Wayne State College by liaoqinmei


Systems Portfolio

    November 2008
November 2008                                           Wayne State College

                                         WSC Systems Portfolio - 2008 revision
Wayne State College Systems Portfolio Table of Contents
Organizational Overview .................................................................................................... Page 1
01. Distinctive features of organizational culture ................................................................... Page 1
02. Scope of educational offerings .......................................................................................... Page 1
03. Student base, student needs and requirements .............................................................. Page 2
04. Collaborations .................................................................................................................. Page 2
05. Faculty and staff base ...................................................................................................... Page 2
06. Critical and distinctive facilities, regulatory environment .................................................. Page 2
07. Competing organizations ................................................................................................. Page 3
08. Key opportunities and vulnerabilities ............................................................................... Page 3
ORGANIZATIONAL CHART ................................................................................................. Page 5
AQIP Criterion One
HELPING STUDENTS LEARN ............................................................................................ Page 6
1C1 What are the common student learning objectives you hold for all of your students
(regardless of their status or particular program of study) and the pattern of knowledge
and skills you expect your students to possess upon completion of their general and
specialized studies? ................................................................................................................ Page 6
1C2 By what means do you ensure your student learning expectations, practices, and
development objectives align with your mission, vision, and philosophy? ............................ Page 7
1C3 What are your key instructional programs? What delivery methods are used within
these key programs? To what degree is technology used within the formal instructional
context? ................................................................................................................................... Page 7
1C4 What practices do you use to ensure your design and delivery of student learning
options are preparing students to live in a diverse world and that the options
accommodate a variety of student learning styles? ................................................................ Page 8
1C5 By what means do you create and maintain a climate that celebrates intellectual
freedom, inquiry, reflection, respect for intellectual property, and respect for differing and
diverse opinions? ................................................................................................................... Page 9
1P1 How do you determine your common student learning objectives as well as specific
program learning objectives? Who is involved in setting these objectives? ........................... Page 9
1P2 How do you design new programs and courses to facilitate student learning? How
do you balance educational market issues with student needs in designing responsive
academic programming?......................................................................................................... Page 9
1P3 How do you determine the preparation required of students for the specific curricula,
programs, courses, and learning they will pursue? .............................................................. Page 10
1P4 How do you communicate expectations regarding student preparation and student
learning objectives (for programs, courses, and the awarding of specific degrees or
credentials) to prospective and current students? How do admissions, student support,
and registration services aid in this process? ...................................................................... Page 10
1P5 How do you help students select programs of study that match their needs, interests
and abilities? In providing this help, how are discrepancies between the necessary and
actual preparation of students and their learning styles detected and addressed? ............ Page 11
1P6 How do you determine and document effective teaching and learning? How are
these expectations communicated across the institution? .................................................... Page 11
1P7 How do you build an effective and efficient course delivery system? How do
delivery decisions balance student and institutional needs? ............................................... Page 12
1P8 How do you monitor the currency and effectiveness of your curriculum? What
process is in place for changing or discontinuing programs and courses? .......................... Page 12
1P9 How do you determine student and faculty needs relative to learning support?
How are learning support areas involved in the student learning and development
process? ................................................................................................................................ Page 13
1P10 How are co-curricular development goals aligned with curricular learning
objectives? ............................................................................................................................ Page 13
1P11 How do you determine the processes for student assessment? ................................. Page 14

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1P12 How do you discover how well prepared students completing programs, degrees,
and certificates are for further education or employment? .................................................. Page 14
1P13 What measures of student performance do you collect and analyze regularly? ......... Page 15
1R1 What are your results for common student learning objectives as well as specific
program learning objectives? ................................................................................................ Page 15
1R2 What is your evidence that students have acquired the knowledge and skills base
required by the institution and its stakeholders (i.e., other educational institutions and
employers) for the awarding of specific degrees or credentials? ......................................... Page 16
1R3 What are your results for processes associated with Helping Students Learn? ........... Page 17
1R4 Regarding 1R1 through 1R3, how do your results compare with the results of other
higher education institutions and, if appropriate, organizations outside of the education
community? ........................................................................................................................... Page 17
1I1 How do you improve your current processes and systems for helping students learn
and develop? ......................................................................................................................... Page 18
1I2 With regard to your current results for student learning and development, how do you
set targets for improvement? What specific improvement priorities are you targeting and
how will these be addressed? How do you communicate your current results and
improvement priorities to students, faculty, staff, administrators, and appropriate
stakeholders? ........................................................................................................................ Page 18
AQIP Criterion Two
ACCOMPLISHING OTHER DISTINCTIVE OBJECTIVES ............................................... .Page 18
2C1 What are your explicit institutional objectives in addition to Helping Students Learn? . Page 18
2C2 By what means do you ensure your other distinctive objectives align with your
mission, vision, and philosophy? .......................................................................................... Page 21
2C3 How do your other distinctive objectives support or complement your processes and
systems for Helping Students Learn? ................................................................................... Page 22
2P1 How do you determine your other distinctive objectives? Who is involved in setting
these objectives? .................................................................................................................. Page 23
2P2 How do you communicate your expectations regarding these objectives? ................... Page 25
2P3 How do you determine faculty and staff needs relative to these objectives? ................ Page 25
2P4 How are these objectives assessed and reviewed? Who is involved and how is
their feedback incorporated in readjusting the objectives or the processes that support
them? ................................................................................................................................... Page 25
2P5 What measures of accomplishing your other distinctive objectives do you collect and
analyze regularly? ................................................................................................................ Page 25
2R1 What are your results in accomplishing your other distinctive objectives? .................. Page 26
2R2 Regarding 2R1, how do your results compare with the results of peer institutions?
How do they compare, if appropriate, with other higher education institutions and
organizations outside of the education community? ............................................................. Page 31
2R3 How do your results in accomplishing other distinctive objectives strengthen your
overall institution? How do they enhance your relationship with the community(s) and
region(s) you serve? ............................................................................................................. Page 31
2I1 How do you improve your systems and processes for accomplishing your other
distinctive objectives? ........................................................................................................... Page 31
2I2 With regard to your current results for accomplishing your other distinctive objectives,
how do you set targets for improvement? What specific improvement priorities are you
targeting and how will these be addressed? How do you communicate your current
results and improvement priorities to students, faculty, staff, administrators, and
appropriate stakeholders?..................................................................................................... Page 31
AQIP Criterion Three
3C1 Into what key groups do you subcategorize your students and other stakeholders?
How do you define and differentiate these student and other stakeholder groups?............. Page 31
3C2 What are the short- and long-term requirements and expectations of your students
and other stakeholder groups? ............................................................................................ Page 31
3P1 How do you identify the changing needs of your student groups? How do you

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analyze and select a course of action regarding these needs? ............................................ Page 34
3P2 How do you build and maintain a relationship with your students? ............................... Page 36
3P3 How do you identify the changing needs of your key stakeholder groups? How do
you analyze and select a course of action regarding these needs? ..................................... Page 38
3P4 How do you build and maintain a relationship with your key stakeholders? ................. Page 38
3P5 How do you determine if new student and stakeholder groups should be addressed
within your educational offerings and services? .................................................................. Page 39
3P6 How do you collect complaint information from students and other stakeholders?
How do you analyze this feedback both in a formative and summative manner and select
a course of action? How do you communicate your actions to students and
stakeholders? ........................................................................................................................ Page 39
3P7 How do you determine student and other stakeholder satisfaction? What measures
of student and other stakeholder satisfaction do you collect and analyze regularly? ........... Page 39
3R1 What are your results for student satisfaction with your performance? ....................... Page 39
3R2 What are your results for the building of relationships with your students? ................. Page 43
3R3 What are your results for stakeholder satisfaction with your performance? ................ Page 44
3R4 What are your results for the building of relationships with your key stakeholders? .... Page 44
3R5 Regarding 3R1 through 3R4, how do your results compare with the results of other
higher education institutions and, if appropriate, organizations outside of the education
community? ........................................................................................................................... Page 45
3I1 How do you improve your current processes and systems for understanding the
needs of your key student and other stakeholder groups? ................................................... Page 45
3I2 With regard to your current results for understanding the needs of your key student
and other stakeholder groups, how do you set targets for improvement? What specific
improvement priorities are you targeting and how will these be addressed? How do you
communicate your current results and improvement priorities to students, faculty, staff,
administrators, and appropriate stakeholders? ..................................................................... Page 45
AQIP Criterion Four
VALUING PEOPLE ............................................................................................................. Page 45
4C1 In what distinctive ways do you organize your work environment, work activities,
and job classifications to strengthen your focus on student learning and development? ..... Page 45
4C2 What key institutional and geographic factors determine how you address your work
environment and job classification? In what ways do you use part-time employees?.......... Page 46
4C3 What demographic trends do you analyze as you look at your workforce needs over
the next decade? ................................................................................................................... Page 48
4C4 What key faculty, staff, and administrative training initiatives are you currently
undertaking or planning to implement in the near future? .................................................... Page 48
4P1 How do you identify the specific credentials, skills, and values required for faculty,
staff, and administrators? How do your hiring processes make certain that the people
you employ possess these requisite characteristics? ........................................................... Page 48
4P2 How do you recruit, hire, and retain employees? How do you orient all employees
to your organization? How do you plan for changes in personnel? ...................................... Page 48
4P3 How do your work processes and activities contribute to communications,
cooperation, high performance, innovation, empowerment, organizational learning, and
skill sharing? How do you ensure the ethical practices of all employees? ........................... Page 49
4P4 How do you train and develop all faculty, staff, and administrators to contribute fully
and effectively throughout their careers with your institution? How do you reinforce this
training?................................................................................................................................. Page 49
4P5 How do you determine training needs? How is your training aligned with your plans
addressed in Criterion 8, Planning Continuous Improvement, and how does it augment
your focus on helping students learn and accomplishing other distinctive objectives? ........ Page 50
4P6 How do you design and use your personnel evaluation system? How does this
system align with your objectives in Criterion 1, Helping Students Learn, and in Criterion
2, Accomplishing Other Distinctive Objectives?.................................................................... Page 50
4P7 How do you design your recognition, reward, and compensation systems to align
with your objectives in Criterion 1, Helping Students Learn, and Criterion 2,

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Accomplishing Other Distinctive Objectives? How do you support employees through
benefits and services? .......................................................................................................... Page 50
4P8 How do you determine key issues related to the motivation of faculty, staff, and
administrators? How are these issues analyzed and how is a course of action selected? .. Page 52
4P9 How do you provide for and evaluate employee satisfaction, health and safety, and
well-being? ........................................................................................................................... Page 52
4P10 What measures of valuing people do you collect and analyze regularly? ................... Page 52
4R1 What are your results in valuing people? ..................................................................... Page 52
4R2 What are your results in processes associated with valuing people? ........................... Page 52
4R3 What evidence indicates the productivity and effectiveness of your faculty, staff, and
administrators in helping you achieve your goals? .............................................................. Page 53
4R4 Regarding 4R1 and 4R3, how do your results compare with the results of other
higher education institutions and, if appropriate, organizations outside of the education
community? ........................................................................................................................... Page 53
4I1 How do you improve your current processes and systems for valuing people?............. Page 53
4I2 With regard to your current results for valuing people, how do you set targets for
improvement? What specific improvement priorities are you targeting and how will these
be addressed? How do you communicate your current results and improvement priorities
to students, faculty, staff, administrators, and appropriate stakeholders? ............................ Page 54
AQIP Criterion Five
LEADING AND COMMUNICATING .................................................................................... Page 54
5C1 Describe your leadership and communication systems. (A brief chart or summary of
groups, committees, or teams and their functions may be useful in describing these
systems.) ............................................................................................................................... Page 54
5C2 In what ways do you ensure that the practices of your leadership system – at all
institutional levels – align with the practices and views of your board, senior leaders, and
(if applicable) oversight entities? ........................................................................................... Page 55
5C3 What are your institutional values and expectations regarding ethics and equity,
social responsibilities, and community service and involvement? ........................................ Page 56
5P1 How do your leaders set directions in alignment with your mission, vision, and
values and that are conducive to high performance, individual development and initiative,
organizational learning, and innovation? How do these directions take into account the
needs and expectations of students and key stakeholder groups and create a strong
focus on students and learning? .......................................................................................... Page 56
5P2 How do your leaders guide your institution in seeking future opportunities and
building and sustaining a learning environment? .................................................................. Page 59
5P3 How are decisions made in your institution? How do you use teams, task forces,
groups, or committees to recommend or make decisions, and to carry them out? ............. Page 60
5P4 How do your leaders use information and results in their decision-making process? .. Page 61
5P5 How does communication occur between and among institutional levels? ................. Page 61
5P6 How do your leaders communicate a shared mission, vision, values, and high
performance expectations regarding institutional directions and opportunities, learning,
continuous improvement, ethics and equity, social responsibilities, and community
service and involvement?...................................................................................................... Page 62
5P7 How are leadership abilities encouraged, developed and strengthened among
faculty, staff, and administrators? How are leadership best practices, knowledge, and
skills communicated and shared throughout your institution? ............................................. Page 63
5P8 How do your leaders and board members ensure that your mission, vision, and
values are passed on during leadership succession? How is your leadership succession
plan developed? .................................................................................................................... Page 64
5P9 What measures of leading and communicating do you collect and analyze
regularly?............................................................................................................................... Page 64
5R1 What are your results for leading and communicating processes and systems? ........ Page 65
5R2 Regarding 5R1, how do your results compare with the results of other higher
education institutions and, if appropriate, organizations outside of the education
community? ........................................................................................................................... Page 65

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5I1 How do you improve your current processes and systems for leading and
communicating? .................................................................................................................... Page 65
5I2 With regard to your current results for leading and communicating, how do you set
targets for improvement? What specific improvement priorities are you targeting and how
will these be addressed? How do you communicate your current results and
improvement priorities to students, faculty, staff, administrators, and appropriate
stakeholders? ........................................................................................................................ Page 66
AQIP Criterion Six
SUPPORTING INSTITUTIONAL OPERATIONS ................................................................ Page 68
6C1 What are your key student and administrative support service processes? What are
the support service process needs of students and other stakeholder groups? ................. Page 68
6C2 How do your key student and administrative support services reinforce processes
and systems described in Criterion 1, Helping Students Learn, and Criterion 2,
Accomplishing Other Distinctive Objectives? ........................................................................ Page 68
6P1 How do you identify the support service needs of your students? ............................... Page 68
6P2 How do you identify the administrative support service needs of your faculty, staff,
and administrators, as well as other key stakeholder groups (e.g., oversight board,
alumni, etc.)? ......................................................................................................................... Page 69
6P3 How are your key student and administrative support service processes managed
on a day-to-day basis to ensure that they are meeting the needs of students and key
stakeholder groups? How do you document your processes and encourage knowledge
sharing, innovation, and empowerment? .............................................................................. Page 69
6P4 How do your key student and administrative support areas use information and
results to improve their services? ......................................................................................... Page 69
6P5 What measures of student and administrative support service processes do you
collect and analyze regularly? ............................................................................................... Page 70
6R1 What are your results for student support service processes? .................................... Page 70
6R2 What are your results for administrative support service processes? ........................... Page 70
6R3 Regarding 6R1 and 6R2, how do your results compare with the results of other
higher education institutions and, if appropriate, organizations outside of the education
community? ........................................................................................................................... Page 70
6I1 How do you improve your current processes and systems for supporting institutional
operations? ........................................................................................................................... Page 70
6I2 With regard to your current results for student and administrative support processes,
how do you set targets for improvement? What specific improvement priorities are you
targeting and how will these be addressed? How do you communicate your current
results and improvement priorities to students, faculty, staff, administrators, and
appropriate stakeholders?..................................................................................................... Page 70
AQIP Criterion Seven
MEASURING EFFECTIVENESS ....................................................................................... Page 70
7C1 In what ways do you collect and store information and data, both in centralized and
decentralized circumstances? In what ways is this information made accessible to those
that need it? ......................................................................................................................... Page 70
7C2 What are your key institutional measures for tracking effectiveness? ......................... Page 77
7P1 How do you select, manage, and use information and data (including current
performance information) to support student learning (Criterion 1), other institutional
objectives (Criterion 2), planning (Criterion 8), and improvement (all Criteria) efforts?........ Page 82
7P2 How do you determine the needs of your departments and units related to
information and data collection, storage, and accessibility? How are these needs met? ... Page 84
7P3 How do you determine the needs and priorities for comparative information and
data? What are your criteria and methods for selecting sources of comparative
information and data within and outside the education community? ................................... Page 85
7P4 How, at the institutional level, do you analyze information and data regarding overall
performance? How is this analysis shared throughout the organization? ............................ Page 86
7P5 How do you ensure department and unit analysis of information and data aligns with
your institutional goals regarding student learning (Criterion 1) and overall institutional

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objectives? How is this analysis shared? .............................................................................. Page 86
7P6 How do you ensure the effectiveness of your information system(s) and related
processes? ............................................................................................................................ Page 87
7P7 What measures of the effectiveness of your system for measuring effectiveness do
you collect and analyze regularly? ........................................................................................ Page 87
7R1 What is the evidence that your system for measuring effectiveness meets your
institution’s needs in accomplishing its mission and goals? ................................................. Page 88
7R2 Regarding 7R1, how do your results compare with the results of other higher
education institutions and, if appropriate, organizations outside of the education
community? ........................................................................................................................... Page 88
7I1 How do you improve your current processes and systems for measuring
effectiveness? ...................................................................................................................... Page 88
7I2 With regard to your current results for measuring effectiveness, how do you set
targets for improvement? What specific improvement priorities are you targeting and how
will these be addressed? How do you communicate current results and improvement
priorities to students, faculty, staff, administrators, and appropriate stakeholders? ............ Page 89
AQIP Criterion Eight
PLANNING CONTINUOUS IMPROVEMENT ..................................................................... Page 90
8C1 What is your institution’s vision of what your institution will be like in the next 5-10
years?.................................................................................................................................... Page 90
8C2 What are your institution’s short- and long-term strategies? How are these
strategies aligned with your mission and vision? .................................................................. Page 90
8P1 What is your planning process? ................................................................................... Page 91
8P2 How do you select short- and long-term strategies? ..................................................... Page 93
8P3 How do you develop key action plans to support your institutional strategies? ........... Page 93
8P4 How do you coordinate and align your planning processes and overall institutional
strategies and action plans with your varying institutional levels? ........................................ Page 94
8P5 How you select measures and set performance projections for your institutional
strategies and action plans? ................................................................................................ Page 94
8P6 How do you account for appropriate resource needs within your strategy selection
and action plan implementation processes? ......................................................................... Page 94
8P7 How do you ensure faculty, staff, and administrator capabilities will be developed
and nurtured to address requirements regarding changing institutional strategies and
action plans? ........................................................................................................................ Page 94
8P8 What measures of the effectiveness of your system(s) for planning continuous
improvement do you collect and analyze regularly? ............................................................. Page 94
8R1 What are your results for accomplishing institutional strategies and action plans? ...... Page 94
8R2 Regarding 8R1, what are your projections of performance for your strategies and
action plans over the next 1-3 years? .................................................................................. Page 95
8R3 Regarding 8R2, how do your projections for your strategies and action plans
compare with those of other higher education institutions and, if appropriate,
organizations outside of the education community? ............................................................. Page 95
8R4 What is the evidence that your system for planning continuous improvement is
effective? ............................................................................................................................... Page 95
8I1 How do you improve your current processes and systems for planning continuous
improvement? ...................................................................................................................... Page 95
8I2 With regard to your current results for planning continuous improvement, how do you
set targets for improvement? What specific improvement priorities are you targeting and
how will these be addressed? How do you communicate your current results and
improvement priorities as well as performance projections to students, faculty, staff,
administrators, and appropriate stakeholders? ..................................................................... Page 95
AQIP Criterion Nine
BUILDING COLLABORATIVE RELATIONSHIPS ............................................................. Page 95
9C1 What are your institution’s key collaborative relationships? .......................................... Page 95
9C2 In what ways do these collaborative relationships reinforce your institutional
mission? If applicable, how do these relationships support changes in your institutional

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directions as addressed in Criterion 8, Planning Continuous Improvement? ....................... Page 95
9P1 How do you create, prioritize, and build relationships with the:
● educational institutions and other organizations from which you receive your students?
● educational institutions and employers that depend on the supply of your students and
● graduates that meet these organization’s requirements?
● organizations that provide services to your students?
● education associations, external agencies, consortia partners, and the general
community with whom you interact? ..................................................................................... Page 95
9P2 How do you ensure the varying needs of those involved in these relationships are
being met? ............................................................................................................................ Page 97
9P3 How do you create and build relationships within your institution? How do you
assure integration and communication across these relationships? ................................... Page 97
9P4 What measures of building collaborative relationships do you collect and analyze
regularly?............................................................................................................................... Page 98
9R1 What are your results in building your key collaborative relationships? ........................ Page 98
9R2 Regarding 9R1, how do your results compare with the results of other higher
education institutions and, if appropriate, organizations outside of the education
community? ........................................................................................................................... Page 98
9I1 How do you improve your current processes and systems for building collaborative
relationships? ........................................................................................................................ Page 98
9I2 With regard to your current results for building collaborative relationships, how do
you set targets for improvement? What specific improvement priorities are you targeting
and how will these be addressed? How do you communicate your current results and
improvement priorities to relationship partners, faculty, staff, administrators, and
appropriate students and stakeholders? ............................................................................... Page 98
INDEX TO THE COMMISSION’S Criteria for Accreditation .......................................... Page 101

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                 Organizational Overview – Wayne State College
01. Distinctive features of organizational culture
          Wayne State College (WSC) is a regional public, open-admission college geographically
positioned to serve rural Nebraska. The College, a member of the Nebraska State College System, was
founded in 1910 as a State Teacher’s College. During the 1950s and 1960s liberal arts degrees and a
Master’s degree in Education were added. Throughout the 1970s and 1980s, enrollment increased and
the college developed academic programs in business and the arts and sciences. During the 1990s the
college evolved into a comprehensive institution with equal emphasis on the arts and sciences, business,
and teacher education. During the decades of enrollment growth and transition to a comprehensive
college, new curricula were created and an academic structure developed to support this growth. The
resulting fragmented curriculum and decentralized academic structure became resistant to change.
Recognizing the limitations of the existing academic structure, the institution underwent an extensive
review and implemented a more centralized academic structure on July 1, 2001. The reorganized
structure includes four schools, each directed by a dean. (see Table 1 below) The College’s new
academic structure has enhanced its ability to: provide greater opportunities for cross-disciplinary
initiatives focused on improved student learning; allow for more flexible approaches to meet regional
service needs resulting in improved recruitment of students and faculty; and improve the College’s ability
to adapt to and position itself within the changing environment of higher education.
          In 2001 a strategic planning task force was selected representing students, faculty, professional
staff, and staff to review, revise and adopt the mission, vision, and philosophy of Wayne State College.
The following statements were proposed to guide our efforts in providing quality educational services.
          Mission: Wayne State College is a comprehensive institution of higher education dedicated to
freedom of inquiry, excellence in teaching and learning, and regional service and development.
          Vision: To make a notable difference to rural and community life through learning excellence,
student success, and regional service; a regional college of national distinction.
          The philosophy of the College can be derived by means of a strict interpretation of the mission
and vision:
          Philosophy: The highest form of service (corresponding to its rank order in the Mission and Vision
Statements) is to the disciplined pursuit of knowledge. All other forms of service (to students, to
stakeholders, to the region, etc.) are subordinate to this form of service.
          Student-learning expectations, practices, and developmental objectives are aligned with the
mission, vision, and philosophy by means of assessment. Each department sets goals that in some way
affirm the mission, vision, and philosophy of the College. These goals all have one thing in common:
students are expected to attain a predetermined level of proficiency within their fields of study. To
determine whether or not students are learning in a satisfactory manner, department members
responsible for implementing specific programs within departments devise and implement assessment
plans. The goals for specific programs are determined by faculty members responsible for implementing
the program, and (or) by other faculty that have an interest in the program. Based on the results of
assessment, each program modifies its practices when necessary in order to fulfill learning expectations
and development objectives.
02. Scope of educational offerings
          The college is primarily an undergraduate institution; however, graduate programs are offered at
the Master’s level in Education, Business Administration, and Organizational Management and at the
Education Specialist level in Education. In Fall 2006, 225 faculty taught 3,415 individual students.

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Table 1
Academic Programs of Study
Schools                Departments and Majors
School of Arts and     Art and Design -3 majors; Communication Arts - 6 majors;
Humanities             Language and Literature - 7 majors; Music - 3 majors
School of Business     Business and Economics - 3 majors; Computer Technology and Information
and Technology         Systems - 2 majors; Technology and Applied Sciences -6 majors
School of Education    Counseling and Special Education - 2 majors; Educational Foundations and
and Counseling         Leadership - 3 majors
School of Natural and  Health, Human Performance and Sport -5 majors; History, Politics and
Social Sciences        Geography - 7 majors; Life Sciences - 2 majors and 13 pre-professional areas;
                       Physical Sciences and Math - 6 majors and 13 pre-professional areas;
                       Sociology, Psychology and Criminal Justice - 6 majors

03. Student base, student needs and requirements
          WSC draws students primarily from a 47-county service area in northeast Nebraska and
northwest Iowa. Fall, 2006, statistics show that:
      84% of Wayne State College students are residents of Nebraska
      11% are residents of Iowa
          4% are from other states
          1% is from outside the United States.
          Over 60% of Wayne State College students come from communities smaller than Wayne
(population 5,240), and over 25% come from communities with a population less than 1,000 (update?).
Wayne State College is a largely traditional campus. For undergraduates:
      94% of students are enrolled full-time
      66% are under the age of 21
      23% are between the ages of 22-24
      55% are female
      60% are first-generation college students
      41% are eligible for Pell grants
04. Collaborations
          WSC is a comprehensive rural institution of higher education, and therefore the integration of our
mission with neighboring rural and urban communities and institutions makes the impact of WSC
collaborative relationships an essential component of the life of the region and the college. Of some 250
identifiable collaborative relationships, 34 have been identified as key relationships because of their
impact and benefit to the college, its students, and the region. Some key collaborations include health
opportunities programs, which allow students to begin their medical studies at WSC, later transferring to
another state institution; articulation agreements with eight regional schools, enabling a seamless process
for transfer students; NENTA, the Northeast Nebraska Teacher Academy, which partners WSC Education
students with regional schools in need of substitute teachers; and an interlocal law enforcement
agreement with the City of Wayne. For a complete description and listing of collaborative relationships,
see the Criterion 9 section of this report.
05. Faculty and staff base
          In fall, 2006, WSC employed 225 total faculty; 130 full-time and 95 part-time and graduate
assistants. The total student enrollment for that semester was 3,415, yielding a faculty/student ratio of 15
to 1. Seventy-eight percent of ranked faculty hold a terminal degree; the average age is 51; and the
average years of service is 13. Student advising is a required faculty duty.
06. Critical and distinctive facilities, regulatory environment
          The College has excellent facilities and an attractive campus adequate to support increased
enrollment. The campus is a picturesque 128 acres with ample space for buildings, athletic fields and
recreational areas. The 22 buildings are notable for a continuity of architecture. Half the buildings were
constructed within the last 30 years, and the older buildings have been extensively modernized.
Institutional capacity for College academic, residence hall and social/recreational facilities is a total
enrollment of 4,000 students.

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November 2008                         Wayne State College

          The college provides students and staff with top-rung technology facilities, including: a state-of-
the-art network infrastructure; a growing wireless infrastructure; a 1-to-1 port-to-pillow ratio in dorms,
connecting some 1200 student computers; 1100 networked faculty/staff computers; and access to
Internet2 via Network Nebraska, the state’s telecommunications backbone.
07. Competing organizations
          The College finds itself squeezed on one side by research universities in Nebraska and South
Dakota, and on the other by nearby community colleges.
08. Key opportunities and vulnerabilities
Declining Enrollment
          In fall, 1998, our total enrollment was 3,844. By 2002 it had dropped to its lowest point at 3,237.
An upward trend began in 2003 and last fall (07) it had risen to 3,530. WSC has little name recognition
outside northeast Nebraska; therefore we draw primarily local students. A declining agricultural economy
has contributed to a decrease in population and a corresponding decline in the number of high school
graduates within the region. Also, The College finds itself squeezed on one side by research universities
in Nebraska and South Dakota, and on the other by nearby community colleges, all vying to enroll a
steadily decreasing number of regional high school graduates. The College recognizes that the supply of
students is not inexhaustible and that it must be able to respond quickly to changing conditions. The new,
more centralized academic structure is one result. Another is the decision to participate in the North
Central Association’s alternative accreditation, the Academic Quality Improvement Project (AQIP). The
College applied to AQIP in recognition of its need to strengthen the institution by building connections
among constituencies on campus and between the College and stakeholders off campus. The College
also applied for and received a Title III Planning Grant in order to analyze its shortcomings and design
remedies. In short, the College has taken steps to address its critical and immediate need to increase
Planning Process
          The College has also initiated an effective planning process with a renewed emphasis on
assessment and quality improvement. The mission of the College guides the strategic planning process
that is used to assess institutional effectiveness. In 1999, the president initiated a campus-wide process
that revised the College’s mission statement and developed institutional goals. In November 2007, a
College strategic planning retreat involving representatives from all College constituencies was conducted
to update the current strategic plan. The strategic plan revision resulting from that retreat now merges
AQIP initiatives with the planning process.
Improved Marketing Efforts
          Activities designed to increase enrollment have been fragmented and ineffective in the past. The
institution’s marketing efforts have been ineffective. Planning activities to market the College and its
specific programs have been undertaken by a Marketing Advisory Team. However, marketing activities
lack focus because members do not have the expertise to create an effective marketing plan. Marketing
activities have been short-term and crisis-oriented
          High school populations lack knowledge of the College. The College surveyed administrators/
counselors, teachers, and junior and senior high school students from sixteen high schools in Nebraska,
Iowa, and South Dakota regarding the participants’ knowledge of the College and factors related to
students’ college choice decision. These populations lack overall knowledge of the College. Survey
return rates ranged from 72 to 91%. Most administrators and counselors know of WSC and have a very
positive or positive impression. But 19% of teachers, 36% of seniors, and 31% of juniors either have no
opinion about WSC or don’t even know of the College’s existence. The majority of students who have an
impression of WSC are neutral; less than a third hold positive impressions and only a handful are very
          The same survey demonstrated that only 25% of area high school students are aware that the
College offers small class sizes, high quality faculty, excellent facilities, or adequate financial aid, even
though those are the factors most often identified as crucial by the students who have enrolled at WSC.
More than half of high school students don’t know the College is a comprehensive liberal arts institution
and nearly half of administrators and teachers believe the College is a teacher’s college. Less than half
of administrators and just over a quarter of teachers have knowledge of the College’s community
development efforts.
          The College has low name recognition in its service region. The pervasive lack of knowledge
about basic College characteristics, particularly those most important to prospective college students, has

Page 3                              Organizational Overview
November 2008                        Wayne State College

an obvious detrimental impact on new student enrollment. The College’s marketing efforts have been
fragmented and crisis driven and marketing and enrollment plans have had little relation to the long-term
fiscal needs of the College. Fortunately, the Nebraska State College System has realized that none of
the three state colleges are well-marketed. In November 2003, the state requested proposals for a
comprehensive, state-wide higher education marketing plan. The contract will be let in February and the
plan will be completed by the end of 2004. The state has committed itself to implementing the resulting
plan. The College is confident that WSC’s profile in its service area will improve somewhat as a result of
this plan. But poor marketing is not the only cause of this problem. WSC has become overly insular.
Programs are of high quality, but they do not reach out into neighboring communities to demonstrate the
College’s worth. In order to become better known, the College must provide more useful and visible
services to the communities within the service area.
         Wayne State College actively recruits a diverse spectrum of faculty and students. The outreach
program of the Multicultural Center enlists Wayne State College students to visit high school students in
this region of Nebraska and Iowa. This program is aimed at improving the enrollment of a diverse group
of students with a variety of life experiences. There is also an international student coordinator to help
recruit students and to help them with the transition to Wayne State College. The total percent of minority
students at Wayne State College has remained steady over the last five years at 6 percent.

Page 4                             Organizational Overview
November 2008             Wayne State College

Page 5          AQIP Criterion 1: Helping Students Learn
November 2008                         Wayne State College

                      AQIP Criterion 1: Helping Students Learn

1C1 Common Student Learning Objectives
          Wayne State College has formulated student learning objectives that are common to all students.
In addition, objectives have been developed for general education, pre-professional, professional
education and graduate programs. These objectives are listed in the WSC General and Graduate
Catalog. Each individual course syllabus contains the relevant general objectives and the specific
objectives of the course.
          The common undergraduate student learning objectives include:
          1. To prepare students to accept the privileges, duties, and responsibilities of citizens in a
          2. To develop moral and ethical values;
          3. To encourage a well-integrated personality and behavior practices which are consistent,
tolerant, cooperative, and stable;
          4. To encourage creative ability; to develop aesthetic judgments;
          5. To promote the competence in and understanding of fields of knowledge which are required of
educated people, especially of teachers.
          The general education program builds on the common objectives of the undergraduate program.
The objectives of general education are:
          General Education provides students opportunities to develop a will and capacity for lifelong
learning and encourages the development of creative thinking and intellectual curiosity. Students will:
          1. Develop expression: Foster communication skills that facilitate effective expression of ideas
(e.g. writing, speaking, reading, listening, and visualizing).
          2. Participate in methods of inquiry: Advance ideas and concepts through applied critical, logical,
scientific, and creative thinking processes.
          3. Expand knowledge: Enhance awareness, understanding and appreciation of complex issues
and diverse perspectives across a broad range of academic disciplines.
          4. Encourage civic involvement: Develop a sense of civic responsibility and involvement in a
diverse society.
          Specialized programs include both pre-professional and graduate programs.
          The objectives for Pre-Professional programs are:
          To provide competent and appropriate preparatory education for those students who intend to
pursue a degree program in a specialized professional area not offered for completion at WSC; to make
available for students who do not desire to complete a WSC program, a competent educational basis for
limited vocational pursuits; and to incorporate within the pre-professional preparation, areas of study
which tend to extend the professional person’s general knowledge and appreciation.
          There are several pre-professional programs that are provided to allow certification by a State
Department. These objectives are developed from the State Regulations for the certification, and are
listed in each individual syllabus.
          The objectives of the Graduate programs are designed:
          1. To expand the student’s understanding of contemporary society through a full application of the
student’s culture and its world relationships,
          2. To increase the student’s knowledge in a particular area,
          3. To deepen the student’s personal values and to broaden his/her basic philosophy,
          4. To encourage the student’s concern for independent investigation and experimentation, 5. To
refine the student’s skills in oral and written expression and in reflective thinking
          6. And to provide the student with intellectual stimulation and a foundation for continued study
leading to the doctoral degree.
          Every graduate program also has a list of objectives that are developed by the department in
collaboration with the School of Education and Counseling or the School of Business and Technology. No
learning goals have been articulated for the continuing education students who seek personal

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November 2008                         Wayne State College

1C2 Aligning learning with mission
          In 2001 a strategic planning task force was selected representing students, faculty, professional
staff, and staff to review, revise and adopt the mission, vision, and philosophy of Wayne State College.
The following statements were proposed to guide our efforts in providing quality educational services.
          Mission: Wayne State College is a comprehensive institution of higher education dedicated to
freedom of inquiry, excellence in teaching and learning, and regional service and development.
          Vision: To make a notable difference to rural and community life through learning excellence,
student success, and regional service; a regional college of national distinction.
          The philosophy of the College can be derived by means of a strict interpretation of the mission
and vision:
          Philosophy: The highest form of service (corresponding to its rank order in the Mission and Vision
Statements) is to the disciplined pursuit of knowledge. All other forms of service (to students, to
stakeholders, to the region, etc.) are subordinate to this form of service.
          In 2005 and 2007 a strategic planning task force was developed that included many of the
members from the 2001 task force. The group met during a two day retreat to review all strategic themes
to identify those that were completed, to identify new tasks to pursue and to prioritize all of the remaining
          Student learning expectations, practices, and developmental objectives are aligned with the
mission, vision, and philosophy by means of assessment.
          Each department sets goals that in some way affirm the mission, vision, and philosophy of the
College. These goals all have one thing in common: students are expected to attain a predetermined
level of proficiency within their fields of study.
          To determine whether or not students are learning in a satisfactory manner, department members
responsible for implementing specific programs within departments devise and implement assessment
          The goals for specific programs are determined by faculty members responsible for implementing
the program, and (or) by other faculty that have an interest in the program.
          Based on the results of assessment, each program modifies its practices when necessary in
order to fulfill learning expectations and development objectives.
          The General Education Committee was established in 2003 to review courses that are required
for all students. The General Education Committee completed a proposal which is being reviewed by the
Academic Policies Committee and the Vice-President of Academic Affairs. The final version appears in
the 2008 – 2009 General and Graduate Catalog and was implemented the Fall 08 semester. The general
education committee is working cooperatively with the Higher Learning Commission’s Academy for
Assessment of Student Learning Team to establish assessment procedures to monitor the effectiveness
of the General Education program.
1C3 Key instructional programs and methods
          Wayne State College’s key instructional programs are primarily undergraduate degrees, offering
a comprehensive curriculum with equal emphasis on the arts, sciences, business and teacher education.
Graduate programs are offered at the master’s level in education and business administration, and
organizational management. The education specialist degree is offered in education.
          Wayne State College is authorized to grant the following degrees: Bachelor of Arts, Bachelor of
Science, Master of Business Administration, Master of Science in Education, Master of Science in
Organizational Management and Education Specialist in School Administration.
          The Board of Trustees and the Nebraska State Legislature determine the programs of study
offered at WSC. Non-teaching programs offer 71 majors, and 46 minors; teaching programs offer 17 field
endorsements, 21 subject endorsements and 6 special endorsements; pre-professional programs offer 27
fields of study; graduate programs offer 14 fields of study. Recent changes to the programs listed above
include adding three new minors (emergency management, exercise science, and foods and nutrition)
and broadening the Early Childhood Unified subject endorsement to a field endorsement.
          WSC offers day and evening classes, online courses, distance education classes (offered at
other locations), satellite classes, and independent study. Classes are scheduled to rotate in a timely
manner to allow the students to complete their degree without delays.
          WSC faculty strives to teach students with different learning styles through lectures, visual
demonstrations, practical hands-on experiences, role-playing, student reports, research, discussion, and
lab sessions. The faculty also post office hours for individual assistance.

