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| Western Wyoming Community College |
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| By signing below, we attest to the following: |
| 1. |
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. |
| 2. |
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. |
| 3. |
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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| The institution maintains a practice of regular program reviews and acts upon the
findings. (Program Review) |
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| Narrative |
Western's program review process is governed by Policy 2410A (22-0219). The Office of Institutional Effectiveness administers and maintains the program
review process, which has continuously improved over he past ten years. Prior to 2017
program reviews were entered into the College's Task Stream software; however, this
system proved expensive and unsustainable. From Fall 2018-Fall 2020 program reviews
were maintained via a series of Canvas modules where academic programs entered and
tracked their review narratives and data. To more fully engage faculty in this process,
program review currently resides in Western's user-friendly and cost-effective Strategic
Planning Online (SPOL) system where associations between assessment data and program
reviews are easily maintained and regularly reviewed.
The program review criteria provide a platform that encourages program resiliency
through continuous improvement strategies. Program review encompasses nine criteria
with two to four standards per criterion. (22-0374). Programs undergoing review begin their review cycle with a kick-off presentation
in October, and complete the process with a report to the Board of Trustees (the Board)
the following October (22-0372).
Individual programs have acted upon their findings to make programmatic decisions,
but the College acknowledges the need to create a process and culture for program
review findings to be use in institutional decision making.
For example, the Communication program was reviewed during the 2019-2020 academic
year (22-0373). As part of the review, the program was asked to explain data used to support programmatic
decision making. The Communication program reported limited examples of how data had
been used to inform decisions, citing faculty turnover and struggles to align data-gathering
across all sections of courses used as assessment measures. This realization prompted
the program to undertake a complete overhaul, including revision of learning outcomes,
rubrics, and course content to more accurately reflect student learning. All programmatic
decisions and outcomes are now aligned with the National Communication Association
standards rather than the subjective preference revealed by the program review process
(22-0375).
Western has already taken steps to incorporate program review findings into institutional
decision-making. The following solutions are currently being implemented to ensure
that the program reviews are actionable at the program and institutional levels.
- Create and convene a cross-campus Program Review Committee (22-0376).
- Create an annual executive summary of each year's program review (22-0377).
- Develop a process to make program review results actionable; e.g., budgeting and new
projects.
- Include at least one cocurricular assessment outcome for all programs.
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| The institution evaluates all the credit that it transcripts, including what it awards
for experiential learning or other forms of prior learning, or relies on the evaluation
of responsible third parties. (Evaluation of Credit) |
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| Narrative |
Western evaluates all credit awarded, including for extra-institutional learning.
The College does not provide transcript credit for experiential learning. Credit may
be given for Advanced Placement (AP), College Level Examination Program (CLEP), and
military service (22-0378). The Registrar is responsible for oversight of the processes established to approve
and award credit as outlined in the College Catalog. The Transfer of Credit Policy, Policy 5220D (22-0379) guides Records and Registration staff in determining which prior learning credit
will be transcribed. Transfer credit is accepted from accredited institutions as listed
in the American Council on Education's Accredited Institutions of Post-Secondary Education.
A maximum of 45 semester hours of transfer credit may be accepted toward associate
degrees and 90 semester hours of transfer credit may be applied toward bachelor degrees
conferred by the College. Students may be required to submit course descriptions to
prove equivalency if course content is not readily apparent or the awarding institution's
catalog is not on file with Records and Registration.
The faculty-based Curriculum Committee, guided by its process and procedure manual
(22-0380) safeguards the integrity and quality of courses and programs offered. This committee
evaluates and approves all significant modifications to current courses and programs,
the addition of new courses and programs, and curricular requirements for degrees
and certificates.
Western accepts credit only from regionally accredited institutions. To confirm quality
of the credit, the College developed a prescriptive internal review process for consistency
(22-0381). Policy 5430B (22-0209) describes the process students take if they have any academic complaints or do not
agree with how their transfer credit was awarded. This policy and corresponding procedure
provide a step-by-step process for addressing concerns. A full copy of the process
can also be found in the Student Handbook (22-0072).
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| The institution has policies that assure the quality of the credit it accepts in transfer. (Transfer Credit Policies) |
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| Narrative |
When accepting transfer credits, the College adheres to the Transfer of Credit Policy,
Policy 5220D (22-0379) to ensure the quality of transfer credit. This policy is overseen by the Registrar's
Office and documented in the College Catalog. Western subscribes to the Transfer Equivalency
Self Service database, and the Registrar's Office uses it to evaluate transfer credit.
The College maintains several articulation agreements (22-0215), assuring classes completed at one school are accepted as transfer credit by Western
(see 3.A.1). |
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| The institution maintains and exercises authority over the prerequisites for courses,
rigor of courses, expectations for student learning, access to learning resources,
and faculty qualifications for all its programs, including dual credit programs. It
assures that its dual credit courses or programs for high school students are equivalent
in learning outcomes and levels of achievement to its higher education curriculum. (Academic Authority) |
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| Narrative |
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The Wyoming Community College Commission (The Commission) was granted the authority
to approve all new academic programs that qualify for state funding per Wyoming Statute
- The student must be enrolled at the institution.
- The student cannot take the exam during the last thirty calendar days of the semester.
- The student cannot earn credit by examination if he or she has completed a higher-level
course in the same subject.
- The student must pay the established fee for taking the examination.
