate curriculum, program needs, and
industry trends and demands. College administration and Workforce Development staff
actively participate in community and workforce boards. Western's School of Manufacturing
and Industrial Technology strives to provide relevancy and rigor through advisory
councils, program review and annual assessment (see 4.A.1 and 4.B.1). The Diesel Program
held advisory meetings during Spring 2021 and 2022 where recent curriculum changes
and upcoming course topics were discussed (22-0218).
The Nursing program has obtained specialized accreditation which requires the continuous
review of curriculum, space, equipment, and faculty credentials to ensure student
success to the standard of the specialized accreditor. The Nursing Program is accredited
by the Accreditation Commission for Education in Nursing (ACEN).
The Nursing program joined other Wyoming community college Nursing programs and the
University of Wyoming (UW) to develop a common nursing curriculum for the State. The
Revolutionizing Nursing Education in Wyoming (ReNew) curriculum offers a seamless
transition from associate degree to bachelor degree in nursing (22-0220). Since Fall 2016 these entities worked closely to delineate course content and create
student learning objectives for each of the eight semesters. Nursing faculty from
Western serve on ReNew committees to ensure a high-quality degree progression. Faculty
representatives from the Nursing program participate in the Community Partnership
meeting and advisory meetings held at UW every semester. The Nursing program also
hosts an advisory council meeting each semester (22-0221). Frequent feedback from these councils is essential in driving course competencies
and meeting ACEN standards.
Program Review, Common Assessment Data, Student Performance:
Policy 2140A, Program Review (22-0219), requires that the College conduct regular reviews of all academic programs to ensure
program quality and effective stewardship of resources. To develop a culture of continuous
improvement, each program addresses the follow areas:
- Program Purpose
- Curriculum
- Faculty
- Continuous Improvement
- Evidence
- Planning for the Future
- Strengths and Limitations
- Resource Adequacy
- Organization Context and Impact
The program review process includes the culmination of annual assessment updates and
findings as a critical component of continuous improvement. For example, the Natural
Science Program focuses annually on three program learning outcomes (PLOs).
1. Students will demonstrate the principles of the scientific method.
2. Students will formulate and test ideas through analysis and interpretation of scientific
data.
3. Students will use scientific and quantitative logic to examine scientific issues.
Assessment artifacts from multiple course (including BIOL 1003, BIOL 1010, CHEM 2010
and CHEM 2340) are used to inform the Natural Science Program members whether these
outcomes are being met. The Office of Institutional Effectiveness assists with program
review and annual assessment. Review cycles vary based on program type and degrees
granted. The program review schedule (22-0222) is maintained by this office.
Credit Completion Progress Standards are used to determine satisfactory academic progress
(SAP), per the Federal Student Aid Handbook, as outlined in Policy 5310A, Financial
Aid and Scholarships (22-0223). All Western students are expected to achieve SAP.
New Courses and Program Approval Process:
Proposing a new course or making changes to an existing course follows the process
outlined by the Vice President of for Academic and Student Affairs (22-0224). This requires a New Course/Change Form (22-0225), School Chair approval, reader review, Curriculum Committee review, and final approval
by the Academic Affairs Council of the Wyoming Community College Commission (The Commission).
All courses and programs must be approved at multiple levels. An individual wishing
to propose a new (or alter a current) course must submit the New Course/Change Form
(22-0225) and course syllabus to three departmental (or school) peers and School Chair for
review. The proposal is then reviewed by the Curriculum Committee Representative of
the School, a Curriculum Committee readers, and the Registrar, after which it must
be reviewed and approved by majority vote of the Curriculum Committee. New courses
that are approved must align course numbers with The Commission Common Course Numbering
System (22-0226); this is coordinated with the Registrar.
Proposing a new program or program change also follows an approval process outlined
by the Vice President for Academic and Student Affairs (22-0227). This requires a New Program Request Form (22-0228) submitted for approval by the following: School Chair, Vice President for Academic
and Student Affairs, President's Cabinet, reader review, Curriculum Committee, the
Board of Trustees (the Board), State Academic Affairs Council, Executive Council,
The Commission, with review and approval conducted by the Higher Learning Commission
and the Department of Education if the program qualifies for Title IV Funding.
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| The institution articulates and differentiates learning goals for its undergraduate,
graduate, post-baccalaureate, post-graduate, and certificate programs. (Learning Goals) |
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| Narrative |
Western offers undergraduate education at the bachelor of applied science, associate
of science, associate or arts, associate of applied science, and certificate levels
(see1.A.4).
Each academic program area has specific program learning outcomes (PLOs) developed
by faculty and monitored by faculty facilitators. PLOs provide the targeted framework
for what a student should be able to demonstrate, know, and accomplish upon degree
completion within the program area.
Currently the PLOs are defined for the academic program areas (22-0230) with specific artifacts within courses used as measurement tools. These artifacts
are selected from both degree and certificate course requirements.
As Western evaluates the efficacy and necessity of each degree and certificate, specific
PLOs will be developed for each individual degree using program area PLOs and subsequent
findings as a guide. This work is already taking place in the School of Business;
in the fall of 2021 they developed PLOs specific to each degree and certificate (22-0229) (22-0443).
The College plans to use this program as an example, along with artifact data collected
at the academic program area as a guide to create a more specific differentiation
for each degree and certificate. |
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| The institution's program quality and learning goals are consistent across all modes
of delivery and all locations (on the main campus, at additional locations, by distance
delivery, as dual credit, through contractual or consortial arrangements, or any other
modality). (Consistency Across Modalities and Locations) |
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| Narrative |
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Regardless of modality, format, or location, the quality and learning goal for courses
and programs are consistent. All courses use Canvas as the College's standardized
Learning Management System (LMS). This allows for consistency of information delivery
to students. The college-wide use of a standardized course syllabus template (22-0231), requires faculty to identify student learning outcomes for each course. Course
learning objectives are the same, and are defined on the course syllabus, regardless
of mode or location of delivery. All syllabi are published in Simple Syllabus (22-0260) before the semester begins and cannot be published without course outcome alignment.
For example, MATH 1400 is offered in person, online, and concurrent (22-0232) with consistently assessed learning outcomes (22-0233).