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          WSC believes technology is important in the classroom to supplement traditional face-to-face
instruction. For example, almost 100% of the faculty have web pages with professional information, and
30% of the faculty have course-related web pages. The number of online courses (both hybrid and fully
online) has increased by more than 500% over the past five years, and 70% of WSC faculty have been
trained in the use of online course management software. The college has recently been granted
approval by the Higher Learning Commission to offer two graduate degrees fully online. Many faculty use
e-mail to receive and respond to student assignments. Academic buildings have wireless internet
access, computer labs are available across the campus with extended hours, and wireless laptop
computers are available for checkout in the Library and the Student Center. Overhead projectors are
accessible for all classrooms, computer projection systems have been installed in more than 50
classrooms and videotaping or digitizing of lectures is possible. Two distance learning classrooms utilize
fiber-optic video conferencing, and four dedicated rooms utilize IP video conferencing. IP
videoconferencing has enabled students in WSC classes to interact with students in India, Costa Rica,
and Taiwan. Desktop video systems, which will enable faculty to conduct one-on-one videoconferences
with students, are being piloted. Specialized departmental labs in music, industrial arts, and graphic arts
contain state-of-the-art technology.
          Wayne State College continues to investigate additional ways to employ technology to strengthen
the students’ educational experience.
1C4 Preparing students to live in a diverse society and world
          Most Wayne State College faculty and staff are drawn primarily from various regions of the
country. Geographic diversity is also evident in the student body. Wayne State College actively recruits
a diverse spectrum of students. The outreach program of the Multicultural Center enlists Wayne State
College students to visit high school students in this region of Nebraska and Iowa. This program is aimed
at improving the enrollment of a diverse group of students with a variety of life experiences. There is also
an international student coordinator to help recruit students and to help them with the transition to Wayne
State College. The total percent of minority students at Wayne State College has been steady the last
two years at 6 percent.
          The climate of diversity at Wayne State College is enhanced by the efforts of the Multicultural
Center. It sponsors several clubs that encompass all minority groups and are open to non-minority
groups as well. The Multicultural Center also sponsors educational events, including the Brown Bag
Series (speakers from diverse backgrounds share information about their cultures) and special programs
that include speakers, dance, and music to celebrate the contributions of African-Americans, Native
Americans, and Latinos. The Multicultural Center sponsors open house events that bring students as
well as faculty together to share food, stories, and experiences from different parts of the world. The
International Club also sponsors a yearly dinner emphasizing ethnic foods and traditions.
          Wayne State College offers the opportunity for students to study abroad. A current AQIP Action
Project titled “Enhance International Learning” is designed to increase diverse, international cultural
learning interactions for our students and faculty. This will be accomplished by increasing educational
experiences in foreign countries and through interaction via technology and other means with students in
and from foreign countries.
          One program developed in 2006-2007 school year in Volos, Greece provides opportunities for
students to complete course credit and meet the requirements for specific courses in education (clinical
experiences for teaching majors and English as a Second Language practicum). Other experiences in
Greece include a May study/travel program linking participants to the culture, history, and geography.
Wayne State College sends students each year on the Spring Semester in the Czech Republic. This
special semester begins in March and ends in May. Students may complete requirements for selected
General Education courses through this program while taking classes in English at Palacky University in
Olomouc, Czech Republic. Several programs, including Business, Education, Counseling, Psychology,
and Sociology offer multicultural courses to prepare students to work with diverse people in their chosen
field of study.
          At Wayne State College, we are conscious that student learning styles vary widely and that a
single method of curricular delivery, whether inside or outside the classroom, may not serve all effectively.
Therefore the faculty embeds a variety of teaching and learning styles in the classroom: lectures,
discussions, group projects, directed reading and independent study, online and computer assisted
instructional units and aids and in many courses, work study and internship experiences.

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November 2008                        Wayne State College

         The Learning Center offers students the opportunity to take the learning styles inventories, such
as the Myers-Briggs test and has one-on-one sessions with students to help them interpret and apply the
result to their educational goals. The Learning Center also provides several services, including academic
assistance and counseling, the transition studies program, tutor services and the writing help desk.
         Students with visual and auditory disabilities can use free services provided by the Student
Taking Responsibility In Development and Education (STRIDE) office. This office also provides at risk
students with guidance to help them make the transition to college.
1C5 Maintaining a healthy campus climate
         WSC promotes inquiry and reflection on the part of students in ways too numerous to catalog
fully. In addition to the research papers and reactive journals required of all students in many courses,
and in addition to the capstone research classes mandated in many disciplines, there is: the Honors
program, which fosters individual specialized student research projects, quite a few of which result in
student presentations to regional and national conferences; a multitude of forums about current topics,
some prepared as National Issues Forums guided by faculty trained with the Kettering Institute; a wide
range of student interest groups that promote discussion of current issues; the “Hot Papers” contest,
encouraging wider awareness of the research interests and accomplishments of students, and the
American Democracy Project.
         Intellectual freedom for the students is fostered by “banned book day,” a day on which students
publicly read aloud passages from banned books. The student-managed newspaper and television and
radio stations also allow freedom to discuss current global and local issues.
         Respect for differing and diverse opinions is promoted by WSC in many ways. Faculty
sponsorship of student organizations caters to widely differing interest groups, ranging from PRIDE, the
Native American Student Association, and the International Club, to College Republicans and the Young
Democrats. Courses in which current issues are to be discussed include a statement on the syllabus
calling attention to the importance of tolerance and openness in class discussions.
1P1 Determining common student learning goals
         The common student learning objectives are set by the General Education requirements. During
the last four years, the General Education Committee conducted a thorough review of the General
Education program and requirements. The committee created three options to revise the curriculum and
requested a vote of the entire faculty to determine the preferred framework. Next, the General Education
committee established thorough guidelines which are printed in the 2008-2009 Wayne State College
Catalog. While the instructor of each individual course will be responsible for assessing student learning,
the committee will be charged with the responsibility of assessing the effectiveness of the Gen Ed
program in meeting these objectives from the Action Plan proposed by the Academy for Assessment of
Student Learning Team. The assessment will be ongoing and scheduled annually with additional general
education assessment done in the new Educated Perspective Seminar courses.
         The “specific learning objectives” are the province of the departments and the faculty in those
departments. The factors that affect the planning of programs are too varied to list comprehensively. For
example, the program for students wishing to become teachers is established by standards set by the
Nebraska State Board of Education. Recommendations from accrediting bodies and standards of
learned societies are also taken into account in determining specific learning objectives.
1P2 Design of new courses and programs
         All new programs and courses must go through a proposal-and-approval procedure that
guarantees their suitability and integration into the existing departmental and college curriculum. The
approval process for new programs includes examination by a comprehensive faculty committee, by the
administration of the College, and finally by the Board under legislative guidelines provided by the
Unicameral. New courses must similarly be approved by the Academic Policies Committee at the
undergraduate level and by the Graduate Council for graduate courses. The President and the Vice
President for Academic Affairs review the recommendations of these faculty committees.
         The evaluation of the “market” for degrees and degree programs is accomplished with multiple
sources of information. WSC departments will be encouraged to utilize online information from national
and state sources to project the needs and trends of the market for programs and degrees. The websites
for the Occupational Outlook Handbook and the Nebraska Department of Labor will be recommended to
find this information. Annual department reports can contain a section summarizing this market
information. Other data comes from student perception of their needs indicated by the numbers of
students declaring for different majors. A more direct measure of the “market” response is offered by the

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November 2008                          Wayne State College

placement record of graduating seniors. The Criminal Justice (CJ) and Human Service Counseling
programs place interns in a wide variety of regional agencies. The surest indication that Wayne State
College is answering the market needs in this field is given by the fact that, having had a Wayne State
intern, such institutions have been uniformly eager to enlist future interns and to hire the graduates of
these programs. A second example is given by the Secondary Education program, in which the
supervising teachers are in constant contact with the schools where our students do their practice
teaching. Formal evaluations confirm the hiring schools’ satisfaction with the performance of the student
teachers, and the supervising faculty member regularly receives informal information about currently open
teaching positions.
          Wayne State makes every effort to listen to the perceived needs of constituents. For example,
the Dean of the School of Education and Counseling, together with the Director of Continuing Education,
conducted a series of feedback sessions during the 02-03 school year at many area schools, giving
teachers a chance to express their thoughts about what constitutes useful graduate offerings. The result
of this “tour” was the creation of a “learning community” master’s program designed to meet the needs of
teachers for a convenient graduate program option with curricula tied directly to the needs of classroom
teachers. We piloted our first two “communities” in the 03-04 school year and attracted 131 new graduate
students in the process.
1P3 Required student preparation
          Admission to an undergraduate program at WSC requires the completion of a diploma from an
accredited high school or the completion of high school requirements through equivalency exams (GED).
A high school curriculum is recommended in the catalog to prepare students for the college program.
Students in high school may also complete freshman-level courses in a field of interest not offered by the
high school.       These early entry students need only to be enrolled in a high school at the time of
completion of these courses. In addition, all freshman students under 21 are required to complete the
ACT or SAT, and these scores are used to recommend transitional courses to help prepare students for
freshman level courses.
          Transfer students not on academic suspension from their previous institution are eligible for
admission to WSC. Transfer students on probation may be admitted with approval of the Admission Dean
but will be required to complete a transition course to prepare them for undergraduate courses. Transfer
students who have completed an associate degree program from an accredited college institution may be
admitted with junior standing.
          The Rural Health Opportunities Program (RHOP) is promoted by admissions staff during high
school visits. The admission requirements and selection procedures are explained to prospective
          The preparation required for individual courses is stated in course prerequisites. These
prerequisites are determined by the faculty of the department in order to assure adequate understanding
of the topics that will be needed to complete the course successfully. Some courses such as
mathematics, chemistry, and foreign languages, build upon knowledge gained in previous courses. The
School of Education and Counseling has established a series of Gateways that include completion of
courses and standardized tests before a student is allowed to register for upper level courses.
1P4 Communicating expectations to students
          Virtually every academic program has flyers or brochures to complement traditional ways of
communicating programmatic expectations and objectives to prospective students, such as the academic
web pages, the printed college catalog, and the view book. Admissions staff carry these on high school
visits, and are trained to discuss programmatic requirements as well as matters concerning academic
preparation. Beyond the Office of Admission, the Center for Multicultural Affairs conducts an aggressive
outreach program, sponsoring minority students currently enrolled at Wayne State College who make
weekly visits to area schools with high minority student populations. There they meet with minority
students who have expressed an interest in higher education. They talk about collegiate requirements,
study habits, career trajectories, and their educational requirements.
          The Office of Records and Registration is well versed in programmatic objectives and plays a key
role monitoring prerequisite requirements. Beyond this, there is a large array of student support services
in place to help students refine their writing skills in preparation for the writing portion of the Praxis exam
for students seeking teaching credentials. The Counseling Center provides similar assistance for
students who wish to prepare for the GRE or LSAT, or other professional/graduate admissions exams.

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November 2008                          Wayne State College

         Professors in all programs produce course syllabi that clearly state objectives that are directly tied
to overall program objectives. In this way current students are frequently reminded of learning objectives
related to their program of study.
1P5 Advising and placement
         We offer an advising system for incoming and current students both with and without majors.
Such services are offered by several centers on campus, including the Advising and Counseling center
and the Office of Career Services. These advising services are directed toward new students. This
includes new freshmen and students transferring from other colleges and universities. The Counseling
Center provides academic advising and related academic assistance to students to help ease the
transition to college life at Wayne State College.
         The Advising Center invites department chairs and other faculty to meetings to describe program
requirements and to improve the communication between support services and faculty. The advising
center creates a yearly Faculty Advising Handbook summarizing all relevant information.
         An Ad Hoc committee was created by the President to review the academic advising process.
The committee was composed of faculty members and sought input from faculty and support service staff
regarding the different ways that advising is provided to students. They also reviewed surveys from
student evaluations of the advising services they received. The committee made recommendations in a
report to the Deans Council. The Deans Council with the support of the WSC President makes decisions
on how to implement these recommendations that affect both faculty and support service staff.
         Career planning is a service offered by the Career Services office to existing students throughout
the school year. Career planning is designed for students who have not yet decided on a major course of
study in their college experience. Students who have some uncertainty about occupational goals related
to their major are encouraged to sign up for career planning at the Career Services Office. Students who
have a goal in mind, but would like to clarify the goal and gather additional information related to their
goal are also encouraged to seek career planning.
         A student with a major and a decided career paths is assigned a faculty member in the student’s
specific discipline as an academic advisor. The student is required to meet with his or her advisor before
registering for classes each semester. This allows the advisor to monitor the student’s progress as well
as determine what programs and courses particularly suit his or her career goals. Advisors are also
notified of any low midterm grades for their advisees. This can be used to arrange meetings to address
how the student can improve performance. The Learning Center receives feedback from instructors
regarding students whose attendance or performance is poor. They also intervene to help the student
correct any problems.
1P6 Documenting teaching and learning effectiveness
         WSC views student learning as a collaborative process that is the responsibility of both the faculty
and the student. The faculty review each student’s progress in meeting the objectives of the course and
guide them in ways to achieve success in their work. Learning effectiveness is assessed by individual
course requirements. Notification of students with inadequate progress in a course may be sent to the
Learning Center and/or the Professional Progress Committee for majors in the School of Education and
Counseling. These professionals meet with the student and collaboratively explore any means to remedy
the learning concerns.
         At the completion of each course, documentation of the level of learning is provided with the
grading system that is articulated in the WSC catalog and followed by faculty in specific courses. Some
courses may be graded on a Pass/Fail system that ensures a minimum level of learning to qualify for
passing the course.
         Documentation of the effectiveness of teaching is made with course evaluations. All faculty are
required to utilize the standardized course evaluations for at least 1 course each semester. Course
evaluations are reviewed by the Dean and the instructor to allow for a dialogue to enhance teaching
effectiveness. Some instructors also elect to enter into a dialogue with students to respond to
suggestions for improving class learning and teaching. Deans may now make recommendations for
faculty development programs. Annual faculty evaluations include a section for goals relating to
improving course evaluations when needed. The Dean’s annual report addresses any changes in the
school’s course evaluations. The data for each school will be forwarded to an institutional office where
annual comparisons of the level of effectiveness will be made.
         The Business and Technology department utilizes a voluntary peer evaluation procedure for
improving teaching effectiveness. A faculty member from another department observes a class meeting

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November 2008                         Wayne State College

and discusses their observations with the instructor. Other faculty members have informally requested
this type of support and guidance from peers.
          The effectiveness of teaching is also examined by the Rank Promotion and Development
Committee (RPD). Faculty who request promotion or tenure prepare portfolios that include evidence of
teaching effectiveness that are reviewed by their peers on this committee. Teaching effectiveness is also
encouraged and rewarded by faculty development grants that are selected by members of the RPD
committee. Campus-wide teaching grants are also awarded by the Wayne State College Foundation.
Options for leaves of absences are available to enhance teaching and research activities.
         Student complaints about ineffective teaching may be presented to the Grievance Committee.
1P7 Instructional delivery processes
         Wayne State College has built an effective classroom structure based on the traditional 3 x
1hr/week, 2 x 90 min/week and 1 x 3 hr /week structure. The majority of these classes are offered during
daytime hours on the Wayne State Campus. Others are offered in the evening hours at the Wayne State
Campus or at one of the following remote locations: Columbus, Grand Island, So. Sioux City, Oakland,
Norfolk, or Neligh.
         Instructors may deliver this distance-learning format in one of the following methods: they may
travel to these remote locations and deliver the class in person; they may use our Voice over IP
laboratory (This uses the Internet Protocol [IP] to beam the professor’s voice and image from the Wayne
State lab in Connell Hall to a receiving lab in remote locations). Courses are also offered online through
WebCT and Sakai. These different options help Wayne State College accommodate the varying
schedules of the traditional as well as the non-traditional students. They assist instructors by providing
different teaching environments that allow a 100% online, 100% classroom format, or a hybrid of several
different formats. The institutional benefit comes from the ability to attract a wider variety of students.
         Course scheduling is a function of the departments. Formal and informal surveys of graduate
students are often used to determine the courses that are needed. A variety of schedules is provided to
accommodate the diverse needs of the students. The maximum class size is determined by departments
and the Dean. WSC puts the students first by offering small class sizes to allow the students to interact
on a one-to-one level with the instructors. The minimum size needed to offer a class is set by the Vice
President of Academic Affairs, generally 17 for General Education courses and 14 for courses required in
a major. The Summer Advisors keep track of the number of new students and make recommendations to
departments for additional sections when the enrollment is near capacity.
1P8 Curricular currency and effectiveness
         The effectiveness of programs is determined primarily by means of assessment. The goal of
assessment is to determine if students are reaching proficiency goals set by those responsible for
implementing specific programs within the College.
         Programs on campus are reviewed on a regular basis in accordance with the Program Review
Practices of the Nebraska State College Board of Trustees. Faculty in programs that seem to attract
insufficient majors must offer written documentation to justify retaining the program. The Board has the
authority to discontinue the program.
         The decision to change or discontinue a course is initiated at the departmental level. Once a
decision is made by the department, a proposal regarding the course is sent to the Academic Policies
Committee. If the Committee approves, the description of the course in the Wayne State College General
and Graduate Catalog is changed, or the course is deleted from the catalog. New courses can also be
added to the catalog by the same procedure.
         The General Education Committee added a requirement that all students complete a seminar
identified as an Educated Perspective Seminar. The purpose of this is to help students conceptualize the
integration of disciplines within the liberal arts perspective. They utilize knowledge and skills emphasized
in the General Education program. Departments submit requests to the committee to have a course
approved as an Educated Perspective Seminar. This has sparked creativity among faculty who have
received approval to offer critical thinking concept skills, peace studies, and economic perspectives of
social issues. Additional courses will be offered in 2008-2009.
         Some departments seek outside recommendations to help shape their program. For example, the
Computer Technology and Information Systems department utilizes an Advisory Board to obtain
information into what current technological needs would best benefit the Computer Information Systems
and Computer Science graduate. This committee is made up of 7 – 10 technical representatives from

Page 12                   AQIP Criterion 1: Helping Students Learn
November 2008                         Wayne State College

several local and national corporations. Their recommendations provide insight into how well prepared
our students have become for the working world after graduating from the CTIS program.
1P9 Determining student and faculty support needs
         Student and faculty support needs are identified through a variety of services. A Learning Center
offers general studies courses, individual academic assistance, specialized programs (a Writing Help
Desk, Peer Tutor Program, Athletic Academics, Early Alert), and workshops in the Myers-Briggs and
PPST (Pre-Professional Skills Test). The Faculty Resources Center provides opportunities for faculty to
develop and maintain coursework and presentations in a variety of media to aid student learning.
Suggestion boxes in the Administration Building and in the Library encourage suggestions and feedback
from students and staff for improving learning support services and other campus matters. Comments
from these areas are directed to the Vice President for Academic Affairs. Periodic campus-wide student
surveys provide general and specialized feedback for the Vice President for Academic Affairs.
         Conn Library provides information and instructional resources to support academic programs and
improve the intellectual environment of the College. In addition to print and electronic resources, the
library provides the following: audiovisual materials and equipment; seating space for study, computer
labs, conference and classrooms; a children’s and young adult resource library; a popular reading
collection; and media production facilities. The Library serves as a depository for both federal and state
documents. Librarians offer instruction in both general and specialized topics, as well as credit courses in
both traditional and Web-based formats. The Interlibrary Loan department fulfills student and faculty
research needs by obtaining materials not available locally. The Library Committee provides feedback for
concerns or issues from the academic community and serves as a channel of information from the library
to the Schools about library issues and activities; Twenty-four faculty Subject Groups work with librarians
to determine the materials to be purchased.
         Professional development opportunities are provided from departmental funds that are allocated
for travel for each faculty member. The VPAA awards annual grants to faculty for instructional
improvement, academic school improvement, faculty renewal, and new initiatives. In addition, travel
funds are available from the President for faculty to present papers at regional and national conferences.
Ongoing faculty development for instructional technology is provided by an office which schedules group
training and individualized training sessions. In addition General Faculty Meetings are provided twice
yearly to improve communications and to offer orientation to new information and topics of interest.
Faculty and students are also provided with numerous campus-wide programs that are coordinated or
sponsored by a variety of agencies and departments on campus, including the multicultural center, the
President’s Council for Diversity, the Counseling Center. Library professionals also offer help to faculty in
course development, including designing course user guides on the library website.
Considerable financial support has been provided for faculty interested in international education.
Between 2005 and 2007, five groups of faculty traveled to Greece to begin cooperative programs with the
University of Thesaly.
1P10 Alignment of curricular and co-curricular goals
         The counseling center provides monthly educational programs related to common needs of
students. These educational sessions are open to faculty.
         The Counseling Center collects information from students yearly with the use of the Core Survey.
Students are asked their patterns of substance use in a National Survey which is completed during class
time. In response to the high level of substance abuse, a coalition was created consisting of students,
support staff, faculty and community members. Among the programs provided by the Toward
Responsible Use of Substances Today (TRUST) coalition are social norms campaigns to reduce
substance abuse, educational forums for alcohol servers regarding their responsibilities in dealing with
the problem, and planning for a safe ride program to reduce the risks from driving while intoxicated.
         A President’s Council for Diversity was created to make recommendations to the President
regarding these issues. The Council is comprised of students, faculty, staff, and community members.
Representation of members from diverse cultures is encouraged. The Council serves as a voice for the
needs of minority students.
         The position of a Human Resources Director has been established recently to hear grievances
related to student issues with staff and faculty. In addition it organizes and promotes special educational
forums for the faculty.

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November 2008                         Wayne State College

1P11 Student assessment processes
          At Wayne State College, the processes for student assessment have been re-organized over the
past three years. A timeline was developed by the assessment director, deans, and vice president for
academic affairs. This timeline was presented to the department chairs and faculty to use as a guideline
in developing an institutional, systematic method of assessment. This has been facilitated by offering an
all-campus assessment retreat day with all classes suspended each semester since fall of 2007. Each
school holds departmental meetings that allow time for collaboration on assessment between the
department chairs and the department faculty. An opening workshop for all faculty and administration was
held during the fall 2008 assessment retreat using a HLC recommended assessment presenter on
          The institution was accepted into the HLC Academy for Assessment of Student Learning in 2007-
2008 with an emphasis on assessment of general education to an assessment of overall student learning.
To oversee the entire student assessment process on campus, a campus-wide oversight committee has
been assembled. This committee is responsible for monitoring assessment of General Education as well
as assessment of the majors. With its guidance, student assessment is becoming standardized across
          An assessment director position was approved and the position was filled July 2007. This
position is responsible for overall planning, budgeting, organizing, faculty development, and coordination
of activities required for campus-wide assessment. The director chairs the Assessment Oversight
Committee and reports to the Vice President of Academic Affairs.
          Each school is responsible for establishing its student assessment goals and objectives at the
school level. Departments accumulate their material and deliver it to the Dean of their school and the
office of assessment for further recommendations. Major assessment also involves the use of grades
and course completion percentages.
          Major assessment is the responsibility of the delivering department. Each department is
responsible for developing course goals and objectives and determining the methods required to measure
these objectives through direct and indirect measures. Several departments are in the process of
developing an online electronic portfolio application to provide continual interaction with the students as
they progress through their program. Other methods of assessment might be standardized examinations,
performance demonstrations, and experiential education.
          The general education committee in collaboration with the HLC Academy for Assessment of
Student Learning Team has developed direct and indirect measures to assess the revised goals of the
General Education program. The current plan calls for the revised four general education goals to be
assessed during the required Educated Perspective Seminar course. Common rubrics and portfolio
information will be used as data to make student learning improvements. Corrections to teaching
methods, curriculum development, and course delivery are the responsibility of the department personnel.
          The service-learning coordinator maintains a centralized data file for courses that utilize a
service-learning component. Standardized evaluations are collected from students in these courses each
          Building a culture of assessment has been started through initiatives from the office of
assessment and the continued commitment of the entire institution. The systemic method of assessment
being implemented will document assessment results and provide evidence that the results are used for
continuous improvement of programs and services to cultivate a culture of assessment.
1P12 Student preparation for further study or employment
          Across campus, there are several methods currently implemented to address this issue. Career
Services collects data relating to graduated students and their present employment status. This
information is used to determine if the graduating students did in fact find work.
          The School of Business and Technology collects information by administering a standardized
test, called a Major Field Test, which was developed by Educational Testing Service. This test measures
student academic achievement and growth. It is used to evaluate their curricula and to measure the
progress of their students. The test’s basic claim is to measure student knowledge and understanding
achieved by senior undergraduates in their major field of study.
          An alumni survey has been collected at the administrative level in the past, but this has not been
done the last two to three years, as the cost outweighed the benefits. Previous survey data are stored in
the Office of the Vice President for Academic Affairs for review.

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November 2008                        Wayne State College

        The School of Education and Counseling sends a survey to principals or supervisors in schools
where education graduates of the College have found jobs as teachers. This survey (Wayne State
College Survey of Principals/Supervisors of First Year Educational Graduates) includes questions about
the job performance of education graduates in their first year of teaching. The results of the survey are
used to assess teacher training programs at Wayne State College.
        The Counseling and Special Education Department collects evaluations of student interns from
agency supervisors. Recent undergraduate and graduate alumni complete an annual survey regarding
how well their course work prepared them for employment. They also rate the degree to which
improvement is needed in program areas.
1P13 Measures of student performance
        Certain disciplines have historically built assessment around samples of student performance (for
example art students produce pieces of art, music students demonstrate performance in public recitals,
computer students produce written programs, and some language arts students produce literary
products). Other programs have recently adopted a variety of student performance measures to
demonstrate growth and development. These include capstone research projects, internship programs,
presentations before peers as well as oral and written examinations covering learning objectives.
        Performance data is also part of the information collected for courses that include a service
learning component.
1R1 Student Learning Achievement
        An annual Institutional Data Report is completed by the Information Management Office. Among
the data summarized is the number of students graduating with undergraduate or graduate degrees, rates
of completion data, and the student retention rate. Table 2 summarizes these data. The Learning Center
prepares an annual report that summarizes the student retention rates, the rate of probationary students,
and the success rates of transitional programs in helping students learn.

Table 2   WSC Achievement data
              2001- 2002- 2003-          2004-   2005-   2006-
              2002 2003 2004             2005    2006    2007
retention rate    65%     70%     70%     67%    70%    74%
(after 1 yr.)
retention rate
for those with
low ACT
scores who
                   69%     81%     73%     76%    68%    74%
Succeeding in
retention rate
for those with
low ACT
scores who         59%     66%     59%     61%    58%    70%
did not take
Succeeding in
Percent of
students who
left in poor
                   17%     18%     19%     20%    15%    14%
standing after
1 year
          *excludes students who withdrew from Succeeding in College
          The Office of Career Services prepares an annual report for students who complete the
undergraduate degree. The results consistently show that almost 50 percent of undergraduate students

Page 15                  AQIP Criterion 1: Helping Students Learn
November 2008                         Wayne State College

complete the degree in six years or less. The Institutional Data report also summarizes the student
evaluations of services they received at WSC. Students also rate themselves as to levels of ability in
several areas such as academic, artistic, computer skills, writing, math, leadership, public speaking, and
self-confidence. The self-ratings of graduating seniors are compared to the self-ratings of freshmen on
these same abilities. The results consistently show considerable improvement on most abilities. Ten of
the fifteen abilities show from 10%-19% improvement. Students also rate their level of satisfaction with
various campus services. Except for ratings of parking, the results showed high levels of satisfaction with
the services: 80%-99% of those who used the service were satisfied.
         The School of Education and Counseling completed a survey of upper level education majors that
asked students whether their professional education field experiences exceeded, met, or did not meet
their expectations that they would experience cultural diversity. While 68%-81% stated their expectations
were met, very few indicated that the experiences exceeded their expectations (6-23%).
         At the course level, instructors often prepare exams to reflect the students’ level of achievement
of the course objectives. Instructors use the results of the student performance measures to assign
grades and to make adjustments to the course delivery and/or objectives. A summary of student grade
point averages is shown in Table 3.

Table 3     WSC Mean student grade point
                  Fall      Spring       Fall     Spring      Fall     Spring      Fall    Spring
                 2004        2005       2005      2006       2006      2007       2007      2008
                 3.11        3.12       3.12       3.13      3.12       3.11      3.10      3.11

1R2 Student competence evaluation
         More specific learning objectives are often assessed at the departmental level. The Counseling &
Special Education Dept. collects evaluations of student interns from agency supervisors. Recent
undergraduate and graduate alumni complete an annual survey regarding how well their course work
prepared them for employment. They also rate the degree to which improvement is needed in program
areas. Students majoring in Business complete a standardized exam from the Educational Testing
Service during their senior year. The results of the group are compared to those of other institutions to
examine the effectiveness of the student learning. The results led to a decision to restructure the
requirements for the Business major. This change was implemented in 2006-2007.
         In addition the School of Humanities utilized national standardized tests for language proficiency
to help place students in appropriate courses. However, these results generally do not reflect on the
quality of instruction provided at Wayne State College.
         The Administration could also develop an analysis of the trend of the self-ratings of ability of WSC
Graduates shown in Table 7.
         The School of Education compiles a Survey of Principals of First Year Teachers. Table 4 shows
an exceptionally high rate of satisfaction for recent graduates from Wayne State College.

Table 4 Rate of approval of first year teachers
Rate of supervisor
satisfaction with first year
teachers who are               3.2
graduates of WSC based
on a 4.0 scale of Key

        The Office of Career Service collects information about the careers of graduates of WSC. Their
results show excellent rates of employment or continued education for the graduates of Wayne State
College. Table 5 indicates those findings.

Page 16                   AQIP Criterion 1: Helping Students Learn
November 2008                        Wayne State College

Table 5 Rate of employment/continued education of WSC graduates
                    2000-  2001- 2002- 2003- 2004- 2005- 2006-
                    2001   2002 2003 2004 2005 2006 2007
Percentage of WSC
graduates who are
employed or          99%    96%    94%    95%     99%   97%    91%

         The information for Table 6 was obtained from the WSC Office of Information Management. At
least two-thirds of WSC graduates believe that in academic ability they compare well to graduates of
other institutions.

Table 6 Self ratings of academic ability of WSC graduates
                      2002 2003 2004 2005 2006 2007                 2008
Percentage of
graduating WSC
seniors who rated
                      66% 64% 65% 68% 73% 63%                       68%
their academic
ability to be above

1R3 Teaching and learning process results
         One result of the academic reorganization in 2000 combined the Computer Information Systems
and Computer Science Departments. The new department is reviewed by an advisory committee that
meets yearly to discuss how the program can respond to marketplace changes to ensure that students
have the skills needed in the rapidly changing workforce.
1R4 Basis for comparison
         WSC freshman and seniors completed the National Survey of Student Engagement (NSSE) in
the fall of 2005. Students rate their college experience by responding to questions in five clusters: 1)
level of academic challenge, 2) active and collaborative learning, 3) student-faculty interactions, 4)
enriching educational experiences, and 5) supportive campus environment. The results of this survey are
summarized in a Benchmark report that compares WSC to three groups of the 437 colleges and
universities in the NSSE survey. The data in the table below reveal the % of these schools that WSC
ratings exceeded in the national survey. One of the more meaningful comparisons is with nine selected
Peer Institutions (Bemidji State University, Eastern New Mexico University, Fort Hays State University,
Georgia Southwestern State University, Minot State University, Northern State University, Southeastern
Oklahoma State University, Southern Arkansas University, and Southern Oregon University). WSC
compared favorably in most areas. Mean scores were higher for WSC students on all but the first cluster,
level of academic challenge. The table below indicates the clusters that were higher with a plus sign (+).
Asterisks are used to indicate the level of significance (* indicates significant at the .05 level and **
indicates significant at the .01 level.)

Table 7 Comparisons of WSC student self-ratings of academic experience in 2005 with Peer
                   First-Year   Senior
                   WSC          WSC
                   Students     Students
Level of Academic
Active &
                      + **           +*
                      +              +

Page 17       AQIP Criterion 1: Accomplishing Other Distinctive Objectives
November 2008                          Wayne State College

                        +*              +
                        +               +

1I1 Improving current processes
         The Dean’s Council reviewed survey results from an experimental blocked studies program
(Environmental Studies). The success of this program encouraged the organization of three additional
blocked studies courses that were offered in 2004-2005.
         Changes have been made with course offerings through distance learning options. These
changes were a result of conversations with Deans and faculty in response to student requests for
alternative locations of courses.
         A service-learning team has encouraged faculty to implement service-learning tasks in courses
where feasible. Orientation sessions for faculty were provided to explain the rationale and procedures
involved in the service-learning program. The team also provides guidance for faculty who elect to
implement this learning component in a course and publishes a booklet summarizing all such activities on
the WSC campus.
1I2 Setting improvement targets
         Departments utilize the information summarized in the results mentioned previously to set goals
and targets to improve various aspects of Helping Students Learn. A summary of these projects is
published in the annual AQIP Proceedings. Faculty review these projects to gain insight into ways that
improvement can be facilitated at the departmental level.
         The data regarding the cultural composition of Wayne State College students reveal a very low
number of minority students. WSC suffers from its isolated location and the ethnically homogeneous
character of the population from which it draws the majority of its students. Greater efforts should
continue to be made to broaden the ethnic diversity of the student body.

       AQIP Criterion 2: Accomplishing Other Distinctive Objectives
          It is evident in the mission statement that Wayne State’s primary emphasis to help students learn
is intimately intertwined with its other distinctive objectives—this is by design. Wayne State recognizes the
important role it plays in the lives of the students both in and out of the classroom; the impact on the lives
of faculty and staff; and the role the college plays in the region as the provider of services and cultural
2C1 Other Institutional Objectives
          In fulfilling the assignment made by the Nebraska legislature in establishing state colleges,
Wayne State endeavors to educate successful teachers and citizens. The college has established some
general institutional objectives as well as some objectives in the areas of general education, professional
education, and pre-professional programs, all of which are noted in each edition of the General and
Graduate Catalog published annually by the college.
          However, in the vernacular of the Academic Quality Improvement Project, objectives are defined
as, “objectives [which] are distinctive because they distinguish your institution’s unique identity. Other
distinctive objectives may include research and scholarship, institutional citizenship, participation in
auxiliary activities such as athletics, or any other major activity to which the institution commits substantial
resources, energy, and attention.” Although Wayne State has not specifically articulated other distinctive
objectives as such in the mission or vision statement of the college, it is easy to identify what is important
to Wayne State by following a process which identifies the many partnerships, relationships, and events
that take place at every level of the institution (see examples provided in Table 2C1-A). Five distinctive
objectives emerge:
          1. To provide and support opportunities for student scholarship and research that foster
experiential learning and challenge students to think critically and creatively about the world.

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November 2008                        Wayne State College

          As a regional state college with affordable tuition, Wayne State draws a substantial number of
students with limited worldly experience and many who meet federal criteria for financial assistance.
Because a lack of financial resources can impact and/or restrict a student’s personal choices and options,
the college strives to broaden the experiences of the students by providing access to information
technology via the campus network; creating affordable opportunities for international study and travel by
participating in cooperation with the other Nebraska state universities and colleges in the Nebraska
Semester Abroad program; and by initiating programs such as the RHOP that underwrite the expenses of
a college education in exchange for the student’s service to the rural communities of Nebraska following
graduation from medical school.
          Students at Wayne State are encouraged to participate in research, often times developing into
co-presenters with their faculty advisor at professional conferences related to the students’ major.
          During the fall of 2003, a committee of faculty representing all four schools was established to
provide on-going review of the general education requirements that are a part of all degree programs,
with the intent of insuring that Wayne State is providing relevant and meaningful content that challenges
students to develop critical thinking skills.
          The college is involved in the American Democracy Project, which is “…a multi-campus initiative
that seeks to create an intellectual and experiential understanding of civic engagement for
undergraduates enrolled at institutions that are members of the American Association of State Colleges
and Universities. The goal of the project is to produce graduates who understand and are committed to
engaging in meaningful actions as citizens in a democracy.” -- ADP Mission Statement, Views on
Democracy campus newsletter, Jan 04
          2. To provide a variety of co-curricular and academic experiences designed to support
collaborative learning.
          In an effort to provide students with connected learning opportunities, Wayne State has
developed linked courses at the undergraduate level and Learning Communities at the graduate level. In
addition to these options, members of the faculty have developed numerous service learning projects that
are integrated into the curriculum of various courses. Students are encouraged to participate in
cooperative educational experiences when appropriate. Some departments require an internship
experience to fulfill degree requirements. All of these approaches result in excellent collaborative
learning opportunities.
          The knowledge and expertise of faculty, staff, current students, and alumni is showcased in
campus forums and workshops, affording students the opportunity to witness the connection between the
classroom and the world of work.
          Wayne State is also committed to providing a variety of co-curricular activities such as annual
theater productions or intercollegiate sports so that students have the opportunity to develop and practice
the skills necessary to excel in their chosen careers.
          3. To create an environment, supported by adequate resources, which fosters and supports
professional growth and development for all members of the WSC community.
          As a community, the college is committed to building a sense of belonging and ownership among
the stakeholders. In addition to Faculty Senate and Student Senate, in 2002 the campus developed a
Professional Staff Senate and Support Staff Senate for the purpose of providing a voice to all groups on
campus. There has also been a concerted effort to include a balanced representation of faculty and staff
in the committees involved with AQIP and with the campus Strategic Plan (Table 2C1-B).

Page 19       AQIP Criterion 2: Accomplishing Other Distinctive Objectives
November 2008                        Wayne State College

Table 2C1-B
                   AQIP Council     Strategic
                   membership       Planning
Administration           2              1
Deans                    4              2
Faculty                  7              2
Professional             2              2
Support Staff            2        input was
Students                 3        from these 3
Community                2        at a planning

       Attendance at professional conferences is encouraged and supported by travel funds that are
made available even during difficult fiscal years. See some examples in Table 2C1-C.
       There are also numerous opportunities for personal growth and development provided on
campus utilizing various formats: forums, workshops, guest presentations.