Grades of "C" or better are normally necessary to gain credit transferable to four-year
schools, although some colleges and universities accept "D" grades. Students are advised
to check with the institution to which they plan to transfer. Students are required
to maintain Satisfactory Academic Progress (SAP) regardless of whether they receive
Title IV funding or not.
Western subscribes to Turnitin, a third-party tool used to deter plagiarism. When
students submit their assignments through Turnitin, this tool looks for similarities
by comparing student work against internet content, work previously submitted to Turnitin,
and a repository of periodicals, journals, and publications.
Faculty, departments, and School Chairs are responsible for the rigor of courses and
maintaining high expectations for student learning within their programs.
Rigor is evaluated through the following:
- Student evaluations (22-0385)
- Teaching evaluations (see 3.C.4)
- End of year evaluations (see 3.C.4)
- Common course assessments- e.g., POLS 1000 common assessment (22-0386)
- Program assessment data- e.g., Business Program assessment (22-0229)
Rigor expectations are communicated to faculty through School Chairs and department
facilitators to ensure continuity and consistency. School Chairs, department facilitators,
and full-time faculty are responsible for ensuring the quality of content presented
in adjunct and concurrent faculty courses. Full-time faculty are tasked with creating
syllabi for all courses taught at Western. This creates continuity for the College's
Goals for Student Success (22-0143) in each course, course-level objectives (e.g., Nursing Program Course Objectives)
(22-0387), and data collected in each course, and completion of program learning goals in
each department using the college-wide syllabus template (22-0321) in the Simple Syllabus software. While adjunct and concurrent faculty have some
flexibility in material presentation, all changes regarding course objectives, textbook
adoptions, course materials, and common assessment must be approved by the pertinent
full-time faculty member. Annual training is required for all adjunct and concurrent
faculty to provide consistency in student learning expectations.
Department facilitators and faculty for Perkins eligible programs also work with advisory
councils (22-0388) to develop a relevant and rigorous curriculum for students entering a profession.
These councils meet twice a year and include professionals from the area of expertise,
students interested in the field and faculty from the College (see 1.B.3).
Expectation for Student Learning:
Western establishes expectations for student learning at three levels; course, program,
and institution. Each course lists expected course outcomes in the syllabus and faculty
are expected to include those outcomes in their course planning. Program Learning
Outcomes (PLOs) are reviewed and revised, as necessary, during the program review
process. The College's Goals for Student Success are incorporated via multiple methods
as described in 4.B.1).
Access to Learning Resources:
Western is dedicated to providing learning resources for its students (see 3.D). The
Hay Library is the informational hub of the College. Library staff provide research
assistance, reference help, and a myriad of workshops and training for students and
faculty. The library also provides a conducive learning environment with individual
study areas and group areas to gather and learn. The library collections include about
60,000 books, approximately 120 periodical subscriptions, and over 3,000 audiovisual
items. Hay Library also subscribes to various online databases and eResources, including
a collection of over 500,000 ebooks. The WYoming Libraries Database (WYLDCAT)(22-0389) is an online, statewide library materials catalog. WYLDCAT provides access to more
than a million titles in over 80 Wyoming libraries. Library users can locate and reserve
books, renew items, and place interlibrary loan requests with a simple click.
Western's Peer Tutor Center provides students with learning services both for individual
and group tutoring sessions. The center organizes the writing lab to help students
with the writing process and provides testing services for both the community and
the College.
The College offers further learning support opportunities to both online and face-to-face
students at no additional charge. These include:
- Canvas orientation module in each Canvas course
- Business Information Systems (BIS) Lab
- Math Advancement Center (MAC)
- Engineering Lab
- NetTutor
- Turnitin
- Honorlock
Faculty Qualifications:
Western adheres to the Determining Qualified Faculty through HLC's Criteria for Accreditation
and Assumed Practices document (see 3.C). The College ensures that all full-time,
part-time, adjunct and concurrent faculty have the educational or professional credentials
to meet or exceed the requirements for the courses they teach. Policy 4120A (22-0256) identifies the qualifications of all employees and Policy 4110C (22-0423) outlines the guidelines determining qualified faculty.
Faculty credentials are evaluated before employment. An adjunct approval form is used
to determine credentialing for adjunct and concurrent faculty (22-0383). Faculty credentials are evaluated using HLC guidelines (22-0384), and are maintained through a collaboration between the Human Resources office (HR),
the School Chairs, and the Vice President for Academic and Student Affairs. Faculty
degrees, certificates, professional experience, and transcripts are entered into the
College's SPOL software. Subject matter experts, usually the School Chair, evaluate
the faculty record and assigns a credential certificate for the class(es) in which
the faculty is authorized to teach. The School Chair approves the credential certificate,
and then the Vice President for Academic and Student Affairs provides final institutional
approval. This workflow is maintained in SPOL and provides the ability for a credentialed
faculty report be produced at any time (22-0398). Program reviews also identify the full-time and adjunct faculty teaching in the
program and degrees held by each faculty member. |
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| The institution maintains specialized accreditation for its programs as appropriate
to its educational purposes. (Specialized Accreditation) |
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| Narrative |
| Western maintains specialized accreditation when required or where appropriate. The
Associate Degree Nursing Program is currently the only program at Western with specialized
accreditation. Program accreditation is through the Accreditation Commission for Education
in Nursing (ACEN) (22-0519). The most recent site visit occurred in March 2020; continuing accreditation was
granted through Spring 2028, with no stipulations, but included a recommendation that
the College improve the nursing facilities. Based on this recommendation, plans are
underway for a new health sciences building. Students who complete this program are
awarded an Associate Degree in Nursing (ADN) and can apply to take the National Council
Licensure Examination for Registered Nurses (NCLEX-RN). Western's Nursing program
has NCLEX pass rates at or above state or national rates, averaging 91% over the last
three years (22-0392). |
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The institution evaluates the success of its graduates. The institution ensures that
the credentials it represents as preparation for
advanced study or employment accomplish these purposes. For all programs, the institution
looks to indicators it deems appropriate to its mission. (Graduate Success) |
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| Narrative |
The average salary of Western's graduates is $28,019 according to the US Department
of Education Scorecard; however, this amount is based solely on only one of Western's
five fields of study, the Liberal Arts and Sciences, General Studies, and Humanities
Associate degrees.