Professional development opportunities are available to all faculty to help them achieve
course quality and consistency (see 3.C.5). Development opportunities encompass pedagogy,
assessment of student learning, and use of technology in the classroom.
Online and hybrid courses are facilitated through the Center for Teaching and Learning
(CTL). Instructors are provided a best practices manual (22-0234). Course checks are performed before the semester begins by the Instructional Designer.
The CTL offers support to all faculty in various instructional delivery methods offered
every semester. Webinars and trainings are provided from a higher-education perspective
(22-0235) and include the following areas of focus:
Technology & Online Learning
Student Populations
Student Success
Teaching & Learning
Institutional Effectiveness
Campus Safety & Security
Dual and concurrent courses are articulated with Western's service area school districts
on an annual basis. The College follows the The Wyoming Community College Commission
Dual and Concurrent Enrollment procedures (22-0236). School Chairs and Facilitators ensure instructors have proper credentials and course
outcomes are met (see 3.C.3). For example, concurrent Welding instructors must complete
an annual evaluation at Western's Welding lab. This includes completing skills tests
set by industry code for each course they instruct. Concurrent instructors must meet
the same standards as adjunct and full-time faculty.
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| The general education program is appropriate to the mission, educational offerings,
and degree levels of the institution. The institution articulates the purposes, content
and intended learning outcomes of its undergraduate general education requirements. (General Education Program) |
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| Narrative |
General education at Western is appropriate to the mission, educational offerings,
and degree level of the College. The mission statement (22-0213) emphasizes that as an innovative institution, the College is "...aimed at empowering,
educating, and improving our students, employees, community and environment" and "...inspiring
the next generation of visionaries..."
The general education requirements and course options (22-0239) offers a diverse assemblage of courses that span the humanities, social sciences,
natural and physical sciences, and mathematics, all taught by well-qualified instructors.
The Associate of Arts degree and the Associate of Science degree both require a minimum
of 60 semester credit hours which includes 30 credit hours of general education courses.
An Associate of Applied Science degree requires 16 credit hours of general education
courses (22-0437).
Western clearly articulates the purpose, content and intended learning outcomes of
its undergraduate general education requirements. The structure of the general education
requirements conforms to the Interstate Passport program (22-0237). Each course must meet one or more of the requirements of creative expression, critical
thinking, human cultures, human society and the individual, natural sciences, oral
communication, quantitative literacy, teamwork and value systems, and written communication
(22-0238).
The purpose, content, and learning outcomes of these courses are found in the syllabi
provided to students via the course Canvas shell at the beginning of each semester.
The syllabi follow a standardized format (see 3.A.3). |
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| The program of general education is grounded in a philosophy or framework developed
by the institution or adopted from an established framework. It imparts broad knowledge
and intellectual concepts to students and develops skills and attitudes that the institution
believes every college-educated person should possess. (General Education Requirements) |
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| Narrative |
Western's general education adheres to the adopted framework of the Interstate Passport
program. The Interstate Passport is a, "national program that enables seamless block
transfer of lower-division general education attainment based on an agreed upon set
of learning outcomes rather than on specific courses and credits" (22-0237).
Attainment standards include, creative expression, critical thinking, human cultures,
human society and the individual, natural sciences, oral communication, quantitative
literacy, teamwork and value systems, and written communication. A list of courses
meeting each competency requirement is published in the course catalog (Interstate
Passport) (22-0239).
General education courses that satisfying these standards impart broad knowledge and
intellectual concepts that facilitate the development of skills and attitudes that
Western believes college-educated persons should possess. Each attainment standard
includes a set of criteria. A course that fills the requirement must meet all of the
outlined criteria. For example, the creative expression competency requires that a
course meet all basic knowledge, history and cultures, ethics, creative process, and
aesthetics and analysis standards as outlined (22-0238). |
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The education offered by the institution recognizes the human and cultural diversity
and provides students with growth opportunities
and lifelong skills to live and work in a multicultural world. (Human and cultural diversity) |
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Human and cultural diversity are incorporated in Western's overall mission and are
measured as learning outcomes in the Interstate Passport Program. Western students
are required to take at least one course from the Human Societies and the Individual,
Human Cultures, and Creative Expression competency areas (see 3.B.2). Each of these
areas have defined diversity learning outcomes. Examples of human and cultural diversity
topics in curriculum include:
Human Societies and the Individual: Course topics include US history to 1865, US history
after 1865, Wyoming history, and American & Wyoming government courses.
Human Cultures: Course topics include art history, American Sign Language, intercultural
communication, criminal justice, microeconomics, Native American literature, natural
resource, music, non-Western political cultures, psychology, sociological principles,
social work, Spanish, and theater.
Creative Expression: Course topics include printmaking, ceramics, tap and jazz dancing,
creative writing, music voice, collegiate chorale, vocal ensemble, and acting.
Western further aligns the competencies and corresponding courses with institutional
Goals for Student Success (22-0143) by creating assessments that measure a students' ability to see issues from multiple
perspectives and to think critically, analyze, and solve problems.
Western provides diverse co-curricular opportunities and activities where students
may participate in growth opportunities and develop lifelong multicultural skills
(see 1.C.1). Information on all student groups and their focus is published on Western's
website (22-0240). Selected activities are reported in Western Dispatch (internal newsletter). Students
also contribute blog posts in The Western about their activities. The following are
a few of the campus activities that add a valuable cultural diversity perspective
to campus.
Cultural Connections Club (formerly International Club): Students plan and participate
in activities that provide opportunities to share cultural experiences. Off campus
activities are planned, including a trip to Salt Lake City, UT. International Night
is the culminating event held at the end of the spring semester, where students and
community members actively participate in a cultural event (22-0441).
Veteran's Club (22-0240): Conducts activities for members to create friendships and to build a community
of support on campus. Assists fellow veteran students with navigating the GI Bill,
VA hospitals, and other benefits provided by the state and federal government. Assists
veterans who are struggling with school, emotional, or physical problems.
Latter-Day Saint Student Association (LDSSA) (22-0243): Helps students attending a college or university achieve a balanced secular and
spiritual educational experience during their years of formal education.