Table 2C1-C
  Year      Department or             # of Faculty          $             Source of Funding
               School                  Traveling        Allotted

 01-02     Natural & Social                37          23,950      Department, VPAA, General Fund
           Education &                  no report      no report   no report
           Arts & Humanities               27          18,500      Department and General fund
           Business &                      27          13,500      Department and VPAA

 02-03     Natural & Social                38          30,600      Department, VPAA, General Fund
           Education &                  no report      no report   no report
           Arts & Humanities               32          22,000      Department and General Fund
           Business &                      28          24,400      Department and VPAA

 03-04     Natural & Social                30          29,350      Department, VPAA, General Fund
           Education &                  no report      no report   no report
           Arts & Humanities               34          23,000      Department and General fund
           Business &                      28          24,750      Department and VPAA

        4. To create and be progressive stewards of a comprehensive, sustainable campus.
        The campus community is involved in several recycling and conservation efforts. There is also
effort being directed towards developing a campus facilities plan that will incorporate sound
environmental practice.

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November 2008                         Wayne State College

          5. To serve and to provide services and opportunities for northeast Nebraska citizens, and to
facilitate partnerships and interactions within the region.
          The role of the college as a regional center cannot be underestimated. People utilize the services
of the college for assistance with business and economic development, and community improvement.
          For example, the following table illustrates citizen use of the Nebraska Business Development
Center services.

          Request     Request $      approve     approve $
2003         29       14,785,450       21        6,741,410
2002         25       9,617,210        20        7,574,160
2001         11       6,598,510        11        6,574,620
2000         22       6,015,430        16        3,965,430
1999         34       7,523,280        22        4,393,570

        There are also extensive collaborative relationships with area K-12 schools, as well as articulation
agreements and partnerships with area community colleges.
        Campus facilities such as the Planetarium attract visitors and school children, as do presentations
and conferences. The college is regionally well known for providing cultural events and for bringing
nationally recognized performers to campus.
        The college both initiates and participates in the development of inter-local agreements with
various entities in the service region for the purpose of building relationships and exercising fiscal
responsibility (Table 2C1-E).

                                         Inter-local Agreements
                                          WSC and Wayne, NE
Table 2C1-E
Agreement           Description                                                       Contact
Campus              Wayne City Police and WSC Campus Security combine                 Roger Hochstein,
Security/           resources/personnel to provide 24 hour security coverage on       Campus Security
Wayne Police        campus.                                                           Supervisor
Wayne Chicken       WSC and Wayne Chamber of Commerce cooperate in                    Campus Liaison is
Show                numerous ways to insure successful event which is held on         Derby Johnson
                    the WSC Campus.
Gray Water          Water would be recycled/purified and reused the City and the      School of Natural
Project             College for lawn care.                                            and Social Sciences
Facilities Usage    Agreements between WSC and Wayne Community Schools                Carolyn Murphy
                    for cooperation in use of facilities for various high school

2C2 Aligning with Mission, Vision, and Philosophy
         Although Wayne State is a member of a three-school state college system, the college operates
with campus autonomy that allows for individual campus initiatives; however, the mission statement and
strategic plan for each campus are still reviewed and approved by the system-wide Board of Trustees.
         Current initiatives at Wayne State include the American Democracy Project and Service Learning.
These two initiatives provide heightened awareness and expanded activities in the areas of civic
engagement and public service, and supplement our mission themes of student and regional
         As a regional public college functioning as one of many public agencies of the State of Nebraska,
the mission of the college is driven by the social and economic utility of its work. The main themes, which
guide the work of the college, are:

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November 2008                          Wayne State College

         Student Development – by reaching and educating more of the traditional and non-traditional
students in our service region, we will have a major impact on the essence of rural development –
educated citizens; and
         Regional Development – we are a center, a focal point, and a catalyst in northeast Nebraska,
not only for education but also for the arts, cultural activity, and community and economic development
assistance. In addition, Wayne State is a federal and state government depository for public use.
         In all Wayne State does, it strives to remember that it is not the end product; its students and its
region are the end products. The college is an investment vehicle, a public agency, carrying out a
regional agenda on behalf of statewide development.
2C3 Support in Helping Students Learn
         The ways in which the college addresses student learning are discussed in Criterion 1. The
partnerships, relationships, facilities, activities, and events discussed in Criterion 2 illustrate the ways in
which Wayne State’s other distinctive objectives support and help students learn.
         *experiential learning – students are encouraged to expand their educational experience through
participation in service learning, campus organizations, internships
         *collaborative learning – the college offers a variety of opportunities for students in academics,
athletics, the performing arts, student government
         *professional growth and development – faculty, staff, and students are encouraged to participate
in conferences and professional organizations, honor societies
         *sustainable campus – recycling and conservation efforts by the campus community support what
is taught in environmental classes
         *regional service – partnerships with stakeholders influence and shape the environment for
student learning, curriculum, and off-campus experiences

Page 22        AQIP Criterion 2: Accomplishing Other Distinctive Objectives
November 2008                          Wayne State College

     *Measures that are marked with an asterisk fit in more than one objective. Wayne State College
                                  Trends Associated with Distinctive Objectives
Objective                   Measure                                      Tracking Location          Trend
Opportunities for           a. Linked Courses and Learning Communities a. Academic Affairs          a. developing
student scholarship         b. RHOP* and MARHOP*                         b. NSS-Pearcy and          b. increasing
and research that           c. Required Research for Undergrads in NSS   Young
foster experiential         d. American Democracy Project                c. NSS-Dept Chairs         c. increasing
learning and challenge      e. Multicultural Center                      d. Academic Affairs        d. developing
students to think           f. Academic Support Services (Learning       e. President’s Office      e. stable
critically and creatively   Center, STRIDE)                              f. Dean of Students        f. stable
about the world.            g. Wayne State Foundation                    g. Foundation Office       g. increasing
                            h. Network and Technology Services*          h. Academic Affairs        h. increasing

Variety of co-curricular    a. Opportunities for Study Abroad               a. Academic Affairs     a. increasing
and academic                b. Career Services                              b. Career Services      b. increasing
experiences designed        c. Intercollegiate Sports Programs              c. Director of          c. stable
to support                  d. Shirtsleeve Workshops                        Athletics
collaborative learning.     e. Honor Societies                              d. School of Business   d. stable
                            f. Intramural Sports Program                    e. Departments          e. unknown
                                                                            f. Student Activities   f. stable

An environment,             a. Student, Faculty, Professional and Support   a. President’s Office   a. increasing
supported by adequate       Staff senates                                   b. AA/Deans/Dept        b. stable
resources, which            b. Workshops and Conference Attendance for      Chairs
fosters and supports        Faculty/Staff                                   c. Academic Affairs     c. decreasing
professional growth         c. Faculty Forums                               d. Dept Chairs/Deans    d. increasing
and development for         d. Conference Support for Students
all members of the
WSC community.
Create and be               a. Campus Improvement                           a. VP of Finance        a. increasing
progressive stewards        b. Collaboration in Recycling/Energy            b. Recycling            b. increasing
of a comprehensive,         Conservation                                    Committee
sustainable campus.         c. Arboretum                                    c. AA/Arboretum         c. stable
                            d. Planetarium                                  Committee
                                                                            d. NSS-Rump             d. stable
Serve and provide           a. Collaborative Relationships with Area K-12   a. Schools              a. unknown
services and                Schools                                         b. Science Fiction      b. stable
opportunities for           b. WillyCon (Science Fiction Convention)        Club
surrounding area, and       c. Great Plains Series                          c. Humanities           c. stable
facilitate partnerships     d. Civic Engagement in Local Communities by     d. Schools/Work         d. unknown
and interactions with       WSC Personnel                                   Areas
the region.                 e. Life Long Learning Partnership in Norfolk    e. President’s          e. increasing
                            f. Inter-local Agreements                       Office/Cont Ed
                            g. Black and Gold Programs                      f. President’s Office   f. increasing
                            h. Nebraska Business Development Center         g. President’s Office   g. decreasing
                            i. Service Learning*                            h. School of            h. stable
                            j. NENTA*                                       Business-Kucera
                            k. SSRC                                         i. NSS - Karlen         i. stable
                            l. National Issues Forum                        j. Education            j. increasing
                                                                            k. NSS                  k. increasing
                                                                            l. C. Parker            l. decreasing

2P1 Determining Other Distinctive Objectives
        The Mission Statement, AQIP Vital Few Projects, and the Strategic Plan were developed
following campus-wide discussion with stakeholders. While there has not been a formal process for

Page 23         AQIP Criterion 2: Accomplishing Other Distinctive Objectives
November 2008                            Wayne State College

determining and establishing other distinctive objectives per se, the objectives as outlined in this Criterion
do reflect the intent and philosophy of the current campus culture. The objectives clearly support the
guiding themes of student and regional development.
        In August 2008, the institution joined the Voluntary System of Accountability, (VSA). The
Voluntary System of Accountability (VSA) communicates information on the undergraduate student
experience through a common web reporting template, the College Portrait. The College Portrait gives
Student and Family Information, Student Experiences and Perceptions through NSSE results and Student
Learning Outcomes in critical thinking and written communication through the Collegiate Assessment of
Academic Proficiency (CAAP) exam.
        In 2001, the college embarked on a campus-wide initiative to improve institutional quality using
both AQIP and Strategic Planning. Representatives from across the campus, as well as citizens from the
community of Wayne, participated in planning retreats, committee meetings, and discussion forums.
Strategic planning was reviewed and updated in 2003 and 2007. The planning process has now merged
with AQIP planning and AQIP initiative now appear in the strategic plan.
        The resulting reports included the following target areas that serve as a guide for illustrating the
current other distinctive objectives of the college:

AQIP Vital Few Projects                                         Promote Effective Campus Communication
*Human Resource Development                                      Enhance Student Life
*Building Community                                              Promote Student Leadership
*Institutional Quality – Connected Learning                      Provide Safety and Security
*Enrollment Growth                                          III. Regional Service and Development
                                                                 Engage the campus community in regional
2004-2006 WSC Strategic Plan                                     partnerships and service.
*Teaching and Learning                                           Expand College-School Partnerships
  continuously improve academic quality and                     Increase position of Wayne State College as a
     the learning environment                                     regional service provider
*Community                                                  IV. Quality
  build a sense of belonging, ownership, and
                                                                 (AQIP) Establish an institutional culture of
     esprit de corps among all stakeholders
                                                                  systematic quality improvement.
                                                                 Maintain System Portfolio
  engage the campus community in regional
     partnerships                                                Dovetail AQIP & Strategic plan
*Quality                                                         Develop Action Plans to deal with opportunities
  establish an institutional culture of                          discovered thru AQIP process
     systematic quality improvement                              Promote institutional awareness of AQIP
*Stewardship                                                      process
  carefully manage and develop campus                           Create measurable quality outcomes campus
     resources and facilities                                     wide
*Student Persistence                                             Provide a mechanism for campus evaluation of
  enroll, retain, and graduate an optimum                        assessment activities
     number of students                                     V. Stewardship
                                                                 Carefully manage and develop campus
2007-2010 WSC Strategic Plan                                      resources and facilities.
I. Teaching and Learning                                         Increase Grant Funding
    Continuously improve academic quality and                   Increase Public and Private Support
     learning.                                                   Implement Campus Master Plan Programs
    Strengthen Existing Curriculum                              Implement Conservation/Preservation
    Promote Vibrant Intellectual Climate                        Enhance Technological Resources
    Develop an Integrated Academic Advising System         VI. Student Persistence
    Enhance Technological Infusion                              Enroll, retain, and graduate an optimum number
    International Education                                      of students
    Service Learning                                            Broaden Marketing Plan
II. Community                                                    Increase Student Recruitment and Admissions
    Build a sense of belonging, ownership, and esprit            Efforts
     de corps among all college constituencies.                  Increase Student Retention
    Feature Diversity (gender, ethnicity, place of
     origin, etc.)
    Human Resource Expansion
      Enhance Campus Recognitions

Page 24         AQIP Criterion 2: Accomplishing Other Distinctive Objectives
November 2008                         Wayne State College

2P2 Communicating Expectations
         The process of communicating the long-range goals (which encompass the other distinctive
objectives) was accomplished by having members of the Strategic Plan steering committee make
presentations to each of the campus schools and work areas. This approach allowed for a smaller arena
in which to ask questions and exchange information. A more complete explanation of how the college
plans and communicates expectations can be found in Criterion 5 and Criterion 8.
         Most of the short-term goals and/or action plans are developed at the school or department level,
so most of the communication of those expectations happens at that level, too. The College Relations
office does produce a variety of publications that include information about the college and reflect the
philosophy of the institution. An example would be the Wayne State Magazine that is published twice
annually and distributed to all staff, alumni, and friends of Wayne State. The magazine includes a
message from the president as well as a review of campus highlights and events. In addition to
publications being mailed out to various target audiences, many publications can also be accessed by
anyone who visits the campus website.
         The Campus at a Glance, a weekly communication that includes all things newsworthy about the
campus such as information about upcoming events, notations of faculty presentations and publications,
articles on staff and student accomplishments, and explanations of pending changes in campus policy, is
also produced by College Relations and is sent electronically to all faculty and staff each Friday.

2P3 Determining Faculty and Staff Needs
         Individual professional and support staff needs are assessed during annual performance
evaluations that review individual objectives and accomplishments. If there is an identified need and/or
request for special allocation of resources, it would be discussed at that time.
         Individual faculty needs are addressed through a systematic process that focuses on specific
areas: library requests; institutional grants; equipment; and travel for faculty, students, and honors
students. Any additional special requests are made during annual reviews and submitted to the
respective department for consideration.
         Requests for school or department budget allocations are prepared by the respective deans or
directors and submitted to the appropriate vice president.
         Staff and faculty development training offerings can be requested and/or initiated by
administration, management, or by an individual. Some topics that have been targeted are technology,
appreciation of diversity, and grant writing. The Professional Staff Senate and the Support Staff Senate
have also been instrumental in bringing training opportunities to the campus community in topic areas
such as conflict resolution, maintaining high morale, and the history and development of Wayne State.
2P4 Assessing and Reviewing Objectives
         Members of the campus community began a standardized, systematic method of program
assessment in the fall of 2007. The strategic planning committee was reorganized in the fall of 2007 and
reviewed at an institutional level the other distinctive objectives presented in this report. Currently, the
college is transitioning to a process (AQIP) of systematic review and continuous improvement.
         The campus has been in the process of collecting baseline data in each of the areas identified in
the Strategic Plan. The data will be used for review and revision of AQIP and the strategic planning goals
and initiatives, and will provide the administration with substantial information about the campus.
2P5 Measuring Accomplishment of Objectives
         Data related to the various campus initiatives and events that serve as examples of the ways in
which the institution carry’s out the other distinctive objectives are collected and/or documented and
analyzed in various ways and at various levels of the college.
         There is an institutional data book that is maintained and updated each year that includes
information on accreditation, enrollment, retention, faculty, finances, alumni, and assessment. The
reports in this book provide a comprehensive snapshot of the college, as well as using various charts and
graphs to show trends in each of the areas.
         There are annual reports from each school and work area submitted to and kept on file by the
appropriate vice president.
         Data is collected at the program and service level for such things as number of students involved
in intramurals, or numbers of graduates who are involved in careers related to their major.

Page 25 AQIP Criterion 3: Understanding Students' and Other Stakeholders' Needs
November 2008                         Wayne State College

2R1 Results in Accomplishing Objectives
          In an effort to conserve text in this report, yet still provide a sense of the many activities and
initiatives that serve to strengthen the campus, what follows are selected results that represent the
accomplishments associated with our other distinctive objectives. Additional examples and all supporting
data can be provided on request.

Examples - Experiential Learning
Campus Television Station
          The Department of Communication Arts offers students the opportunity to develop practical skills
through application in oratory and rhetoric, the performing arts, and technology and media. While many
colleges (including WSC) have campus radio stations staffed by students studying the communication
arts, Wayne State also offers students a state-of-the-art television studio.
          Wayne State College participates in two programs found uniquely in Nebraska or the Midwest.
The Rural Health Opportunities Program (RHOP) guarantees highly qualified student participants at WSC
admission into the University of Nebraska Medical Center (UNMC). Students begin pre-health studies at
WSC and complete their degree at UNMC.
          The second program is called the Mid-America Rural Health Opportunities Program (MARHOP).
Highly qualified students begin pre-health studies at WSC and complete them at Creighton University.
Both programs aim to return students to rural communities after they have completed their studies.
          The programs were initiated in 1990 and have grown to include many areas of study including
medicine, pharmacy, dentistry, occupational therapy, physical therapy, and medical technology. Over two
hundred students have been enrolled in the programs at WSC over the past five years, with cumulative
growth each year.
          As of 2001, UNMC had tracked 45 WSC students who had successfully completed their degree
and gone on to find employment. Currently, there are 35 WSC students enrolled in RHOP related
programs at UNMC for a total of 80 student participants in RHOP since 1990. We do not have similar
institutional tracking of MARHOP students, but we know that currently 29 students are enrolled in
          The top two graduates in the class of 2003 at UNMC were participants in the RHOP program as
undergraduates at Wayne State.

Examples – Experiential Learning (continued)
Cutting Edge Technology
        Wayne State utilizes a best-practice approach to technology, making the institution
technologically distinctive in the following areas:
     wireless network in Conn Library
     comprehensive plan for wireless technology in popular areas on campus
     new network infrastructure
     desktop software distribution
     for most users, a single log-in system
     E-campus portal
     large network capacity in residence halls
     centralized technology deployment
     network port for each student in residence halls
     global access to network file storage system

Examples – Collaborative Learning
Learning Communities
        Three learning communities have been established at WSC: a freshman Environmental Studies
closed block; a Junior/Senior Environmental Studies open block; and a Curriculum and Instruction
graduate level block of classes in Education.
        During the initial Environmental Studies learning community for freshmen, twelve students
enrolled in and completed course work in Biology, English Composition, Geography, Physical Education,

Page 26 AQIP Criterion 3: Understanding Students' and Other Stakeholders' Needs
November 2008                         Wayne State College

and Sociology. The faculty teaching these various courses made an effort to coordinate and relate the
content of each course to issues in the environment. The second learning community associated with
Environmental Studies was the junior/senior block. Students enrolled in Conservation Biology,
Geographic Information Systems, Environmental Ethics, Public Policy, and Environmental Sociology. The
junior/senior block was open to all students, regardless of major. Four students took all the classes as a
block, but many other students (not involved in the block) were in the classes as well. The flexibility in
this block program allowed students to have more choice in selecting their combination of courses. The
School of Education currently is running five Learning Communities for graduate credits: two in Sioux
City/South Sioux City, two in Fremont and one in Grand Island. The program is 36 hours and students
obtain a Master’s degree in Curriculum and Instruction. An additional Learning Community at Sioux
City/South Sioux City is available in School Administration. This Learning Community concept is in its
sixth year and has graduated ten Learning Communities.
Undergraduate Research
         There are several departments that require students to complete a research project as part of
their degree program. Students graduating with a BS in the Department of Life Sciences, for example,
must complete three semester hours of research to meet the requirements for completion of their degree.
Students do literature research, design their own experiments, conduct the research, and analyze and
interpret their results. They work under the mentorship of faculty in the Department of Life Sciences. The
experience is rewarding and can be quite intensive, ultimately providing the student with excellent
experiential learning in biology. The requirement for research was added to the degree in 1994. Since
then, 110 students have completed research projects and presented the results to the WSC community.
Many have also presented their results at the regional Nebraska Academy of Sciences meeting. In 1999,
the Department of Math and Physical Sciences began requiring similar research experiences for students
majoring in Chemistry. Fifteen students have successfully completed and presented results from
research projects
Intramural Sports
         Wayne State offers a wide variety of intramural activities ranging from individual sports like power
walking or tennis, to team sports such as bowling or basketball. In the most recent reporting year (2007-
08), approximately 69% of the students at Wayne State participated in one or more intramural activities.
Of the overall number of intramural participants, 606 or 60% are men and 485 or 42% are women.
Collegiate Athletics
         The cumulative GPA for all student-athletes has been over 3.0 for the past 17 consecutive

Examples - Professional Growth and Development
Faculty Forums
         Faculty members from the four schools at Wayne State participated in an Intellectual Climate
Committee and organized a Faculty Forum during the spring semester of 2003. The Forum was
designed to facilitate intellectual discourse between all members of the WSC campus community. A call
for presentations was sent out to the campus community. Twenty-four submissions for presentation were
received of which four were chosen. Presentations were given 22 January, 19 February, 19 March, and
16 April 2003.
         Topics for these presentations were electronic literacy and literature, an examination of the use in
television in creating religious radicals in the Middle East, high altitude physiology and illness, and the
integration of student learning with faculty scholarship.
         Rarely do faculty give such formal presentations on their scholarly activity to their own campus;
such presentations are most often reserved for regional, national, or international meetings. WSC is
unique in part due to its small size, but it is excellence in scholarly activity combined with having a close-
knit campus community that allows for coming together to stimulate each other intellectually in these
Faculty Travel Funds
         Every department on campus provides up to $700 for travel per faculty. This travel money may
be used to travel to scholarly meetings whether the faculty presents or not. It may also be used to attend
workshops and other seminars, symposia, or meetings related to the faculty’s area of expertise or
pertaining to teaching skills. Certain faculty and staff are also provided money to attend meetings
pertaining to administrative work. The Vice President for Academic Affair’s office also provides funds for

Page 27 AQIP Criterion 3: Understanding Students' and Other Stakeholders' Needs
November 2008                         Wayne State College

faculty to travel to meetings where they are presenting the results of recent scholarly activity. See Table
Funding for Student Travel to Meetings
         The School of Natural and Social Sciences has initiated funding to cover student travel to
scholarly meetings. The School provides funds that must be matched by the department. To date, eight
students have applied for and have received funding for travel to such meetings as the Nebraska
Academy of Science, the American Association for the Advancement of Science in Seattle, Washington
and an international meeting on stream ecology in Vancouver, British Columbia.
         Funding of student travel to meetings encourages research and the communication of research in
addition to providing unique opportunities.

Examples - Sustainable Campus
          WSC and Dr. Charles R. Maier, Emeritus Faculty member in Biology, were founding participants
in the Nebraska Statewide Arboretum in 1978. Currently, Pat Meehan is the Arboretum and Landscape
Manager for the campus, and faculty and staff from various departments at WSC constitute the
Arboretum Committee. There is no institutional data to document use of the Arboretum by stakeholders;
however, students in Botany regularly use the Arboretum for identification of trees.
Ecological Study Area (ESA)
          A collection of resources for ecological study exists around the campus for use by faculty,
students, and the community, including two trails. The Wildcat Trail winds past an herb garden (with
culinary, pioneer, historical, medicinal, Native American, and potpourri herb and perennial beds), an
Arboretum, a native prairie area, a designated ecological study area, and a fitness court. The Willow Bowl
Trail takes a loop around the campus that allows one to view, with named plants, about 75% of the plant
diversity on campus. Dr. Mark Hammer, Associate Professor of Biology, is the director of the ESA.
There is no institutional data to document use of the ESA by stakeholders; however, faculty in the
Department of Life Sciences have regularly taken students to the ESA and involved them in a variety of
activities, including independent research projects, prairie restoration, and identification of invertebrates.
Approximately 75 students a semester use the ESA in their studies.

Page 28 AQIP Criterion 3: Understanding Students' and Other Stakeholders' Needs
November 2008                          Wayne State College

Recycling Efforts
         Wayne State College has several recycling efforts: paper recycling, can recycling, a pilot project
                                                             for the Hahn Administration Building that focuses
Total Recycled 20 Ounce Pepsi Bottles                        on both recycling and energy conservation, and a
                                                             service learning project that involves students in
                Total      Total      Total                  recycling plastic products.       Faculty in the
Hall/Building Spring 01 Fall 01       Spring 02 Total        Department of Life Sciences have maintained an
Berry                  266        260        130      656 on-going service learning project for the BIO 104:
Terrace                182        182        121      485 Environmental Concerns students since Spring of
                                                             2001. Students are responsible for picking up the
Morey                  138        170        205      513 plastic bottles, maintaining the recycling bins,
Neihardt               543        540        721 1804 cleaning the bottles and throwing away the caps.
Pile                   355        355        360 1070 Students also keep track of the number of bottles
Bowen                  872        720        293 1885 that are recycled, particularly Pepsi product
Anderson               160        160        160      480 bottles, to compare for gross estimates of the
                                                             number of bottles sold on campus by PepsiCo of
Carhart                197        328        328      853 Siouxland. The WSC campus has an exclusive
Brandenburg            321        363        363 1047 contract with this distribution company and in
Benthack               156        260        612 1028 return, the company supplies the campus with
Gardner                126        105        143      374 recycling bins, plastic bags, and estimates of
                                                             number of bottles recycled. Members of the
Connell                246        205        321      772
                                                             faculty organize the process and participate in the
Peterson                94         94        127      315 recycling and pick up the plastic for transportation
Studio Arts            148        110       *****     258 to the Wayne Recycling Center. Custodians also
Rice/Rec             1198        1198      1331 3727 participate by recycling plastic they collect and by
Humanities             149        166        170      485 transporting cleaned bottles to the recycling
                                                             center. Data has been collected every semester
Hahn                   132        290         95      517
                                                             for the project, but summarized system wide only
Library                276        276        210      762 through 2002 (see table below). A total of 17,873
Student                                                      twenty-ounce plastic Pepsi products had been
Center                 293        293        256      842 recycled as of 2002. Averaging 5500 bottles a
Total                5852        6075      5946 17873 semester, it is estimated a total of 33,000 or more
                                                             twenty-ounce Pepsi products have been recycled
since the project began. This only represents about a quarter of recycled plastic as the students also
recycle Coke products and other #1 and #2 plastic products. It is estimated that between 20 and 22
percent of Pepsi products sold on campus have been recycled.
         People in many WSC buildings recycle paper on a voluntary basis. Paper gathered by students,
faculty, and staff, particularly custodial staff, is put out of buildings one or two Saturdays a month for local
Boy Scouts to pick up.
         Personnel in the Hahn Administration Building have initiated an AQIP Quality Initiative in which
their building-wide recycling can be used as a model for recycling campus-wide. Personnel in each office
sort their paper into the following categories: white and colored paper, magazines, and newsprint. Each
individual office has a recycling bin for each of the aforementioned categories, and there are also central
recycling bins located on each floor. Once a month the paper to be recycled is placed outside for local
Boy Scouts to pick up. In addition to recycling efforts, Hahn personnel are also serving as models for
energy conservation by turning off lights and computer monitors when not in use. There is a true
campus-wide community spirit exemplified in recycling and conservations efforts at WSC. Students, staff,
and faculty all participate. To date, most, if not all of the participants do so as a volunteer effort.

Examples - Regional Service
Museum of Natural History
The Wayne State College Museum of Natural History is located on the lower level of the Carhart Science
Building on the campus of Wayne State College. The Museum’s mission: To study and protect biological
and human diversity through preservation of animal and plant specimens and archeological artifacts and
to serve as an educational resource for Wayne State College, regional public schools, and the people of
Northeastern Nebraska.

Page 29 AQIP Criterion 3: Understanding Students' and Other Stakeholders' Needs
November 2008                               Wayne State College

          A. Jewell Schock, retired faculty member in Biology, founded the museum in 1964. Since that
time it has grown to contain over 500 specimens of fish, reptiles, and amphibians; over 1000 specimens
of birds; and 100s of insects and freshwater mussels. The archeological holdings of the museum consist
of a collection of regional Native American projectile points and other regional and worldwide
archeological artifacts. Specimens from the museum have been used to teach at least 100 WSC
students each year and have been used many times for individual research projects. In addition,
specimens are loaned out to area K-12 teachers for use in their classrooms and to other interested
parties such as artist Vic Reynolds. Student participants from the Health Professions Partnership
Initiative (HPPI) camp held annually at Wayne State tour the museum, and often area boy scout and girl
scout troops schedule tours. Currently, the museum is under renovation to create a learning based
display area and an interaction area with microscopes and computers.
          The WSC Planetarium has been a valuable resource for both WSC and the communities in the
surrounding area. Shows range from viewing Mars and Saturn, to viewing activities related to WSC
events such as the science fiction convention, WillyCon. A total of 9700 people attended shows at the
Planetarium between 2000 and 2003 (Table 2R2) including area school children, special groups, and the
general public. The total number of shows over this time period is 214.

Table 2R2
Attendance      2000-        2001-        2002-
Categories      2001         2002         2003         Total
K-12 Schools            27           13           22     62
Group Shows             52           10           20     82
Open Shows              36           11           23     70
Total Number
of Shows             115             34           65 214
Attendance          2800        3700         3200 9700

Service Learning
         Service Learning at Wayne State has involved over 30 different faculty members with an
estimated 900+ students participating in some type of service or service-learning activity. Activities range
from music students working with Head Start classes, to a Facilities Management class helping an area
school develop plans for exercise space. Grants from a variety of sources have been used to underwrite
the different service learning projects. An example would be the Teacher-to-Teacher Program funded by
a grant from the Nebraska Consortium for Service Learning. This program had two components: a
pedagogy piece and a mentoring activity in which students from the local high school who were interested
in pursuing a teaching career were paired up with pre-service education students at the college to learn
about what is required to become a professional educator. A consortium of 22 colleges including Wayne
State has received a $368,619 grant from the Corporation for National and Community Service to support
and expand service learning on college campuses in Nebraska and South Dakota. Member colleges will
use the funds to certify community agencies and increase student service learning opportunities,
especially for services to immigrants, refugees, and residents living in poverty. The project’s goal is to
increase civic engagement among college students living in the two states.
Social Sciences Research Center (SSRC)
         Since it was established in 1997, the SSRC has provided a valuable service to regional
communities while giving Wayne State students the opportunity to perform ‘hands-on’ research.
         One example of how the Center has been involved with regional communities is the Macy Youth
Services. Dr. Joe Blankenau, Associate Professor in Natural and Social Sciences, has worked with this
group to do health care and needs assessment as well as evaluation of programs and other projects.
         The primary mission of the SSRC is to work with diverse populations, individuals, communities,
and organizations to enhance the quality of life by conducting applied and basic research in northeast

Page 30 AQIP Criterion 3: Understanding Students' and Other Stakeholders' Needs
November 2008                          Wayne State College

2R2 Results Comparison
          The college does not currently have in place a plan for systematic comparison to peer institutions
or other higher education institutions or organizations. The institution does, however, have pockets of
data on various endeavors that provide a basis for comparison on some aspects of the college. An
example would be that Wayne State is one of only 200 colleges and universities nationwide that
participate in the American Democracy Project.
2R3 How Do Results Strengthen and Enhance
          Accomplishments within our five other distinctive objectives areas all serve to strengthen our
community and region:
       *graduates prepared for work and life in a diverse world
       *community support for college efforts
       *inter-local agreements to share resources
       *stronger K-12 school districts
2I1 Improving Processes and Systems
          Wayne State College uses a variety of means to gather information about ways to improve its
processes and systems: forums using the National Issues Forum format; focus groups; general meetings
of faculty and staff; surveys; and planning retreats.
          Both AQIP and the strategic planning process provide opportunities to review current practice and
identify strengths and weaknesses.
2I2 Targets, Improvement Priorities, and Communications
          Wayne State College has superior communication within program areas regarding the events and
initiatives that comprise the other distinctive objectives, but the institution has a need to improve
communication between and among work areas across campus. The result would be a more cohesive
and coordinated effort to ensure that appropriate objectives are established and met.
          The college is currently working with a marketing consulting firm, a collaboration that should
result in a more focused sense of direction and approach to other distinctive objective. Certainly the
results generated by the AQIP process itself, and the process of strategic planning being undertaken by
the institution will yield specific priorities for improvement as well.
          Through the process of gathering data and results for this Criterion report, the following priorities
          *Develop a systematic plan for identifying, articulating, and communicating the institution’s other
distinctive objectives, a plan that includes a component for coordinated or centralized tracking of
supporting data.
     Including (but not limited to) these target areas:
          visitor use of campus facilities
          sources/amounts of grant revenues
          local/regional civic involvement of staff
          involvement of community members in campus decisions
          *Establish a system and protocol for comparing the college to other four-year peer institutions of
higher education in the region, state, and nationally.

                                        AQIP CRITERION 3

Wayne State College 2006-07
3C1 Student and stakeholder groups and 3C2 requirements and expectations.
         We identify various classifications of students as having unique needs and expectations. These
classifications include freshman, other undergraduates, and graduate students. In addition, we have
identified numerous other stakeholders who are important to our college. Figure 3a identifies our major
stakeholders as well as their requirements and expectations.