An average of 57% of Western graduates achieve degrees in transfer programs, with
36% (4-year average) of these students transferring to a university within a year,
and 39% of those students transferring to the University of Wyoming. Western has seen
a decrease in transfers from 40% in 2018 to 24% in 2021.
Articulation agreements are maintained with transfer institutions and Western collaborates
with the University of Wyoming yearly to share improvements, coordinate courses, review
subject matter and course content, and assessment learning pathways for transfer students
(see 3.A.1).
Success of transfer students to the University of Wyoming is tracked and shared via
a published transfer packet (22-0397). The packet includes transfer students' first semester grade point average (GPA
showing the following for Western transfer students as compared with the University
of Wyoming non-transfer Junior students' average GPA of 3.14 for Fall 2020:
- Fall 2020- Western average 3.31
- Fall 2019- Western average 3.28
- Fall 2018- Western average 2.89
Graduate exit surveys (22-0390) (22-0394) are collected upon program completion from students willing to participate, and
graduate follow-up surveys (22-0391) (22-0395) are sent six months after graduation. These surveys are designed to provide data
on a wide variety of factors such as demographic information, transfer plans, the
achievement of Western's Goals for Student Success, and job placement. In 2019, respondents
indicated:
- 16% were first generation college graduates
- 50% planned on transferring, while 41% planned to enter the workforce
- 90% felt that Western helped them progress towards meeting the Goals for Student Success
Western's Nursing program is one that requires specialized accreditation to monitor
student success on professional licensure exams with the combined results of examinations
used to refine teaching processes in the program (see 4.A.5). Over the past three
years, examination first-time pass rates for Western Nursing Graduates have been:
- 2021: 94%
- 2020: 98%
- 2019: 84%
Licensure of Nursing graduates is verified through The Wyoming State Board of Nursing
which provides employment rates one-year post graduation. The rates for the past three
years are:
- 2020: 94%
- 2019: 84%
- 2018: 94%
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The institution has effective processes for assessment of student learning and for
achievement of learning goals in academic and
cocurricular offerings. (Student Learning Goals) |
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| Narrative |
Western uses course objectives, program learning outcomes, annual program learning
assessments, grade distribution reports, program review, national survey data, local
and state labor market data, Carl D. Perkins Career and Technical Education reporting
requirements, and cocurricular learning outcomes as effective processes for the assessment
student of learning. These methods and processes make it possible for the College
to measure achievement in academic and cocurricular offerings.
Course Objectives:
Faculty develop specific course objectives for each course. Each objective is aligned
with an appropriate assessment. The objective and methods of assessment are clearly
outlined for the student and faculty using the syllabus template built in the Simple
Syllabus software system (22-0231). This ensures students meet course objectives regardless of modality or section.
Faculty meet regularly to analyze course data and make adjustments to course objectives
and/or assessment methods; and ensure that courses align with the appropriate Program
Learning Outcomes (PLOs) and the institutional Goals for Student Success.
Program Learning Outcomes:
Department facilitators (22-0260), with support from the office of Institutional Effectiveness, develop Program Learning
Outcomes (PLOs) to clearly define what students should be able to do (abilities),
know (knowledge), and appreciate (values and attitudes) following the completion of
the program. A combination of direct and indirect assessment measures and quantitative
and qualitative artifacts are selected from within program courses to assess how well
students are meeting the PLOs. Benchmarks for success are also identified and used
as comparative data to determine student and programmatic success. Program assessment
findings are collected, stored, analyzed, and retrieved using Western's SPOL database
software.
Annual Program Assessment:
At the conclusion of each academic year, Department Facilitators meet with faculty
to collect assessment artifacts and findings from the selected program courses. Facilitators
enter assessment findings into the SPOL database software where they can compare their
actual results with their benchmarked goals. To make assessment data actionable, faculty
can also use SPOL to record and track the use of their assessment results by writing
a short narrative summarizing the findings, making programmatic recommendations, providing
additional notes/reflections, and documenting the specific use of results (22-0396).
Grade Distribution Reports:
At the conclusion of each academic year, School Chairs request a five-year grade distribution
report for their specific Schools. Each Chair analyzes the grade distribution in order
to identify courses and faculty members who may need support, attention, or additional
assessment measures. School Chairs follow up with faculty as appropriate and make
adjustments based on the grade distribution.
Program Review:
As reference in 4.A.1, Western maintains a practice of regular program review. Programs
undergo a comprehensive review every fifth or seventh year. The program review is
divided into nine sections. Sections (4) Continuous Improvement, (5) Evidence, and
(6) Planning for the Future, require the program to analyze how their assessment planning,
reporting, and use of results have informed student learning and programmatic decisions.