The Gay-Straight Alliance of Western Wyoming Community College (BeLeGiT) (22-0204): Provides a safe space for gay, lesbian, bisexual and transgender students and their
allies; to increase awareness within the student body of LGBTQ+ issues; to provide
peer group support for LGBTQ+ students, and to provide and create a hate-free environment
for gay, lesbian, bisexual and transgender students, and make connections between
the LGBTQ+ community and straight students.
The Diversity, Equity and Inclusion Committee (DEI) (22-0202) facilitates guest speakers and events to address social issues. The Spring 2021
schedule included:
White Lies Andrew Beck Grace and Chip Brantley discuss their podcast (22-0105): This podcast focused on the investigation of the 1965 unsolved murder of James
Reeb in Selma, Alabama. The discussion examined the American legacy of racism and
social injustice, the lies that prevented healing for generations in Selma, and the
ways we can learn from this tragedy to move toward a more diverse, equitable, and
inclusive environment for all.
Meditation and a Movie (22-0244): The movie shown was 4th Man Out (2015), a coming-out comedy/drama in which a small-town
mechanic comes out as gay to his working-class best friends. This event provided awareness
of mental health issues and stressors such as coming out, as well as an opportunity
to relax and have fun.
Points of Departure, Mustang Dance Company Performance (22-0245): The driving mission of the Mustang Dance Company is to showcase ethnic, gender,
and body diversity through its work. A wide array of dance styles were featured, pulling
from a range of diverse influences.
The Undergraduate Research Symposium (22-0246): Each year Western students and faculty conduct original research. Whether it is
in a lab, in the field, in the library, or visiting an archive, Western's research
students and their faculty mentors exemplify the value of higher learning.
Title IX Training: Employees must complete an educational Title IX course, Required@Western,
annually as defined in Policy 5420E (22-0211). Students living in housing complete are required to complete an online Title IX
course.
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The faculty and students contribute to scholarship, creative work, and the discovery
of knowledge to the extent appropriate to their
offerings and the institution’s mission. (Scholarship, creative work, and the discovery of knowledge) |
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Western's mission is to empower, educate, and support the College's students and employees
with a diverse array of learning and flexible services (see 1.A.2). Western accomplishes
this mission by supporting faculty and students in independent research and creative
ventures. These ventures include the following:
- Undergraduate Research Symposium (22-0246): This symposium provides students with an appropriate venue to present their research
and scholarship (22-0247). The symposium consists of oral presentations and poster presentations (22-0248), and takes place annually (see 2.B.2).
- Student Artwork Showcase (22-0249): This showcase provides students the opportunity to prepare, submit, and exhibit
artwork in a professional setting. Student exhibitions are juried. This process gives
students professional preparation for pursuing art or art-related careers. The College
holds student exhibitions at the end of the fall and spring semesters. Exhibitions
run up to four weeks.
- Wellness Challenge (22-0103): This challenge is an opportunity for students to garner experience with lesson
plan development based on industry best practices, presentation of fitness and health
information to the public, fitness teaching and testing, and experience working with
individuals. The Wellness Challenge is open to the community and offers the opportunity
to improve community health and fitness. This venue also hosts talks offered by health
providers. The Wellness Challenge lasts 12 weeks
- Dyno Days (22-0370): This community engagement activity allows students and instructors to teach the
public about high performance engines and measure the performance of the participants
cars. Dyno Days is a single-day event, and is occasionally offered exclusively to
Rock Springs High School.
- Ed-Tech Faculty Spotlight (22-0250): This is a monthly feature provided by the Center for Teaching and Learning (CTL).
The spotlight is published on the Instructional Design webpage of the College's website
and provides a venue for faculty to describe their innovations in teaching to their
colleagues.
- Performing Arts Performances (22-0251): The performing arts department has a long-standing tradition of presenting a season
of professional quality productions. Each semester the department produces two plays
or musicals, two concerts, and a dance concert in order for the students in the degree
program to perfect their classroom techniques and put theory into practice (22-0252).
- Boar's Tusk Journal (22-0253): This literary journal is a student and community essay publication that began in
the 1980's and was revived in 2018 after a long hiatus. The journal is published annually
by students under faculty supervision and features fiction, non-fiction, poetry, art,
and photography submitted by Western students and members of the community. The creative
works are judged and accolades for best fiction, non-fiction, poetry, and photography/art
are awarded.
- Colloquium Series (22-0254): This colloquium series provides faculty and members of the community an opportunity
to present independent research to the broader campus community. The series of talks
supports the Think Critically, Analyze, and Solve Problems Goals for Student Success.
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| The institution strives to ensure that the overall composition of its faculty and
staff reflects human diversity as appropriate within its mission and for the constituencies
it serves. (Sufficiency of Faculty) |
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| Narrative |
The College strives to attain a diverse composition of its employee base through appropriate
recruiting and hiring procedures. Based on the National Center for Educations Statistics
in 2018, the College's faculty and staff demographics are slightly more diverse than
that of its service area. However, Western's student demographics are more diverse
than faculty and staff (22- 0255).
Western's hiring process encourages diversity by relying on required qualifications
of education and experience (22-0256). The process consists of updating job descriptions, creating and orienting a Professional
Standards Board (PSB) for professional positions or an Advisory Screening Committee
for paraprofessional positions who oversee the process, advertising the position,
determining candidate qualifications based on required education and experience, creating
interview questions and guiding interviews, and recommending selected candidates to
the Administration. Administration than makes employment contract recommendations
for professional positions to the Board. Open positions are posted to Western's PeopleAdmin
site, the College's applicant tracking system. Openings are then gathered by Wyoming
at Work and Indeed. Faculty and professional job postings are regularly posted with
The Chronicle of Higher Education and HigherEdJobs; the College strives to reach diverse
candidates by utilizing the diversity boost and the diversity and inclusion email packs features offered to employers by these vendors to showcase open positions in front
of a diverse pool of qualified candidates. The College also utilizes SweetwaterNow,
a local news source, to place job postings in front of potential employees in Southwest
Wyoming.