Page 31 AQIP Criterion 3: Understanding Students' and Other Stakeholders' Needs
November 2008                        Wayne State College

Figure 3a
         Feeder Institutions               Potential Students                     Freshmen
  High Schools                      Excellent customer            Effective teaching and learning
   Timely and helpful interaction      service/student orientation  Available classes
                   Interaction with  Assurance of quality          Academic advising
           high school guidance        programs                     Quality faculty
           counselors                Clear and accurate            Fiscal responsibility
   Facilities use and faculty          information                  Respect
    involvement with activities:     Timely information &          Modern residence halls
    business comp, history day,        assistance                   Financial aid
    FCCLA & math contests, etc.  Useful website (on-line
                                                                    Learning support resources
  Community Colleges                  services)                      (campus technology network,
   Transfer articulation             Scholarship/financial aid       tutors, special population needs,
    agreements                         packages                       library)
   Timely and helpful interaction
                                                                    Campus learning facilities,
                                                                      activities and recreation
                                                                    Employment opportunities
                                                                      (testing, placement, work-study)
                                                                    Student success/completion of
                                                                      academic goals
                                                                    Safe and secure campus

        All Other Undergrads                    Graduate               Continuing/Non Degree Seeking
  Effective teaching and           Effective teaching and           Effective teaching and learning
    learning                          learning                        Range/Availability of courses
          Available classes        Range/Availability of courses    Quality faculty
  Academic advising                Academic advising                Convenient schedules for courses
  Quality faculty                  Quality faculty                  Timely and helpful communication
  Specialized information and      Clear/concise programs of        Career advancement/Job Skills
    skills (in major)                 study                           Relevance of coursework to
  Fiscal responsibility            Specialized information and        employment requirements
  Respect                            skills (in major)
  Learning support resources       Technology resources
    (library, campus technology     Financial Assistance
    network, tutors, special          availability
    population needs)               Relevance of coursework to
  Campus learning facilities,        employment requirements
    activities and recreation
  Employment opportunities
    (testing, placement, work-
  Student success/completion
    of academic goals
  Technology resources
  Safe and secure campus
  Financial Assistance

Page 32 AQIP Criterion 3: Understanding Students' and Other Stakeholders' Needs
November 2008                       Wayne State College

             Parents                            Alumni                            Supporters
         Effective teaching and    Communication from               Support contributes meaningfully
          learning                    college/connection with           to college
         Safe campus                 other alumni & faculty          Recognition for support
         Affordable education      Assurance of sustained
         Academic Support            quality and effectiveness
          Services                  Positive institutional image
                                    Recognition for support
                                      (donations, time, mentoring,
                                    Job networking
                                                                        Nebraska State College Board;
            Employers                Local Government Agencies             Coordinating Commission
  Well-prepared graduates and      Population Growth                Exercises overall governance
    employees (includes basic &        Student                          over colleges/compliance with
    specialty areas)                   Employee                         system standards
  Well-prepared interns            Good Citizenship (fiscal         Promote system-wide efforts &
  Collaboration & partnerships       responsibility, law abiding)      initiatives
  Opportunities for continuing     Community Contributors           Fiscal responsibility/cost
    education                                                           effectiveness
                                                                      Student success and satisfaction
                                                                      Quality academic programs and
                                                                        instruction/positive institutional
                                                                      Service to our region
 Minorities                        Wayne State College               Employees (Faculty, Professional,
                                                                     Support, Casual)
  Address special needs            Exercises overall                Timely communication from
  Effective teaching and             governance over                   college
    learning                          colleges/compliance with        Assurance of sustained quality
  Range/Availability of courses      college & system standards        and effectiveness
  Quality faculty trained to       Promote college-wide efforts     Positive institutional image
    assist special needs              & initiatives                   Recognition for support
  Convenient schedules for         Fiscal responsibility/cost         (donations, time, mentoring,
    courses                           effectiveness                     etc.)
  Timely and helpful               Student success and              Effective teaching and learning
    communication                     satisfaction                      opportunities
  Career advancement/Job           Quality academic programs        Teaching support resources
    Skills                            and instruction/positive          (library, campus technology
   Relevance of coursework to         institutional image               network, tutors, special
    employment requirements              Service to our region          population needs)
                                                                      Campus learning facilities,
                                                                      Respect
                                                                      Fiscal responsibility/cost
                                                                         Collaboration & partnerships
         Fiscal Responsibility     Collaboration and                Educational opportunities
 /cost effectiveness                  partnerships                    Service to communities
  Success:       Student           Shared Distance Education        Access to programs and service
 Retention:       Student
 /graduates /Employee

Page 33 AQIP Criterion 3: Understanding Students' and Other Stakeholders' Needs
November 2008                        Wayne State College

3P1 Identifying, analyzing, and responding to changing student needs.
        We have numerous inputs to identify changing student needs, as shown in Figure 3b. Data are
gathered continually.
Figure 3b. Input Data and Who Gathers the Data
 STAKEHOLDER          INPUT DATA                COLLECTED                    RESPONSIBLE
                                                                             PARTY (RP)




 Feeder Institutions & Potential Students

                    Demographic and State                                                Admissions Office,
                    Studies                                                              College Relations
                    Admission Reports:                           X
                        Non-Matriculant Survey
                        ACT                                                              Admissions Office
                    Title III Planning Grant &                                  2001     Title III Planning
                    Surveys                                                              Group
                         - High School Surveys                                  2001     Title III Planning
                    Carnegie High School
                    Needs Assessment                                            2004     Systems Office
                    Carnegie Market Analysis                                    2004     Systems Office
                    Snitily Carr Market Analysis                                2006     Marketing
                    SSRC Business
                    Community Needs                                             2007     Continuing Education
                                                                                         Wayne State College
                  Sioux City Needs                                                       & Northeast
                  Assessment                                              2005-2006      Community College
 Freshmen thru Seniors
                  Classroom Satisfaction                          X                      Schools/Departments
                  Student Exit Interviews                         X                      Schools/Departments
                                                                                         ; Career Services
                    Complaint Analyses                                        X(as       Schools/Departments
                                                                             needed)     ; Deans; VPAA*
                    Senior Seminar Groups                         X                      Schools/Departments
                    Number of                                                            Registrar
                    Majors/Minors/Undeclareds                                        X   Schools/Departments
                        (Each class level: Fr.
                    through Sr.)
                    Title III Focus Groups
                        Focus Groups                                                     Title III Planning
                        Interviews by Students                                  2001     Grant
                                                                                         J. Carstens, RP
                                                                                         (Will not be
                    Noel-Levitz Student
                    Satisfaction                                                2001     Title III Planning
                       Fr. & Sr., Faculty                                                Grant
                                                                                         (Will not be

Page 34 AQIP Criterion 3: Understanding Students' and Other Stakeholders' Needs
November 2008                      Wayne State College

                   Nat’l Survey of Student
                     Benchmark Report                        2003, every   Information
                                                               3 yrs.      Management
                   WSC Student Satisfaction                     2002       Enrollment
                   Survey                                                  Management
                   CIRP Faculty Survey                         every 3     Information
                   CIRP Freshman Survey                  X                 Information
                   Graduating Student Survey                  bi-annual    Information
                   Student Technology                    X                 Network and
                   Survey                                                  Technology Services
                   Library Patrons Survey                X                 Library
                   Online Course Evaluation       X                        Continuing Education
                   Campus Visit Survey                        Each visit   Admissions
 Graduates, Continuing, & Non/Degree

                    Classroom Satisfaction               X                 Schools/Departments
                    Courses: range and                   X                 Grad Council;
                    availability                                           Graduate Dean
                    Newsletters                                   X        Schools
                    Publications (various)                        X        Foundation/Alumni
                    Nat’l Survey of Student                       X
                      Benchmark Report                                     Information
                    WSC Student Satisfaction                    2002       Enrollment
                    Survey                                                 Management
                    Student Technology                   X                 Network and
                    Survey                                                 Technology Services
                    Library Patrons Survey               X                 Library
                    Alumni Assessment                    X                 Alumni Office
                    Placement/Employment                 X                 Career Services
                    Academic School Alumni                   Determined    Academic
                    Surveys                                   by School    School/Departments
                    Various Institutional
                    Reports (i.e. major/minor,                             Information
                    load, QAR, data book)         X      X                 Management/
                    Campus Capacity
                    Measures                                    2007       Information

Page 35 AQIP Criterion 3: Understanding Students' and Other Stakeholders' Needs
November 2008                          Wayne State College

                       Contract Studies (Load,                                                                         Information
                       Salary Compaction)                               2007-2009                                      Management/
 Nebraska State College System Board & Coordinating Commission
                       At least 28 Various                       X                                                     Management/
                       Reports                                                                                         Administrative
                       Additional Reports as                                                                           Information
                       requested                                        As needed                                      Management/
         *VPAA refers to Vice President for Academic Affairs
         We have numerous other input areas (e.g., monitoring other colleges, National surveys, etc.).
Once data are collected, they are routed to the appropriate departments for analysis and response, as
shown in Figure 3c.
Data Distribution.
         In an effort to make data more readily available to employees for use in assessment and analysis,
a folder (WSC AQIP Data) was created on the G: Drive (common network drive for all employees). All
electronic versions of data collection reports are placed on this drive. Historical reports will be retained on
this drive as well. Every effort is being made to acquire all data and reports in electronic fashion for this
         FERPA guidelines are followed to ensure confidentiality where required. Thus some reports are
available only on a “need to know” basis.
Figure 3c. Routing Data for Analysis and Response [with circular feedback]

   Data        Department/       Department      Change needed?        Yes                   or                         No


                Approval:                                 Implement change                                            Continue to
               Continue to                                 (e.g. Add/delete                                            monitor
                 monitor                                    courses, times)

3P2. Building and maintaining student relationships.
         We focus on face-to-face contacts (with faculty, staff, and students), information sharing, student
recognition, and a voice of the student body for building and maintaining student relationships, as shown
in Figure 3d.
Figure 3d. Methods to build and maintain student relationships
Face-to-Face Contact                                                              Stakeholder
                                                                                      Potential Students




                                                                                                                        All Other


Area College Days                                                        X            x                                                                      x
Freshman/Transfer Orientations                                           X            x                     x              x                                 x
“Fridays at WSC” Program                                                 X            x                                                                      x

Page 36 AQIP Criterion 3: Understanding Students' and Other Stakeholders' Needs
November 2008                       Wayne State College

WSC personnel representation at local, county & state                     x                               x
Faculty-student advising sessions                                         x   x       x       x       x   x
Counseling Center Advising Services                                       x   x       x       x       x   x
Direct contact between faculty and students                               x   x       x       x       x   x
Semester-Abroad Program                                                               x       x           x
Clubs and Organizations                                                   x   x       x       x       x   x
Student Support Offices & Sponsored Events                            x   x   x       x       x       x   x
Special Programs for Student Needs: Stride/Learning                   x   x   x       x       x           x
Center/Multicultural Center
Service Learning Program                                                      x       x       x       x
NENTA Program (Teacher)                                                   x           x                   x
Presentations at Area Institutions/Events                             x   x           x                   x
Assist with Area Contests and Special Events                          x   x   x       x       x           x
Special Events targeting student interests: Ex. Physics Show on       x   x                               x
the Road, Madrigal Singers
Black & Gold Series                                                   x   x   x       x       x       x   x
Information Sharing
Electronic Media: E-mail; WSC Radio/TV stations; WSC Cable,       x       x   x   x       x       x       x
Local Radio/TV Cable, Web Pages, E-Campus & Class Sharing
Capabilities, TV Bulletin Boards in WSC Buildings
Student Representation: College Committees, Nebraska State                    x   x       x
College Board, Student Government/Committees
Majors/Minors Fair                                                        x   x   x       x
Career Fairs                                                      x       x                               x
WSC Student Newspaper (weekly)                                    x       x   x   x       x       x       x
Telephone 800 number                                              x       x   x   x       x       x       x
Alumni/Foundation Newsletters & Publications                      x       x   x   x       x       x       x
President’s Lecture Series                                                    x   x       x       x
Information Management Office                                     x       x   x   x       x       x       x
Student Recognition
Honors Program for Academic Status                                x       x   x   x                       x
Honor Societies (e.g., Cardinal Key, Psi Chi)                                     x                       x
Student Research Symposium/Colloquiums                                            x       x               x
Highlights of Student Organizations and Clubs                             x   x   x               x       x
Who’s Who                                                                         x                       x
“Hot Papers” Project for Student Writings                                     x   x       x       x
Student music recitals                                                        x   x       x               x
Student Art Work Shows                                                        x   x       x               x
Student Research Financial Support                                            x   x       x               x
Voice for Student
Open meetings with VPAA and/or President, monthly                             x   x       x
Student Activities Board: numerous events throughout the year,                x   x       x
decided by students
WSC radio station; WSC TV channels; WSC newspaper;                x       x   x   x       x       x
Committee Representation:
Student Government/Committees (Ex. Food Service, Bookstore,                   x   x       x
Resident Hall Councils, Resident Assistants, Resident Hall
Dean of Students Office/Student Support Offices                               x   x       x       x       x
College/College State Board Committees                                        x   x

Page 37 AQIP Criterion 3: Understanding Students' and Other Stakeholders' Needs
November 2008                          Wayne State College

3P3. Identifying, analyzing and responding to changing stakeholder needs.
          In addition to identifying and analyzing student needs, Wayne State College employs various
methods to identify and analyze the needs of other stakeholders.
          The college surveys alumni, through both the Alumni Office and the Career Services office.
          In 2001, as part of a Title III planning grant, surveys were sent to several area high schools to be
administered to teachers, counselors, administrators, and students. These surveys sought to gain
information concerning participants’ perceptions of Wayne State College as well as what they valued in a
          Our School of Education and Counseling has a teacher education advisory council (TEAC) that
includes educators from surrounding school districts. Several representatives of that body asked if there
might be a way to more conveniently deliver the ESL endorsement, in summers, so that they might
appropriately serve their growing numbers of ESL students. We now offer 12 hours of the 15 hour ESL
endorsement in the summer in four different area communities. In addition, several area districts have
been unable to find certified Spanish teachers. Once again, a request was made by TEAC for WSC to
help fill this need. WSC now offers four sections of high school Spanish that are delivered via distance
education for area high schools.
          The School of Business and Technology houses the Nebraska Business Development Center
which provides technical assistance to small for-profit businesses in Northeast and North Central
Nebraska. Referrals for assistance come from area banks as well as partners such as the Northeast
Nebraska Economic Development District, the Nebraska Department of Economic Development, and
regional chambers of commerce. The development center helps to develop business plans, strategic
plans, marketing plans, financial analysis, and loan applications.
          In 2006 Wayne State College created a student success task force. This group of faculty,
students, professional and support staff did the following work.
      Developed the following purpose and objectives:
           Purpose: Recommend long-term and short-term actions and strategies to improve student
           success during the first or freshman year of enrollment.
               1. Identify what is currently being done that contributes to student success and has potential
                   to be expanded.
               2. Identify what is currently being done that hinders student success and could be modified
                   or eliminated.
               3. Identify what is not being done that, if initiated, has potential to improve student success.
      Developed a working definition of student success:
               1. Enrolled at WSC for a second year
               2. Left WSC in good academic standing and transferred to another postsecondary institution
               3. Positive student perception of their own learning and development
      The task force is undertaking the following tasks to achieve its objectives:
               1. Reviewed recent WSC learning and retention data, reports, and recommendations from
                   the Information Management Office and from AQIP, Title III, and strategic planning
               2. Examining employee perceptions of what is currently being done that contributes or
                   hinders student success; what is being done that is
                       1. responses generated at a recent cabinet meeting
                       2. responses generated at committee members' staff meetings
               3. Developing a comprehensive, on-going method to solicit faculty, staff, and students
                   perceptions and recommendations related to task force objectives
                       1. employees: student success roundtables
                       2. students: adding questions to faculty/course evaluation forms; web-based
               4. Reviewing successful learning and retention practices at other institutions
3P4. Building and maintaining stakeholder relationships.
          We build and maintain relationships with key stakeholders through:
 Publications and electronic media
 Student internships with area employers and schools
 Community and regional service projects and events

Page 38 AQIP Criterion 3: Understanding Students' and Other Stakeholders' Needs
November 2008                        Wayne State College

 Providing Cultural and Artistic programming for the region, i.e. Black & Gold series
 Assisting with regional economic development, i.e. Nebraska Business Development Center
 Hosting student focused events
3P5. Determining new student and stakeholder groups.
          The AQIP interview process did not distinguish a campus-wide formal or informal process to
determine if new student or stakeholder groups should be addressed in our educational offerings. It
appears there are four ways/processes that determine if new groups should be addressed:
          Departments and offices discuss internally any possible new offerings/services. If a new
service/offering is deemed proper, a proposal is submitted for approval to the appropriate Dean, Director,
or Vice President of Academic Affairs.
          Some Departments and offices look at the number of requests by similar persons, i.e., students,
parents, feeder schools, faculty. Department Chair/Director determines if action should be taken.
          Academic Policies Committee & Graduate Council
3P6. Collecting, analyzing complaint information and communicating actions.
          The following methods are used to analyze complaint information and to communicate actions:
Types of collection and communication:
 Trouble Tickets (for technology problems)
      Compile like complaints
           Analyze/determine best course of action
           Notify complainant(s) of solution
      Call or e-mail course of action
           Proceed with corrective action
      Some require individual research and resolution
           Call or e-mail course of action
 Opinionnaires
      Reviewed by Department Chair/Director then collaboratively with Dean of Students &Vice
          President for Academic Affairs
           Decision by consensus and action taken
      Communication to stakeholder/student varies depending on complaint
           Bulletin
           New policy/procedure implemented
           One on one conversation
           Class Schedule
           Student Catalog
           Bulletin
           Alumni publications
           News release
           Wayne Stater
3P7. Determining Student and stakeholder satisfaction and measuring and analyzing results.
          The following instruments are used to determine student/stakeholder satisfaction. Other than
those that use the Survey format, the remainder do not collect and analyze results.
 Student evaluations
 Survey
 - Results tabulated and published
 Opinionnaires
 Case by case basis
 Online survey (in development)
     -Number of complaints used as measure of satisfaction
3R1. Recruitment Information; Student Satisfaction Measures.
          Numerous sources are available from which to glean information about WSC. The percentage of
potential students who used specific sources, whether they visited WSC, and their satisfaction with their
visits is depicted in Figure 3e. Information from focus groups indicated that the relatively small size and
the location of the WSC campus were perceived positively.

Page 39 AQIP Criterion 3: Understanding Students' and Other Stakeholders' Needs
November 2008                             Wayne State College

Figure 3e. Interactions With Potential Students (2003).
Source of Information (2003)
WSC (recruitment, Website, College fair, College visit)         47.3 %
Other (parents, teachers, friends)                              52.7 %
Campus Visit                                                    70.0 %

Satisfaction with Visit
“very good” or “good”                                           87.4 %
“average”                                                       9.5 %
“poor”                                                          3.2 %

         Wayne State College created a new professional staff position with the title marketing
coordinator. Her job was to develop and execute a marketing plan for the college.
         Wayne State College executed an aggressive marketing plan for 2006 that included newspaper,
radio and television advertising. The "See Yourself at Wayne State College" campaign was targeted at
potential high school students in the Omaha, Lincoln, Sioux City and Norfolk areas. WSC also
redesigned its web page to attract new students and placed billboards in Sioux City and Omaha for
greater exposure. The Nebraska State College System also began promoting the three colleges through
a thirty second television commercial, newspaper ad in the Omaha World Herald and billboards in the
Omaha/Lincoln area.
         Snitily-Carr is an advertising/marketing group that was selected by WSC to do the 2007-2009
admissions materials. These materials will replace our current materials done by Carnegie a few years
ago. As the initial step in doing our materials, they felt it was important to do some market research to
figure out the best way to position WSC. They conducted focus groups on campus with WSC Faculty and
Staff, upperclassmen, and freshmen. They also did focus groups of high school students and of guidance
counselors in Lincoln, Omaha and Sioux City.
         This company was also selected by our marketing coordinator to produce some TV ads which are
already running on Omaha, Lincoln, and Sioux City stations. In addition they have done roadside
         In addition, Carnegie Consulting was hired by the Nebraska State College System to review
marketing strategies for both the system and its three campuses. Carnegie Consulting generated a
report for all three of the State Colleges and looked at methods to target a variety of categories:
Prospective students, current students, guidance counselors, and community members. They came up
with marketing plans for both the state college system and for each of the three campuses.
         Results of this study impacted television commercials, web sites, billboards, View Books for the
admissions department, and a variety of other publications.
         Wayne State College moved the Merit Scholarship deadline to December 1. Prior to the past 3
years it had been January 15. The reason the deadline was moved earlier was to keep WSC competitive
in the scholarship market. The idea is that the student should receive notification from WSC about
scholarships first, before other schools. This makes them feel good, and feel positive towards WSC. For
example, if a student did not receive notification from us until later, like March, there is a chance that
another school has awarded him/her something, and they have already 'decided' on that other school, in
their minds or with some sort of deposit, and don't even give our 'late' scholarship offer a second thought.
         Although we are open enrollment and do not require the students to 'confirm' their enrollment
(monetarily), many other schools (our competition) do. There is a generally accepted date of May 1 for a
student to confirm at a school, usually with a "confirmation deposit" of two or three hundred dollars to hold
their place in the class. So while we are open enrollment, we are still competing with bigger more
selective schools for the top academic students. This early deadline keeps us competitive.
         Wayne State College targeted enrollment growth as one of its action plans. Spring enrollment
data from 2006 to 2007 showed and increase of .4%, from 3,207 to 3,221. On-campus enrollment
showed a decrease of 1.5% (2672 to 2,633), but continuing education showed an increase
Figure 3f. CIRP freshman survey institutional profile.
         WSC First-time Fulltime Students rated the reasons they decided to attend college and objectives
considered “essential” or “very important”. The three most important items noted are shown in figure 3f.

Page 40 AQIP Criterion 3: Understanding Students' and Other Stakeholders' Needs
November 2008                                                   Wayne State College

 Our students are attending college to receive career training slightly more than the comparison groups
 and consider becoming an authority in their field slightly higher than their comparison group.
 Reasons noted “very important” in deciding to go to college
                                                WSC           Public 4-yr. Colleges       Public 4-yr Colleges
                                                              Comparison Groups               All Colleges
To get training for a specific career        76.3 %              75.0 %                      74.5 %
To get a better job                          71.6 %              72.4 %                      72.2 %
To make more money                           70.3 %              72.8 %                      72.3 %
 Objectives considered “essential” or “very important”
                                                 WSC         Public 4-yr. Colleges      Public 4-yr Colleges
                                                             Comparison Groups          All Colleges
Raising a family                             70.6 %              74.4 %                      74.5 %
Being well-off financially                   65.7 %              77.1 %                      76.2 %
Becoming an authority in my field            57.4 %              56.7 %                      58.7 %
 Figure 3g. 2003 National survey of student engagement, WSC institutional benchmark report.
           This report addresses the extent to which both undergraduate and graduate students are involved
 in the five clusters of educational practices. Note that on several measures our first-year students are
 below the national average. Definition: Masters is the Carnegie classification for Wayne State (similar
 institutions); National refers to figures for all four-year higher educational institutions in the US.

Level of Academic Challenge
    Benchmark Scores


                                            0                                                              First-Year        Senior
                                                 First-Year     Senior
                  Wayne State                      47.9          54.6                 Wayne State                     5       25
                  Master's                         52.7          56.4                 Master's                    55          55
                  National                         53.9          57.3                 National                    50          60

Active and Collaborative Learning

                       Benchmark Scores

                                            75                                                        40
                                            50                                                        20
                                            25                                                         0
                                             0                                                             First-Year     Senior
                                                   First-Year    Senior
                                   Wayne State       40.3         53.3                Wayne State                 45         80

                                   Master's          41.1         50.2                Master's                   55         55
                                   National          41.8         50.1                National                   55         60

Page 41 AQIP Criterion 3: Understanding Students' and Other Stakeholders' Needs
November 2008                                           Wayne State College

Student-Faculty Interaction


                                 100                                                                     50
        Benchmark Scores

                                  75                                                                     30
                                  50                                                                     10
                                                                                                               First-Year               Senior
                                           First-Year    Senior
                                                                                            Wayne State                 45              75
                    Wayne State               35.1        46.5
                                                                                            Master's                    55              55
                    Master's                  35.7        42.4
                                                                                            National                    60              55
                    National                  37.2        44.2

Enriching Educational Experiences
      Benchmark Scores


                                   25                                                  0
                                       0                                    First-Year
                                                                  Wayne State       20                                   Senior
                                           First-Year   Senior

                           Wayne State        49.7      49.7      Master's                                    50             55
                           M aster's          55.4      46.6
                                              57.7      49.1      National                                    50              55

Supportive Campus Environment
        Benchmark Scores


                                  75                                                        40
                                  50                                                        20
                                  25                                                            0
                                   0                                           Wayne StateFirst-Year
                                                                                                 60                          Senior
                                           First-Year    Senior
                    Wayne State               62.5        61.6                 Master's                            50             50
                    Master's                  61.1        58.6
                                              61.8        58.8
                                                                               National                            50              50

        WSC students rated the instructional effectiveness, advising, and concern for individual students
of WSC faculty and staff. The results are shown in Figure 3h and are compared with the results of the
national survey (WSC Data from the Noel-Levitz Student Satisfaction Inventory, 2003).

Page 42 AQIP Criterion 3: Understanding Students' and Other Stakeholders' Needs
November 2008                                                                       Wayne State College

Figure 3h. Student Rating of Faculty.

                                                                      Student Rating of Faculty
                              Rating (7 = highest )








                                                                             "WSC                 Nat'l

                                                                Instruction              Advising           Concern for
                                                                Effectiveness                               Individual

        Other student satisfaction measures included Recruitment and Financial Aid, Responsiveness to
Diverse Populations, Safety and Security, Service Excellence, and Student Centeredness.

3R2. Building student relationships: Results.
         Three principal measures of student relationship building are (a) how our college has met
students’ expectations, (b) overall satisfaction with their experience, and (c) whether they would enroll at
WSC again if they had to repeat their choice. Results and National results are depicted in Figure 3h. A
statistically significant difference is noted in overall satisfaction and in “would enroll again “ (p < .05).
Figure 3i. Students’ Satisfaction.
                                                                      Satisfaction: Student Rating

   Rating (7 = highest)








                                                                                WSC      Nat'l"

                                                         Met                   Overall                    Would Enroll
                                                      Expectations            Satisfaction                  Again

        The number of transfer students is recorded yearly. As shown in Figure 3i, the number has
increased each year. The data show a 5.1% and 1.9% incremental yearly increase for these three years.
Figure 3j. Number of Transfer Students in Three Years.

 Year                                                          2001   2002       2003
 Number                                                        294    309        315

       WSC students rated their satisfaction with various WSC administrative offices (Admissions,
Business, Continuing Education, Financial Aid, and Records and Registration)

Page 43 AQIP Criterion 3: Understanding Students' and Other Stakeholders' Needs
November 2008                                                                            Wayne State College

Figure 3k. Students’ Satisfaction with Various Administrative Offices.

   satisfied" or "satisfied"
    % Responding "very




                                                                                          Records &
                                                  Administrative Office

3R3. Stakeholder satisfaction results.
         Our Alumni Satisfaction survey indicated that 88% of our graduating alumni would attend WSC
         Results from the 2001 survey of area high school students, teachers, counselors, and
administrators indicate WSC needs to do a better job of getting out the message that not only does it offer
an affordable education, but that it also offers a high quality education. Many of those surveyed lacked
overall knowledge of WSC and the programs it offers.

3R4. Stakeholder relationship building results.
NENTA Program
         We have developed a relationship with area K-12 schools with our Northeast Nebraska Teacher
Academy (NENTA). This program provides an opportunity for our education majors to be substitute
teachers for area school. Collaborative agreements have been reached with several community and four
year colleges for transfer of credit.
         The Wayne State College Teacher Education Advisory Council can be described as an
internal/external advisory group for the School of Education and Counseling. TEAC is chaired by the
dean. This group helps to initiate changes in curriculum, academic programs, and activities to meet the
needs of Wayne State College students as well as the needs of K-12 schools in our regional service area.
The group acts as a sounding board for the evaluation of current practices and is encouraged to share
ideas for improvement.
         The Teacher Education Advisory Council is made up of faculty members from the School of
Education and Counseling, secondary education faculty members from across campus, area school
administrators, and area K-12 teachers. Members serve on the council for a two year period. The
committee meets once per semester for an evening dinner meeting in the WSC Student Center.
         TEAC meetings allow information to be shared and input gathered on future initiatives. Some
examples of WSC programs that were formed as a result TEAC input are: English as a Second Language
supplemental endorsement, MSE Learning Communities, Elementary Leadership Conference, and the
Mamie McCorkindale School Museum project. Recently the group has been reviewing field experience
placement procedures, looking at ways to reward cooperating teachers for their service, and learning
more about Professional Development Schools and how they may enhance teaching and learning in our
         TEAC also has a role in the NCATE accreditation process. TEAC members maybe asked to
review material in preparation of the visit. They also meet with members of the NCATE team during the
campus visit.
South Sioux City Project
         This is a new initiative as a result of a feasibility study conducted in 2005 by Research Associates
addressing the need to construct a higher education building (College Center) in South Sioux City,
Nebraska that would be jointly operated by Northeast Community College and Wayne State College. The
study also addressed marketing strategies that might be employed to make the new venture more
successful. The purposes of the new College Center are: 1) to improve access to higher education in an
underserved area of Nebraska with a special focus on the large number of minority and first-generation
students in the region: 2) to offer comprehensive, “start-to-finish” degree programs that will allow place-
bound students to earn two-year, four-year, and graduate degrees in focus area with out having to

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November 2008                         Wayne State College

relocate; and 3) to support economic and community development in the region through workforce
training and consolidation of services.
         Five different populations (General, K-12 education, Business, Health, high school students) were
studied with data collected by telephone interviews and self-administered written questionnaires. While
both institutions provide limited course offerings and degree programs, the results of the study indicate
that the extent of the programs offered is undersized compared to the market area and demand of a
region that is experiencing strong economic and demographic growth—most notably in the ethnic minority
population. The new College center will benefit Wayne State College on many levels—recruitment,
development, and public relations—by expanding their market reach and creating valuable partnerships.
The community and region will benefit not only from the programs and services provided by the center,
but by the increased strength and financial viability of the college so WSC can continue to serve the
region into the future.
         Both institutions in cooperation with the City of South Sioux have developed an interlocal
agreement and are defining joint construction, administration and operation parameters of the facility.
The Coordinating Commission and both institutional governing boards have approved the proposed
College Center. Currently, the construction target date is Fall of 2010 dependent upon funding.
Book Vouchers for students:
         WSC has initiated the Book Voucher program for the spring 2007 semester. We had offered
book vouchers several years ago and then discontinued the program.
         If a student is receiving financial aid funds above what they owe to the college for tuition, fees,
room & board, we will issue a book voucher for an amount up to $500. The student then takes the
voucher to the bookstore and purchases their books for the semester. The bookstore then submits the
amount charged to the Business Office. The Business Office then puts that charge onto the student's
account and orders the student's refund.

3R5. Results comparison.
       The data collected from the Noel-Levitz student satisfaction inventory, 2003 showed that WSC
was similar to the national averages in numerous areas of student engagement (Figures 3-f: 1-5, & 3-g).

3I1. Improvement of current processes and systems.
         There is a limited and lack of systematic contact with many of our stakeholders. With the
exception of undergraduates, most other stakeholders are not systematically contacted or surveyed to
determine needs and expectations other than the Career Services one-year-out survey.
         Wayne State College should work to raise the level of academic challenge for all students as
depicted in Fig 3g.
3I2 . Targets, improvement priorities, communications.
         Improve the coordination by the institution in compiling data and then disseminating it to the
various offices. The data is widely dispersed. One department often does not know what the other is
doing. In addition, research should be done to ascertain why our students rate below the national average
on the question, “if you could choose again, would you come to WSC?” This somewhat conflicts with the
data that WSC met or exceeded their expectations.
         Encourage greater response and cooperation from key offices to share collected information.
This could have a positive effect on all program inputs.
         In order to improve the coordination and dissemination of information among the various
departments within our college we have created an electronic data handbook located on the g-drive of our
campus computer network. This handbook includes various surveys and reports conducted by the various
units of the college to assess the needs of our students and other stakeholders. The handbook may be
found      at    http://www.wsc.edu/administration/leaders/vp_acad_affairs/data_book_06_07.pdf.       The
handbook will be updated annually.

                            AQIP Criterion 4: Valuing People
4C1 Organization of work environment, activities, and jobs
        Our mission at Wayne State College is to be a comprehensive institution of higher education
dedicated to excellence in teaching and learning. We work to create a fertile and diverse environment that

Page 45 AQIP Criterion 3: Understanding Students' and Other Stakeholders' Needs
November 2008                          Wayne State College

promotes student development. Our students are provided with a variety of activities that enrich their
undergraduate experience beyond the classroom.
          Each of our four schools provides unique learning opportunities for students. In the Environmental
Studies Learning Community, students with a common interest in the environment are able to live
together as they learn about the environment from faculty in a variety of disciplines. Other students are
given the opportunity to conduct senior research projects; for example, biology students conduct
molecular genetic research and make professional presentations about their findings. Recently, political
science students visited the U.S. Supreme Court to hear oral arguments as part of their honors project;
others observed presidential candidates “on the stump” in Iowa. Numerous club activities critical to
student development are available in every department. For example, Pi Gamma Mu sponsors Student
Senate Debate, College Knowledge Bowl, and a Graduate School Workshop. Departments also schedule
field trips such as taking the Computer Mapping students to visit EROS Data Center in South Dakota and
GIS students to the OPD Crime Mapping Lab. Language and Literature sponsors a campus-wide
recognition of excellence in academic writing, The Plains Writers Series, student-run readings and slams,
and international films and travel.
          Professional and support staff also creates a work environment favorable to student learning.
Much of this is accomplished through the recently established Professional and Support Staff Senates.
          The Professional Staff Senate was formed with the support of President Stearns with the
organizing of elections. The constitution was approved by the professional staff and signed by Dr. Stearns
and Stan Carpenter (Board Office) in the summer of 2002. The professional Staff Senate has been active
for about 6 years and is now in the process of Spring 2009 elections. The Professional Staff Senate
accomplishments list includes: developed a Mentoring Program plan, developed the Wildcat Well Done
Award, provided suggestions/ideas during the budget reduction crises, participated in the presidential
Search process, sponsored campus wide professional education opportunities, developed a proposal to
the Foundation and WSC administration to fund professional staff development grants, and initiated
discussion about a non-academic program review process.
          The Support Staff Senate began as a Breakfast group, which extended into informal meetings
held by President Stearns at the beginning of her tenure. Support staff concerns and issues are funneled
to the administration through the Support Staff Senate. To date, the Support Staff Senate currently has
105 members with eight elected senators. The Support Staff Senate accomplishments include two
representatives on the AQIP Council, homecoming parade float (received 3 place), and non-voting
representative on the Professional Staff Senate. Food Pantry Drive challenge, Fantasy Forest tree,
support staff potluck, representation on the Presidential and Human Resources Director Search
Committees, Working in the WSC booth at the Wayne County Fair, representation on the Safety
Committee, two members on each of the nine criterion teams for AQIP’s System Portfolio, Support Staff
Handbook Committee, and a very active Professional Development Committee, which as provided the
campus community with a variety of motivational speakers.
          As of April 2004, a Human Resource department was established with the hiring of Human
Research Director. The Human Resources Department is responsible for developing and administering a
comprehensive human resources services program for all personnel of Wayne State College, including
recruitment, hiring, classification, compensation, benefits administration, staff relations, training and staff
development, which serves the needs of the College and its employees and is in accordance with the
policies and procedures of Wayne State College, the Board of Trustees of Nebraska State Colleges, the
State of Nebraska, the Federal government and general standards of human resources administration
          The registrar’s office was responsible for the recent creation of the WebCat, the online student
and faculty records program. The counseling center received a federal grant to review education on
relationship violence on campus in order to provide a safer environment conducive to student learning.
4C2 Key institutional and geographic factors and part-time employees
          Wayne State College is located in Wayne, Nebraska, a Midwestern town of five thousand
augmented by a student population of approximately three thousand. The nearest cities are Omaha and
Sioux City, Iowa 115 and 50 miles respectively. To counter the isolation that results from our location,
WSC offers numerous events and activities: visiting scholars and lectures, the Black and Gold series
which presents national and international entertainers, and International Dinner hosted by our
international students, concerts, plays, sports, sorority-fraternity and club functions.
          Surrounding counties in northeast Nebraska have seen between a 155%- 200% increase in their
Latino population since 1990, per U.S. Census data and United Way of the Midlands annual community

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November 2008                         Wayne State College

profile. According to the latter, people of Hispanic/Latino origin represent the largest minority group in
Nebraska, which also has the seventh fastest-growing percentage of foreign-born residents. The
Winnebago and Omaha reservations are located nearby. We also draw students from other countries. In
the last ten years, our population of white students has shrunk by 625. Our minority student population
has increased slightly, with fluctuations in specific ethnic groups, the greatest percentage of increase
being in non-US citizens. (see figure 4a).

Figure 4a                        Ethnic Background of Students
US Citizens:                          Fall 1993                         Fall 2002
  Asian                                  18                               17
  Black                                  70                               83
  Hispanic                               27                               48
  Native American                        37                               30
  Multi-racial                          --                                  2
  White                               3549                              2924
  Unknown                                77                                98
Non US Citizens                          10                                35
TOTAL                                 3788                              3237
Minority % of total                     4%                                 6%

         In the last several years, our college has undergone a major change that affected job
classifications. WSC has been reconfigured from eight divisions administered by division heads and
program coordinators into four schools, administered by deans and fourteen department chairs.
Department Chairs, who receive compensation up to $2500, have a much broader range of
responsibilities than the previous program coordinators. A state budget deficit mandated a cut in
operating funds, and that trend continues presently, though at a reduced rate. Cuts were reflected in all
job classifications. A reduction-in-force of faculty was narrowly avoided; however, some faculty lines
vacated by retirements have not been replaced. Support staff has been downsized. We have fewer T.A.
positions available. We provide employment to fewer adjunct faculty now, or on a more sporadic basis,
than in former years.
         Forty-three percent of the college’s employees are over the age of fifty. Fifty-two percent of the
faculty is over fifty. Besides the phased retirement program, which allows a retiring faculty member
gradually to decrease the number of classes taught, tenured and tenure-track faculty at WSC may not
work less than full time. Nor can the required 4/4 load be spread out through one or more of the summer
semesters. As of Fall of 2003, there were one part-time (retiring) faculty member and sixty-five adjunct
faculty. Three professional staff and one support staff person work on part-time basis (see Figure 4b).

Figure 4b        Fall 2003 Faculty and Staff Age Breakdown
                   Total   30          Over
Administration     10      0           5
Faculty            127     2           66
Professional       89      17          30
Support Staff      113     12          44
Totals             339     31          145

         Students fill approximately 380 part-time positions on campus, including both work-study (196),
and straight time pay. Work-study positions pay minimum wage in the first year and increase in small
hourly increments for following years.

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November 2008                          Wayne State College

4C3 Workforce Needs
     Demographic trends to be analyzed and addressed in relation to Wayne State College faculty,
            staff, and administration over the next decade include the following:
     Aging work force /Decreasing population of surrounding communities
     Growing population of non-traditional students nationwide/Decreasing population of non-
        traditional students at WSC (Fall 1993: 1120/Fall 2002: 763)
     The need for both family members to be employed while pursuing a post-secondary degree
     Increase in the use of technology in relation to communications and instruction needs
     International student and Hispanic populations on the rise
     Decrease in financial aid/Increases in tuition
     Increases in cost of living each year/Decrease in employment market
        Responses to demographic trends need to be incorporated into Wayne State College’s Strategic
Plan, as well as plans for continuous improvement, and should be addressed as soon as possible.

4C4 Key Training Initiatives
Figure 4c
Target                               Type
All WSC employees                    Hire Human Resource Director        Hired effective April 2004
All administration, faculty, staff   Develop mentoring program           On hold at this time
All administration, faculty, staff   Training initiatives on new         Periodic workshops or by
                                     technologies                        request
Faculty                              Handbooks                           In place
Teaching Assistants                  Training manual                     None at present.
Professional & support staff         Position specific training          On the job training

         The recognition of a need for more uniform training for all positions at WSC (see figure 4c) has
caused us to hire a Human Resource Director, who will begin in April 2004. Campus-wide training plans
will be part of her mission.
4P1 Identifying credentials, skills, and values and ensuring hiring processes account for these
         We seek credentialed, creative, energetic individuals we believe will be compatible with WSC’s
mission, with our students’ needs and goals, and with colleagues. We hire by identifying needs and
qualifications that are incorporated into a job description. Our SCEA union contract specifies academic
credentials. Relevant personnel/a search committee screen applications, including letters of
recommendation, checks references, and conduct conference-call telephone and personal interviews.
Candidates for some administrative positions may be heard and questioned by the campus at large at
sessions whose schedules are published on our online system, in our weekly bulletin, and in the school
newspaper, The Wayne Stater. Our recent Presidential search featured an intensive two-day round of
sessions tailored to ensure all campus groups’ involvement and enfranchisement—open sessions for
staff, faculty, and students to meet with each of the four candidates. Questionnaires were provided to
record individual feedback to the Board. Staff and faculty evaluate the final, narrowed field of qualified
candidates through intensive post-interview discussion.
4P2 Recruiting, hiring, retaining, orienting, and planning for employee changes
         Administrative and faculty positions are advertised in the Chronicle or Higher Education and job
lists relevant to the position, such as the MLA job list. Support and professional staff positions are
advertised in local and state newspapers. Job descriptions are fashioned by departmental discussion of
student needs and/or position requirements and a resulting consensus. In the case of work-study
positions, staff receives a list from financial aid, interview students, and hire on the basis of compatibility
and skills. Experience is desirable but optional, as these student workers are trained on the job. Changes
in work-study personnel are expected to occur each semester because students graduate or their
financial aid status changes or they do not fit the position.