Programs are asked to provide specific examples where assessment data was used to
support programmatic decisions making.
National Survey Data:
Western assesses both student satisfaction and student engagement in alternating years
by administering the Ruffalo Noel Levitz Student Satisfaction Index (SSI), and the
Community College Survey on Student Engagement (CCSSE). The SSI assesses student satisfaction
and priorities by identifying how satisfied students are, and what issues are important
to them. The survey captures a variety of experiences both inside and outside the
classroom including; instructional effectiveness, academic advising, registration
effectiveness, and campus climate. The CCSSE survey is a tool that helps community
colleges focus on good educational practices by identifying student behaviors that
are corelated with student learning and retention (22-0440).
Local and State Labor Market Analysis Data:
Western contracted with Economic Modeling Specialists Inc. (EMSI) to provide a local
and state labor market analysis (22-0399). This assessment provides actionable data points to help the College focus student
learning efforts on degrees and certificates that strengthen the local economy, and
have direct relevancy to academic program planning (see 4.B.2).
Carl D. Perkins Career and Technical Education (Perkins) Reporting Requirements:
The Carl D. Perkins Career and Technical Education Act of 2006 (Perkins V) is a principal
source of federal funding to states and discretionary grantees for the improvement
of secondary and postsecondary career in technical education programs across the nation.
The purpose of the Act is to develop more fully the academic, career, and technical
skills of secondary and postsecondary students who elect to enroll in career and technical
education programs. The College meets the Perkins reporting requirements and analyzes
the student learning and employment data produced by these reports.
ETS Proficiency Profile (2013-2019):
Western used the ETS Proficiency Profile as a tool to assess students' Math and English
skills. The assessment was administered to students as a graduation requirement for
all degree-earning students between the years 2013 and 2019 (see 4.B.2).
Cocurricular Assessment:
Western recently developed effective processes for the assessment of student learning
goals in cocurricular offerings. The Cocurricular Assessment Committee convened during
the Spring 2022 semester. Western's cocurricular assessment aligns cocurricular services
and opportunities with the Goals for Student Success by measuring student development
in a diverse array of campus services and student opportunities. The development of
cocurricular outcomes is a joint effort between the Cocurricular Assessment Committee
and the department managers, facilitators, and organizers of the various campus services
and opportunities. Committee members and managers used an assessment worksheet template
(22-0446) to determine the overall goal, what students will be able to do, how well students
will be able to demonstrate expectations and benchmarks for success, and with which
specific institutional Goal(s) for Student Success the cocurricular service/opportunity's
goals most closely align (22-0393). |
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| The institution uses the information gained from assessment to improve student learning. (Improve student learning) |
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| Narrative |
The following examples are ways Western uses information gained from each of the assessment
process outlined in 4.B.1 to improve student learning.
Course Objectives:
Faculty meet regularly to analyze course data and adjust course objectives and/or
assessment methods.
Math department faculty realized that students were consistently failing to meet course
objectives, scoring low and below basic on key course assessments. Beginning in Spring
2017, the department developed and implemented a corequisite course model, wherein
students enroll in a developmental support course and college-level course concurrently.
Students who are placed in Beginning Algebra (MATH 0920) or in the upper half of Intermediate
Algebra (MATH 0930) may utilize corequisite courses to take Problem Solving (MATH
1000) in conjunction with Beginning Algebra Workshop (MATH 0921) or College Algebra
(MATH 1400) with the Intermediate Algebra Workshop (MATH 0931). The department has
also recently created a new course, Beginning Algebra (MATH 0934), which ensures students
placing into Beginning Algebra are able to register for College Algebra after just
one semester of developmental work. Along with advising and placement assessments,
these efforts ensure that students are not accumulating unnecessary pre-college level
coursework (22-0448).
Based on assessment artifacts used to analyze course objectives, the Math department
continually reviews the sequencing of courses and is working to develop paths that
enable students to complete college-level math quickly and successfully. More specifically,
the department will be revisiting the MATH 0900/0720/0760 sequence that is currently
offered for students placing in the lowest level, and will work to streamline their
path to MATH 1000 or MATH 1400.
The Math department regularly assesses the efficacy of developmental math courses
through a variety of methods including investigation of pass rates, and utilizes common
course textbooks, online homework systems, and course content. The department also
investigates success rates of students in developmental math courses in their subsequent
college-level math course (22-0447).
Program Learning Outcomes:
Program Learning Outcomes (PLOs) clearly define what students should be able to do,
know, and appreciate following the completion of their program.
In Fall 2021 it was apparent the Computer Science Program did not have meaningful
PLOs and was not collecting or producing actionable data. After program personnel
changes as well as realignment of the program into the School of Business & Computer
Technology, the PLOs were revised to position the program to make adjustments based
on findings. The program sequence was revised and artifacts throughout the curriculum
were carefully selected as measurement tools. The Computer Science program collected
their first set of meaningful artifact data at the end of the Spring 2022 semester.
Supporting PLOs with curriculum artifacts created the framework to use data to make
informed student learning and programmatic decisions (22-0449).