Other employment opportunities may be posted on more specific boards or through professional
associations. For example, the Director of Facilities would be posted to the Association
of Physical Plant Administrators and the Director of Library Services would be posted
to Mountain Plains Library Association and Library Jobline.
Western's non-discrimination statement is published on every formal document, each
job posting, and each course syllabus. This same statement is displayed in Consumer
Information and may be accessed from every page on the website as well; this information
includes Equal Opportunity Employer (EOE), Equal Employment Opportunity Commission
(EEOC), General Education Provisions Act (GEPA), and Title IX (22-0207).
Faculty participated in diversity training during the Spring 2021 in-service. This
training included, Diversity Workshop: Supporting Underrepresented Students and Defining
America. As a campus, Western is working to move forward in diversity awareness.
Safe Zone training is provided to faculty and staff who wish to take it. This training
focuses on LGBTQ+ terminology, concepts, and issues, with a goal of building both
attendees' comfort with this community and the community's sense of inclusion on campus
(22-0257). |
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The institution has sufficient numbers and continuity of faculty members to carry
out both the classroom and the non-classroom
roles of faculty, including oversight of the curriculum and expectations for student
performance, assessment of student learning;
and establishment of academic credentials for instructional staff. (Qualified Instructors) |
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Western has sufficient full-time and part-time faculty to meet expectations. The College
has 66 full-time and 231 part-time faculty members who service 1,936 annualized FTE
(AY2021). The average length of service for a full-time faculty member is 8.14 years.
Part-time faculty have an average length of service of 6.62 years.
Faculty are expected to teach between 28 and 32 load hours per academic year (22-0258). Each faculty member is required to have a minimum of 86-106 service hours per academic
year; advising and committee work are types of service hours (22-0259). School Chairs have the authority to equally distribute service hours among school
members. Faculty who teach more than 32 hours within an academic year receive overload
pay.
Department Facilitators may be appointed by School Chairs to coordinate and complete
department-specific needs. Faculty members appointed as Department Facilitators receive
credit toward service obligations (22-0260).
Faculty are required to participate in academic program review (22-0219) as outlined in 3.A.1. Faculty members are responsible for annual program assessment
(see 4.B.1 and 4.B.2) by identifying outcomes, measures, criteria, and analyzing their
findings. The Coordinator of Institutional Effectiveness tracks program level assessment
using the Strategic Planning Online (SPOL) software system. Programs use specific
assignments, competencies, and/or artifacts within a course to measure program outcomes
and assess the efficacy of the program as a whole. The Nursing Program, accredited
by ACEN, annually updates student learning outcomes per ACEN criteria.
Class capacities are limited based on best-practices and teaching formats. Lecture
instruction courses are capped at 22 students. Lecture/Lab courses are capped at 18
students, and Lab courses are capped at 15 students. Due to requirements set by the
Wyoming State Board of Nursing, some Nursing courses are capped at eight students.
These capacity guidelines allow for rigor in the classroom and faculty availability.
In some cases, physical classroom sizes are considered in the determination of student
enrollment. At times, students may be allowed to enroll in a course after the maximum
capacity has been reached; this will typically be in an internet course where physical
classroom size does not impact learning and will only be granted upon approval of
School Chair and course instructor.
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| All instructors are appropriately qualified, including those in dual credit, contractual
and consortial offerings. (Instructor qualifications) |
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| Narrative |
All faculty at Western are required to hold the same qualifications regardless of
course modality, student type, or course location. Minimum qualifications to teach
transfer-level courses at the College are a master's degree with a minimum of 18 credits
in the discipline area.
Minimum qualifications to teach Career and Technical Education (CTE) courses are an
associate degree and related professional experience. For some CTE programs, a combination
of postsecondary education and experience is acceptable in lieu of the degree. In
those rare instances, a tested experience exception form is completed and approved
by the School Chair and Vice President for Academic and Student Affairs (22-0423).
All part-time, and dual and concurrent instructors must meet the same minimum qualifications
as their full-time faculty counterparts (22-0256). Western staff work with the local school districts, the high school instructor
and School Chair or program lead to ensure adherence to minimum faculty qualifications.
Western follows the Wyoming Dual and Concurrent Enrollment Manual of Procedure guidelines
(22-0236) in relation to qualifications for dual and concurrent faculty qualifications, these
guidelines align with HLC standards.
Qualifications required of personnel may be department-specific and must be reflected
in the job description, Human Resource (HR) verification through official transcripts,
and housed in the HR personnel file. Faculty must meet HLC education requirements
(22-0262) (22-0445).
In recent years, the new faculty orientation has been a two-day program. HR provides
training a full day of training and Academic Affairs provides training on the second
day (22-0265) (22-0266). For the past few years, adjunct training was required and offered in the spring
in a virtual format. In 2020, the Chairs conducted individual meetings with their
Schools via Zoom, but there was no general session. In 2019, two in-service options
were provided. One was in the evening and the other was during the day to reach a
broader audience. That year, the Center for Teaching and Learning (CTL) staff presented
on instructional design, Canvas, and accessibility (22-0267).
Western does not participate in contractual or consortia offerings. |
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| Instructors are evaluated regularly in accordance with established institutional policies
and procedures. (Instructor Evaluation) |
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| Narrative |
Western's School Chairs evaluate faculty annually using an approved evaluation tool
(22-0268). This tool is used for all faculty including adjunct faculty (22-0269). Each year faculty are required to review student evaluations with specific question
scores averaged and trended for student satisfaction and success (22-0270). Also included in this evaluation are faculty expectations of college service, professional
development, administrative duties and data for planning and improvement (22-0271) (22-0272). The Faculty Handbook provides a resource to both faculty and School Chairs in understanding
the evaluation requirements (22-0445).
Faculty are encouraged to self-document efforts for professional development that
are aligned with their educational role. Faculty are expected to carry a minimum value
of 86-106 service hours each year (22-0259) which includes active student advising, participation on college committees, and
volunteering time within college and community events (22-0258) (22-0262).
New faculty teaching for less than three years are expected to have student evaluations
for all classes each semester. Veteran faculty teaching three years or more are expected
to have, at minimum, student evaluations for two classes each semester.