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November 2008                          Wayne State College

         Administration, faculty, professional staff and support staff are oriented by handbooks of
employee conduct, union contract specifications, and sexual harassment guidelines. No institutional
mentoring system exists. New hires are mentored informally. Since faculty are likely to relocate from
metropolitan areas, and we are mindful of our rural area’s isolation, the lack of a formal system promotes
active efforts on the part of present faculty to ensure a new colleague’s job satisfaction.
         Professional Staff and Support Staff Senates hold regular monthly meetings to discuss, develop,
and implement new ideas and programs. They also discuss and assess current issues and needs as they
         We have no policies in place for retention; for example, should an employee receive an offer
elsewhere, SCEA union framework does not provide for any countering of that offer. Institutional grants of
money and/or three-hour release time periodically aid some faculty to pursue research and projects. In
the current state climate of deficit and budget cuts, the retirement of an existing faculty member or the
retirement/resignation of administrative personnel, support staff, or professional staff generates the plans
for a new hire or a decision to eliminate the position.
4P3 Ensuring work process and activity contributions as well as ethical practices
         Departmental units required within the institution are determined by the needs of the students.
Academic, service and support issues are identified through interaction with students at all levels of
student life. These issues are brought to the attention of appropriate inter-departmental bodies across
campus and strategic goals are determined. Inter-departmental bodies include, but are not limited to, the
President’s Cabinet, Academic Council, the President’s Council for Diversity, Faculty Senate,
Professional Staff Senate, and Support Staff Senate. Minutes are distributed across campus via
electronic bulletin boards. Strategic goals are communicated through departmental unit meetings, e-mail,
campus Bulletin, campus-wide meetings, and informal peer discussions.
         Each department meets on a regular basis to set and implement objectives related to the
strategic goals and appropriate to the skills and functions of that unit. Respect for those skills and
functions leads to empowerment and cooperation. Respect is demonstrated through acknowledgement of
accomplishments, recognition and provision of resources to carry out functions, and regular training
opportunities. Departments communicate relevant information, expectations and developments easily
through meetings and/or e-mail, often ensuring the closing of the feedback loop through confirmation of
message receipt, acceptance of responsibility and/or indication of understanding of the expectation.
Feedback loops intra-departmentally are less likely to be closed, thus seeming to move up and down,
sometimes without indication of response.
         Similarly, cooperation and skill sharing are accomplished easily at the departmental level, where
individuals acknowledge that the tasks to be done are greater than the available energy or skill of any one
individual. Empowerment is achieved through inclusivity, each member of the unit taking responsibility for
individual goal setting and achievement. Individuals determine their own goals, appropriate to the
functional contribution of their unit, on an annual basis through the evaluation processes provided for
each of the employee groups – faculty, support staff and professional staff. High performance is
dependent on each individual taking seriously their contribution to the accomplishment of the strategic
goals of the campus. The evaluation process and the supervisor’s attitude toward that process determine
the regard that individuals have for their own contributions.
         Innovation is encouraged to improve efficiency and reduce cost. Innovation toward discovery and
learning is not reinforced.        Organizational learning happens through continual assessment of
departmental activities.
Ethical practices are the responsibility of every individual, informed by their professional ethics guidelines.
Peer review of ethical concerns takes place on a departmental basis. Ethical practices are also
established by policy, including but not limited to sexual harassment policy, FERPA, and equal
employment opportunity guidelines.
4P4 Training and developing employees and reinforcing training
         New professors can be assigned mentors from the ranks of senior colleagues, to help facilitate
transitions and to provide direct access to needed information during the first year. A centralized brief
orientation is provided for new faculty. An annual evaluation procedure is set up for faculty members. In
that process, faculty are asked to comment on the development activities they undertook throughout the
year. If those activities are plentiful and match the larger goals of the college well, they are reinforced
through positive comments on the evaluation document. If the developmental activities are scarce or they
do not match the larger goals of the college, this too, is noted as an area that needs improvement on the

Page 49                        AQIP Criterion 4: Valuing People
November 2008                         Wayne State College

evaluation document. Further, peers frequently suggest that faculty members avail themselves of
development activities. This is perceived as the best form of reinforcement one might receive. Thus, a
formal, “top down” procedure is in place for encouraging faculty development, but healthy informal
procedures are used often at the academic unit level.
          Professional Staff Senate is in the process of developing a mentor program for new employees
throughout their departmental units. Professional Staff has a formal evaluation process annually to
determine training and development needs based on goals set. On-going training and development is
required for some to remain licensed in their profession. The institution supports this training through
provision of time and resources to accomplish the training goals.
          Support Staff receive on-the-job training. Some of their tasks require specialized technical
training, which the institution supports through workshops and classes set up on campus. Safety issues
with regard to use of chemicals and emergency procedures are addressed through specific workshops or
through departmental memoranda.
4P5 Determining training needs
          WSC does not currently have a program in place to identify training needs. Via the efforts of
support and professional staff, and with financial assistance from the President’s office, we hold
workshops for technology training and professional development. However, the hiring of a Human
Resource Director was accomplished for the purpose of regularizing processes of orientation and training,
and providing professional development opportunities such as courses on stress management, conflict
management, etc. It is expected that the HR Director will identify needs and implement programs for
4P6 Designing and using personnel evaluation system
          WSC faculty, administrative employees, professional and support staff are evaluated annually by
their supervisors. Their job description outlines specific duties and responsibilities. The annual evaluation
reflects how well these requirements have been fulfilled. The job performance of some administrative
staff, such as the Vice President of Academic Affairs and the Deans for the respective schools, is also
evaluated by faculty. The outcomes of these evaluations are not shared with faculty, but the assumption
is that results will be discussed with respective supervisors. Faculty are evaluated annually by their Deans
and each semester by students, who complete a questionnaire and add remarks as desired.
          A standard form created by the college is used to evaluate all support staff. The support staff’s
immediate supervisor completes the evaluation form and sends it to the college president for remarks.
When the form is returned to the supervisor, he or she then consults with the support staff employee.
Since the rating system has only three grades: Satisfactory, Needs Improvement, and Unsatisfactory, it is
assumed that a grade of satisfactory indicated an acceptable job performance. Support staff interacts
daily with students, facilitating, answering questions; thus all their employment practices relate to the
college’s mission and many with Criterion 1: Helping Students Learn.
4P7 Designing recognition, reward, and compensation systems and supporting employees
through benefits and services
          Excellence in teaching is rewarded through the Board of Trustees award given to an outstanding
faculty member in the state college system. In the English department, the Balsley-Whitmore Award is
given to an English faculty member in recognition of his or her contribution to teaching. The WSC
Foundation also awards grants for faculty renewal. Faculty receiving national rewards such as a Fulbright
grant are allowed unpaid leave to accomplish their year of international teaching and development.
However, this year does not count as time accrued toward promotion or tenure at WSC, and benefits
such as continuous insurance and matching retirement contributions are forfeited, effectively diminishing
the glow of the reward.
          The Professional Staff Senate has sponsored an annual event for professional staff that
recognizes employees based on years of service to WSC. Before the Senate was established, rewards
for professional staff did not exist. The Professional Staff Senate also established the “Wildcat Well Done”
Award, a peer-to-peer award that anyone can send to another employee to express appreciation for a job
well done. There is no reward system that involves compensation (beyond the paycheck). The
Professional Staff Senate has opened a conversation with the WSC Foundation about the awarding of
professional staff awards similar to the Faculty Awards given by the Foundation. This exchange is in a
preliminary discussion stage but holds possibility for the future.
          Service records of support staff are recognized at a brunch given annually in May. No other
incentive/reward system exists for this group. Though WSC’s support staff are crucial to the success of

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November 2008                        Wayne State College

the college and play a vital role in helping students learn, they report that they do not feel valued
institutionally, although a good supervisor may succeed in making individuals feel valued. An example
cited by support staff members is that during the recent budget cuts, their group received the deepest
cuts and their input was not valued.
          The Wildcat Well Done Award idea was suggested to the Professional Staff Senate as a way for
any staff or faculty to recognize each other for a particular project, completion of a task or overall good
work. The Senate endorsed this idea and added another part to the original idea. The second part of the
plan for this award allows anyone on campus to make a nomination to the Professional Staff senate to
receive a Wildcat Well Done Award from the entire Senate. There are forms available for both giving an
individual award to a peer and a nomination award that can be submitted to recognize someone the
Professional Staff Senate may honor.
          Organizational unions represent Faculty, Professional Staff and Support Staff. Contract
negotiations are completed on a two-year basis. Not all faculty, professional staff and support staff are
represented by their respective union, but the union does support both members and non-members.
          WSC’s other distinctive objectives (see figure 4d) are enhanced by the following:

Figure 4dWSC Objectives and their relation to Rewarding Systems or Activities
Objectives                        Rewards/Activities                  Failure to support
Create opportunities for student  *Departmental scholarships
scholarship and research that     *Student competitions: such as Hot
fosters experiential learning,    Papers: cash prizes, publication,
challenges students to higher     conference for strongest academic
level of academic performance     writing; Poetry and prose slams:
                                  cash prizes, acclaim; Geography
                                  *Student performances: concerts,
                                  exhibits, plays, speech events,
                                  *Travel: Costa Rica program, French
                                  Club, WSC-sponsored International
                                  *Senior Citizens wellness program
                                  with HHPS screening
Serve and interact with community *Regular blood drives
and region                        *High school student job shadows
                                  *Public library
                                  *Speakers/events open to
                                  *Wellness and Career Fairs
Support collaborative learning    *Bloc courses
Create an environment, supported *Improvement/release time grants     *Rigidity of faculty
by adequate resources, that       *Technology workshops               schedules
fosters professional growth and   *Travel funds                       *Lack of institutional
development                                                           reward systems for
                                                                      professional and support
                                                                      *Lack of systems to
                                                                      evaluate job satisfaction
Be good stewards of a             Enrollment and Retentions of
comprehensive, sustainable        students, Longevity of employment
campus                            for faculty and staff.

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November 2008                        Wayne State College

         Fulltime regular employees are provided with health and dental insurance coverage, premiums
paid by the college and the employee, and with a life insurance policy paid by the State of Nebraska.
Family medical/dental coverage and increased sums of life insurance coverage are available to
employees for an additional monthly premium. WSC matches retirement contributions monthly at 7.5% of
salary, as negotiated by SCEA contract.
4P8 Determining, analyzing, and selecting a course of action on key issues related to motivation
         As an institution we do not determine key issues to the motivation of faculty, staff, and
administrators. Individual supervisors work diligently, however, to maintain quality workplace
environments, communicate respectfully with employees, and act in ways that respect the needs of
individuals. Some supervisors query employees before their annual evaluations so that employees may
be prepared to voice suggestions and concerns about the workplace during that session. Such queries
may include the effectiveness of the supervisor’s influence on the work environment, the need for
additional equipment to enhance job performance, or changes in procedure. Other supervisors informally
invite feedback during this session or at any time.
4P9 Providing for and evaluating employee satisfaction, health and safety, and well-being
         WSC has no systems in place to evaluate these matters. The college offers good medical and
dental insurance plans that relieve employees of much of their medical expenses. Worker’s
Compensation covers most expenses for workers injured on the job. Employees have days of leave per
month and may transfer those unused days to ill or injured colleagues who have exhausted their own.
Employees may use the gym, pool, and weight room free when these are not dedicated to specific events
but open for general use. A retirement plan provides regular, matching contributions to employees’
retirement accounts.
4P10 Measuring effectiveness of valuing people and analyzing results
         WSC does not regularly collect or analyze data about valuing people. Such information may be
addressed by random surveys or compiled on an as-needed basis.
4R1 Results for Valuing People
         A survey was conducted to determine 1.) how valued employees feel; 2.) which institutional
benefits or processes contribute to that attitude; 3.) the relative importance of each of these
benefits/processes; 4.) which areas need improvement in relation to feeling valued; 5.) the level of
satisfaction with the current performance evaluation process; and 6.) suggestions to improve the
evaluation process or the employee’s sense of feeling valued. Responses received totaled 192, or 57% of
WSC employees. Results follow (see figure 4e.)

Figure 4e AQIP Survey for Valuing People

Attitude                # of         Total %
I definitely feel           20           10%
I frequently feel         56             29%
I sometimes feel          65             34%
I rarely feel valued.     20             10%
I do not feel valued      8               4%
at all.
N/A                       23             12%

4R2 Results for processes associated with valuing people
         Asked to choose which of the following benefits and processes contributed to their sense of being
valued, employees chose (in order by highest to lowest number): verbal praise, annual performance
evaluation, collegiality, benefits package, interpersonal communication, written commendations (cards,
letters, etc.), salary, participation in campus committees, promotion, participation in campus
organizations, participation in service learning projects. Asked then to rank in order of importance the
benefits and processes that contribute to their feeling valued, respondents rearranged the
benefits/processes in this way: Salary (132/69%), verbal praise (127/66%), annual performance

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November 2008                         Wayne State College

evaluation (119/62%), written commendations such as cards and letters (87/45%), collegiality (82/43%),
benefits package (81/42%), promotion (77/40%), interpersonal communication (75/39%), professional
development (63/33%), participation in campus committees (26/14%), participation in campus activities
(14/7%), participation in service learning projects (2/1%). Individual responses cited positive feedback
from students and co-workers; e.g.: “Students on a daily basis thank me for the services our office
provides” and “My fellow staff members in the department where I work are great co-workers.”
         Survey results strongly indicate that institutional support such as salary, performance evaluations,
and promotion is basic to feeling valued, and also that immediate and crucial effects on an employee’s
feeling of value are achieved by conscious, timely recognition of individual effort and a positive work
environment. Figures consistently demonstrate that verbal praise, that item so light on the budget, is a
powerful producer of feelings of value.
4R3 Results for employee productivity and effectiveness toward goal achievement
         The best indicator of employee productivity and effectiveness is the continued success of our
students. Industries/businesses come to recruit them at Job Fairs. Employers hire them. Graduate
programs are accepting them. Alumni contribute to the Foundation. Most importantly, because we can
chart a student’s evolution over four years, we know we are producing educated, informed people who
are more open to new ideas and diverse cultures than the generations before them, people who are
making a difference in the world.
4R4 Results comparisons
         This report is in the initial stages of data collection. Comparing data to other institutions or
organizations outside of the education community would not be pragmatic at this time, due to limited
access to benchmark data for Valuing People. The new president and the new Human Resource Director
will play a significant part in future assessment measures and comparison of our results against other
educational institutions and organizations outside of higher education.
4I1 Improvement of current processes and systems
         Ranked in order of importance to the greatest number of employees, the data from our survey
indicated a desire for improvement in the following areas:
              Salary, 132 or 69%
              Annual performance evaluation, 87 or 46%
              Verbal praise, 81 or 43%
              Promotion and Professional Development, ranked equally by 74 or 39%
              Collegiality, 68 or 36%
              Interpersonal communication, 67 or 35%
              Benefits package, 60 or 31%
              Participation in campus committees, 21 or 11%
              Participation in campus organizations, 16 or 8%
              Participation in service learning projects, 5 or 3%
         Written comments from employees centered on a need for improvement in two areas: respect
and communication. Specifically indicated were needs for greater respect from administration and as a
general attitude toward all individuals regardless of rank, and for honest and open communication from
administration and among departments. Technology—both hardware and the time to use it—needs to be
equally accessible to all employees, so that through email all can be connected to and heard on the WSC
network with its news of institutional changes and events.
         Forty-two percent of employee responders to our survey cited the annual performance evaluation
as in need of improvement. There appears to be large variation among individual supervisors in
seriousness and time taken for this evaluation and in the quality of exchange that occurs. The existing
form’s categories of Satisfactory, Needs improvement, and Unsatisfactory do not recognize excellence in
job performance. Sample comments: “Having three options in the annual performance evaluation is not
adequate to assess the variable abilities of staff” and “Being told that you are only satisfactory at best is
not a morale booster. Tends to limit a person’s feeling of worth.” Since the apparent result of a
satisfactory evaluation is that it is then filed away, the current process is widely perceived as routine and
impotent paperwork.
         Student evaluations of faculty were cited for being arbitrary; students evaluate professors without
having to be accountable for what they write.

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4I2 Targets, improvement priorities, communications
        As this report functions as an assessment tool, it should communicate current results and
improvement priorities for valuing people. It is hoped that WSC’s new Human Resources Director will
address some of the needs identified here, such as that for training programs in evaluation, orientation
procedures, and improved cross-communications. More effective middle-management training in
employee evaluation is clearly indicated. We have identified 13 key improvement targets for Valuing
People, based upon the results of an informal survey (see figure 4F). The following targets need to be
analyzed and prioritized according to the strategic plan for Wayne State College and the goals set by the
new president for the future of our institution and its vision and mission statement.

Figure 4f       Improvement Targets
Target                                               Measurement (Responsible Individuals to
                                                     complete planning and goals for target areas)
Intelligent, active response to demographic          Administration and admissions
trends: group-specific recruitment/support of non-
tradition students, minority and international
students, including new Turkish exchange
Active recruitment from traditional student base     Admissions
More uniform training: mentoring, orientation        HR Director & various senates
Identification of additional training needs          HR Director & various senates
Evaluation system for job satisfaction               HR Director & Unions
Rigidity of faculty work schedules                   Administration, Union
Professional Staff awards/recognition                Foundation & Professional Staff Senate
Support staff awards/recognition                     Foundation & Support Staff Senate
Competitive stipend for T.A.’s, adjuncts             State Board
Access to computers for all employees                Administration
Annual employee evaluation process                   Administration, HR Director & Unions
Communication with administration                    New President & all WSC stakeholders
Encouragement of universal attitude of respect       All WSC stakeholders

                      Criterion 5: Leading and Communicating
5C1 Describe your leadership and communication systems.
        WSC leadership structures are articulated, but not at all levels. The academic side is detailed
down to the Department level, but no further. There are some departments with formal internal
organizational structures, while others have no such formal internal organization. In Support and
Professional staff, the formal organizational chart of the college melds these two types of employees into
their functional units, but there is no stipulated structure below those offices noted on the college
organizational chart. The College is hierarchical in structure (see WSC Organizational Chart), with the
President of the College reporting to the Board of Trustees of the Nebraska State Colleges (see Board
Policy 2550). Not only is the WSC chart the structure, it also reflects the communication pattern, wherein
the functional lines of authority on this campus have been delineated rather clearly. Of particular note is
the chart includes the Faculty Senate, the representative body of the faculty and our manner of shared
governance. The Standing Committees of the Faculty Senate are advisory to the Vice President for
Academic Affairs (see Faculty Senate Bylaws), yet the chart indicates the Faculty Senate reports to the
VPAA and so do the committees. In reality, the Standing committees of the faculty are advisory to the
VPAA, but are constituted by the Faculty Senate. Hence, the routine decisions of the committees are
advisory to the VPAA while the committees serve under the auspices and direction of the Faculty Senate
and correspond directly with the faculty.
        There is a faculty union, The State College Education Association, which functions as the
bargaining agent for the faculty, regardless of membership in the union. The SCEA functions as a union

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November 2008                         Wayne State College

in the grievance process, in providing benefits to its members, and in lobbying with the Legislature on
matters effecting college education in the state. Local leaders of the union are faculty members elected
to these positions by their member peers.
         Professional Staff are employees of the college, governed by the Board Policy Manual (not
attached), and by the various state and federal workplace laws and regulations.
There is a union for professional staff, the Nebraska State College Professional Association, which
functions as listed above for the faculty. Local union leadership is elected by members (NSCPA). The
union is the bargaining agent for Professional Staff at the college.
         Support Staff are employees of the college, as are the professional staff above. They too have a
union, the Nebraska Association of Public Employees, Local #61, American Federation of State, County
and Municipal Employees (NAPE). The union is the bargaining agent for support staff at the college.
         Faculty, Professional Staff, Support Staff, and Students have their own “Senate” organizations on
campus, with leaders elected from within their respective memberships. Of note is while the
organizational chart (appendix 5-1) does list the Faculty Senate, the Professional, Support Staff, and
Student Senates are not included in the organizational chart which indicates an important missing link in
the campus communication system. The various senates are so included on the organizational chart of
Peru State College, but not of Chadron State College, our system sister schools.
         There is no mechanism for direct communication between the four senates: Faculty, Professional
Staff, Support Staff, and Student Senates. While posting meeting minutes on the G Drive allows for some
glance into the other organizations, there is no mechanism for any of the Senates to correspond on
issues of mutual concern, nor do members of Senates routinely share information beyond their respective
minutes. The Professional Staff and Support Staff Senates do have appointed liaisons who attend
scheduled Faculty senate meetings and relay information back to their respective members. Student
Senate does have a glimpse into Faculty Senate issues in that many of the standing committees of the
Faculty Senate include Student Senators as committee members. Student Senators have had a spotty
record of attending the many meetings of the standing committees of the Faculty Senate.
         There are external entities with some organizational leadership regarding the campus. From the
national level, the National Council for Accreditation of Teacher Education has a major impact on this
campus, directing the content and structure and staffing of the teacher education certification programs
on campus. NCATE dictates the content of the endorsements, requirements for staffing of programs in
teacher education, and dictates the content of many of the classes used in our teacher education
programs. Additionally, the Nebraska Department of Education stipulates similar rules, particularly Rule
24, detailing objectives for each of the courses in teacher certification programs. The compliance with
Rule 24 is an annual report to the Dean of Education, who is the Certification Officer for the College, and
then on to the Nebraska State Department of Education.
         Faculty belong to the higher education community; there are professional standards, in the social
norms of the professorate, in the AAUP and other organizational codes, in the Union contract, and in the
ways in which faculty are evaluated on their service to the community and the professions. The
professorate includes expectations of comportment in the classroom, standards for professional research
and publication, and for how we deal with students and student records. Departures from such standards
generally are addressed through student evaluation comments, observers, student complaints, and
formal complaints under the Student Handbook. (NOTE: Department Chairs, direct supervisors of faculty,
are excluded from the Student Handbook’s process for resolution of student grievances against a faculty
5C2 In what ways do you ensure that the practices of your leadership system – at all institutional
levels - align with the practices and values of your board, senior leaders, and (if applicable)
oversight entities?
         The Board of Trustees of the Nebraska State Colleges provides primary direction, review, and
oversight of the college’s leadership. The Board delegates routine administrative and oversight
responsibilities to the Nebraska State College System Office, which oversees the operations of the three
state colleges.
         The Board’s primary vehicle for oversight is the Board Policy and Procedural Manual. The manual
states the college’s mission and specifies the basic records, procedures, fiscal relationships, handbooks,
committees, and communications under which the college operates. In short, these requirements dictate
the institution’s internal organizational structure and relationships. In addition, the manual prescribes the
internal review procedures, including all personnel and union issues. The college collaborated on a major

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revision of the manual in 2000. The State College System Office provides periodic updates to the
          Through the System Office, The Board of Trustees also exercises oversight by routine reports
and meetings in which the member colleges are required to participate. The required reports are outlined
in the supporting materials for the long report. Routine meetings are held with the colleges on three
levels: 1) The Executive Council, composed of the System Director and the three college presidents; 2)
The Council of Academic Officers, composed of the Vice-Presidents for Academic Affairs; and 3) The
Council of Business Officers, composed of the Vice-Presidents for Administration and Finance. The
councils meet at least twice per year.
The following organizations also exercise oversight functions of the college’s leadership:
         Higher Learning Commission of the North Central Association of Colleges and Schools
         Nebraska State Colleges and Universities Coordinating Commission
         National Council for Accreditation of Teacher Education
         Other Institutions of the State College System
         National College Athletic Association
         Certification and regulatory agencies that affect specific academic departments or programs
         State fiscal and engineering offices that regulate college operations
5C3 What are your institutional values and expectations regarding ethics and equity, social
responsibilities, and community service and involvement?
          Wayne State College has expressed its primary values and expectations as holistic and
continuous learning, civic engagement, quality education, honesty in communication, good stewardship
initiatives, upgrades to the physical plant, internal communication development, strengthening of diversity,
expansion of community and rural connections. These values are defined in several ways.
          The Wayne State College Mission Statement and Strategic Plan form the two primary media for
articulating college values. The Mission Statement details our involvement in regional service and
development, civic engagement, public service, communication, diversity, and excellence in teaching and
          Our new College Strategic Plan articulates these values further and provides the framework for
their implementation. At the core of the plan are six central themes or core values that were formulated by
the entire campus community in a lengthy, articulation process. The six themes include:
         Continuous Improvement of Academic Quality and Learning
         Community Building
         Collaboration with Regional Partners
         Systematic Quality Improvement on all College Levels
         Stewardship of Campus Resources
         Student Retention and Enrollment
          These six core themes integrate the various value initiatives already in progress and direct the
content areas of future efforts. General ways of addressing each theme or core value is specified. The six
themes are designed to guide and direct our daily activities, and to provide focus to our shared sense
vision for the future.
          The articulation and expression of institutional values has undergone considerable restructuring
in the last four years. This process of change and review has been stimulated by many factors: the
presidential leadership exercised during this period, the major revision of the Board Policy Manual, the
adoption of a Strategic Planning Process, the adoption of a new Campus Master Plan and Master
Landscape Plan, declining college enrollments, state budget deficits and the resulting campus budget
cuts, and a fledgling initiative toward campus conservation/preservation issues. All of these forces have
contributed to a significant reevaluation of who we are and what we value.
5P1 How do your leaders set directions in alignment with your missions, vision, and values and
that are conductive to high performance, individual development and initiative, organizational
learning, and innovation? How do these directions take into account the needs and expectations
of students and key stakeholder groups and create a strong focus on students and learning?
          Leaders require faculty to write goals each year and report on accomplishments at the end of the
year. The goals are in the areas of teaching, service, and professional development and are congruent
with the mission, vision, and values of WSC.

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         Individual high academic performance is the focus of a wide range of opportunities for the
motivated student: the Honors’ program, linked and blocked courses at the undergraduate level, travel
and project support for faculty from the schools as well as the VPAA’s office, instructional improvement
grants, hybrid classes, Service Learning Grants, learning communities (through Continuing Ed Office),
         Individual faculty development is encouraged with grants (CAD and Math & Science grant),
money set aside for each faculty member for professional development, foundation scholarships, a grant
to a Humanities professor each year, among other examples. The VPAA reserves funding to support
faculty members traveling to conferences to report on faculty directed research. Even during the recent
state wide budget crisis, the VPAA was able to support such faculty development efforts.
         Examples of leadership training for students include the Student Activities Office, Student Senate,
Student Activities Board, and Circle K provides a Student Leadership Workshop/Conference each year,
the Residence Life Office and Assistant Residence Life Directors provide educational experiences for the
Senior Residence Assistants and Residence Assistants, Ambassador training for the New Student
Orientations, Navigators training through the Admissions Office, and Peer Educators (tutors). Additionally,
student are on the standing committees of the Faculty Senate, are on the various AQIP committees, and
are invited to the open forums on campus (Presidential searches, the Strategic Planning meetings). Staff
leadership opportunities include PEW round table discussions, semi-annual all-staff meetings, open
campus forums, AQIP Committees, and Presidential/VP searches.
         Faculty Improvement Grants from the Wayne State Foundation provide funds for innovative
projects and courses. The WSC professional and support staff have a Professional Development
Committee for continuing education, bringing in speakers and providing for workshops and consultants to
assist the campus.
         Faculty and others apply for and receive grants, e.g.: Daryl Wilcox and Bob Sweetland’s grant for
working with teachers in the Winnebago school system (over 90% Native American Indian students).
Grant work is not central to our role and mission, but the college administration encourages and supports
grant work, providing release time if needed, and provides a very low indirect cost for grant work.
         In order to assess student needs and expectations, WSC participates in the Noel-Levitz Student
Satisfaction Survey. It is reviewed by the President’s Council, the Deans, and several offices in Student
Services and is included in planning for changes in how we deliver admissions and advising functions to
our students. The General Education Committee reviews the general education coursework to determine
if the courses meet current student needs and are attractive to prospective students.
         WSC supports local community events; for example, Chicken Days community celebration in
July, United Way, CHAD, Walks for Cancer, Habitat for Humanity, Wayne Food Pantry, Wayne Industries,
Legislative Task Force, Chamber Coffees, and individual memberships in community organizations.
Faculty members are expected to be contributing members and active in their professional associations.
Alumni are requested to complete surveys and are informally interviewed when professors are
supervising at their field sites.
         Stakeholder groups are a key part of the assessment and accreditation processes. For example,
pizza luncheons at area schools were conducted in order to receive input from educators and a
sponsored golf activity is provided for high school counselors to encourage communication and recruiting.
         The Teacher Education Advisory Council is a tripartite model with teachers and administrators
from area schools, Educational Service Unit, Arts & Sciences professors, Business professors, and
Teacher Education professors. Dinner meetings were held during the Spring of 2003 with administrators,
educators, and counselors to thank them for their contributions to Teacher Education and to discuss
having their schools become Professional Development Schools with a greater part in supervision and
education of prospective teachers.
         Other stakeholders are Advisory Committees with community members, the Foundation Board of
Directors, Alumni, Student Leadership Groups, past and potential employers, counselors from K-12
school systems are brought on-campus for a workshop on Financial Aid and are provided with brochures,
etc. describing WSC programs.            One professor meets with area School Counselors, School
Psychologists, and Community Psychologists, Counselors, and Social Workers and provides information
about WSC and answers questions.
         Support Staff & Professional Staff: Many of these functions have higher organizations with ties to
the college. For instance, the Registrar’s office belongs to the American Association of Collegiate
Registrars and Admissions Offices, hence these external stakeholders exert a measure of influence and

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control on how some offices of the campus conduct their functions. Similar agency or organizational ties
exist with many of our services, from the food service contractor to our boiler room technicians.
          A number of programs involve community members in the audience on a regular basis, part of
our ongoing community outreach function. In the School of Natural and Social Sciences, our Planetarium
presents regularly scheduled programs for area school children. The Natural History museum, in
development, will be a center for school children to learn about the interface between place and people
and plants and animals, plus the museum will be providing “Learning Kits” to the schools for instructional
use in their classrooms. The School hosts History Day, State Geography Contest, Math Competition Day,
a Wellness Fair, sport camps, and participates in classroom visits by faculty. The School of Arts &
Humanities engages a wide range of audiences who also are our stakeholders. We have special
programs for children each year, with schools in our region bringing hundreds of children to campus. Our
theater and music programs bring a wide variety of audiences for performances. Off campus “poetry
slams” and other performances bring WSC talent to the community and provide opportunities for our
students to gain feedback and public presentation experiences. Our Humanities School publishes the
weekly Wayne Stater, produces community programming in KWSC Television and Radio, and publishes
the Judas Goat, a collection of writings from students. Furthermore, Humanities sponsors Foreign
Language Day, a Plains Writers Festival, and a Language Arts Festival as well as many art shows,
showcasing art by students, our own faculty, and visiting artists. The School of Business and Technology
hosts Business Competition Day, Industrial Technology Competition Day, and ITE Power Drive for area
high school students. This school also serves our external stakeholders as the host site for the Nebraska
Business Development Center and has also implemented an Executive In Residence Program
          The WSC campus is a place for community members to have access to the WSC Conn Library,
numerous programs on campus, use of our Arboretum, use of the walking trails, athletics fields and
facilities, and also many community groups conduct programs and meetings on the WSC campus. This is
a campus with its community relations in good condition. Many campus members serve in community
organizations (two faculty members were on the eight member City Council), and many college
employees serve on a variety of community boards and committees. Our students comprise a major part
of the local employment base and certainly are significant in contributing to the local economy.
          The employees of WSC support a number of community, state and national health and charitable
agencies. The Community Enrichment Campaign through the Wayne State Foundation combines the
fund drives of three agencies, streamlining the process of WSC employee donations and giving each
employee the choice of where to direct his/her charitable contributions.
          The WSC Multicultural Center hosts several activities which include Dr. Martin Luther King Day
celebration, Black History Month, Brown Bag Lunch Series, various speakers, and also provides outreach
to many high school students.
          The Career Services Office also hosts an annual Career Fair which attracts over 100 employers
and is attended by both the campus and community.
Assessment strategies are in place to measure our student learning. Assessment objectives fit with the
WSC Mission. Assessment is a requirement in each program, and is reported to the respective Dean in
each annual report, plus the periodic Program Review process provides Board overview of programs on a
regular basis. Many programs have adopted student portfolios as an assessment data tool. Of note, the
Department of Educational Foundations and Leadership has adopted electronic portfolios for each
student, providing both assessment functions as well as ensuring technological competency among our
teacher education graduates.
          A Student Satisfaction Survey (Noel-Levitz) summary was last provided in the fall of 2001. This
study provides feedback to a wide range of student services functions, which, in concert with our annual
exit survey of graduating seniors, provides a wealth of information about assessment of our services
functions and how to improve student services.
          The “All About Students” campaign raised funds for scholarships for students.
A safe, clean, quiet campus with pleasant surroundings for study is provided for students and others. The
American Democracy Project focus is on mutual learning by students, faculty, and others who participate
in The Forum discussion and/or attend the meetings. Title III focused on student learning, especially in
the first year experience.
          The Admissions Office in conjunction with the State College Systems Office hired a Marketing
Consultant (direct marketing campaign) from the Carnegie Company to look at WSC’s current marketing

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strategies. Creative suggestions as well as improvements were made and acted upon. The entire
campus community was involved.
         Service Learning has been expanded in recent years with more emphasis on following the
service with discussion about what has been learned.
         Several informative sessions/activities are held on campus for prospective and incoming new
students such as the three-day New Student Orientation Program in the fall, a one-day New Student
Orientation Program in the spring, Summer Registration Days for incoming students, Fridays at WSC for
prospective high school seniors, and Just Juniors for high school students.
5P2 How do your leaders guide your institutions in seeking future opportunities and building and
sustaining a learning environment?
         Wayne State College has engaged in long range planning for many years. Under former
President Mash, the college developed its first twenty year plan in June 1990, “Campus Master Plan”,
using input from open meetings, faculty and staff groups, special needs groups, and a professional
planning firm. The result was a realistic twenty year development plan, showing infrastructure needs,
building expansion, and relocation of many functions. Over the past several years, several projects were
completed: an extensive reworking of the underground maintenance lines for heat and water and electric
services. Following this project, a new Business building was built, the renovation of the Student Center
included expansion into new offices, a new set of meeting rooms and a flexible facility for public meetings
and banquets, new bookstore and snack-bar areas. The student cafeteria was also renovated and a
coffee shop was added in Conn Library as well as a new NATS Center and Multi-Media Lab. The former
power plant was gutted and renovated into a studio arts building. The heating plant was purchased from
a private vendor and completely overhauled and expanded. A new outdoor running track and revised
entry way and concessions stand area was built in the football stadium. Connell Hall, carrying about
1000 students during the busiest class hours, was gutted and renovated. Terrace and Neihardt
Residence Halls were renovated. Wireless technology is now available in all the residence hall lobbies,
U.S. Conn Library, Connell Hall and the Student Center. Some redecorating of the administrative office
areas was accomplished, and a new maintenance building was completed. Recently, an extensive
addition was made to Ramsey Theatre in the Fine Arts Building and relocation of the radio and television
studios were completed. The Wildcat Sports Medicine Center was added to the upper level of the
Recreation Center. Initially this was a public/private partnership between STAR Physical Therapy (owned
by a Wayne State alumnus) and the college. As of May 2007 this center will be operated by the college
staff and students. The Student Senate provided the funds for an Upper-Deck in the Student Center
Lower Food Court.
         A new ten-year plan, “2002 Master Plan Concept” was completed, directing our near future plans
for a Commons area in the middle of the campus, reworking the Main Street entrances, completely
reworking the traffic pattern on to and leaving campus, and directing several landscaping changes to
enhance the entrances. Included in the discussion were long range plans to move the student services
functions (Financial Aid, Admissions) to a central location, possibly an addition to the Student Center,
along with a relocation of some of our dispersed distance learning capabilities. Currently, we’re in the
Program Statement phase for renovation of the sciences building. A recent addition to Carhart Science
added ADA compliant elevator and restrooms.
         For learning environments, WSC is working in several areas. We’ve expanded the concept of
service learning, appointed a campus wide service learning coordinator and have dedicated funds to
support such activities. Also, WSC participates in the RHOP and MARHOP programs, for selecting and
educating students headed for medical professions and further training at U Nebraska Medical Center
and Creighton University Medical Center. The School of Natural and Social Sciences is adopting an
undergraduate research skills package of courses. The Arts and Humanities School is developing a
Women’s Studies program. Business and Technology is developing a formal leadership studies program
and added an online MBA Program. The School of Education and Counseling is initiating a Peace
Studies program.
         WSC participated in the National Survey of Student Engagement to get a better perspective on
who our students are and what they bring to the campus. We’ve done a Department Chair review of the
advising process, plus the Advising Director’s own continuous study of advising effectiveness. STRIDE
Student Support Services is a federal TRIO grant working with identified high risk students. We have
enhanced this narrowly defined program with our own student services system to deliver assistance to

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students with academic and personal issues. WSC sent a representative to the Fall Institute for
Academic Deans and Department Chairs for the National Resource Center for the First Year Experience.
5P3 How are decisions made in your institution? How do you use teams, task forces, groups, or
committees to recommend or make decisions, and to carry them out?
          Wayne State College functions as a “line & staff” organization. The role and mission of the
institution is the guide for decisions made at all organizational levels. Ideas can be generated by any
individual or group, but tend to flow in a top-down direction.
          Top administration makes decisions pertaining to implementing Board of Trustees directives,
adopting and implementing new initiatives, and making organizational changes impacting the entire
institution. Input from the Administrative Council, Dean’s Council and other advisory groups often is
sought before final decisions are made.
          Deans make decisions that affect academic schools and their programs. These decisions involve
issues handed down from top administration, initiatives developed by the Dean, and program issues
brought forward by academic departments. Input from Department Chairs, department faculty and other
advisory groups may be sought before final decisions are made. Top administration approval is
requested or required in many instances.
          Department Chairs make decisions that affect specific academic programs. These decisions
involve issues handed down by top administration and/or Deans, initiated by the Department Chair, and
brought forth by department faculty. Method and level of faculty input varies from department to
department. Input may also be solicited from students, advisory boards, and other stakeholder groups.
Dean approval is requested or required in most instances.
          Professional staff and support staff decisions are made in a similar fashion as decisions made in
the academic path in that the types of decisions made at the various levels of the chain-of-command are
comparable. A major difference, however, is the variance in span of control; some areas may have a
supervisor with a large staff, while several other areas may have a one-on-one boss/support relationship.
This difference creates a significant variance in the level of autonomy in decision-making at the lower
levels of the professional and support staff command chain. It also leads to perceived inequities in work
load and resources.
          The use of teams, task forces, groups or committees to recommend or make decisions has been
built into the formal organizational structure of Wayne State College. Three major groups (faculty,
professional staff and support staff) are recognized as bargaining units by the institution. Each group is
provided opportunities for representation in the decision-making process through a formal committee
structure. These committees serve as advisory groups in the decision-making process. Committee
issues may be initiated at any level of the chain-of-command. Students are also provided the opportunity
for input through the Student Senate structure and through representation on faculty standing
          An example of the formal committee structure is the faculty standing committee architecture
which serves an advisory role for academic issues. The Faculty Senate Committee is the coordinating
body for all other faculty standing committees. It reports to the College President and to the Vice
President for Academic Affairs. Other standing committees such as Academic Policies, Rank and
Professional Development, Computer Users, etc. report to the Vice President of Academic Affairs and/or
the Faculty Senate. Most issues addressed by these committees are initiated by administration or
through formal faculty channels; for instance, proposed changes in academic programs are presented to
the Academic Policies Committee by academic departments. Committee members and administration
representatives often meet formally to discuss issues as they are being addressed. Committee
recommendations are presented to the Vice President of Academic Affairs or College President for
approval. Standing committees are also established within Schools and Department to address decision-
making issues at those levels and to provide a link to the college standing committee structure.
          Wayne State College makes use of ad-hoc committees and task forces to provide input to non-
routine decisions. These committees may exist at the department, school or college level. Members are
generally appointed by administrators, and depending on the issue, may represent broad- or narrow-
based constituencies.
          The degree to which this “theoretical” process works is subject to the inherent pitfalls of the line
and staff organizational structure, the managerial style of each administrator, and the degree to which
individuals take responsibility for their role in communicating and decision making. At times the decision-
making process takes an excessive amount of time to move through the shared-governance committee