The Business department, within the School of Business and Computer Technology, offers
three degree programs and two certificate programs. Each program provides students
the opportunity to obtain program-specific abilities, knowledge, and values. Business
faculty developed PLOs for each degree and certificate offered. The PLO development
process resulted in meaningful and differentiated PLOs for each degree program. Full-time
faculty in the program actively collaborated with adjunct faculty to train them on
how to collect artifact data from their courses. Full-time and adjunct faculty participated
in SPOL training so that all department faculty can easily enter and analyze their
findings. These PLO distinctions improves student learning by setting measurable expectations
for what a student can gain by earning the degree or certificate (22-0450).
Annual Program Assessment:
Department Facilitators enter findings into the SPOL database software where they
can compare actual results with their benchmarked goals. Faculty can use SPOL to record
and track the use of their assessment results by writing a short narrative summarizing
the findings and any changes made.
At the beginning of the 2021-2022 academic year, the Engineering program was considering
a programmatic change based on data collected from a pre and post test in PHYS 1050.
They administered five questions from the final exam as a pretest, and then retested
those questions as part of the final exam. Their benchmarked criteria for success
were that 70% of students would improve by getting two additional questions correct
(compared to their pre-test). They found that only 55% of the students improved their
post test scores by two questions. After summarizing the findings, reflecting on the
data and exploring options (22-0451), they used their assessment results in the following way, "5/13/2022: Though only
55% of the student increased their correct responses by two or more, 82% of the students
ended up with 4-5 correct answers on the pretest. Based on this and the small sample
size, I don't plan to change anything this time." From their assessment analysis they
were able to find that although students were not improving at the benchmarked rate,
they were scoring higher than expected on the pretest, and ultimately decided not
to make a change at this time.
One of the Visual Arts program PLOs states that, "Students will demonstrate an understanding
of the history of art." The program originally chose to measure this outcome using
an indirect assessment survey. The survey was administered in ART 2020 and showed
a discrepancy between how students view their understanding of art history and how
they actually performed on graded assignments. Students were both underestimating
and overestimating their competence. Due to this finding, the Visual Arts program
decided to make the following change, "We replaced the four survey questions (which
we felt didn't give a very accurate picture of student knowledge in these areas),
with four specific final exam questions from the final exam in ART 2010. The questions
have been added to the measures and criteria to be studied over time as a more effective
measurement of the students' understanding of art history" (22-0452).
Program Review:
Programs undergo a comprehensive review every fifth or seventh year (see 4.A.1). The
program review is divided into nine sections. Programs are asked to provide specific
examples where assessment data was used to support programmatic decision making. The
following are examples of how assessment data was used to support programmatic decisions,
from programs reviewed during the 2021-2022 cycle:
- Business Information Systems (BIS) Program. "BIS uses the assessment results to study
the measure instrument from which the data is collected. Does the measure need to
be made more comprehensible? Do the results provide information to better teach the
concepts that affect the learning outcomes?" This program has also used assessment
data to change and improve course assignments, modify course offerings, deactivate
courses, and move assessment artifact collection to different courses, "[The assessment
results] affect how we teach and how the results are used" (22-0454).
- Exercise Science Program. This program reported that they were able to use assessment
results to change course content and course sequencing. "Based on the department rubric
used to evaluate general physiology knowledge and skill development across semesters,
we have been able to use this data as well as general feedback from the students to
make changes to the program course content and course sequencing. The data led to
the change made this past academic year to move KIN 2130 from the first semester of
the program to the second semester. The sequencing will change again for Fall 2022,
moving KIN 2130 to the fall semester of the second year of the program. These changes
have been the result of the rubric data, student class performance and informal feedback
from the students. The observation of moving the course to the second semester of
the program this year did result in a more positive we were hoping for, and it is
believed that moving it to the 3rd semester of the program beginning next year will
be even more positive for student outcomes" (22-0453).
National Survey Data:
Western assess both satisfaction and student engagement in alternating years by administering
SSI and the CCSSE surveys. The College recognizes an opportunity for maturation in
the use of this survey data. Some programs use various questions from these surveys
as programmatic assessment points, but Western strives to improve the institutional
use of this data.
Local and State Labor Market Analysis Data:
Western contracted with EMSI to provide an in-depth assessment of the labor market
in Western's service area. EMSI data revealed that the area of great need was for
skilled truck drivers who possessed a CDL. The College purchased a semi-truck and
trailer and employed a CDL instructor to provide the hands-on training required to
meet the CDL requirements. Currently, due to space and training schedules, Western
can accommodate four CDL students at a time. Once students have completed the CDL
program, they move directly into high-wage high-demand positions. The employability
of these students is a direct result of the EMSI assessment (22-0399).
Carl D. Perkins Career and Technical Education (Perkins) Reporting Requirements:
Western meets Perkins industry advisory council and reporting requirements and strives
to act upon the student learning and employment data produced by these councils and
reports. Programs that are Perkins Grant eligible host advisory council meetings that
influence student learning outcomes.
The 2021-2022 program review process indicated that both the Diesel and the Automotive
programs considered industry advisory councils, as required by Perkins funding and
reporting, to have a significant impact on program development and student learning.
- Diesel Program: The Diesel program reported their ongoing assessment resulted in students
obtaining a job before graduation. "More often than not the students that possess
at least the minimum skills that are laid out by this department [PLOs] are hired
by one of the employers/participants of the advisory committee." The Diesel program
is committed to helping students obtain long-term employment. They accomplish this
goal by having open discussions with advisory councils and evaluating each student
learning benchmark. Through this ongoing process, the Diesel program uses Perkins
requirements to create a pattern of continuous student learning improvement (22-0455).