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| The institution has processes and resources for assuring that instructors are current
in their disciplines and adept in their teaching roles; it supports their professional
development. (Professional Development) |
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| Narrative |
Western's commitment to faculty professional development is evident in the College's
allocated professional development budget, tuition waivers, and Academic Leave Policy.
Western's General Administrative Regulation document, Professional Development for
Employees, states that $650 will be budgeted annually for each full-time faculty and
professional employee (22-0273). Supervisors must approve faculty requests to ensure training is relevant in their
teaching roles. Budgeting for further training may be considered for employees as
well.
Each year on April 1st, the Senate creates a subcommittee to address unallocated professional
development funds. All professionals and faculty have the opportunity to apply for
unallocated funds that will further enhance their access to paid professional development
opportunities (22-0274).
Employees have the benefit of tuition reimbursement through the College or the University
of Wyoming (22-0276). Between the years 2015-2020, $70,000 was utilized to enhance faculty and staff professional
development and abilities within their teaching roles (22-0275).
Faculty who teach in Career and Technical Education (CTE) programs utilize Perkins
funds for enhanced training or professional development to directly benefit student
learning (22-0277).
Western has an Academic Leave Policy (22-0278) that has allowed faculty to develop professionally. However, this benefit has been
placed on hiatus due to current budgetary restrictions. Academic Leave is reviewed
annually during the College's budget session (22-0279). |
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| Instructors are accessible for student inquiry. (Instructor accessibility) |
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| Narrative |
Policy 4110B (22-0258) emphasizes that faculty teaching a full-time load must post five weekly regularly
scheduled office hours and be available to meet with students. As an alternative to
face-to-face office hours, a virtual platform is often utilized to ensure availability
of faculty. Faculty are required to include contact information on each syllabus;
contact information includes email, office phone number, office location, and office
hours (22-0231).
All faculty are required to advise new and continuing students (22-0258) as part of service hours (22-0259). Advisors encourage frequent student contact through advising.
Students are surveyed every year through the Noel Levitz Student Satisfaction Index
(SSI). There are two questions, number six and number 61 that specifically address
availability of faculty and faculty advisors. Both questions have shown, since 2016,
that the College is ranking higher than the national average (22-0280).
During the COVID-19 closure, faculty were expected to hold regular office hours over
the Zoom platform. Both faculty and students were offered training sessions through
the Center for Teaching and Learning (CTL) that provided help and education about
the use of Zoom and other online tools (22-0281) (22-0282). |
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| Staff members providing student support services, such as tutoring, financial aid
advising, academic advising, and cocurricular activities are appropriately qualified,
trained and supported in their professional development. (Qualified Student Support Staff) |
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| Narrative |
Staff members providing student support services have the relevant qualification and
appropriate experience for their respective positions. All professional and paraprofessional
staff are hired in accordance with Policy 4210B Applicant Screening Process (22-0371). Western ensures professional staff are recommended by the Professional Standards
Board (PSB). Paraprofessional positions are recommended by an Advisory Screening Committee
(ASC). When positions become vacant a collaborative analysis is completed, updating
appropriate qualifications for the position. For example, the recently vacant Financial
Aid Advisor position required a formal job description review; see the 2016 job description
(22-0283) and the 2021 job description (22-0284).
Western is committed to hiring exceptionally qualified student support services personnel.
Some of these services are in Mustang Central, Wellbeing and Accessibility (W&A),
and the Peer Tutor Center. The counselors in W&A are required to meet the Wyoming
Mental Health Professions Licensing Board standards (22-0285). The Financial Aid Advisor and Student Success Coach positions require a bachelor's
degree. Additional student service staff in Admissions, Financial Aid, and Registration
hold various degree attainment levels and are considered qualified. Peer tutors are
required to have professor's approval for each class and must take the Tutor Internship
course HMDV 2475 to reach higher levels of certification.
Co-curricular student opportunities are typically hosted by faculty or staff who have
professional qualifications or experience related to the assigned activity or campus
club. Some examples of co-curricular student opportunities include, Skills USA, Student
Government Association, Wellness Challenge, Undergraduate Research, Wyoming Institute
for Biomedical Research Excellence (INBRE), and the Student Nurses Association.
The Financial Aid staff leverage association memberships for training and information:
- Wyoming Association of Student Financial Aid Administrators (WyASFAA) Annual Conference
- National Association of Student Financial Aid Administrators (NASFAA) Webinars and
Annual Conference
- Rocky Mountain Association of Student Financial Aid Administrators (RMASFAA) Summer
Institute and Annual Conference
- The Chronicle of Higher Education Webinars
- Federal Student Aid Annual Conferences (FSA) and FSA Coach Trainings
Student Success Advisors attend conferences and webinars including:
- Community College Baccalaureate Association (CCBA)
- Ellucian Live Global Conference
- National Academic Advising Association (NACADA)
- NACADA Regional Conference
- National Association of Foreign Student Advisers (NAFSA)
- National Career Development Association (NCDA)
National Institute for the Study of Transfer Students (NISTS)
Wellbeing and Accessibility
- Provides required continuing education for fully licensed clinicians
All staff are encouraged to pursue professional development by utilizing the Professional
and Career Development benefit offered by the College. In addition, employees have
tuition reimbursement available through the College or the University of Wyoming (see
3.C.5). Departments providing student support services may request additional funds
for conference or webinar attendance through the annual budget request process. |
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| The institution provides student support services suited to the needs of its student
populations. (Student Support Services) |
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| Narrative |
Western provides a range of student support services at its campus, Green River Center,
outreach centers, and in distance learning services. Services provided to prospective,
new, and current students include:
Mustang Central (22-0290): The one-stop centralized location for Admissions, Advising, Financial Aid, and
Registration & Records.
- Admissions (22-0291): Offers weekly Zoom session chats. Students have the chance to meet with Admissions
as well as a featured department. Student Ambassadors offer campus tours (22-0292) of housing options. Students have an option to create an account (22-0293) and apply for Western online.
- Advising (formerly Mustang Success)(22-0286): Provides academic, career, international, and transfer advising. Advisors strive
to empower students with the necessary information to achieve their academic and career
goals. Advisors help to clarify institutional policies and procedures, refer students
to resources, and monitor their progress. Advisors offer specific advising models
tailored to the needs of students (22-0320). These include advising for international, transfer, and at-risk students (see 3.D.3).