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structure common in a line and staff organization; but generally, as in the search process for Wayne State
College’s next president, decisions are made within the designated time-frame. The opportunity for
employee involvement in decision-making within the institution can vary as a result of management style.
The effectiveness of communication within the institution deteriorates when the designated messenger
fails to deliver the message or chooses an ineffective method of delivery or when the intended receiver
fails to read the message. Overall, the decision-making structure currently used at Wayne State College
is satisfactory when used appropriately.
5P4 How do your leaders use information and results in their decision-making process?
          Faculty members conduct course evaluations annually, depending on their tenure status and
rank, and some faculty voluntarily conduct course evaluations in all courses (particularly if the faculty
member is up for promotion or tenure), and all non tenured faculty are evaluated in each course. All
extended campus courses are evaluated each semester, regardless of faculty status. Faculty evaluations
are presented in summary form to the faculty after the semester is completed, and department chairs are
required to review evaluations with each faculty member shortly thereafter. Deans conduct formal
evaluation of faculty members, including the Dean’s review of the course evaluation materials. There is
no formal requirement for Deans, who evaluate the faculty, to actually observe them in teaching, not even
observation of the probationary faculty. Faculty promotion and tenure decisions are based, in part, on the
student evaluation information and the Dean’s annual evaluation of each faculty member.
          Assessment plans are required in each program measuring one direct and one indirect measure,
and each program assessment plan includes a mechanism for faculty collaboration and review of the
assessment materials. Furthermore, Department Chairs have a responsibility in the assessment
reporting process, as does the Dean and Assessment Director, commenting on the assessment results.
Academic Polices committee requires assessment concerns are to be considered in any proposal to
change the catalog.
          Each academic program is subject to formal program review, from the program to the Chair, to
the Dean, to the VPAA, to the Board and then to the Nebraska Higher Education Coordinating
Commission. This review is on a minimum cycle of every five years, or sooner if so directed by the
Coordinating Commission.
          Additionally, academic program changes are self directed. New faculty members, changes in
faculty interests, perceptions of changes in the career fields, correspondence from and to the learned
societies in each subject can lead faculty members to initiate change in the curriculum. Here, the
professional development travel support of the faculty to attend regional and national conferences results
in WSC being geographically remote yet remaining at the cutting edge in many of the academic
          Changes in the staffing and maintenance functions of the college are directed by external forces,
such as State mandated training, training by equipment vendors, and training for general purposes on
campus, such as workshops on computer technology, workshops on employee motivation, and
workshops on sexual harassment policies.
          The Business Office has a professional accountancy audit each year, by independent auditors.
The report of the auditors is used by the VPF for training and procedure changes, as needed, on an
annual basis.
5P5 How does communication occur between and among institutional levels?
          The majority of our communication is from the top down. (See Nebraska State College System
and WSC organizational charts).
          AQIP Communication Survey Results: Communication with the administration seems to be quite
effective (AQIP survey 80%) as well as with supervisors (84%).
          Key communication vehicles are the State College System’s mission statement, WSC’s mission
statement and vision statement, emails, electronic bulletin board, campus mail, campus publication “The
Bulletin”, campus radio and TV stations, campus newspaper “Wayne Stater”, campus marquees, meeting
minutes from faculty, professional staff, support staff, and student senates, cabinet meetings/minutes,
campus committees/minutes, union representatives, academic council meetings/minutes, campus forums,
college catalog, student handbook, WSC web site, webinars, online seminars, school and departmental
meetings/minutes, surveys, Human Resources audit, Human Resources Office newsletters, academic
advising, faculty advising handbook, alumni relations and activities, foundation activities and relations,
college relations office, academic quality improvement projects, campus master plans, grants, board

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policies, Strategic Plan, Learning Communities, multicultural activities, admission’s office programs, AQIP
Communication Survey, AQIP Council meetings/minutes/newsletters,
         Not all staff members utilize the electronic bulletin board and email as sources of information;
probably due to access issues and personal choice about computer usage. This method of
communication cannot be the sole means of “getting out the word”, since use is not universal.
         The Wayne Stater seems to be well read, but less so by night classes, extended campus, and
commuter students. Not everyone uses Channel 24 on the Wayne system, or even has access to it.
Some offices have the Board Policy Manual, others don’t, and among those who do, most people there
are unfamiliar with the manual or only use it for formal policy problems. Recently, the College Relations
office initiated a new, daily schedule of events on campus, "campus at a glance", provided to campus
email users. This handy reminder lists campus meetings, events, concerts, performances, employment
opportunities, etc.
         Our opening meetings in the Fall are attended by most faculty, support and professional staff.
Thereafter, support staff and professional have their own opening meetings while the faculty meet within
their School and Department structure. There is also a general faculty and separate general staff
meeting in the spring. The Professional Staff and Support Staff also have separate recognition events in
         Communication upward is on a case by case basis for questions and answers and problem
resolution, using face to face communication, email, some written memos or letters, and the suggestion
         Support staff and professional staff representatives sit it on the President’s Cabinet, but the rest
of the campus has marginal input or output from the Cabinet.
         A campus committee entitled “Professional Development” has begun hosting monthly speakers
on campus for all employees and students. Improving communication amongst all institutional levels has
been of great concern and is hopefully making some progress. The addition of a Human Resources
Director should greatly improve the communication process as far as staff is concerned. Also evaluation
of supervisors needs to be implemented to assist in increasing the communication process. Professional
Staff and Support Staff position hiring practices and upgrades need to be consistent.
5P6. How do your leaders communicate a shared mission, vision, values and high performance
expectations regarding institutional directions and opportunities, learning, continuous
improvement, ethics and equity, social responsibilities, and community service and involvement.
         The college leadership communicates a shared vision, mission, values, and high performance
objectives in a number of traditional ways. These include the following:
        The Board of Trustees Policy and Procedural Manual
        The College’s Vision and Mission Statements
        The Wayne State College 2003-2004 Strategic Plan
        The Student Handbook (including statements on Student responsibilities, honesty, Bill-of-Rights,
         and Conduct)
        General and Graduate Catalogs
        College Website (including the President’s Statements of Welcome and of Institutional Values)
        Meetings
        Weekly Bulletins
         In the last four years, recent initiatives have improved this communication in a more consistent
and shared manner. The adoption of the AQIP process itself has communicated a more shared
responsibility for our academic certification. The college’s participation in the American Democracy
Project communicates our leadership’s interest in promoting student civic engagement and responsibility.
The establishment of Support Staff and Professional Staff Senates now complement the previously
existing Faculty and Student Senate organizations. This will increase the overall level of information
exchange and shared governance.
         The implementation of the Strategic Planning Process has resulted in the numerous
communication initiatives – many of these in the transference of shared values. All college offices are
required to plan, conduct, and report on specific programs that serve to implement one of the Strategic
Plan’s six themes. These initiatives include everything from community and school cooperative programs,
campus beautification initiatives, and the establishment of program advisory committees. All activities are
documented on a prescribed form and published campus-wide. In addition, the Strategic Plan calls for

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each campus department to begin collecting data on all of the department’s activities that serve to meet
one of the Strategic Plan’s Themes. This initial data collection will provide the benchmarks for the later
assessment of the Plan’s success and future direction.
          Other recent initiatives to improve communication of shared values include: 1) the hiring of a full-
time Human Resources Director and Office Assistant, 2) the adoption of a Student Bill-of-Rights, 3) a
renewed campus recycling effort, 4) student representation on most standing, search, and ad-hoc
committees, 5) the adoption of the new Campus Master Plan that includes key provisions for improving
the teaching-learning environment and 6) a updated website and e-campus. Wayne State College has
been grappling with communication issues for many years. And this includes the communication of a
shared mission, vision, and values. These items have traditionally been generally understood by the
campus community, but have not been communicated in a systematic and comprehensive manner. The
recent adoption of new assessment and planning tools has renewed the potential for communication of
these endeavors to all levels of the campus community.
5P7 How are leadership abilities encouraged, developed and strengthened among faculty, staff,
and administrators? How are leadership best practices, knowledge, and skills communicated and
shared throughout your institution?
          Most leadership positions on the WSC campus are position specific and are confined to formal
job descriptions. Leadership roles outside of an assigned position are generally not formally rewarded
(compensated), but are recognized by the campus community. These include senate leadership, ad hoc
committees chairs, and union officers and stewards. Upper and mid-level management encourages
participation in campus organizations and activities.
          Peer encouragement of individuals to accept a leadership roll within a campus organization is the
most often used vehicle to identify leaders within specific groups. Individuals are generally voted, by their
peers, into roles of leadership and/or authority.
          A recently developed vehicle (2004) of leadership development is the Professional Development
Committee. This committee, part of the Support Staff Senate, is designed to encourage individuals to
take steps in self-improvement toward their placement in staff position. These activities are all on campus
at this time. The program is extended to all Faculty, Professional, Administrative and Support Staff, as
well as Students.
          Also available, to some employees, but not all, are off campus seminars and conferences. These
include participation in professional organization memberships, special hands on training seminars that
deal with teaching, learning new methods, training in using new equipment, work safety, and computer
application training. These must be appropriate to individual positions and are limited to budget
constraints. It is apparent that most of the off campus activities are attended by faculty, professional staff
and administration. Very little is offered to Support Staff for off campus activities. Release time and
transportation are often provided for off campus activities.
          The most solid efforts at communication affecting all campus personnel are in the form of written
directives and memos. Not all personnel are users of electronic media, although several attempts have
been made to bring people “up to date”. This makes the use of hard copies and distribution necessary in
some instances. Written communications and announcements are posted on bulletin boards in buildings
throughout campus, in the Campus Bulletin, Campus-At-A-Glance, Wayne Stater (campus newspaper).
Electronic media and GroupWise email is used to post meeting minutes and other important information.
          Meetings (see SP5) at every level are the basis of strong communication across all levels of
employment as well as for the students. Results of these meetings are communicated directly or through
printed or electronic media, down or up stream as needed. These meetings include NSC Board
Meetings, Faculty-Professional- Support Staff-and Student Senate, Presidents Staff and Cabinet,
Academic Council, Union organizations and others.
          Fall and spring General Meetings for all campus employees are held to bring everyone up to date
about the institution, to recognize individual accomplishments, and to introduce and welcome new
employees. Previously, the Faculty meeting was for faculty and administrators only, but the past two
years the General Faculty meeting at the start of the academic year has been attended by a larger
percentage of WSC employees.
          Through conversations within support staff, plus survey results from Department Heads in
administrative roles and Department Chairs in the academic system, the following leadership comments

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          Best practices: Increasing encouragement and some time is made available for all staff to attend
and participate in meetings and seminars on campus.
          Feedback on projects related to employment area is perceived to be improving.
          AQIP conversations the past two years, plus the work for putting together the Systems Portfolio,
has brought recognition of the need for training and improvement at all levels of employment and provide
for some of the time and monies needed.
          One of the hallmarks of most offices here, academic and administrative, is a sense there is an
open door access policy. No such policy is in writing, but it seems to be a tradition at WSC.
          Similarly, several areas for improvement were noted regarding leadership styles and practices.
Specific suggestions for change are in the Improvements section. The gist of the changes recommended
is about improving communication between employees and managers, and not much attention to
communication within the administrative offices. Faculty are in touch if they choose to be, by nature of
their own computer access to the wealth of committee and administrative plans and reports. For faculty,
there is almost too much information being communicated. However, support and professional staff feel
less well connected to their administrators and less well connected to higher administrators.
          A Connections Training Program (customer service) by Noel-Levitz will be provided for all
Support Staff in support of WSC’s student success and enrollment growth priorities.
          The Technology and Resource Center offered Training and Information Sessions on various
topics and computer applications for the staff throughout 2006-07.
5P8 How do your leaders and board members ensure that your mission, vision, and values are
passed on during leadership succession? How is your leadership succession plan developed?
          To date, we have no formal leadership succession plan. The college conducted several
workshops for the 14 new department chairs (because of campus academic structure reorganization in
2001), brought in outside speakers for a variety of workshops, and some schools spent additional funds
to send chairs to national training conferences. In 2003 and again for 2004 the College participated in the
Tri-State Academic Leadership Development Series, workshops designed to develop academic unit
leaders (Department Chairs). The college created a new position, Director of Human Resources, and
filled the position in Spring 2004 but was vacated in 2005 and was on interim status until 2006. Part of
the expectations of this new position will be to create formal leadership development training for support
and professional staff and be a liaison for the support staff.
          It is a policy on this campus for all position vacancies to be posted for internal candidates before
advertising to the general public, so there is tacit expectation of individuals to work on upgrading their
own skills for promotion, but there is no purposeful process for cultivating leadership skills and
          Past practices are for the Board to appoint an interim upon the resignation or retirement of the
5P9 What measures of leading and communicating do you collect and analyze regularly?
          The President’s Office provides a personnel report to the Board along with a President’s Report,
highlighting campus activities, for each Board meeting. The Board meets six times per year during the
academic year. At each meeting the college is represented by the President, VPAA, VPAF, VPSS, a
student Board member, and as needed by the College Relations Director and the VP for Development.
Minutes of each Board meeting are archived in the campus library and are available on the electronic
bulletin board for all campus users. The Board produced a booklet: The Nebraska State Colleges’
Strategic Plan, in January 2002. This document provides guidance on the Board’s view of our enterprise.
          Formal evaluation processes exist in some parts of the college, but not in all. Faculty members
are evaluated by students, staff members are evaluated by their supervisors, and faculty evaluate the
Academic Deans and the Vice President for Academic Affairs. However, there is no mechanism for those
evaluations to be subject to outside scrutiny, nor is there a mechanism for support and professional staff
to evaluate their supervisors. Only the Board evaluates the President. One can assess general faculty
satisfactions through the resolutions of the Faculty Senate, or lack thereof. In the 2001 HERI/UCLA
faculty survey, shared governance, which had been a fairly low interest for faculty in the 1992 and 1995
surveys, became a noticeably higher faculty interest for 2001, possibly due to faculty involvement in the
college academic reorganization at the time the survey was conducted.
          The instrument for use in faculty evaluation of the VPAA is available online.
          Program evaluations are done through the Program Review process, assessing each academic
program on a periodic basis, now every 5-7 years (see 5P4 above).

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5R1 What are your results for leading and communicating processes and systems?
         Among the measures of faculty satisfaction is the relatively few issues surfacing from the
deliberations of the Faculty Senate. A review of their minutes for the past two years shows an on-going
concern about the expressions of shared governance, especially under the turmoil of a partial
reorganization within the past three academic years. The Faculty Senate is addressing this issue at the
present time. Professional and Support Staff Senates have been fairly active in adopting efforts at
workplace related training opportunities, and previous AQIP projects have focused on how
communication reaches Professional and Support Staff.
         Communication is attempted often but not always successful. The wide range of information
sources means some people feel inundated with things to read, while others either have access or skill
deficiencies regarding using the electronic media on campus, or they just don’t find accessing these
information sources a concern in their lives.
         Asking various administrative and academic leaders about their communication styles produced
no surprises: most claimed to be open communicators, yet there were grumblings about poor
communication from “above”. Reported by faculty, there is a general agreement about enjoying relatively
open access to the VPAA and President’s offices. This ability to speak directly to the decision makers
has been a hallmark at WSC for a long time, and remains so under the current administration. However,
there is a perception of inadequate communication downward. Some of this perception may be because
there are multiple means of communicating (memo, email, bulletin, news release), each with its adherents
and each method with someone who will be missed. Faculty report fewer problems in communication
than do support staff, which probably is due to issues of access to technology, and individual skill levels in
using such access, as previously mentioned. Support Staff may communicate with their supervisors but
usually little or no action is reciprocated. The addition of the HR Office has provided a little better channel
of communication for Support Staff but the best avenue of communication is contact with the union
         Academic department communication ranges from meetings never, to meetings frequently and
regularly through the semester. We did not survey individual faculty members about their assessment of
communication within their respective departments. Nor did we ask faculty members or staff to assess
their leaders for AQIP. However, there are end of the year evaluations on the academic department
heads each year, but no feedback to the department chairs or to their constituents. There is no
evaluation structure for evaluating Professional and Support staff by their subordinates. AQIP survey
comments on leadership focus on issues resultant from the reorganization: Deans don’t seem to be
external focused and fund raising, yet that was one of many reasons given for creating the Deans’
positions. There were several comments on excess demands in the Department Chair role, particularly
from larger departments. Several Chairs commented on too many faculty committees as a leadership
5R2 Regarding 5R1, how do your results compare with the results of other higher education
institutions and, if appropriate, organizations outside of the education community?
         WSC has identified a set of Peer Institutions for comparison sake in many regards, especially in
faculty contract considerations. Of this list, only one is an AQIP institution, Ft Hays State University, and
their AQIP Systems Portfolio is not yet available for making comparisons along the AQIP dimensions.
WSC is in correspondence with the Ft Hays AQIP Coordinator in this regard and will undertake such a
comparison once the respective Systems Portfolios are available. Our Peer Institutions are:
Bemidji State University (Bemidji, MN)
Eastern New Mexico University (Portales, NM)
Fort Hays State University (Hays, KS)
Georgia Southwestern State University (Americus, GA)
Minot State University (Minot, ND)
Northern State University (Aberdeen, SD)
Southeastern Oklahoma State University (Durant, OK)
Southern Arkansas University (Magnolia, AR)
Southern Oregon University (Ashland, OR)
5I1 How do you improve your current processes and systems for leading and communicating?
         a. Communication access: Technology development on campus has brought tremendous change
and opportunity for expanding communication. However, computer access and training and use are not
universal. For instance, we’ve gone to publishing the campus weekly bulletin via electronic means, but

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not all employees are comfortable accessing information in that form, so our electronic bulletin may be
reaching fewer people on campus than did our paper bulletin each week. Recommendation: Extensive
access training should be undertaken to provide access to electronic communication for all levels of
employees of this campus. Also computers need to be more readily available for Support Staff
employees in buildings without computer labs or readily accessible computers.
          b. One of the hazards of electronic communication is the tendency to retransmit messages
widely. Here, that can mean a message from the VPAA to the Deans may be retransmitted to all faculty
by the Dean, and also again, by the Dean’s Office Assistant, and then again by the Department Chair,
and then again by the Department Office Assistant. Organizations running only paper communication
often adopt formal memo distribution systems, so each originator of a memorandum indicates to whom
the memo is to be distributed. A forms management system is to avoid needless duplication of message
traffic, and so each message and each form has a known source. Forms management also involves
dating and updating forms, as needed. When new forms are introduced here, sometimes the old forms
remain in circulation for months or years, with no forms management. Recommendation: Forms
management should be implemented, to include development of an electronic message distribution plan.
          c. Committee reports are posted on the G Drive bulletin board, for access by all faculty. None of
the committee reports include recognition of or implementation of any means of feedback from those who
read the notes/minutes/reports. Recommendations: Committee reports should be archived on the G
Drive, clearly indicated; and every committee should implement a feedback and access process from
outside the committee.
          d. Faculty Department Chairs should be included in the Student Handbook process for resolution
of student complaints about a faculty member. Recommendation: Revise the Student Handbook to
include Department Chairs in the process for handling student complaints about academic issues.
          e. Communication of ethics and values should encompass a holistic approach – touching all of
the senses. In addition to the standard written and electronic media, communication should integrate
other pedagogical ideas such as songs, banners, competitions, etc. Our key values should be
emphasized to us every time that we turn the corner on letterheads on everything on paper, as
inscriptions on everything that isn’t paper, on logos on our drinking cups, and as themes encompassing
aspects of every academic course.
          f. Leadership development is not a planned activity at WSC. The new Human Resources Director
should plan a formal leadership development program. Support staff and Professional Staff need
leadership training, and our promotion policies should reinforce
planning for succession.
          g. Faculty leadership development should be encouraged, by funding such training through the
professional societies as well as encouraging faculty to engage in scholarship of application in the various
tasks faculty undertake as part of shared governance.
          h. Improve coordination between the four senates: Faculty, Professional Staff, Support Staff, and
Student Senates.
          i. Improve communication between the bargaining agents for the bargaining units, so mutual
concerns can be addressed in each contract negotiation.
          j. Professional Staff and Support Staff supervisory evaluations by their subordinates should be
          k. In order to improve open communication and conversations of mutual interests in settings more
conducive to discussion and problem solving, Professional Staff and Support Staff should meet more
frequently than just at the opening day general meeting.
5I2 With regard to your current results for leading and communicating, how do you set targets for
improvement? What specific improvement priorities are you targeting and how will these be
addressed? How do you communicate your current results and improvement priorities to
students, faculty, staff, administrators, and appropriate stakeholders?
          Setting targets for improvement is driven by guidance or mandate from the Legislature, the
Coordinating Commission, the Board of Trustees, and from the variety of levels of responsibility within the
college. The President’s vision is driven by the same forces, plus his or her own assessment of the
College, and our situation. Similarly, the VPAA and the respective Deans use their own assessment of
the talents and shortcomings of their units, and their own assessment of where they’d like the College to
be in the future. Thus, Department Chairs may set their own vision of change, or may adopt change
developed by program faculty within that unit.

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         WSC communicates with a variety of stakeholders using a wide range of media. We have a
weekly electronic bulletin, notices in the Wayne Stater, notices in the local newspapers (Wayne, Sioux
City, Norfolk), WS Foundation quarterly magazines, articles in the quarterly Nebraska State Colleges
System News, extensive use of published calendars on a monthly and semester and annual basis, the
campus radio and television systems, open meetings, public forums, webinars, online seminars, and the
variety of ad hoc committee, standing committee, and task force reports.
         The AQIP project falls on the heels of the campus involvement in the PEW Foundation process in
the 1990’s, wherein virtually every one employed at the college engaged in several open meetings and
group discussion sessions to identify issues and concerns, as well as to propose a wide range of possible
changes for the college. One of the strengths of this process was the experience of faculty and staff
members sitting down together, an experience many had not had before. This awareness of mutual
concerns is a precursor to the current level of participation in AQIP on this campus, and the willingness of
faculty, professional staff, and support staff to work together in AQIP committees.
         Communication of change is a function of how far reaching is the change. For campus wide
issues, we utilize a variety of media, including President or Vice President Forums or meetings, articles in
the Stater and the Alumni magazine, items in the weekly bulletin, and specific email, website notices or
directed memos from the President or the VPAA. Within academic units, there are meetings of the
School, at least annually, messages via email or memorandum, and discussion from the Dean to the
Department Chairs, and from the Department Chairs to the faculty. All standing committees of the
Faculty Senate report their minutes on the Bulletin Board, and many are circulated among the faculty by
their committee chairs, using email.
         Targeting of priorities from this AQIP project is not the purview of the AQIP committee. The
college administration, in concert with the Faculty Senate, the Professional Staff Senate, the Support
Staff Senate, the Union, and the Student Senate, have a deliberative process for considering issues of
         Previous years’ AQIP reports were disseminated to each person at the opening meeting in the
Fall, and additional copies are available in the VPAA’s office. Academic changes are promulgated first in
memo form to the impacted departments, then via the minutes of the Academic Policies committee, then
via the web site and the catalog. With the AQIP Systems Portfolio, we will be able to provide an
electronic version of the data in summary. However, the information used to generate the longer reports
from which the Systems Portfolio entries were drafted is in the longer report and subsequent users of the
systems portfolio may want to access the longer reports for more detail on current practices and

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           AQIP CRITERION 6 Supporting Institutional Operations
6C1: Key student and administrative support service processes and stakeholder needs.
                            Student and Administrative Support Units
Student Support:                                      Administration:
Academic Affairs                                      Accounting services
Admissions                                            Administrative computing systems
Bookstore Business Services                           Budget and Grant Administration Services
Career and Cooperative Education Services             College Relations
Counseling and Advising Services                      Continuing Education
Financial Aid office                                  Facilities Planning
Food Services                                         Facility Services
Housing                                               Graduate studies office
Intercollegiate Athletics                             Human Resources (Payroll and benefits)
Learning Center                                       Network & Technology Services
Library                                               Records and Registration
Multicultural Affairs                                 Teaching and Learning Technologies
Recreation Center
Student Center and Student Activities
Student Health
Student Services

       Thirty departments, with a variety of processes and stakeholder needs, have been identified
These services have been identified by using the Nebraska State College System Policy and Procedures
Manual and the Wayne State College Organizational Chart. (see chart in Overview).

6C2: Support services reinforce processes and systems described in Criteria 1 and 3.
         Wayne State College’s dedication to helping students learn and accomplishing other distinctive
objectives has been a focus of its mission since before the college embarked on the AQIP process. A
summary of WSC’s Mission Statement (see Overview) lists Learning Excellence, Student Success, and
Regional Service as the college’s goals, and all student and administrative support units have been
encouraged to aim toward those goals both in their day-to-day operations and long-term planning. AQIP
has provided an opportunity to allow all units on campus to actualize specific projects and processes
aimed toward meeting those goals. Progress on these projects is reported annually and published for
campus review in the Proceedings document (copies available on the WSC AQIP webpage
         Wayne State College’s Strategic Themes include a number of goals and projects that illustrate
ways in which efforts by support units reinforce Criteria 1 and 2. Learning Community and Service
Learning projects have brought together student support groups, administrators, faculty members and
stakeholders in the community; Technology Infusion projects have led to increased collaboration among
student support, administrative support and academic areas; and Human Resources Development efforts
have resulted in cooperation among a variety of units on campus, from the Operations & Maintenance
Office to the President’s Office.
         To improve tracking of how campus units reinforce these and other AQIP criteria, guidelines have
been developed to systematize departmental annual reports, specifically to determine how each
department measures user satisfaction for stakeholders and identifies support service needs from
6P1: How student support service needs are identified.
         The 30 departments were queried in regard to what and how they identify students’ needs. Some
departments have a more thorough process than others.

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  November 2008                          Wayne State College

Student Needs Identification Processes
      Library: The library uses very thorough surveys of library use, with 16 different items on its check
       list ranging from materials checked out to numbers of people entering or conducting library
       searches of people in the building, users of the web page, etc. Numbers of users are easily
      Payroll and benefits: Needs identified by specific questions asked by employees, essentially an
       ad hoc process.
      Continuing Education: Needs are addressed on a year-to-year basis, with a goal of identifying
       unique services students might need. Frequent contact and interaction with other offices (e.g.,
       admissions, financial aid).
      Administrative computing systems Stakeholders contact the office with requests for data or
       information on an as-needed basis.
      Recreation Center: Usage patterns are tracked and hours of operation reviewed and modified as
       needed. Class surveys are also used.
      Learning Center: General Studies classes use 3- and 12-week surveys to determine student
       progress and needs.
      Business services: In such areas as enrollment or financial aid, student satisfaction survey
       responses and comment card feedback are reviewed regularly.
      Counseling center: Surveys regarding service needs are distributed to incoming freshmen prior
       to fall semester. In spring semester, surveys are done over a 3-4 week span
      Student Activities and intramurals: Numbers and types of activities and events are monitored.
       Intramural activities are planned by the season and nature of the activities. Requests for building
       use made by stakeholders are monitored.
      Budget and Grant Administration Services Informal feedback is collected with questions and
       comments. Invoices and purchase orders are studied. Budgetary processes are mandated by
       the state. Although budgeted state funds have not kept pace with inflation, the allocated funds
       are managed to operate the college to the advantage of our students and our state as much as
       is possible.
      College Relations: A yearly survey is sent to 80 area media outlets.
      STRIDE: High School transcripts, test scores, and surveys in course sections for at risk students
       are combined with responses in student self-evaluations.
      Multicultural Center: Regular visits and contact with stakeholders.
      Student Health: A student health satisfaction survey is done every April.

  6P2: How administrative support service needs are identified.
            The needs of faculty, staff, administrators and other key stakeholders are identified by each unit
  understanding the requirements of each service and addressing them accordingly. Information needed to
  identify the needs is gained through departmental meetings as well as survey and evaluation forms.
  6P3: How key student and administrative support service processes are managed and
            Directives from the vice presidents guide day-to-day management of student and administrative
  support services processes. Different departments carry out this responsibility in different ways.
  Directors, through the progressive chain of command to the vice president, have the lead responsibility.
  On a day-to-day basis the needs of students and key stakeholder groups are met through person-to-
  person contact and inter-office contact. The effectiveness of these processes is gauged through surveys
  completed by students for certain offices and also from feedback from other key stakeholder groups.
  6P4: How key student and administrative support areas use information and results to improve
  Some departments are very thorough in analyzing and evaluating feedback, annual reports, and
  comments, and then incorporating that feedback into departmental process and organization. Other
  departments are not as thorough in gathering feedback and generating surveys and reports, relying
  instead on perceived user satisfaction and return business.

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6P5: Regularly collected and analyzed measures of student and administrative support service
          Again, this varies from department to department. Some departments collect surveys,
evaluations and comments, which are analyzed and acted upon to improve services. Other departments
only respond to requests for service.
6R1: Results for student support service processes.
          Most offices providing student services have adequate processes in place to respond to students’
needs. Results include new procedures and budget allocations, as well as more effective scheduling and
operating procedures. (see above comments)
6R2: Results for administrative support service processes.
Administrative support is a “mixed bag.” Some departments have adequate processes, others do not.
(see above comments)
6R3: Comparison of 6R1 and 6R2 with results of other institutions and organizations.
Other institutions are very vague on what type of process they provide. We did not find data to support
6I1: Improving current processes and systems for supporting institutional operations.
Comments, suggestions, and recommendations by committees, students, employees and community
members are brought to the attention of the department heads, directors, and higher levels of college
6I2: Targets for improvement.
          As some departments do not have processes in place to evaluate, analyze, or receive feedback,
the recommendation has been made to require an annual report from all directors and department heads
that will include responses to the following questions:
          How many personnel do you have now and how many did you have 3 years ago?
          Supply statistics in what you do and how much time you spend doing it?
          What does your department currently do to measure user stakeholder satisfaction?
          How do you identify support service needs from your stakeholders?
          What questions would you ask your stakeholders about the services you supply to measure
satisfaction with those services?

                     AQIP Criterion 7: Measuring Effectiveness
7C1 Data and Information: Collection, Storage, and Accessibility
        Wayne State College (WSC) uses several key information systems to support data collection,
data processing, storage, and information reporting. Many smaller, specialized independent information
systems supplement the major information systems or fill needs not addressed by those systems. The
set of information systems at WSC collectively supports the work of the institution at multiple levels:
These levels include the work of the individual, team, academic department/functional area sub-unit,
academic school/entire functional area, and the institution as a whole. In addition, the information
systems support WSC’s role in systems that are larger than WSC, such as the Nebraska State College
System, the entire education system in the State of Nebraska, and all State of Nebraska agencies.
        The Student Information System (SIS), the Nebraska Information System (NIS), the Alumni
Development System (ADS), the Financial Record’s System (FRS), and the Education Management
Action System (EMAS) are the five major systems that serve as the focal points for centralized
information in the institution. These centralized systems, as well as many stand-alone systems, support
operations and decision makers at the operational, operational control, tactical, and strategic levels of the
organization. Figure 7a illustrates the levels of the WSC organization.

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                                             Figure 7a
                                 LEVELS OF THE WSC ORGANIZATION



                                             Operational Control


          The levels of the organization are conceptual levels representing the general nature of the
majority of the work performed by WSC employees at that level. An employee who functions primarily at
one level of the organization, however, may have elements of their position that require them to
occasionally function at other levels as well. A few positions at WSC may span multiple levels. The
model of these conceptual levels, however, offers insight into the information needs of those who work at
each level.
          The Operations level of the organization is the level where the day-to-day functional and
academic activities of the organization are performed. Examples of activities at the operations level
include instructors teaching courses, custodial staff cleaning buildings, office assistants performing
routine clerical duties, and similar work. Those who work at this level need detailed information, with very
little or no aggregation. They tend to focus on the immediate task at hand or very short-run future time
frames. Most of the information required is of an internal nature.
          The Operational Control level of the organization where first-line managers and supervisors
perform their duties.           These people have no other managers or supervisors under
them, but rather, they oversee operations level employees. Examples of operational control level
positions include academic department chairs, custodial supervisors, directors of functional areas, and
similar positions. The information needs of this level tend to be focused primarily on detail, but also
require some basic levels of summary and exception reporting. The information to support this level is
primarily internal, but some information of an external nature is required. The time-frame focus of the
operational control level tends to be predominantly short-range, with some medium-range and long-range
activities on occasion.
          The Tactical level members of the organization have managers or supervisors both above and
below them. Tactical level personnel tend to operate in medium-range time frames, but may also have to
address long-range and short-range time frames as well. Tactical level managers make extensive use of
summary information and exception reporting, and if the situation warrants, will also make use of detail.
          Comparative information plays an important role at this level. In addition to historical and current
information, the tactical level manager may also make use of forecasts and projections.
The Strategic level of the organization has the responsibility for working in longer-range time frames than
the other levels. Projections, forecasts, high levels of historical information aggregation, summarization,

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and exception reporting are commonly used at this level. Comparative information is essential. Those
who fill roles at this level of the organization must depend not only upon internal information, but also
must make use of external information, often to an even greater degree than the tactical or operational
control levels.
          At WSC data is collected in both paper-based forms and electronically. Data from paper-based
source documents are entered manually by various types of employees. In recent years, a considerable
amount of paper-based data input has been replaced by electronic data capture. One example of this is
the movement of the registration process from a paper-based process to an online electronic process. A
second example is the movement of student course grades by faculty members from a paper-based
process to an online electronic process.
          The collection of centralized information systems (SIS, NIS, ADS, and FRS) plus various
specialized systems of a decentralized nature, serve the needs of end-users at WSC. Figure 7b
illustrates the relationships between the systems. These systems may individually or collectively support
users at multiple levels of the organization.
                                                 FIGURE 7b
                                      WSC INFORMATION SYSTEMS




                                                ADS                        USERS




         The SIS system is used to manage all of the student information such as directory (name,
address, e-mail address, phone, etc), financial aid, transcript, student billing, graduation status, degree
program, admission status, information restriction requests, military status, athletics status, and numerous
other types of information. In addition, an On-Course supplement to the SIS system tracks student
degree completion progress and allows advisors and other authorized WSC personnel to perform “what-
if” analyses for students exploring selecting or changing programs of study. The SIS system also
includes features that maintain histories of enrollment, course offerings, faculty course history, credit hour
production, and similar information that is useful in a variety of analyses.
         The NIS system is a statewide information system for all state agencies in the State of Nebraska.
While NIS supports expenditure tracking and other financial activities, it is not currently able to support
budgeting at the detailed level utilized within WSC.
         The FRS system provides vital detail and summary information for the institution. WSC supports
budgeting and financial tracking by feeding information from payroll and accounting transactions handled

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by NIS into FRS, a system that is internal to WSC. The FRS system’s primary purpose at WSC is to
support budgeting, payroll, accounting, and similar functions. Each of these functional subsystems
interfaces with the main NIS system, but NIS is maintained at the state level. WSC feeds information into
the NIS system. WSC also receives information from the NIS system.
         The ADS system primarily serves the needs of the WSC Administration, the WSC Alumni office,
the WSC Foundation office, and the various chapters of WSC alumni. The system supports alumni
tracking, donor activity tracking, and various development activities. A secondary use of the ADS system
is in providing support to the four schools, the fourteen academic departments, and the numerous student
organizations on campus as they seek to maintain relationships with their respective alumni.
         The EMAS system provides student prospect data across campus. It provides support to
marketing decisions, student recruitment activity decisions, measurement of retention of students, and
various other important decisions. It also permits the use of comparative data.
         Administratively, the responsibility for the SIS system, the ADS system, and the FRS system
(including the FRS interaction with the NIS system) is assigned to the Administrative Systems functional
department at WSC. Administrative Systems manages all batch and interactive processing performed by
these systems, as well as maintaining security, data integrity, backup, and performance monitoring for
these systems. In addition, the Administrative Systems department produces routine reports and
responds to ad hoc requests for information from various entities from within WSC and from external
stakeholders. Input to the NIS system, however, is the responsibility of each WSC department that must
interface with that system. WSC does not provide the backup function for NIS since that is done at the
state level. Requests for ad hoc reports or the creation, modification, or elimination of regularly
scheduled or routine reports must be documented on a paper form or in an e-mail request submitted to
Administrative Systems.
         Access to several services available to faculty (for example, the ability to print class lists or enter
student grades) and several services available to students (for example, the ability to check on grades or
print the student’s class schedule) are available from both on-campus and off-campus via a web-based
system known as WEBCAT. In addition to these services, users may also remotely access their
individual and group storage drives on the network from almost anywhere they can get web access. This
provides a means of accessing key information when off-campus, as well as an alternate means of
accessing the files from on-campus. The WEBCAT system interfaces with the SIS system and is
managed by Administrative Systems.
         The WSC Network and Technology Services (NATS) functional area provides, manages, and
maintains the internal network infrastructure and the institution’s connections to external networks. NATS
also supports all aspects of academic computing by WSC. These include, but are not limited to,
classroom instructional technology, student computing laboratories, distance learning technologies,
library systems, wireless access, and connections to remote proprietary mainframe systems used for
mainframe computing instruction. NATS provides, manages, maintains, and supports desktop and
wireless computing for various types of users who access the system from on-campus and off-campus
locations. In addition to providing hardware, software, operating systems, internal network access, e-mail
capability, and Internet access, the NATS functional area provides the campus infrastructure to allow
users to access the various campus systems from the desktop via the campus internal network. Selected
services are also available to authorized users accessing the systems from off-campus locations. NATS
manages deployment, security, backup, recovery, and numerous other characteristics of data storage. In
addition, NATS provides technology procurement support for the various academic and functional areas
that are part of WSC. End-user requests for technical support, troubleshooting, and other forms of
assistance are supported with a telephone-based reporting system, an online reporting system (called
Trouble Ticket), and a help desk staffed with NATS personnel.
         WSC also uses a variety of stand-alone information systems that have been developed, often by
the end-users who make use of them, for many specialized needs not served by the information systems
provided by the Administrative Systems area. Some of these systems have been developed using
general purpose software (such as database packages, spreadsheet packages, multimedia/web
authoring packages, and similar packages) provided by NATS over the campus network. Other systems
are supported by highly specialized applications that have been acquired or developed to perform specific
tasks or address specific information needs. Some of the stand-alone information systems can make use
of data from the centralized information systems at WSC, but most rely upon data entry by the user or
staff who support the user.