- Automotive Program: The Automotive program reported, "Program assessment results are
used to identify areas of improvement for students. The areas of improvement are based
on feedback from our advisory council meetings." Representing the local industry,
the advisory council said that they needed mechanics/technicians who can diagnose
both mechanical and electrical issues properly. In response, the Automotive program
began offering three electrical courses with curriculum focused on basic electrical,
the diagnosis of electrical issues, and how to use digital multimeters (DVOM). They
also structured their engine classes in a skill-based sequence to address engine components,
problems that arise within the components, how to diagnose engine problems, how to
repair engine problems, and what else to look for to prevent problems. Students participate
in hands on assessments to determine their proficiency in these areas. "These are
the skills industry leaders, shop managers, and employers look for when hiring students
from our institution" (22-0456).
ETS Proficiency Profile (2013-2019):
The use of the ETS Proficiency Profile was Western's initial tool to produce program-level
assessment data. However, two things happened that led to the eventual discontinuation
of this assessment tool:
- As a requirement for graduation, but with no credit or incentive given to the students
for participating, the profile was collecting hurried answers entered by students
eager to complete the requirement and move on. The Institutional Effectiveness office
was notified each time a student tabbed through the assessment too quickly. In these
cases, the students were required to restart the assessment and take the necessary
time to complete the assessment. An institutional decision was made to discontinue
the requirement and the use of the profile, citing lack of reliable and meaningful
data.
- In the fall of 2018 the Institutional Effectiveness Office created a Coordinator position
dedicated to assessment. The Coordinator for Institutional Effectiveness worked with
faculty to create meaningful and measurable course outcomes and PLOs, which provide
more specific and meaningful student learning data and program data. This formative
assessment process measures students' competencies and outcome attainment throughout
a program, not as a required summative assessment exam at the end.
Cocurricular Assessment:
Western recently developed effective processes for the assessment of student learning
goals in cocurricular offerings. The Cocurricular Assessment Committee identified
two cocurricular categories; cocurricular student services and cocurricular student
opportunities. As described in 4.B.1, the Committee completed the task of creating
and collecting cocurricular outcomes for the following:
- Annual Career and Transfer Fair (Student Opportunity)
- Athletics Impact Program (Student Opportunity)
- Financial Aid (Student Service)
- INBRE Undergraduate Research (Student Opportunity)
- Student Government Association (Student Opportunity)
- Undergraduate Research Symposium (Student Opportunity)
- Housing (Student Service)
- Peer Tutor Center (Student Service)
- Student Nursing Association (Student Opportunity)
- Welding Skills USA Competition (Student Opportunity)
- Wellness Challenge (Student Opportunity)
Outcomes, measures, and criteria have been developed for each area listed above. Western
will have its first set of cocurricular assessment data in May 2023 (22-0393).
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| The institution’s processes and methodologies to assess student learning reflect good
practice, including the substantial participation of faculty, instructional and other
relevant staff members. (Improvement of Student Learning) |
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| Narrative |
Western's processes and assessment methodologies outlined in 4.B.1 and demonstrated
in 4.B.2 reflect good practice, and include substantial faculty, instructional, and
relevant staff member participation.
Assessment practices align with guidelines set forth by the Higher Learning Commission.
Development of course objectives and PLOs are guided by Bloom's Taxonomy of Learning,
ensuring that student learning and program learning are assessed on different levels
based on knowledge, understanding, application, analyzation, evaluation, and creation
(22-0461). To maintain a high standard of assessment protocols, the annual program assessment
findings are reported and analyzed in SPOL, and the five/seven-year program review
contains several sections dedicated to assessment planning, findings, and actions.
Annual and periodic assessment structures are in-line with good practice.
The work of assessment training and education are ongoing efforts. The Institutional
Effectiveness (IE) office provides one-one-one assessment development training, small
group training, and campus-wide outreach and presentations (22-0457) (22-0458). Assessment reporting data produced by the Institutional Effectiveness office maintains
quality data gathering procedures, including data pull validation through SQL and
Colleague Database structures. In addition, national survey data and local/state labor
market analysis data, under the purview of the IE office) maintain high standards
of objectivity and confidentiality when applicable.
The following table summarizes the participation of faculty, instructional, and other
relevant staff members in the institution's assessment processes and methodologies.
| Assessment Process
|
Lead |
Primary Support |
Secondary Support |
| Course Objectives |
Faculty |
School Chair |
IE Office |
| Program Learning Outcomes |
Department Facilitators
Faculty |
School Chair
IE Office |
VP Student Learning |
| Annual Program Assessment |
Department Facilitators
Faculty |
School Chair
IE Office |
VP Student Learning |
| Grade Distribution Reports |
IE Office
School Chair |
VP Student Learning |
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| Program Review |
IE Office
Department Facilitators |
School Chair
VP Student Learning |
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| National Survey Data |
IE Office |
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| Local and State Labor Market Analysis Data |
IE Office |
School Chair
Faculty |
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| Carl D. Perkins Career and Tech Ed (Perkins) Reporting |
Faculty
Associate VP |
IE Office |
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| ETS Proficiency Profile (2013-2019) |
IE Office |
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| Cocurricular Campus Services Learning Outcomes |
Dean of Students |
IE Office
Faculty |
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| Cocurricular Student Opportunities Learning Outcomes |
Dean of Students |
IE Office
Faculty |
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| The institution has defined goals for student retention, persistence and completion
that are ambitious, attainable and appropriate to its mission, student populations
and educational offerings. (Goals for Retention, Persistence, and Completion) |
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| Narrative |
Western has defined goals for student retention, persistence and completion that are
ambitious attainable and appropriate to its mission, student population and educational
offerings.