Advisors also provide training and assistance to Faculty Advisors.
- Career and Employment Services (22-0288): Students receive assistance when completing their career assessment in Career Coach
and launching a job search (22-0289). Western Career and Employment Services partner with Wyoming Department of Workforce
Services to meet the needs of the students and community members. One-on-one facilitation
is provided with resume creating, cover letters, interviewing techniques, and networking
ideas/skills. Employers reach out to Western regularly with career opportunities that
are shared with students and community members on campus job boards.
- Financial Aid (22-0294): Administers funds to assist eligible students to defray educational expenses. Western
participates in grant, work-study, scholarship, and loan programs. Funding sources
for these programs include federal, state, institutional, and private sources. Students
can access Western's Net Cost of Attendance Calculator to determine costs and awards.
- Registration and Records: The Registrar maintains the accuracy, consistency, confidentiality,
and integrity of all student records, including oversight of grade records, accurate
transcription of student records, and ensuring that Western adheres to ethical and
legal principles.
Dean of Students Office (22-0295): Provides services related to Athletics, Children's Center, Housing and Student
Life, Student Storehouse, and Wellbeing and Accessibility.
- Children's Center (22-0302): Comprehensive, quality preschool program; services Western's students, staff and
faculty with a high-quality on-campus childcare center. Western's tradition of innovation
is continued by providing a rich curriculum for children and support for their parents'
development.
- Housing and Student Life (22-0301) (22-0296): Provides tools to succeed beyond the classroom, striving to reach the interests
of all students via events and activities. Western encourages students to get involved.
Students can be a part of many student-led clubs on campus which provide leadership
experiences, job related skills, and friendships that last a lifetime. Most of Western's
campus is housed under one roof which allows for a more comfortable transition between
classrooms in winter. The Rock Springs campus is home to several amenities, e.g.,
the Hay Library (22-0297), game room (22-0298), fitness center (22-0299), aquatic center (22-0300), and more. Western's on-campus residence halls offer seven distinctive styles of
housing, for traditional and non-traditional students.
Wellbeing and Accessibility (W&A) (22-0304): Offers case management, mental health peer mentoring and support, as well as various
activities, events, workshops, and seminars on campus throughout the year. Workshops,
seminars, and credit courses are offered by W&A professionals to help the campus community
achieve personal and academic success. These offerings may vary depending on student,
faculty, and staff needs. W&A also provides COVID case management to assure that individuals
affected by COVID have support.
- Accessibility and Disability (22-0303): Dedicated to promoting full participation and benefits for students with disabilities
in all activities and programs, in accordance with the American with Disabilities
Act and Section 504 of the Rehabilitation Act of 1973 (22-0305). This program is available for all qualifying students with a disability who need
classroom, testing, or housing accommodations. Accommodations are available for all
courses whether they be on campus, online, or through outreach centers. The Accessibility
Specialist works with each student to determine their qualifications for services
based on documentation provided. Accommodations for COVID began in Spring 2020 and
were available through Fall 2021.
- Relaxation Room (22-0306): Offers a calming environment for meditation, art, and light therapy. In addition,
the room has two massage chairs available. The relaxation room can be used by staff,
faculty, and students upon request.
- You at Western (22-0307): A free online health resource that students can use to succeed, thrive, and matter at college and beyond. All students and employees have access to this resource through
the MyWestern portal, the content includes a variety of topics such as health, mental
health, career and vocational information, learning styles, study skills, and assistance
with organizations.
- Counseling (22-0309): Licensed mental health professionals are available to assist all students with
any personal issues that may prevent educational success and or personal wellbeing.
Counseling services (22-0308) are provided in a confidential, positive, and supportive environment where students
feel free to voice their throes, feelings, ideas, and become empowered to pursue their
personal and educational goals. Individual, couple, and group counseling are available
to all credit pursing students. Crisis intervention services are offered during regular
office hours for students with urgent problems. Mental health professionals can also
be reached after hours for crises. Zoom session are available upon request.
Bookstore (22-0310): Conveniently located near the pendulum on the main floor of the Rock Springs campus,
Western's bookstore offers required textbooks arranged by department and course number
as well as a variety of fine art supplies, office supplies, general interest books,
children's items, snacks, toiletries, and Western merchandise and gifts. The bookstore
makes every effort to have used textbooks and other alternative formats available.
Several titles are available for rent each semester both online and in the store.
Veteran Services: Offers a variety of benefits and services to Veterans and qualifying
military members. Veterans apply for benefits through the MyWestern portal and through
the Financial Aid Office. Western works with various local veteran organizations including
the Department of Veterans Affairs and Vocational Rehabilitation to assure Veterans
can access Western's services, educational programs, and activities. In addition,
Western has an active Veterans Club which conducts activities and provides opportunities
for Veterans to build a community of support on campus.
Peer Tutor Center (PTC) (22-0311): The PTC's mission is to facilitate the success of all Western students through
high-quality tutoring and learning opportunities. The PTC is nationally certified
through the College Reading and Learning Association (22-0312). Tutoring includes one-on-one, or group at the time most convenient for the student.
Online tutoring is offered for distance students and for those students traveling
due to athletic activities. The PTC also supports academic excellence at Western through
diligent test/exam proctoring for all those who have testing accommodations. All procedures
align with the National College Testing Association's Professional Standards and Guidelines.
Information Technology Services (ITS): All student technology needs are handled through
Western's ITS department. Students are provided with tools needed for in-person or
virtual courses. Options are available for those without internet access or computers.
ITS supported and provided technology to students during the COVID-19 pandemic.
Early Alert Program: Designed to identify students who are at risk of falling behind
academically and to offer them support and resources to improve academic success.
The goal is to improve positive interactions and communication to reduce academic
difficulties leading to academic probation.
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| The institution provides for learning support and preparatory instruction to address
the academic needs of its students. It has a process for directing entering students
to courses and programs for which the students are adequately prepared. (Learning Support and Preparatory Instruction) |
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| Narrative |
College and Career Readiness:
Western's College and Career Readiness department (22-0313) offers opportunities for improving skills necessary for continued education, including
academics, communication skills, and college and career transitions. Classes are non-credit
and free.