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         WSC also has two-way interactive video capabilities for distance learning using Video-Over-IP
(Internet Protocol) or the proprietary DS3 system used by several entities that are agencies of the State of
Nebraska. A separate system called WebCT is used to provide electronic web-based instruction
capabilities. The WebCT system is accessible over the web from remote locations as well as from on-
campus connections to the campus network. The WebCT, Video-Over-IP, and DS3 systems are all
managed by NATS, with the instructional uses of those technologies falling under the auspices of a sub-
unit within NATS that is called the Teaching and Learning Technologies (TLT) office.
         WSC and its subsystems collect and store data for several routine and several special purposes.
Instructor and course evaluation data is collected via a student opinionnaire. Faculty members submit
annual goals and objectives and then at the end of the evaluation period, they submit a progress report.
Academic departments and various functional units on campus also submit goals and provide an annual
report. Some academic schools, academic departments, or functional units at WSC have advisory
boards that meet and provide a source of feedback and an external perspective on the workings of the
unit they serve. Various committees on campus send e-mail requests, conduct on-line surveys, or hold
meetings to solicit input from relevant stakeholders. Data collected is stored, processed, and reported.
Data is also collected for supporting numerous grant applications and for other specialized purposes.
         In addition to its own internal data collection efforts, WSC participates in several national or
regional surveys that provide information back to the college. Notable examples of these include the
National Survey of Student Engagement (NSSE) and the Noel-Levitz Institutional Priorities Survey.
         Information storage takes on a variety of forms and locations at WSC. Administrative Systems is
responsible for the storage of SIS, ADS, and FRS data. Most of this information resides in centralized
databases. NATS is responsible for storage of end-user data, e-mail, and web-based information that is
stored on the network. Both Administrative Systems and NATS employ sophisticated procedures to
ensure safe storage of critical data and information. The storage for the stand-alone information systems
in use on campus typically resides on network-based storage or on the storage medium of the end-user.
The nature and type of safeguards for data and information stored on the stand-alone, non-centralized,
and/or end-user developed systems varies across campus entities. Extracts from various systems
managed by Administrative Systems can be provided to users across campus in a variety of file formats
(for example: Microsoft Excel files, Microsoft Access files, comma-delimited files, etc.) and the
responsibility for processing and storing the contents of those files rests with the end-users receiving and
using the files. In many cases, the files are stored on the campus network that is managed by NATS.
WSC’s portion of the NIS information is stored on a centralized database in Lincoln, Nebraska and
managed by the State of Nebraska.
         In addition to the electronic forms of data stored on systems, several paper-based file systems
exist at WSC for current use or for archival purposes. Student advisee files would be one example of
paper-based file systems in use on campus to supplement information available electronically. Standing
data contained in the college catalog and course offering schedules are maintained and managed by the
WSC Office of Records and Registration.
         Formal security procedures and monitoring are in place for systems provided by Administrative
Systems and for those provided by NATS. Security procedures for end-user developed systems are less
formal and vary in rigor. WSC has standing policies and procedures regarding the handling of sensitive
data and information. All employees of the college are regularly reminded of their responsibilities in such
         Data and information are made available to appropriate authorized users by several means.
Some of the means are a type of “push” approach in which the data or information is sent to potential
users without the user ever requesting the information. Other means are a type of “pull” distribution in
which the user, or a group of users, requests the information. Some data and information is disseminated
on a routine, regularly-scheduled basis, whereas other data and information is disseminated as it
becomes available or at irregular intervals.
         WSC makes extensive use of a report writer program called FOCUS. Various pieces of data are
pulled from the SIS and FRS systems to be made into reports containing detail information, summary
information, or both detail and summary information. Some reports are generated on a regular basis and
distributed to appropriate types of users. Other reports can be generated as needed on an ad-hoc basis.
History files regarding reports are maintained internally by WSC for ten years or longer. These are
maintained by the Administrative Systems area.

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         In addition to the regular and ad hoc reports, WSC produces an Institutional Data Book (IDB)
annually. This publication includes sections on: accreditation, enrollment, retention, faculty, finances,
alumni, and WSC organization structure, plus some of the more general assessment information.
         WSC reports information on a regular basis to various external entities. Some of these reports go
to Nebraska’s Coordinating Commission for Postsecondary Education (CCPE) and some to the Nebraska
State College System (NSCS) Office. Information is also sent to other external entities for purposes such
as the Common Data Set, Nebraska Educational Data System (NEEDS), the Integrated Postsecondary
Education Data System (IPEDS), and the National Student Clearinghouse (NSC). Some of the
information that WSC provides to external entities is mandatory while some of it is voluntary.
         Those who need the information and are authorized to do so may access it in a variety of ways.
These ways include:
      referring to printed materials and reports of a general nature produced by the college
      accessing information and reports stored on the college’s website
      referring to routinely produced specialized reports produced and distributed to certain users or
      requesting ad hoc reports be generated from Administrative Systems
      accessing campus bulletin boards and discussion forums
      accessing electronic file attachments distributed with e-mail messages
      accessing selected WSC forms and documents stored on a shared or group drive on the WSC
      requesting paper-based or electronic-based archival information stored in WSC’s archives
      referring to the comprehensive Institutional Data book produced on an annual basis by the
         Information Management Office at WSC
      accessing screens in the SIS, ADS, FRS, or NIS systems
      requesting the information from those who control or manage one or more of the many
         specialized information systems that exist on campus
      referring to the WSC Bulletin, a weekly campus newsletter that is distributed electronically
      sending telephone, paper-based mail, or e-mail queries to those who hold or control the required
      receiving the information in packets distributed at campus-wide, school, departmental, committee,
         or functional area meeting
      referring to or requesting the information from various external entities that WSC reports the
         information to on a regular basis
      collecting the data and processing it into information
              Examples of Recent Developments:
              The Webfocus Tool, a joint project of NATS and Administrative Computing to address user-
     based self-generation of reports has been implemented and development continues. Current users
     are Financial Aid, Admissions, Accounting, and (to some extent) the Education Department Portfolio
     Project. The goal is to eventually distribute the capabilities of this system to more and more users.
     The system will include a set of currently used, pre-built report formats as well as the capability to
     build customized reports.
         The campus is beginning the search for a new ERP software system to replace the SCT Plus
suite(SIS, FRS and ADS). The desired ERP system will utilize a fourth generation database, integrate
with current technology, provide greater reporting capabilities and essentially support comprehensive
decision making plans.
         The Network and Technology Services (NATS) area on campus has worked with a variety of
internal and external stakeholders to provide many improvements to the systems that WSC uses to
collect, analyze, process, report, and communicate. The Campus Portal (e-campus) was recently
upgraded. The upgrades have the potential to positively affect all faculty, staff, and students as they
interact from either campus or remote sites. NATS worked to re-organize the campus staff information
gathering process to identify an authoritative single source for all employee information that is public
record so we could develop an online campus directory system that includes an online campus phone
directory that is current daily. Staff from the NATS area created an online work order form with tracking
and report features for maintenance. This allows those that have requested service from maintenance to
see where the request is at in the delivery process. The NATS Help Desk online Trouble Ticket software

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was upgraded so that reports by area could be generated by authorized users. An administrative function
has been added for those that need to see how technology issues have been reported and how they are
being resolved, in addition to offering an audit trail. The creation of an online purchase order system that
allows for the digital issuing and management of purchase orders that is accessible by users that have
budget authority has been a major addition. NATS has also created an online job posting feature for
WSC Human Resources that allows all jobs to be posted internally for 10 days before being posted
externally. This feature is only used by HR on the posting side but can be viewed by all potential job
seekers. In addition, NATS has created an online calendaring system (kiosk) for the student center that
is displayed in the three areas of the student center. It is viewable by anyone in the student center. A
soon-to-be-completed online display (kiosk) for the library that will replace the analog system that is
currently being displayed on the campus cable system and an online kiosk system for the Technology
Resource Center has been developed as a proof-of-concept to demonstrate to academic units and
departments what could be accomplished for any unit.
         The Network and Technology Service area has also engaged in a number of activities to improve
effectiveness, the measurement of effectiveness, and communications. The college’s old analog Centrex
phone system has been upgraded to a state of the art VOIP PBX complete with almost all of the newest
features including enhanced 911, voice mail, conference call options and a host of options that improve
communications. This system affects the entire campus. A 4 generation inventory database that is
used primarily by those people with administrative responsibility to query their respective technology by
unit to assist in the prioritization of unit technology purchases has been created and deployed. A
technology plan model was established and distributed to the deans for their use in developing a
technology plan. The Help Desk staff propagated the database with all of WSC’s technology assets that
are measurable. An online voting system was created and made operational for the student senate for
their election process. Possibilities for extension of that system to other areas now have an example that
can be referenced before being pursued. NATS installed a new server based querying tool to assist
WSC employees with querying 4 generation databases. The product is WebFocus from Information
Builders and is very complex. It will also be used by Administrative Systems and Education/Counseling
for their assessment model. NATS has created an assessment data base for the School of Education
and Counseling that is still in progress. It is a huge assessment database that will serve as a model for
the other academic units on campus.
         NATS is also in the process of upgrading WSC’s interactive video classrooms based on the
model developed in the Technology Resource Center. This model allows for the integration of desktop
video with classroom video systems. The NATS staff also developed a talking web page that serves as
an introductory guideline for prospective and existing students that want more information about our
technology on campus. The range, capabilities, and availability of online resources has increased
significantly and continues to improve. WSC annually upgrades its WebCT, SPSS, and ESRI packages
and generally upgrades the Microsoft products within the same suite annually. The marketing web page
was redesigned to reflect admissions needs with the assistance of the marketing committee. Student
computing labs are upgraded on a 4-year rotation. Over 45 faculty office computers are upgraded each
year. Support is provided to over 70 online summer courses in a typical set of summer sessions.
         The NATS area has also been involved in a number of other initiatives. Development of a job
posting system for the WSC Career Services office is nearly complete. Support has been provided by
NATS for development of open source software dedicated computer labs in two academic units on
campus. NATS is also researching and designing a zero day start/stop process for the WSC Human
Resources area. NATS is currently serving in a critical role in discussions regarding Enterprise Resource
Planning Systems software. Those discussions are taking place at the level of the Nebraska State
College System office. Installation, migration, and hardware support for a new Groupwise e-mail system
was the NSCS System was provided by NATS. Efforts are underway to integrate WSC’s Novell
eDirectory and Microsoft Active Directory to provide a more ubiquitous solution for system organization
and structure. A re-organization of WSC’s eDirectory Tree to an exact fit of the current organizational
structure of the campus is also taking place. Research continues on deployment of Groupwise in a
clustered environment using Novell’s Open Enterprise Server product on HP Proliant SAN. A course
editing control panel for the Technology Resource Center has been created that allows for much better
management of all the users of our online education tools. NATS currently supports traditional interactive
video concepts locally, regionally, and nationally as well as more contemporary concepts to Costa Rica,
Greece, India and Taiwan. Wireless technology has been installed in almost all of the campus buildings

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that are state owned and also in residence hall lobbies. NATS also installed external wireless access for
the multicultural center so that they did not need their DSL connection, providing that office with the
opportunity to be on the campus VOIP phone system. NATS also initiated a residence hall pickup and
delivery system to provide the students with computer repair. The NATS leadership and staff collectively
worked on the development of a pre-program statement through the construction documents and bidding
process for the new Campus Services Building that will house NATS in June of 2008, providing a facility
from which NATS can continue and expand its range and quality of services.
          The Network and Technology Services area also supports other programs and areas on campus.
NATS is playing an instrumental role in renovation projects for athletic competition facilities at WSC and is
also developing a video editing system for the football office. The NATS staff also installed two
Football/Basketball/Volleyball camera systems that create DVD’s for exchange with visiting teams. A
great deal of support for the expansion of the coach’s offices and for the new Penn Atlantic video
streaming of athletic contests has been provided by Network and Technology Services.
7C2 Measures for Tracking Effectiveness
          WSC uses effectiveness measures that originate from several types of sources. Some of the
internal measures for tracking effectiveness at WSC are voluntary. Some are externally mandated by
entities that hold WSC accountable or have the authority to request or the ability to entice WSC to comply
with requests for information regarding effectiveness. Other measures for tracking effectiveness are
internally mandated by WSC and the various sub-units of the institution are expected to comply. Still
other measures of effectiveness are set by the leader or the member’s organizational units, sub-units,
programs, or individuals that are being measured. In some instances, WSC also measures effectiveness
to serve needs related to voluntary participation in comparison groups.
          The effectiveness measures used at WSC fall into several types. These include: financial
/monetary measures, non-monetary quantitative measures, qualitative measures, satisfaction measures,
and other types of measures
          These measures may be used individually or collectively. In some instances, the measures may
be part of a set of internal audit measures or may serve as measurements required for external audits.
          The key institutional measures for tracking effectiveness address nine key focal areas:
Recruiting/Marketing, Students, Human Resource, Financial, Infrastructure and Related Resources,
Academic Programs, External Stakeholders, Innovation, and Goal Attainment (Strategic, Tactical, and
          Examples are provided in Figure 7c. In addition to the institutional measures for tracking
effectiveness, each academic area, functional area, program, or initiative may employ additional formal or
informal measures of effectiveness that are area or situation-specific.

     number of applications received
     application yield
     source of application by geographic location
     source of application by school
     transfer student by source institution
     applications per academic school and department
     number of student cancellations and reasons
     number of student transfers out and destination
     EMAS (Education Management Action System) Admissions Software
     Carnegie Marketing Study
     National Student Clearinghouse reports
        Examples of Uses
        The above reports are generated to compare student applicant data from previous years. These
reports help the institution identify trends in order to coordinate marketing efforts. The addition of the
EMAS Software has been effective in providing student prospect data across campus to improve
recruitment and retention of students. Data is also collected from the National Student Clearinghouse to
evaluate student transfer trends.

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        Recent Improvements:
        The EMAS system for admissions and prospective student tracking has been implemented,
providing additional real-time query capabilities and routine reporting of key effectiveness measures for
prospective students, applications, and admissions. The Admissions office provides weekly accepted
student reports to administrative offices and academic units. Several academic units use this report to
establish closer contact with accepted students and drive efforts to help ensure those accepted students
become enrolled students. The Admissions office also provides administrators at a variety of levels with
periodic comparative reports showing admission status for the upcoming academic year compared with
the same time period for three preceding years.
        WSC is was part of the Carnegie Group’s recent study of marketing for the Nebraska State
College System and its institutions. WSC also has hired a marketing coordinator. WSC now tracks its
marketing expenditures and the related leads received much more closely than it did in the past.
     enrollment (current and long-term trend)
     enrollment composition detail and summary
     enrollment by semester
     continuing education enrollment
     county and state of origin
     ethnic background/minority student composition and other data collected and reported in the
        Multicultural Center report
     entrance exam (ACT) score trend
     honors program participation
     academic program participation
     student academic load
     student retention
     graduation rate
     placement rate
     Noel-Levitz data regarding students
        Examples of Uses
        Reports regarding the state, county, and (where applicable) city/metropolitan area of origin of our
students are used to track recruiting effectiveness, compared against prior recruiting periods, and are
used to make informed decisions about deployment of recruiting resources.
        Enrollment figures, graduation rates, and placement rates are used in the schools for routine
decision making and periodic major activities such as program review. The System Office also requests
enrollment data for Board publications and comparative analysis with our sister institutions (Chadron
State College and Peru State College).
        Recent Improvements:
        The Multicultural Center produces a detailed report and it is used to inform decisions regarding
campus diversity and service to students from a variety of cultures.
        The 2005-2006 Noel-Levitz participation at WSC was the most recent participation and various
administrators and staff have accessed the information that the effort yielded for a variety of routine and
ad hoc decision making situations.
Human Resource:
     faculty composition by rank
     faculty composition by tenure status
     faculty terminal degree status and composition
     faculty profile by age and years of service
     number and type of publications
     number and type of conference preparations
     number and type of conferences attended
     professional certifications earned
     number of advisees advised
     staff years of service

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        General Human Resources (Administrative Reports)
        grants received
        number and type of community service projects
        sponsorship of student groups
        number of and type of absences
        qualifications for position
        number and type of grievances filed
        employee diversity
        supervisor evaluation results
        employee professional development goals and progress
        employee evaluation results
        faculty development expenditures
        search committee summaries of candidates
        turnover rate by employee group
        Dean’s Report (School Report)
        Department Annual Report
        Faculty Information Form (FIF)
        Faculty Annual Goals
         Examples of Uses
         As a result of the AQIP process, WSC has created a Human Resources Office, and hired a
director and staff for that office. This addition has provided guidance, training, and assistance for search
committees and committee chairs. For example, the HR office provides the candidate qualifications to
search committees for open positions and ensures proper hiring procedures are followed.
         Faculty and staff now fill out and submit their goals prior to the upcoming calendar year. In
January following that calendar year, faculty members submit a Faculty Information Form detailing their
work during the calendar year just concluded. Individual conferences are held with the Dean in that
faculty member’s respective school and the Dean and employee’s supervisor to discuss performance and
whether goals were attained. The faculty and staff member’s goals for the upcoming year are also
         Recent Improvements:
         As a result of the AQIP process WSC has created a Human Resources Office, hired a director
and staff for that office, and has centralized some of the vital HR functions that were formerly diffused
across many offices on campus. The new HR office assists in structuring, publicizing, and supporting
searches for new and replacement hires at all levels. The HR office has provided guidance, training, and
assistance for search committees and committee chairs. It has helped ensure compliance with various
employment regulations. Searches are conducted in a more timely fashion with greater consistency.
There is a considerable improvement in the communications regarding available positions and the status
of searches in progress. The information on the status of searches (which also conveys available
positions) is sent each working day as part of a daily “Campus-at-a-Glance” e-mail. This information is
also conveyed in a weekly e-mail distribution of the “WSC Bulletin” as a pdf file. Available positions are
also posted on the WSC website.
         Faculty now fill out and submit their goals prior to the upcoming calendar year. In January
following that calendar year, faculty members submit a Faculty Information Form detailing their work
during the calendar year just concluded. Individual conferences are held with the Dean in that faculty
member’s respective school and the Dean and the faculty member discuss performance and whether
goals were attained. The faculty member’s goals for the upcoming year are also discussed.
      revenue composition by source
      revenue composition trends
      faculty development expenditures
      student financial aid composition by source
      budget resource availability
      actual resource utilization vs. budget
      tuition rate history and trend

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        housing occupancy
        capital projects completion percentage
        audit results
        expenditure composition by category
        foundation asset status and growth/decline rate
        student financial aid by source and amount
        scholarship composition by source and amount
        amount of government funding returned
        number of delinquent student accounts
        equipment inventory including bar-coding identification of assets
        computing asset inventory
        surplus property listings
        online billing system reports
         Examples of Uses
         WSC has added a fixed asset manager position to assist with inventory control. Bar-coding
identification of assets has been established to permit greater efficiencies in asset verification and
management. A listing of surplus property is maintained and communicated regularly on campus via the
WSC Bulletin and the “Campus-at-a-Glance” daily e-mail system. Instead of purchasing new equipment,
various areas on campus have been able to satisfy equipment needs out of surplus equipment inventory.
         Many of the budget reports relating to revenue, expenses, capital projects, and financial aid are
key in developing budget projections. They are also crucial for providing support for funding requests in
the Legislature.
         Recent Improvements:
         An online billing system has been created, providing efficiencies and convenience. Network and
Technology Services (NATS) has developed and implemented a new inventory system for computing
resources that is capable of more complete and timely reporting. A new Vice President of Administration
and Finance was hired and WSC is emerging from the transitional period from the former VPAF to the
new VPAF. This emergence is contributing to reestablishment of stability in that position.
Infrastructure and Related Resources:
      physical asset inventory verification status
      percentage of information system uptime
      number and type of NATS trouble tickets
      network bandwidth utilization
      number and type of maintenance requests
      campus beautification expenditures
      equipment maintenance histories
      room and building utilization
      utility consumption rate
      rate of capital expenditure
      project completion rate
         Examples of Uses
         Several of the reports are used in decision making in order to provide advancements in the areas
of technology and the overall physical plant. Several of the reports provide key data for estimating usage,
establishing rates and meeting the reporting needs of the System Office and Coordinating Commission.
         Recent Improvements:
         As mentioned in the preceding (Financial) section, inventory tracking has improved. WSC has
added a fixed asset manager position which has greatly enhanced the inventory process.
         A Central Supply Ordering System has been developed and introduced. The online nature of this
system has made supply ordering and supply inventory management more efficient, more timely, and
more effective.
Academic Programs:
      number of students in program
      credit hour production of program
      credit hour production/FTE faculty of program

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        number of graduates by program
        number of declared student dropping a program
        number of faculty FTE assigned to a program
        direct and indirect assessment measures
        student exit interviews
        results of graduating student survey
        pass rate: professional certification examinations
        approval by accreditation agencies
        placement rates
        employer satisfaction study faculty credit hour production
        faculty load history
        faculty credit hour production
        progress reports of STRIDE students
        tutor activity levels and types of assistance requested
        advising handbooks
        advising newsletter
        various academic program planning guides
        various academic program course rotation schedules
         Examples of Uses
         From an academic standpoint, these reports are crucial in evaluating faculty, establishing staffing
needs and assessing program results through credit hour production and graduation and placement
rates. From a budgetary standpoint, these reports also provide assistance to administrators when
meeting to discuss the financial considerations of the various programs.
         Several of the handbooks and guides are tools to measure consistency within programs or
support areas. In addition, the various progress reports and surveys focus on “results” to ensure that
students are successful while at WSC and after graduation.
         Recent Improvements:
         An online system was developed and implemented to permit faculty members to submit STRIDE
student progress reports electronically. This replaced an inefficient (and sometimes unreliable) system of
paper data collection and report distribution.
         A Director of Field Experience and Teacher Certification was created to collect data, produce
reports, provide management/oversight, and provide assistance/problem resolution for students in field
experiences and/or seeking/maintaining teaching certification.           Communications and information
regarding these areas has increased and tends to involve a greater number of faculty and staff on
campus than in the past. This area is very data driven and report oriented.
         The Counseling Center produces, publishes, and distributes an annual report.
         An Advising Newsletter containing general messages about advising issues and specific
information about academic programs and departments is distributed once per semester.
         Advising handbooks are distributed to advisors. These are updated frequently.
         The Information Management Office and Administrative Systems area provide better and more
timely support for program review preparation, decisions regarding strategic initiatives, decisions
regarding operational/tactical issues, and reports to external entities. Many of the items listed above feed
into external surveys or various reports to external entities (for example: NCATE reports, IACBE reports,
reports to the Northern Sun Conference, reports to the Nebraska State College System, reports to the
Coordinating Commission for Postsecondary Education, and others).
External Stakeholders:
      number of current articulation agreements
      community or service learning projects completed
      alumni satisfaction feedback
      donations of financial resources
      advisory board composition and recommendations
      reports to the Northern Sun Conference
      WSC foundation publications
      various press releases

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         Examples of Uses
                   Some departments have initiated a more formalized approach to maintaining
         relationships with external stakeholders. Examples of such efforts include stakeholder mapping
         activities and the use of the stakeholder maps in a more structured, formalized consideration of
         stakeholder interests and objectives during departmental meetings and decision making.
         Recent Improvements:
                   WSC recently hired a new Director of College Relations and should soon be emerging
         from the transition period from the former director to the new one. With the hiring of the
         Marketing Coordinator and the recent hiring of the Director of College Relations, greater clarity
         regarding the role and function of the College Relations Office has been achieved and the
         marketing function has been clarified.
     amount of external grant funding received
     amount of internal grant funding awarded
     quality improvement initiatives
     number of learning communities/cohort groups
     technological initiatives
         Examples of Uses/Recent Improvements:
         The WSC Network and Technology Services (NATS) area has created, and is in the process of
creating, several innovative information systems applications and online applications for various internal
and external users of information. For example, a new querying tool, WebFOCUS, was installed to
decentralize reporting capabilities and perform assessment models.
         A new Administrative Learning Community was established. The objectives and performance
metrics for this learning community were addressed as an integral part of the design of the learning
community. This is one example of an increasing recognition on campus that measures of effectiveness
need to be built in to current systems and new initiatives, rather than attached as add-ons after the fact.
The objectives and performance metrics must be integral components of any activity.
Goal Attainment:
     subjective evaluation of goal congruence with strategic goals of the institution
     specific identification of goals accomplished and not accomplished
     supervisor rating of employee progress towards/attainment of goals
     Strategic Planning Retreat
    Examples of Uses/Recent Improvements:
         The Strategic Planning Retreat was coordinated for the purpose of discussing future action
projects. As a result of this retreat, the Strategic Plan was updated and the top three action projects were
         As mentioned earlier, WSC has moved to a calendar year basis for setting faculty/staff goals and
evaluating whether or not the goals were attained.

7P1 The Process of Selecting, Managing, and Using Data and Information
          The process of selecting, managing, and using data and information is determined by:
          the purpose for which it is intended
          the nature of the data and information
          the source of the data and information
          the organizational level(s) that will collect, manage, and/or use it
          the amount and type of processing, storage, maintenance, access, and communication required
          The general process used at WSC follows an approach that is logical and similar to that used by
other institutions of higher education. It begins with recognition of a need or an opportunity for addressing
a situation involving data or information. The responsible and/or interested parties who are stakeholders
in the situation are identified. The group members and/or their leaders are assigned the task of creating a
solution for selecting, managing, and using the data. Objectives for the solution are developed.
Constraints that must be satisfied are considered. A set of solution alternatives that achieve the
objectives is generated and through a process of discussion, one or more of the solution alternatives is
selected for implementation.

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         In many instances, the data and information needs are dictated, at least in part, by entities
external to WSC. In those cases, the challenge becomes one of how to best meet those externally-
imposed requirements. In other cases, the data and information needs may originate from within WSC
but outside the part of the organization that must address them. In yet other cases, the needs originate
from within the portion of the organization that will deal with them.
         Occasionally, the needs of multiple stakeholders must be met. Administrative Systems and
NATS may play a role in assisting the stakeholders in identifying, developing, and implementing solutions.
Some end-users may develop their own solutions if the situation does not affect anyone outside their
Student Learning
         WSC values student learning and recognizes the importance of data and information in improving
it. The college has identified general objectives for student learning, as well as objectives for general
education. These are stated in the general information section of the college catalog. In addition, WSC
has instituted an assessment process that requires all academic programs on campus to develop
objectives and the assessment measurement, analysis, and reporting necessary to effectively track
attainment of the objectives. This assessment initiative is an ongoing process. Some academic units on
campus have made considerable progress and have very useful systems. Other academic units are not
as far along in their progress, but are continuing to work towards further development of their assessment
systems. WSC Administration has created an organizational culture that values assessment data and
recognizes its important role in the improvement of student learning and informing discussions about
change. In addition, an effort is currently underway to revitalize the existing general education
assessment process and make it more useful and relevant. Proposals for changes to general education
courses or to the programs or courses of academic programs on campus must include assessment
evidence to be submitted to the WSC Academic Policies Committee. Assessment plans for each
academic program are required to include valid direct and indirect assessment measures. WSC also
employs course, instructor, and advisor evaluations to help ensure quality. The college also surveys
graduating students, alumni, and employers regarding their perceptions of the quality of our academic
         WSC recognizes the importance of data and information in the planning process and has taken
steps to make it more available and useful for those who do the planning. The initiatives in this area fall
into two categories:
         1. providing additional or revised reports that better serve the end-user’s planning needs and
         2. providing the means for end-user’s to access key information systems for the purpose of
getting the information they need to support their own planning and analysis activities.
         Administrative Systems has created several useful reports in response to the needs expressed by
WSC officials and employees involved in planning and decision-making. In addition, Administrative
Systems has developed the capability to respond in a timely fashion to ad hoc queries needed by various
personnel across campus. Administrative Systems and NATS have worked to make SIS, On-Course,
and other data access much more available to the desktop of authorized users via the campus network.
Through the campus network, many sources of information housed at external entities are also made
available by the web access provided. NATS has developed or is in the process of developing several
important systems for accessing such information. The WSC Information Management Office produces
an expanded set of institutional data, provides reports to the various external entities that require it, and
works to meet certain specific needs of planners that are not served by the Institutional Data Book or
other means.
         Improvement initiatives at WSC are strongly encouraged, and in many cases required, to identify
appropriate measures. As part of the specification of the measures, the data and/or information
requirements (collection, storage, processing, reporting, etc.) must be addressed. As mentioned earlier,
assessment data is often necessary to support changes to academic programs. A similar recognition of
the need for data-driven improvement exists for other processes aimed at improvement at WSC. In
general, the problem or opportunity for improvement is identified, the objectives for an initiative to address
it are stated, and the information needs are determined. The information needs may center around
establishing a baseline set of measures of the current situation, clarifying or understanding the problem or
opportunity, generating alternative solutions, evaluating or comparing available solutions, selecting a

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solution, measuring the outcome of the solution, analyzing the outcome measures, or evaluating the
initiative. Comparisons of post-change data against baseline data, comparison of actual results against
planned results, and comparison of one initiative’s results against those of others, are all possible uses
for the data or information.
          A good example of an improvement initiative is the handling of scholarships. The priority
deadline for Scholarships has shifted to December 1 and emeritus faculty members review the
applications. This provides more timely collection of student data and the data is used for decision
making (scholarship awards). This reduces cycle time for the scholarship awards process somewhat and
gives more timely feedback to students, thus enhancing WSC’s competitiveness in recruiting. The
Admissions office now sends out weekly Excel file electronic reports showing the week’s admissions
acceptance list. Some schools and departments are using these lists to contact accepted students with
congratulatory letters and/or to send additional recruiting materials to help solidify the student’s
commitment to WSC.
Other Institutional Objectives
          For many other institutional objectives, a general process of identifying the need for data and
information and then accessing or creating the mechanisms for fulfilling that need is used. This process
is similar, if not identical, to the processes described for the other categories above. However, for some
of the other institutional objectives (as is occasionally the case for each of the categories listed above), it
is necessary to determine the data and information needs as the effort to attain the objective progresses.
In some cases, it is difficult or impossible to determine the data and information needs in advance.
          Various school, department, or program accreditations have created a situation where
assessment data collection is externally mandated by the accrediting body, thus some academic areas on
campus, by necessity, have had to develop/use assessment mechanisms that are more sophisticated
and consistent than those used in other areas on campus. This creates a range of progress towards
assessment across the academic units on campus.
          Some assessment training has occurred across campus. Department Chairs were provided
some assessment training as part of their periodic training/development activities. Various individuals
have been sent to AAHE Assessment Conferences and other assessment training opportunities. The
VPAA’s office has been very supportive of those willing to attend. Support for the Education Assessment
Portfolio has been provided in the form of technical assistance from Network and Technology Services.
Other Institutional Objectives
          For many other institutional objectives, a general process of identifying the need for data and
information and then accessing or creating the mechanisms for fulfilling that need is used. This process
is similar, if not identical, to the processes described for the other categories above. However, for some
of the other institutional objectives (as is occasionally the case for each of the categories listed above), it
is necessary to determine the data and information needs as the effort to attain the objective progresses.
In some cases, it is difficult or impossible to determine the data and information needs in advance.
7P2 The Process of Data and Information Needs Determination for Departments and Units
          The process for determining and serving the data and information needs of departments and
units at WSC involves an approach that has four main components:
          1. The department or unit is provided a general purpose set of reports that is appropriate for use
in its expected role or at its level in the organization.
          2. The department or unit is provided with access to department-specific or organizational-level-
appropriate portions of the various Administrative Systems applications, databases, and NATS-provided
functionality (internal and external network access, analytical tools, general-purpose application software,
etc.) so it can access, retrieve, analyze, process, and report the data and/or information necessary to
meet its needs.
          3. The department or unit is allowed to request information that it does not have access to by
requesting special reports from the Administrative Systems unit, the Information Management Office, or
from other offices on campus where the data or information is housed.
          4. The department or unit may, subject to compliance with regulations from valid authorities,
identify its own needs for data and information (not available from the components listed above) and
develop its own information systems for collecting data, processing it, storing the resulting information,
and reporting the information.

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7P3 Determining the Need for Comparative Data and Information
          The use of comparative data at WSC takes on several forms:
          1. Comparison of actual performance against planned or budgeted performance
          2. Comparison of current period data against data from a prior period or periods
          3. Internal comparisons of measures from one part of WSC with those from another
          4. Comparison against externally-imposed benchmarks, standards, or targets
          5. Comparison with data from peer-group institutions or benchmarking consortia
          6. Comparison against other sister institutions in the Nebraska State College System or
          7. Comparison against other institutions in various national or regional studies.
          The use of comparative data occurs at the institutional level and also at the level of the
department or functional unit. In some instances, the submission of comparative data may be externally
mandated, but in other instances it is a matter of choice or internally imposed by WSC. The process for
determining the needs and priorities for comparative information is not performed in isolation from the
pressures of a competitive educational environment and accompanying economic and political realities.
At WSC, the process identifies all mandatory data that must be provided to external entities. The
submission of this data is given highest priority. The second highest level of priority is given to data that,
while not absolutely mandatory, is necessary to maintain WSC’s presence in the competitive world of
higher education. The third priority level is assigned to information that is essential to the ongoing
management of various internal aspects of the institution. The first three levels of priority are all
considered very high priority status items. Other uses of comparative data receive a lower priority level
and are served as resources permit.
          In selecting sources of comparative information from within the education community, WSC tends
to stay with sources that it is required to report to and/or sources that are widely recognized sources
considered dominant or very significant. In selecting sources of comparative information from outside the
education community, WSC typically takes the approach of viewing itself as a major employer in the local
community or region. WSC may select sources of comparative information that are criterion-specific or
situation specific to address certain needs or interests in comparisons related to issues of the moment.
WSC tends, however, to be more likely to focus on comparative sources of information from within the
education community than with outside sources. WSC also makes use of comparative data generated
within its own information systems for comparing various units within WSC.
Institutional Level
          WSC is required to submit several reports to the NSCS Office that are used for comparison of
WSC against its sister institutions of Chadron State College and Peru State College. In addition, WSC
reports mandatory information to the CCPE (the coordinating commission in charge of postsecondary
education in the state of Nebraska) and to the Federal Government. Information submitted by WSC and
by the institutions in the United States that are listed as WSC’s peer institution group provides a wealth of
interesting and usable data.
          WSC also submits information to entities that produce popular reports on colleges and
universities. Among these are the surveys conducted by U.S. News and World Report and Peterson’s
Annual Survey. Participation in these reports is important, because an absence from the listings may
have the potential to devalue the image of WSC in the eyes of prospective students and other important
stakeholder groups.
Department or Unit Level
          Much of the comparative data generated for the department or unit level at WSC is contained in
the set of general-purpose reports that is prepared by Administrative Systems. Academic Departments
also make use of admission and enrollment comparison reports prepared by the WSC Admissions Office
from SIS data. Other information is generated and distributed. For example, deans of the four schools at
WSC receive budget information for the departments within their respective schools, comparisons can
also be made regarding budget performance across departments in the school.
          At the current time, the number of department requests for specialized comparative data
supporting comparisons with other departments is consistently very low and the need for a standardized
approach for such requests seems minimal. Departments do, however, make comparisons of actual
performance against planned or budgeted performance and also make comparisons of current period
results for the department against results for prior periods.
          Requests for comparative data and trend analysis have been on the rise recently, however. Most
of the requests from internal stakeholders at WSC are directed to the Office of Information Management

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and/or the Administrative Systems area. WSC has also been receiving an increased number of requests
from external entities for data to be used in comparative analyses. Most of these requests come in the
form of surveys or special requests from external higher education entitites. Some of the requests also
originate from the CCPE or NSCS offices. Generally, by its participation in such surveys or its responses
to such requests, WSC receives reports of the comparative data and/or access to the comparative data.
WSC administrators have meetings with their counterparts from sister institutions within the Nebraska
State College System, with counterparts from various other higher education consortiums/organizations,
and from the learned societies in which they hold membership. At many of these meetings comparative
data is distributed and discussed. For example, a comparative study of tuition in the region was
undertaken and distributed to participants. The results of this study have been used at WSC in a number
of ways, most notably in the marketing decisions that have been made. Internal requests for
data/information from the Noel-Levitz study and IPEDs survey have been made by schools, departments,
or individuals on the WSC campus. The Campus Relations Office also conducts a form of environmental
scanning and comparative analysis by tracking media content regarding WSC and other institutions of
relevance to WSC.
7P4 Institutional Analysis and Sharing of Overall Performance Information and Data
          At the institutional level, data and information are analyzed by various administrative officials and
are reported in several important ways. The Information Management Office performs many of the
analyses. The results are provided to high-level administrators for use and for possible selective
dissemination to the various units, departments, and other entities within WSC. Many key reports and the
results of many important analyses are incorporated into the annual Institutional Data Book. Copies are
printed and distributed to academic departments and various functional unit offices on campus. For
reports requiring more timely distribution, the results of analyses are transmitted as file attachments to e-
mails sent to appropriate recipients, or in some cases, printed on paper and distributed via the campus
mail system. It is also commonplace for important information to be shared with employees of WSC by
administrators at various campus-wide, school, or departmental meetings. Some information may be
distributed in the weekly campus newsletter called The Bulletin or printed in the campus newspaper
called the Wayne Stater, announced on campus radio and/or television stations, or sent to public media
outlets via press releases.
          Occasionally, special task force groups are established to perform data collection, analysis, and
reporting for special issues at WSC. For issues that fall within their domains, campus standing
committees may also be assigned or may voluntarily accept responsibility for data collection, analysis,
and reporting.
7P5 Ensuring Alignment of Department and Unit Information and Data Analysis with Institutional
          WSC has been through several cycles of strategic planning within the last ten years. As part of
that process, the need for the goals of units, departments, and various sub-units to be aligned with or
congruent to the goals of the institution has been introduced and reinforced. A vision statement and
mission statement for the institution has been developed and communicated by multiple means to WSC
employees and external stakeholders. The major units, sub-units, and departments at WSC are
encouraged to align their own goals with those of the institution. Academic departments submit their
goals to their school dean for review and comment. The goals of other units and sub-units from across
campus are submitted to the appropriate supervisor for a check on how well they align with the goals and
objectives of the larger, more encompassing entity or with the institution. Considerable effort is placed on
making sure that goals of the lower-level units align with the goals of the higher-level units and the
          The assumption is that if goals are congruent and appropriate measurements and analysis are
selected for each goal, then the analysis of information and data will more naturally align with institutional
Student Learning
          The review to ensure how the department or unit analysis of information and data aligns with the
student learning goals of the organization is part of the assessment report prepared and submitted by the
department or unit. The assessment report is reviewed by the supervisors above the submitting
department or unit. Results of the analysis are incorporated into the institution’s assessment report.