In 2021 Western developed a new strategic plan with goals aligned with to the College
mission vision and values (see 5.B.2). These goals also considered the Wyoming Post-Secondary
Attainment Plan (22-0592) and were accompanied by key performance indicators (KPIs) to ensure the creation
of targeted outcomes and objective measures of progress. Several of these institutional
KPIs explicitly focus on retention, persistence and completion.
Completion is measured using the following three metrics.
- Graduation Rate: This measure uses institutional IPEDS cohort (first-year full-time
students) who earn a credential within 150% of the time of their initial enrollment
(i.e., three years for an associate degree). This goal is benchmarked using the IPEDS
average for the seven other community colleges in Wyoming
- Transfer Out Rate: The percentage of non-graduates within the IPEDS cohort transferring
to another higher education institution within one year of leaving Western. This goal
is benchmarked using the IPEDS average for the seven other community colleges in Wyoming.
- Total Credentials Awarded: The total credentials (BAS, ADN, AA/AS, AAS) plus Certificates
not derived from a degree program awarded in the academic year. This goal is benchmarked
using the ratio of full-time equivalent students to credentials awarded as reported
in the Higher Learning Commission's Institutional Update.
Retention is measured using fall-to-fall Retention:
- Fall-to-fall Retention: This is the percentage of the IPEDS Cohort enrolled in the
fall semester (start term) who enroll in the subsequent fall term. This goal is benchmarked
using the IPEDS rates for the seven other community colleges in Wyoming.
Persistence is measured using Course Success Rates:
- Course Success Rates: Percentage of all students enrolled in credit course earning
a passing grade (A, B, C, S or P). The benchmark uses the performance of participating
Wyoming community colleges as reported on the National Community College Benchmarking
Project.
These benchmarked metrics form the basis of Western's Strategic Enrollment Management
(SEM) Plan (22-0555). This plan was approved in 2022 and outlines the annual target for each of the retention,
persistence and completion goals, as well as specific strategies and initiatives the
institution will undertake to increase student success (22-0476).
For example, the fall-to-fall retention rate is the primary method of assessing student
retention. In 2021-2022 Western reported a retention rate of 60% for its IPEDS cohort
(22-0459). The average for the other Wyoming Community Colleges was 70%. The SEM Plan seeks
to increase Western's retention rate by town and a half percent annually and lays
out the strategies the college will employ to help reach the 70% target.
Some of the strategies and associated goals include:
- Earlier Student Access to (next semester's) Class Schedule: Increase the fall-to-spring
retention rate of the IPEDS cohort from 79% to 85%.
- Embedded Advising: 100% of faculty advisors will complete the advisor training modules
on Canvas, 100% of faculty advisors will have two mini-training sessions with the
assigned school advisor.
- Enhanced Advising: Students will receive at least two advising check-ins during their
first term.
Moving forward, Western will enhance its tracking of students beyond IPEDS data and
utilize the Statewide Longitudinal Education Data System (SLEDS) this will allow for
a greater tracking of those students who do not fall within the IPEDs definitions,
especially part-time students and adult learners.
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| The institution collects and analyzes information on student retention, persistence,
and completion of its programs. (Information Collection and Analysis) |
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| Narrative |
Western collects and analyzes data about college initiatives, programs, and strategies
that support student retention, persistence, and completion of programs.
The Office of Institutional Effectiveness regularly collects and disseminates a series
of reports to the President's cabinet and relevant staff to determine key performance
indicators.
These reports include:
- Daily Enrollment
- IPEDS Reporting Data
- Community College Survey of Student Engagement
- Student Satisfaction Index
- National Community College Benchmarking Project (NCCBP)
- Statewide Longitudinal Education Data Systems (SLEDS)
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| The institution uses information on student retention, persistence, and completion
of programs to make improvements as warranted by the data. (Use of Information for Improvement) |
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| Narrative |
|
Western has worked to create retention, persistence, and completion goals that are
both ambitious and attainable. There is also a strong effort to gather accurate and
timely data that reflects sound methodologies and conforms to best practices. Using
the information to inform decisions is a work in progress. The College acknowledges
an the opportunity for continuous improvement in this area.
The 2017 Retention Plan (22-0460) included an overview of current retention, completion, and persistence efforts;
as well as an evaluation of relevant retention data and an outline for future areas
of focus. A key element of this plan was the establishment of institutional goals
for retention, persistence, and completion. Changes to college leadership as well
as staff departures delayed the creation of these goals until the adoption of the
2020 Strategic Plan and accompanying Key Performance Indicators (KPIs) (see 1.A1 &
5.B.2). As a result, many of the interventions implemented during the period from
2017-2020 tended to be driven by granular data, and were not always coordinated toward
an overarching goal. Some examples of these initiatives included:
Early Alert Program
As noted in the 2017 retention plan, first semester success if often a key determiner
of persistence (and completion). The Advising Office (Mustang Success at the time)
implemented an early alert program that encouraged faculty to identify students who
were struggling early in their first semester. It was assumed that intervention, in
the form of academic support, advising or counseling would help students successfully
navigate their first semester and enhance retention rates (22-0464).