Programs include, High School Equivalency (HSEC-HiSET) (22-0314), English as a Second Language (ESL) (22-0315), Option III, High School Recovery Credit (22-0316), Educational Brush-Up (22-0317), and US Civics (22-0318).
College and Career Readiness, formerly The Learning Center, previously ran the College
Studies Institution (CSI) which is a bridge program to provide remedial instruction
in English, Math, and Reading (credit based) for two weeks before the fall school
session. In Fall 2021, a similar program was provided to students as a non-credit
option. Students are referred to the two-week course based on their placement exams.
The goal of the program is to assist students who need to review basic concepts in
preparation to re-take the placement test. Successful students have increased chances
to be placed into college-level classes and most students' skills will improve to
allow for higher pass rates in developmental classes.
Developmental Support:
Students' preparation for college level English and Math are met in a variety of ways.
New models of developmental education were adopted for Math and English to support
retention and graduation, as research found low graduation rates for students who
required developmental education. Curricular changes were implemented to create new
developmental coursework that directly supports success in subsequent college-level
courses, to decrease time to college-level course work for developmental education,
and to award elective credit for newly developed courses. The ACT college entrance
exam and/or the McCann placement test score(s) determines the English skill level
of Western students to place them in the appropriate English course.
Beginning in spring 2017, Western's mathematics department developed and implemented
a co-requisite model, wherein students enroll in the developmental support course
and the college-level course concurrently. Students who placed in the upper half of
Beginning Algebra (MATH 0920) or Intermediate Algebra (MATH 0930) placement range
may utilize the co-requisite model and take Problem Solving with the Beginning Algebra
Workshop (MATH 1000/0921) or College Algebra with Intermediate Algebra Workshop (MATH
1400/0931). The ACT college entrance exam and/or ALEKS placement test score(s) determines
the math skill level of Western student to place them in the appropriate Math course
(22-0323).
Western's English Department designed ENGL 1008, a three-credit course that works
on ramping students up to the skill level they need to be successful in ENGL 1010.
ENGL 1011 is a one-credit lab that operates alongside selected sections of ENGL 1010.
These courses are beneficial to students who are not ready to succeed in ENGL 1010
without extra attention to fundamental writing skills and assistance with course goals,
but they can attempt the challenge with extra assistance (22-0324).
Western's First Year Experience (FYE) (HMDV 1005) course has been a work in progress
for several years. What began as a small movement among athletes and international
student programs, has grown among other campus groups and in an online environment.
The existing HMDV 1000 College Studies course was replaced with a dynamic course that
can meet the needs of all incoming freshman. The project was expanded to welcome a
campus-wide cohort in the Fall 2015 semester. This course is designed to teach incoming
students how to develop priorities, build organizational and study skills, enhance
communication, take responsibility for their learning, understand campus resources,
and learn to positively balance their commitments. Woven throughout the course are
discussions and exercises related to reading, note taking, test taking, and other
success strategies. Activities and readers used within the course are designed to
increase student's engagement, which in turn increases retention and graduation. As
the course continued to grow across campus, more individuals assisted with the expansion
efforts such as expanding FYE lesson plans, developing colloquia and team-teach sections.
FYE is currently under further review and revision in an effort to continuously improve
the program (22-0319). |
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| The institution provides academic advising suited to its offerings and the needs of
its students. (Academic Advising) |
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| Narrative |
Academic Advising:
All degree-seeking students are assigned an advisor. First-time students' initial
advising session is an Individualized Advising Appointment (IAA) in Mustang Central
or outreach center. The IAAs positively impact Western's retention efforts by providing
new students with the opportunity to network with more than one Western employee.
During the students' IAA, they are assigned a faculty advisor in their program area
for the rest of their time at Western. Before the first-time advising appointment,
new students receive an email introducing the New Student Guide course located in
Canvas. Beginning spring 2021, dual and concurrent students are assigned a Success
or an Outreach Advisor.
International Advising:
Once an international student arrives on campus, they are assigned an international
academic advisor based on the student's English ability through the Test of Basic
Adult Education (Listening and Speaking)(22-0321), ACE Reader (Speed Reading)(22-0322), ALEKS (Math)(22-0323), and McCann (English)(22-0324) assessments. Documentation of English ability for all international students from
non-English speaking countries is required. Students who do not meet the minimum scores
needed for regular course enrollment may be enrolled in specialized English courses
to build skills to the appropriate level. International advisors will assist a student
in choosing an academic path, creating a plan, scheduling, and registering for their
classes. Upon the international student's arrival on campus, they have access to the
International Student Guide course located in Canvas.
Transfer Advising:
Entering transfer students receive assistance with admissions, evaluation of credits,
and the registration processes. In addition, transfer students are introduced to Western's
support services and assisted throughout their stay at the College. Transfer services
in Mustang Central assist students entering Western from another institution and current
students interested in transferring to another institution after completing their
time at Western.
Current students who intend to transfer to another institution work with their transfer
and faculty advisors. Together they determine the institutions that are the best fit
for them, considering both academic and financial feasibility. The following resources
are provided to students to assist them with the transfer out processes; WyoTransfer
(22-0325), WyCLASS (22-0326), Peterson's College Search (22-0327), and Accredited Schools Online (22-0328).
If a student transfers before graduating, a transfer advisor works with Western's
Registrar, the student, and a representative from the transfer institution to help
the student complete a reverse transfer through Western. The relationships that School
Chairs and advisors develop and sustain with transfer partners continue to grow. For
example, The University of Wyoming (22-0329), Columbia College (22-0330), Franklin University (22-0331), Mayville State University (22-0332), Montana State University-Billings (22-0333), Southern New Hampshire University (22-0334), Valley City State University (22-0335), and Weber State University (22-0336) are transfer partners. In addition, Western continues to work with other institutions
to develop new transfer partner opportunities. |
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| The institution provides to students and instructors the infrastructure and resources
necessary to support effective teaching and learning (technological infrastructure,
scientific laboratories, libraries, performance spaces, clinical practice sites, and
museum collections, as appropriate to the institution’s offerings). (Instructional Resources and Infrastructure) |
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| Narrative |
Technological Infrastructure:
Western has support from Information Technology Services (ITS) staff, which administers,
updates, and repairs various technology systems on campus such as Colleague (Ellucian)
the campus registration and student information system, staff and student e-mail,
Canvas learning platform, website, WiFi and other program specific software. IT identifies,
purchases, and maintains computer hardware, as well as providing technical support
to students and faculty working on campus or remotely. Most classrooms are equipped
with a SMART board, projector, or instructor computer. Each campus has several computer
lab classrooms with remote printing access, and unrestricted computer lab access for
students.
In the spring of 2018 Western, in conjunction with the state of Wyoming, adopted Canvas
(22-0339) as the state-wide and campus-wide learning management system (LMS). Western's transition
from Blackboard to Canvas required a coordinated effort between the outreach centers
(22-0337), the Online Learning department (22-0338), and the ITS department. Online Learning employs a team of instructional designers
and distance learning specialists to provide formal and drop-in assistance for all
faculty as well as students. The Online Learning department spearheaded the creation
of the Center for Teaching and Learning (CTL), which provides a space for faculty
to work with center staff on accessibility, innovation, and course delivery. Online
Learning also added a recording space to be used by faculty for online lectures, recordings,
and podcasts. More information about the CTL is contained in Western's Quality Initiative
which recently received favorable feedback from HLC.
ITS was diligent in its effort to ensure the success of students during the pandemic.
They provided laptop checkout, and arranged for pickup/drop off, in addition to securing
(through pandemic CARES Act) funding for new laptops, both for instructor and student
use.
Scientific Laboratories:
Western supports a wide range of hands-on experiences for students. Laboratories for
biology, chemistry, and other sciences are in full use. Two general biology laboratories
support instruction in general biology, plant and fungal biology, animal biology,
microbiology, and ecology (22-0340). One chemistry lab supports instruction in general chemistry I and II, and organic
chemistry (22-0341), and one physiology laboratory (22-0342) supports instruction in anatomy and physiology I and II. Geology, physics and engineering
are additional science courses with separate labs and experiential learning. Each
laboratory houses equipment that supports the specific subject being taught.
Western has two research laboratories that conduct research through the INBRE/National
Institute of Health grant. One laboratory has been used for cardiovascular research
(22-0343). The second laboratory is used for bioinformatic research (22-0344). In 2022, a microbiology laboratory will be in use for INBRE research (22-0442).
Manufacturing and Industry Labs:
Western provides unique opportunities for students with a desire to work in a technical
or industrial field. The College offers degrees and certificates in different industrial
areas of study including automotive (22-0345), diesel (22-0346), electrical and instrumentation (22-0347), industrial maintenance (22-0348), mining maintenance (22-0349), plant operations (22-0352), and welding (22-0354).
Each of these programs features the latest technology and techniques that provide
students hands-on training with actual equipment used in each industry. Automotive
students can test vehicles on a chassis dynamometer. The Plant Operations, Powerline,
and Industrial Maintenance programs, were developed in coordination with industry
partners to meet specific needs and are the only programs of their kind in Wyoming.
The College recently added Commercial Driver's License (CDL) simulators to the Workforce
Development and Technology and Industry laboratories (22-0356).
Libraries:
Western is home to Hay Library (22-0357). Hay Library has a partnership with Sweetwater County Library system to coordinate
and function within the Sweetwater County System. Hay Library provides students access
to books, media, and databases through interlibrary loan, cloud library, and other
resources. Hay Library itself has a collection of 60,000 books and 120 periodicals,
as well as 3000 audio-visual items.
Additionally, the library provides wireless internet access, computers for resource
searches, computers for students to study/work, meeting rooms, and other amenities
such as copying and scanning machines. The library has a robust page on the student
and employee portal as well as links to assure that research can be conducted easily
and efficiently from any location. Online courses include direct links to the same
electronic databases and Films on Demand materials, as well as the ability to request
hard-copy materials through any campus location.
Performance Spaces:
Western has long housed programs in the performing and visual arts (22-0358), including a theater that seats 521 (COVID restriction of 130). Approximately 200
performances (22-0359) have been held, not only in the theater but also in the courtyards, the newly renovated
Western Commons, Atrium, plus throughout the community. Additionally, the College
has a dedicated art museum which highlights traveling exhibits as well as local and
student artists in a variety of media.
Clinical Practice Sites:
Health programs such as Nursing (22-0360), EMS and Phlebotomy (22-0361) have laboratories where students learn clinical skills. Faculty work with hospitals,
doctors' offices, and long-term care facilities to place students in internships to
practice advanced clinical skills. Outside of clinical courses, students can practice
their skills as volunteers for campus-sponsored events and health fairs. Other programs
such as education have practicum requirements at qualified sites throughout the community
as well.
Other Practice and Internship Opportunities:
Western has practice and internship opportunities in programs including but not limited
to education, communication, manufacturing and industry, and social sciences. Practicum
and internships are available both on and off campus (22-0362).
Museum Collections:
Western has multiple museum collections that are open to the public. The College has
a substantial collection of geological and anthropological artifacts including dinosaurs,
and a self-guided tour throughout campus is available (22-0363). Additionally, the College houses the Weidner Wildlife Museum (22-0364) and Art Gallery (22-0365).
Additional Resources:
Western assures that students are able to have enrichment experience and learning
resources. This includes the Wesswick Foundation (22-0366) helps support bringing writers and those who practice within the scope of the humanities
to campus, Sweetwater Board of Cooperative Educational Educational Services BOCES
(22-0367) helps fund student experiences and speakers on campus, and Cultural Affairs Committee
(22-0368) helps fund cultural events on campus. All events are open to the entire community.
Physical Resources:
Western strives to keep all buildings updated and well maintained to assure that students
have the best possible learning experiences in a clean, safe and respectful environment
(22-0369). Over the past several years Western has remodeled meeting rooms, physical fitness
center, Western Commons, bathrooms, and is working toward a new health science facility
and new HVAC and piping projects. |
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