Co-Requisite Courses
Data also indicated that the longer students took to complete their degree the less
likely they were to complete their degree. Western focused on ways to reduce this
time and began co-requisite math courses for College Algebra (MATH 1400 + MATH 0931)
and Problem Solving (MATH 1000 + MATH 0921) beginning in Fall 2017. Students complete
their first college-level math class in a shorter amount of time with the co-requisite
model (see 4.B.2).
- Traditional MATH 1400 sections from Fall 2017-Spring 2020 have an average success
rate of 63.85%
- Co-requisite MATH 1400 sections from Fall 2017-Spring 2020 have an average success
rate of 66.67%
These findings suggested that students enrolled in the co-requisite MATH 1400 achieve
final grades on par with traditional sections of MATH 1400, and these students save
a semester of developmental math. Success rates in all sections of MATH 1400 are an
are of potential improvement. In addition to the co-requisite courses, the math department
has several strategies to increase academic success. The Math Advancement Center (MAC)
was created to assist students in MATH 0920/0930 with remediation of math skills.
The MAC is staffed with peer tutors vetted by math faculty. Though the target audience
for the MAC is developmental-level students, any student who is struggling in math
may attend the center. The Peer Tutor Center also offers online tutoring sessions
for students who reside off campus or prefer an online format.
A thoughtful assessment of Western's efforts employing data to drive retention, persistence,
and completion improvements show room for institutional growth. Western is fully committed
to student success. Moving forward, Western's Strategic Enrollment Management (SEM)
Plan includes goals for retention, persistence, and completion (see 4.C.1). This plan
is currently being developed.
The updated SEM Plan will regularly gather data (see 4.C.2) and use data to support
SEM activities (see 4.C.4). As initiatives and strategies are implemented, the SEM
Plan requires scheduled reviews on all items that are not permanent changes. Adopted
initiatives and strategies are, or will be, subject to Western's project management
system for effort and efficacy tracking. SEM sub-committees oversee individual initiatives
and strategies will use one or more data sources to track program efficacy and adjust
as indicated.
Overarching SEM KPIs that support Western's strategic plan are supported by several
initiatives or strategies in each category--recruitment, retention, persistence, and
completion. Examples include but are not limited to:
Fall-to-Spring Retention
Western will increase fall-to-spring retention for new students by two percent yearly,
from 79% to 85% over the next five years. Initiatives and strategies supporting this
KPI include increasing participation in orientation, identifying weak student earlier
(high school transcript reviews, week four grading, and allowing for later withdrawals).
Efficacy of these activities will be evaluated as indicated--by term, by year, or
by cohort.
Course Success Rate
Western students will pass courses at a rate equal to or higher than our comparator
groups (other Wyoming community colleges). This KPI currently benchmarks 80% as the
desired course success rate. Strategies and initiatives supporting this KPI include,
regular course success rate reviews with School Chairs and Vice President for Academic
and Student Affairs, subject specific advising improvements, and increased advisor
engagement for students placed in English/Math developmental courses.
Graduation/Completion Rate
Western students will earn a certificate or graduate at a rate better than or equal
to Wyoming community college rates (150% from time of enrollment). Initiatives and
strategies include credit audits for students earning 45 or more credits, faculty
advising for class availability, study plans, and integrated tutoring.
Data gleaned from the above and all other SEM initiatives and strategies will be reviewed
and adjusted by SEM sub-committees. The sub-committees will provide feedback and recommendations
to Western's full SEM Committee. The SEM Committee will then provide the President's
Cabinet with outcomes and recommendations, thus driving institutional investment into
activities with data indicating high levels of effectiveness. |
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| The institution's processes and methodologies for collecting and analyzing information
on student retention, persistence, and completion of programs reflect good practice.
(Institutions are not required to use IPEDS definitions in their determination of
persistence or completion rates. Institutions are encouraged to choose measures that
are suitable to their student populations, but institutions are accountable for the
validity of their measures.) (Information Collection and Analysis Processes and Methodologies) |
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| Narrative |
Western's processes and methodologies for collecting and analyzing information on
student retention, persistence, and completion of programs reflect best practice and
compliance. The college complies with all agreements set for by the Wyoming Community
College Commission (Commission) by providing the following mandatory reporting data:
- Accreditation Report (22-0469)
- Capital Construction (CAPCON) (22-0466)
- Partnership Report (22-0471)
- Performance Indicator Report (22-0472)
- Report on Postsecondary Education Options Program (PEOP) (22-0468)
- Program Review Report (22-0470)
In addition to Western's Commission obligations, the College's processes and methodologies
for collecting information on student retention, persistence, and completion are aligned
with the Integrated Postsecondary Education Data Systems (IPEDS). Database queries
developed by Western's Data Scientist are written to identify and extract the number
of students entering the institution as a full-time, first-time degree or certificate-seeking
in a particular year (cohort).
The cohort is used to determine first-year to second-year retention rates of first-time
degree-seeking undergraduates. The cohort is also used to measure the number of students
completing their program within the average period of time (100%), within a period
equal to on and a half times (150%) the normal period, and a period equal to twice
(200%) the normal period.
First-generation, race/ethnicity, gender, and Pell status are reported in relationship
to retention and completion rates. These data on institutional productivity help Western
reflect good practice and comply with reporting requirements of the Student Right-to-Know
Act (1990), and the Higher Education Act, amended (2008). Western's IPEDS rates measure
program outcomes and inform the institutional retention plan set forth an analyzed
by the appropriate Strategic Enrollment Management (SEM) sub-committee. |
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