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Overall Institutional Objectives
          Department or unit analysis of information is documented in a format that ties it to the overall
institutional objective or objectives that it supports. Department or unit goals are submitted in a format
that links them to the institutional goals and objectives. Department or unit annual reports and special
reports are encouraged to convey their information in a format and manner that ties department or unit
goals to their respective institutional goals and objectives.
          External entities have mandated increasingly specific types of information that academic units are
required to report. Academic units have had to shoulder the task of responding to these external entities
while simultaneously attempting to develop assessment systems and measures of effectiveness that are
appropriate for internal uses. It takes considerable amounts of time for the central focus to shift from
serving the needs of external entities taking the prominent position in the priority structure to a culture that
maintains its primary focus on serving its own internal needs for assessment and effectiveness
measurement information, recognizing that the needs of external stakeholders will be satisfied as a by-
product of that process. The increased stability of the post-restructuring era at WSC and the improved
stability afforded by the filling of key senior administrative positions has created more favorable conditions
for such efforts to move in the desired direction.
          Opportunities for accessing data and information are becoming increasingly prevalent and
convenient for both internal and external sources. The WSC data book is available on the World Wide
Web. Board of Trustees reports are available on the Web as well. Information from the Coordinating
Commission for Postsecondary Education is also becoming available on the Web. Many other institutions
in WSC’s competitive arena are now publishing or considering publishing data about themselves in an
electronically accessible format on their own Websites.
7P6 Ensuring Effectiveness of Information Systems and Related Processes
          WSC’s Information Systems (IS) that are of a centralized nature are planned carefully and
managed effectively to ensure that they serve the needs of the organization. The departments that
provide the centralized information systems at WSC, Administrative Systems and NATS, have
experienced leadership and talented employees. The information architecture is based upon operating
systems, delivery mechanisms, hardware, applications, and databases that are relatively reliable and
commonly used in education or industry. Procedures for systematic backup of key applications and
critical data have been established and are in operation. System performance monitoring is in place and
working effectively. Numerous procedural and administrative controls have been instituted to avoid
potential for data contamination or system compromise. Users are stratified by type of user and each
user-type is assigned appropriate rights and privileges on the system befitting the user type.
Performance monitoring of critical variables of the network and key systems are in use. An on-line
system called Trouble Ticket is used to report difficulties with the system or its components. NATS also
staffs a help desk to assist users. Training and troubleshooting are provided to users. The system
includes sophisticated security measures to prevent unauthorized access or use. Hardware is typically
upgraded on a three year cycle as resources permit. End-users of sensitive or protected information are
trained in the confidentiality policy and appropriate use policy for that information. Some groups of end-
users are permitted read-only privileges when accessing critical data.
          For end-user developed systems in which the end-user or a relatively small end-user group are
the only users of the system, the measures of effectiveness are not always well-defined. In general, if the
end-user can use the system to accomplish the tasks that they need to do, the satisfaction level tends to
be acceptable. The backup, security, and other features that are often necessary to ensure the reliability
and ongoing effectiveness of the system may be found somewhat lacking in end-user developed
systems. However, the assistance provided by the NATS help desk is addressing this problem.
          In general, the number of information systems training sessions the range of topics covered by
training sessions, and the frequency of offerings have all increased considerably in recent years.
Currently, the NATS area and other areas on campus are offering a full slate of training opportunities to
employees at all levels of the organization and at all levels of experience. The range of employees
receiving training has also increased. For example, Operations and Maintenance staff have received
training regarding the WSC e-mail system and e-mail usage among these WSC employees has risen
considerably. The use of e-mail for routine communications in these areas has increased.
7P7 Measures of the System of Measuring Effectiveness
          At the current time, measures of effectiveness for determining organizational success are based
upon the presence of ongoing internal and external approval of what WSC is doing and the subjective

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November 2008                        Wayne State College

level of satisfaction with the measures. A formalized, higher-order process to examine the measures of
effectiveness is in the very early stages of its evolution.
          Consistent with Wayne State College’s mission statement the AQIP Criterion 8 (Planning
Continuous Improvement) suggests six core values. These values address measures of effectiveness of
the system in a meaningful manner. The values are: Teaching and Learning (improve academic quality
and learning); Community (sense of belonging, ownership and esprit de corps among college
constituents); Collaboration (campus community engaged in regional partnerships); Quality (institutional
culture of systematic quality improvement); Stewardship (manage and develop campus resources and
facilities); and Student Persistence (enrolling and retaining an optimum number of students).
          Currently, Wayne State College has identified four areas as being the most important areas for
immediate attention. They are: institutional quality; connected learning opportunities; enrollment growth;
and building community. Data collected reflecting the system’s ability for measuring effectiveness is
based upon approval of both external and internal entities (for example, continuing approval of
accreditation agencies – National Council for the Accreditation of Teacher Education (NCATE), North
Central, NCSB, CCPE, or other vital external stakeholders and WSC campus-wide committees and study
groups). The nature, number, or the absence of problems, problematic areas, or dissatisfaction with
existing measures of effectiveness is within reasonable margins of error. Internal entities directly and
indirectly affected by the measures of effectiveness are somewhat satisfied with what they have received
regarding information and data; recognition of existing weak areas or a lack of strategies for addressing
identified areas of weaknesses is present. The revision to the Wayne State College Strategic Plan placed
these areas on a time-line for consideration.
7R1 Meeting the Institutions Needs in Accomplishing Mission and Goals
          The system for measuring effectiveness at WSC has allowed the institution to operate
continuously while meeting most of the needs of internal and external stakeholders. WSC has been
successful in reporting to its external stakeholders and in maintaining good relationships with each major
external stakeholder group. The system has allowed WSC to transition through a period of organizational
restructuring while recruiting and retaining an acceptable number of students. In general, the system has
provided most of the information required for evaluating institutional performance and informing the
decision-making and change-management processes. The system for measuring effectiveness has also
provided enough information to enable WSC to successfully justify requests for certain resources.
          The amount of time that has passed and the progress that has been made in the post-
restructuring era at WSC has offered greater stability. The positions of the President, the Vice President
for Academic Affairs, and the Vice President for Administration and Finance have all been successfully
filled, plus one Dean has been hired since the Systems Portfolio document was originally drafted. This
has also enhanced the sense of stability at Wayne State College. The distractions of the restructuring era
at WSC and the uncertainties associated with transition in senior level administrative positions have
gradually subsided, permitting a refocusing on making WSC more effective and more efficient.
7R2 How WSC’s System for Measuring Effectiveness Compares with that of Other Higher
Education Institutions
          WSC has begun to take notice of the systems for measuring effectiveness at other higher
education institutions for the purpose of comparing them against WSC. We have anecdotal evidence,
however, that suggests WSC’s system for measuring effectiveness makes it better prepared for
responding to requests from external stakeholders than some other institutions in the region. We also
know of certain systems for measuring effectiveness at other institutions of higher education in our region
that seem to be more sophisticated and of higher quality than certain portions of the WSC system. WSC
recognizes that there is room for improvement in our current system, yet there are portions of the system
that seem to be doing an adequate job of measuring effectiveness to meet some or most of WSC’s
current needs. WSC’s responsibilities to internal and external stakeholders have dictated the nature and
scope of the current system. Now, however, administrators and other WSC employees at all levels have
been sensitized to the need to look at how effectiveness is measured and how the results are used at
other educational institutions and other organizations of all types. The sharing of observation results is
encouraged. While most of this effort is performed primarily by administrators, WSC faculty and staff of
all levels are learning to recognize and share good ideas gleaned from observing others.
7I1 Improving Current Processes and Systems for Measuring Effectiveness Currently, WSC
improves its processes and systems for measuring effectiveness by using the system that is in place,
noting any deficiencies in or problems with the system, correcting the deficiencies/addressing the

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problems, and implementing the revised system. Modifications to the existing system are made when
justifiable to fix known problems and new features are added as systems evolve to meet internally or
externally-induced needs. Not all of the current processes and systems for measuring effectiveness are
developed or integrated to the extent that they could be. The overarching system for integrating,
evaluating, and revising WSC’s measures of effectiveness requires further development.
7I2 Identifying Targets, Setting Priorities, and Communicating Results
          Targets for improvement in the processes and systems for measuring effectiveness are currently
set by examination of requests from various internal or external stakeholders for improvement to the
existing system. For new initiatives, the establishment of appropriate measures of effectiveness as
incorporated into the planning and operation of the activity that is launched.
          Recent improvement priorities have focused on improving access to important data and
information for authorized users who could benefit from it. WSC has made considerable strides in making
information available to internal users in various forms over the campus computing network. Systems
have also been implemented for addressing problems experienced by end-users and providing
assistance. The web-based functionality offered via various electronic campus functions, most notably
the WEBCAT system, has permitted various internal and external stakeholders to have greater flexibility
in accessing and using information from sites both on and off-campus. In addition, several reports have
been developed that deal with recruiting, admissions, and retention of students.
          Future targets for improvement are identified by using existing systems, processes, reports, and
stored information; additional targets are identified by analysis of the effectiveness measurement needs
of proposed new initiatives or revisions necessitated by internally or externally-induced change. In some
instances, a user or group of users of existing systems will identify weaknesses in existing systems that
should be addressed, revisions to existing systems that are needed, or new ideas to be implemented. In
other instances, these targets are identified in meetings that are intended to address problems with or
opportunities for improvement in existing systems that have been identified by WSC leadership.
Identification of targets for improvement thus has both top-down and bottom-up components. Once
targets are identified, meetings and discussions between the requestors and the WSC areas responsible
for addressing the targets or accomplishment of the improvements are held. The prioritization process for
addressing targets takes into account the nature of the improvement needed, the number and type of
stakeholders to be served by the improvement, the degree of urgency of the request, and the available
resources to address the improvement effort.
          Current results are communicated to stakeholders by the various means described earlier. The
set of improvement priorities are communicated to students, faculty, staff, administrators, and other
appropriate stakeholders by the goals and objectives that are established, by verbal or e-mail
announcement by administrators at the appropriate levels of the organization, and by the resources and
attention allocated to each improvement initiative.
          Several key areas requiring attention currently stand out . Examples of these include:
          1 addressing the proliferation of end-user developed systems and the associated issues of
ensuring the quality, security, accuracy, maintenance, and availability of those systems
          2 making data and information that has been collected for grant submission and/or grant
administration available, where appropriate, for other uses. (Grant information is commonly housed in the
office of the Vice President of Academic Affairs (VPAA)). A copy of each grant is stored and arranged by:
personnel information, topic, and year. Access to the grant information is restricted on a “need-to-know”
basis. A large portion of the information gained from the grant application process and from supporting
forms is used by the Wayne State College administration. There is a genuine effort to treat all grants,
both internal and external, equitably.
          3 identifying of the information and analysis needs of decision-makers who are now being
provided with data for analysis, so that they might be provided with information in a more readily usable
          4 providing for the integration of stand-alone information systems, where appropriate, with
centralized systems
          5 continuing development of the formalized approach to performing the higher-order evaluation
of the measures of effectiveness
          6 ensuring higher levels of consistency and comparability across internal organizational units
          7 instituting a more formalized process for initiating, addressing, and measuring the effectiveness
of end-user initiated requests for information systems development or new/revised reports

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          8 establishing and refining a means of feedback for measuring user satisfaction with existing and
newly-developed systems and reports
          9 ensuring that all stakeholders, especially all internal stakeholders, understand the strategic
planning process, the importance of alignment or congruence of organizational sub-unit goals and
objectives with those of the organization, and the need for maintaining a systematic approach to
measuring effectiveness and reporting results
          10 developing systems to support the existing and proposed assessment initiatives’ data
collection, data processing, analysis, and reporting activities
          WSC plans to address these issues through its ongoing commitment to quality improvement and
its AQIP initiatives. It is important to note that in the preparation for the submission of the initial AQIP
systems portfolio, a considerable amount of baseline data was collected that will serve the institution in
measuring the effectiveness of future initiatives by providing comparative data for what the pre-initiative
state of our systems is at the current time.
          Wayne State College enjoys a four-school organizational structure with a broad support system.
Within each of the schools and support network, there exists assessment, evaluation, and measurement
that address issues unique to the disciplines contained in each school. Change appears to be ever-
present for all elements of the college community. As change has occurred, each section of the college
community has developed methods for receiving, recording, and archiving information. The variety of
methods used has been driven by the need of both the personnel and the school environment.
          Personnel across the Wayne State College community recognize the need for a rational
approach to measuring effectiveness for all areas of the community. A revised strategic plan lending
itself to the development of action plans and projects that are short-term and/or long-range has benefited
all members of the college community. The composition and assessment features of the strategic plan
have provided an ideal vehicle to showcase the collective efforts of all sections of Wayne State College.

             AQIP Criterion 8: Planning Continuous Improvement
8C1 Institutional vision
         Wayne State College’s 5-10 year VISION is to be a comprehensive institution of higher education
dedicated to making a notable difference to rural and community life through learning excellence, student
success and regional service.
         Wayne State College’s MISSION is to be a comprehensive institution of higher education
dedicated to freedom in inquiry, excellence in teaching and learning, and regional service and
development. Offering affordable undergraduate and graduate programs, the College prepares students
for careers, advanced study, and civic involvement. The College is committed to faculty-staff-student
interaction, public service, and diversity within a friendly and collegial campus community. In order to
achieve this, the College must individually and collectively strive for enhanced quality in all that it does.
8C2 Short- and long-term strategies and alignment with mission and vision
         WSC’s short-term strategies that are being reviewed annually are the AQIP Vital Projects: Human
Resource Development, Building Community, Institutional Quality-Connected Learning Opportunities, and
Enrollment Growth.

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November 2008                         Wayne State College

Figure 8a

              The WSC Planning Process
                  A: Academic
                  S: Student Services
                  Ad: Administration               Input/initial data    A S Ad F
                  F: Foundation
                                                   1. Current goals         
                                                                          
                                                   2. Surveys             
                                                   3. Core values and     
            Reporting           A S Ad F           vital projects             
                                                   4. External factors        
            1. Annual Report      
            2. Newsletters                                                
            3. Annual Board                                            
            Meeting                
            4. Press releases     
                                                   Review/discuss      A S Ad F
                                                  1. Annual retreat      
                                                  2. Dept. meetings     
                                                  3. School meetings       
            Assessment                            4. Campus/             
                                A S Ad F
                                                  community coalitions
            1. Surveys            
                                                5. Statewide          
            2. Milestones                    coalitions
            3. Evaluations                                                  
            4. System              
            monitoring            
                                                   Action Develop’t      A S Ad F
                                                   1. Group                
                                                   consensus               
            Feasibility                            2. Supervisor          
                                A S Ad F                                        
                                                   initiative             
          1. Staff workload                    3. Subordinate             
          issues                  All use 
                                                  initiative            
          2. Financial issues          
                                 all four
          3. Task assignments
                                 of these
          4. Ancillary

These have been identified as the most important areas of our mission. To build toward continued growth
and development, the following six core values and clarifying phrases of our Strategic Plan are as follows:
Teaching and Learning-the College must continuously improve academic quality and learning;
Community-need to build a sense of belonging, ownership and esprit de corps among college
constituencies; Collaboration-engage the campus community in regional partnerships; Quality-establish
an institutional culture of systematic quality improvement; Stewardship-the College must carefully
manage and develop the campus resources and facilities; Student Persistence-Charges the College
with enrolling and retaining an optimum number of students.
8P1 Planning process
Figure 8a above, displays the College’s planning process, which includes 6 steps:

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November 2008                        Wayne State College

        1. Inputs or Initial Data Considered
        2. Review and Discuss (Formats)
        3. Action Project Development
        4. Feasibility – Implementation
        5. Measurement, Tracking, Assessment
        6. Progress Reporting
Each step illustrates the processes used by the WSC Planning groups. Figure 8b shows the WSC
Planning Groups and indicates the hierarchical structure and how groups serve in an advisory capacity.
Figure 8c indicates the types of planning activities performed in short term, intermediate and long range
planning. Every planning group carries out short term planning. Intermediate planning is often found
where it is imposed by outside regulatory agencies, in addition to AQIP vital projects. Long term planning
is especially effective in the Building Master Plan, as well as the Landscape Master Plan.
        In response to the question of how modifications to WSC’s mission and vision are addressed, this
would happen through the channels of command starting with the President. The proposed changes
would be debated at several levels including Academic Council, President’s Cabinet and Faculty Senate.
In the past, these discussions were initiated at the campus retreats. Smaller groups worked to finalize the
changes and the President gave the final approval.
Figure 8b

                                    WSC Planning Groups
                            President                           Professional Staff Senate
                                                                Support Staff Senate
                        President’s Cabinet                     AQIP Council

                   VPAA             VPAF            VPSS             VP -- Foundation

                  Deans          Directors          Directors           Directors

                  Department       Academic Council        Solid lines – direct authority
                  Chairs           Faculty Senate          Dashed lines – advisory capacity

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November 2008                       Wayne State College

Figure 8c
                                TYPES OF PLANNING ACTIVITIES
Short term                        Intermediate                                 Long Term
Planning Activities                       Planning Activities              Planning Activities
                                               3 – 4 Years                    5 – 10 years
Annual goals developed at        Professional Certification and     Campus Building Master
meetings of their units:          Licensure (e.g. medical and         Plan
  Administration                  psychological staff)                Landscape Master Plan
  Schools                         Accreditation (e.g. NCATE)
  Departments                     Statewide Information
  Offices                         Technology Planning
Biennium budget planning         AQIP Vital Projects (reviewed
Develop action plans             annually and updated on web
Report on progress in annual     page)
reports                           1. Human Resource
                                  2. Building Community
                                  3. Institutional Quality –
                                  connected learning opportunities
                                  4. Enrollment Growth
                                  Capital Campaign
                                  Strategic Planning

8P2. Selecting short-and long-term strategies
         Beginning in the early 1990’s, in response to North Central’s recommendations that WSC needed
a planning process, the campus sponsored the PEW Round Table discussions as a first effort at a
coordinated campus planning process. Annual retreats, VP meetings with Deans, Directors and
Department Chairs provide on-going year-to-year planning. A strategic plan for the campus was initiated
but needs to be further refined. Annual planning is guided by State and Federal regulations, program
accreditation standards and budget analyses.
8P3. Developing key action plans
         The VPs consult with campus committees and Senates, Deans, Directors and Department
Chairs. Institutional strategies and AQIP initiatives are considered. Annual reports and student
satisfaction survey results are reviewed. Campus/community planning groups are consulted. Funds are
reallocated to meet designated campus priorities. Many action plans emerge from ad hoc planning
         The first Master Campus Plan was developed in 1990. The Board of Trustees mandates an
update every 10 years. The WSC Campus Master Plan was updated again in 2002 (some delays with
presidential and other searches). The next update is due in 2012. No additions to the plan are made
between plan updates. No Board mandates are in effect for updating the Landscape Master Plan but it is
anticipated it will be updated when the Campus Master Building Plan is updated.
         The following issues are considered when moving a project from the Campus Master Plan to the
implementation stage. Decisions to move a building up the priority list are made by WSC administration
and Board of Trustees through a consensus building process.
         Life, safety and ADA compliance concerns
         Board of Trustee members opinions (they walk through buildings, look at condition)
         State College Systems Office opinions (they walk through buildings, look at conditions)
         Input from campus (opinion of VPs, Deans, faculty, staff, other campus groups)
         President’s staff opinion (based on hearing comments from above groups)
         Amount of time since building was last renovated
         Determination of how substandard the building is to meet the needs of the programs housed in
that building
         Availability of funding for different projects (see funding priorities description below)

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November 2008                         Wayne State College

          Board of Trustees puts WSC capital construction requests in priority order in the three college
         The priorities within each funding option include:
         State of Nebraska capital construction funds for state buildings and major projects LB309 Funds
(from cigarette taxes) for state buildings – focus on fire/life/safety/ ADA concerns and deferred
         LB1100 Funds –A combination of State funds and Capital Improvement Fees (student fees) –
these funds can be matched to LB309 Funds for some projects.
         Revenue Bond Funds –WSC can issue bonds to improve buildings designated as Revenue Bond
         Contingency Maintenance Funds – Used to maintain Revenue Bond Buildings.
8P4. Coordinating and aligning planning processes
         Coordination tends to take place primarily within functional units of the campus, with guidance
and approval from appropriate Vice President and President levels. Campus wide coordination appears
limited. The method of coordination (director to director contact, committees, campus wide informational
notices, collaboration with campus constituencies, etc.) varies from unit to unit and in relation to the
particular activity or process involved.
8P5. Selecting measures and setting performance projections
         Setting performance projections and measuring results again varies from unit to unit across
campus. For some offices, measures are pre-established by membership or association with federal
financial aid or academic accreditation programs. For student services offices, attendance levels and
satisfaction surveys are often used to measure results. Employee performance evaluations are used
both to set performance projections and measure success for professional staff.
8P6. Accounting for resource needs
         The campus has not historically been guided by a culture of intermediate and long term planning;
the focus is primarily on short-term budgetary direction. The pattern is one of reactivity, i.e., reacting
opportunistically rather than in a planned fashion, primarily determined by budgetary factors. The State
College System is on a biennium budget plan funded by the State Legislature.
8P7. Ensuring faculty, staff and administrative development
         The responses show that such development was “encouraged”, but that the initiative rested with
the individuals concerned, and that no institutional, school or departmental plan for developing and
maintaining these capabilities exists. Again, the reactive posture, effective in earlier years, is evident
versus a “proactive”, planned response to changing environments and conditions.
8P8. Measuring and analyzing planning effectiveness
         “Comparison” is the method of choice among groups that plan, but only where benchmarks are
easily identifiable, like the monies acquired within the Wayne State Foundation, are they used as the
standard against which comparisons are made. Comparison, otherwise, is made to previous levels in the
wide range of variables used by the different groups. Variables are easily identifiable in some cases, like
among President’s Cabinet levels where credentials, enrollments, and graduation rates provide ready
information, or within Network Services where a “Trouble Ticket” system has been developed to monitor
variables for planning, but less direct in other cases, like “initial plan goals” and “program measures”
among the Academic Schools.
8R1. Results for planning strategies and action plans
         Vital Project 1 – created a Human Resources Office staffed with a Human Resources Director
and restructured HRM procedures. Vital Project 2 – Professional Staff and Support Staff Senates were
created, and the Community Time project was brought forward but tabled for further study. Vital Project 3
– number of linked courses increased each year. Service Learning has shown a steady increase in
participation of faculty, students and classes. Vital Project 4 – the College has experienced a modest
increase in enrollment. (See Table 8c for list of Vital Projects)
         The execution of the campus’s long range master building plan and landscape plan have resulted
in the following improvements to our physical campus in the recent past: Lied Performing Arts Center;
Ramsey Theatre; Energy Plant Construction/Piping; Broadcasting Studio Move/equipment; Terrace Hall
and Pile Hall Roof and Window Replacements; Tennis Courts Resurfacing; Demolition of 3 houses east
of Student Center, replacing with many trees and shrubs; Construction of Hoffbauer Plaza south of
Student Center; Memorial Stadium Renovation, Entry Plaza, Track, and Restrooms; Neihardt Hall
Renovation; Rice-Heating, Ventilation, Air Conditioning, New Entry Roofs.

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November 2008                         Wayne State College

8R2. Performance projections
         Wayne State College expects continued pursuit of the remaining Vital Projects and further
evaluation and refinement of new goals and objectives. For example, it is expected that the Community
Time objective will re-emerge for further study and closure.
8R3. Comparisons of performance projections
         Currently, Wayne State College has no base of comparison for projection of college strategies
and action plans.
8R4. Results for planning system effectiveness
         Wayne State College has no current plan for monitoring continuous improvement, so
effectiveness is not measurable or evident. It is expected that this capability will develop in the near
8I1. Improvement of current processes and systems
         Establish a monitoring/review system to provide foundational data that will allow establishment of
a “continuous improvement” system. Over time, this system will grow and evolve in effectiveness.
8I2. Targets, improvement priorities, communications
         The AQIP Council has provided the College with a rudimentary institutional planning process.
The AQIP Council is responsible for organizing the process that identifies Vital Projects, supervises
progress on Projects, oversees the Systems Portfolio development and updating and reports to campus
community on current continuous improvement results annually. The AQIP Council continually reviews its
processes to improve its function. It is expected that this process will evolve and improve as the Council
and campus monitor its effectiveness.

                   AQIP Criterion 9: Collaborative Relationships
Wayne State College 2003-04
9C1 Key collaborative relationships
           Wayne State College has collaborative relationships noted with primary and secondary
educational institutions, other post-secondary educational institutions and organizations, community
partners, corporate and business partners, and government sector partners. Key collaborative
relationships are chosen based upon: 1) their contribution to the mission of Wayne State College, 2) their
impact in terms of WSC students affected, 3) their external impact in the region, and (4) cost/benefit
factors. These key relationships are placed into one of seven categories: 1) Institutions from which WSC
receives students, 2) Institutions to which WSC sends students to complete undergraduate/graduate
degrees, 3) Institutions that work directly with WSC students by providing needed services, 4) Institutions
that assist WSC in providing necessary educational resources and experiences, 5) Institutions that assist
WSC students in obtaining employment, 6) Institutions that assist WSC in its regional service mission,
and 7) Institutions that provide business services to WSC. A listing of categories, activities undertaken in
each category, the nature of the relationship, and the oversight area are presented in Table 1.
9C2 Reinforcing mission and supporting institutional directions
           Wayne State College is committed to: 1) Teaching and Learning Excellence, 2) Regional Service,
and 3) Student Success. The WSC mission has served as the driving force behind the establishment and
maintenance of key collaborative relationship. WSC is a comprehensive rural institution of higher
education, and therefore the integration of our mission with neighboring rural and urban communities and
institutions makes the impact of WSC’s collaborative relationships an essential component of the life of
the region and the college. Relationships, such as those with regional public schools, are essential to the
awarding of teacher education degrees and, in turn, provide to the public schools needed instructional
and professional support. As students are prepared for the health professions, the partnerships provide
settings for both practicum/internship experiences and a stimulus for innovation. Strategic planning and
curriculum design are affected by the partners’ needs. Programs in business and technology closely
monitor the needs of stakeholders in business and industry.
9P1: Creating, prioritizing, and building relationships:
           Building and sustaining collaborative relationships with a variety of stakeholders is essential to
the fulfillment of WSC’s mission. The catalyst for creation of collaborative relationships is as varied as the
relationships themselves. Because WSC is seen as a regional resource, many relationships develop as a

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result of requests from external agencies. For example, RHOP and NENTA developed from a recognized
need (i.e. shortage of health professionals and substitute teachers in the area). Other collaborative
relationships are created at the request of WSC for support and enhancement of services that WSC
cannot financially or fully support. For example, the collaborative agreements with the City of Wayne, the
Northeast Nebraska Regional Library Consortia and the collaborative agreement with the University of
Nebraska-Lincoln to provide mainframe computer resources have enhanced WSC access to security,
academic, and technological resources. Some collaborative relationships are initiated by mutual
interaction and shared interests. For example, articulation agreements with community colleges, other
four year colleges and medical centers were developed in order to seamlessly move students between
institutions to optimize the educational and professional opportunities offered at each.
          Identifying collaborative opportunities is a high priority at Wayne State College. Administrators,
faculty and staff serve on numerous regional and local committees and boards that generate
opportunities for collaboration. Wayne State College faculty members are on the Wayne City Council, the
Wayne Community School Board, Wayne Industries, and the Wayne Area Chamber of Commerce Board.
Being a regional college, faculty and staff reside in numerous surrounding communities and serve on
similar committees and boards in their locale. WSC faculty serve in leadership roles in state and regional
professional organizations. Collaborations with outside agencies and institutions are a natural outcome of
their involvement. The formal process for prioritizing and building collaborative relationships at WSC flows
from these numerous interactions. When a collaborative opportunity emerges each individual has an
opportunity to explore its potential with his/her supervisor. The need to prioritize collaboration
opportunities is largely a function of the resource requirements of the opportunity and its relationship to
the Wayne State College mission. Many opportunities require few direct financial resources and a
participatory decision can be made quickly. However, given that collaborative ideas may surface from a
variety of sources and some may require substantial resource commitments, a more formalized decision
process exists. The following formal process has been used in the development of a number of key
collaborative relationships:
          (1) An opportunity to develop a collaborative relationship is identified.
          (2) The responsible parties who will be involved in the development and organization of the
opportunity are identified. WSC parties may include faculty advisors, department chairs, deans or central
administrators. Collaborative parties may include a variety of individuals with access to relevant
information and policy formation. Examples would include but not be limited to school superintendents,
college administrators, public health officials, and directors of governmental agencies. Initially the
“responsible parties” will be limited to a small group charged with the task of developing and assessing
the feasibility of the relationship.
          (3)The responsible parties prepare a feasibility assessment. The feasibility study would address
          the following items:
          (a) The type of collaborative relationship (Initiated by WSC, external party or mutual pursuits).
          (b) How the proposed collaboration supports the threefold mission of WSC.
          (c) A description of the proposed collaboration and a clear statement of the desired outcomes.
          (d) The impact on Wayne State College; activities to include developing a financial budget,
          identifying potential funding sources, identifying staffing requirements, identifying facility and
          equipment requirements, and preparing a cost / benefit summary.
          (e) A description of the assessment process including the process of collection and analysis of
          data to be used to evaluate the collaborative agreement.
          (4) An initial report is submitted to appropriate administrative authorities and/or appropriate
          committees for additional feedback and direction.
           5) A finalized report is sent to the appropriate administrative authorities for action.
          (6) Once approved, the potential participants for implementation of the proposed collaboration are
          assembled. At this time, there will be a well-researched proposal ready for trial implementation.
          This may require preparing and submitting proposals or grants requesting funding to support the
          collaboration. Additionally, a timeline for implementation may be developed. Finally, timelines for
          the on-going assessment and evaluation of the collaboration are identified.
          The most recent utilization of the formal evaluation process is the Wayne State College/Northeast
Community College proposal for an off-campus center in South Sioux City Nebraska. This project has
required an extensive feasibility study, detailed financial budgets, approvals from numerous local,

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November 2008                         Wayne State College

regional and state agencies and boards and the involvement of the entire Wayne State College
community. This project is still in the planning and development stages. Funding has yet to be approved.
         A process similar to the formal evaluation process was utilized by the State College Board of
Trustees in developing the Joint Admissions Program. This collaborative relationship allows a student to
be admitted to all community colleges and state colleges with one application fee.
9P2 Ensuring needs are being met
         Ensuring that the partner’s needs are being met is accomplished by on-going assessment and
communication between the agreement partners and those impacted. WSC utilizes formal and informal
data to assess the success of collaborative relationships in meeting the needs of the collaborative
partners. The most important indicator is the extent of the impact (student enrollment, services provided,
etc.) when compared to the cost. Secondary considerations include the relationship of the agreement to
the mission of Wayne State College and the overall significance of the agreement to the image of Wayne
State College.
         Most of the key collaborative relationships conduct annual review meetings at which time the
responsible parties gather to review the status, progress, and future of the arrangements. The data
reviewed included historical and current trends, proposed changes and their implications and other
assessment data. Reports from these meetings are provided to the appropriate administrator for review
and/or action. These assessment meetings are instrumental in generating discussion leading to
improvements and changes in the agreements. For example, each year the health science faculty meet
and review the data provided regarding student admittance and performance in the MRHOP, RHOP and
other cooperative health programs. Any changes in the agreement requested by the partners are
reviewed and discussed. This review process has resulted in greater access by our students to program
resource and, based upon current enrollments, may in some programs lead to termination of an
         In 2004, the School of Business and Technology undertook a through review of it collaborative
agreement with Northeast Community College. This review led to the termination of a twenty year
agreement to provide degree completion coursework in Norfolk, NE. The assessment data reviewed
indicated that few students were majoring in the program. The majority of enrollments were traditional
students on the Wayne State College campus. A significant amount of resources are being reallocated
from this agreement to support online delivery of business courses.
         Formal reviews for agreements such as athletic conference membership, service agreements
with the City of Wayne, and bookstore and food service operations are handled via the Wayne State
College budget process and the periodic bidding processes for services.
9P3 Creating and building relationships within WSC? How does WSC assure integration and
communication across these relationships?
         The WSC reorganization, from nine divisions to four schools with 14 departments, has facilitated
integration and communication within the four schools by gathering faculty and students from related
disciplines under “one roof.” School meetings and interactions engage faculty in dialogue and projects of
related interests. Collegial collaboration is also enhanced by faculty fulfilling their campus wide committee
responsibilities. Campus wide committees include: faculty senate, general education, academic policies,
rank and professional development, scholarship, honors and financial aid, student admission and
retention, teaching and learning technology and the library committee. Bringing faculty together to
address campus wide concerns offers the opportunity for faculty and staff to see WSC from a variety of
perspectives and allows interdisciplinary collaborative relationships to develop. There are also numerous
campus wide social occasions that provide an informal setting for faculty to communicate and collaborate.
The college’s daily Campus at a Glance and weekly WSC Bulletin publications are accessible to WSC
employees and semiannual general faculty and staff meetings provide a forum to discuss topics of
interest. Faculty Senate, Support Staff Senate and Professional Staff Senate meet on a weekly basis to
discuss cross-campus issues and members communicate with their peers through established structures.
         Finally, WSC encourages and support student learning communities. This support has resulted
in a number of collaborations. The Environmental Studies Learning Community is an example of such
an effort. Freshmen students are blocked into common general education classes for Biology, Sociology,
Geography, Lifestyle Assessment, and English Composition based on an “Environmental Emphasis”
theme. Subjective assessment of the impact on student life and learning has been positive

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9P4 What measures of building collaborative relationships do you collect and analyze regularly?
          Measures of building collaborative relationships are determined at various levels such as
program, department, school, and college wide levels. Meticulous data is collected for auditing purposes
with regard to Federal Financial Aid and FACTS (student payment plan). The primary purpose for this
data is to meet federal auditing regulations, and the information has not been used historically by WSC to
enhance the agreement relationship. In addition, the members of the Northern Sun Intercollegiate
Conference meet yearly to review and revise the bylaws. Scholarship information is also collected and
shared. Other relationships have a more interactive assessment plan. For example, the NENTA program,
the cooperative education program, and the parties responsible for the interlocal agreements with the City
of Wayne conduct formal evaluations that result in written observations and conclusions. Additional data
is collected and reported in the minutes of scheduled meetings between the partners. A substantial
number of the relationships impact identifiable student numbers and non-WSC participants. Increases or
decreases in those totals are informally analyzed on either a semester or yearly basis.
9R1: What are your results in building your key collaborative relationships?
          Those responsible for developing and nurturing collaborative relationships overwhelmingly
confirm the positive outcomes produced by these partnerships. Those that are emerging and immature
are providing networks through which we can build stronger alliances; those that have experienced
several years of growth and revision are providing increased enrollment at the institution as well as
greatly enhanced educational opportunities for hundreds of our current students; and those that have
matured have developed into relationships that result in donations to the institution, employment
opportunities for graduates, and even garner national attention. For example, the NENTA program has
been very effective in resolving the difficulties that public school face in locating qualified substitute
teachers. It has received national attention for its innovative nature. The Nebraska Business Development
Center-Wayne has been a model program for other small business assistance offices through out the
State of Nebraska. The NBDC program excels at small business loan assistance.
9R2: How do your results compare with the results of other higher education institutions?
          The vast majority of our collaborative relationships provide assessment data that make
comparisons with other educational institutions difficult. There are three notable exceptions: (1) The
teacher preparation program with its collaborative relationships involving students in field experiences,
cooperative teaching, and substitute teaching experiences places the institution among the most
innovative and the students among the best prepared. (2) The FACTS program (student payment plan) is
a new relationship and currently involves approximately 5% or our students. When the plan matures we
can expect approximately 25% participation according to national statistics. (3) Our membership in the
Northern Sun Intercollegiate Conference allows us to measure the success of our athletic programs on
both an individual and cumulative basis with respect to other member institutions.
9I1 Improvement of current processes and systems
          One of the first steps in improving current processes would be the consistent implementation of
the previously outlined formal approach to creating and building relationships. Many collaborative
relationships are developed without a clear understanding of the desired outcomes of the relationship and
without an identified assessment process. The formal approach establishes an assessment process and
requires the gathering and analysis of assessment data. These steps serve as a flow chart or check list
when studying or building a new collaborative relationship. A second area of improvement relates to the
collection and analyzing of assessment data relative to the success of the institution’s collaborative
agreements. There needs to clearer statements of the intended outcomes of these agreements, regular
assessment (scheduled meetings of the participants), and written results of the meetings along with
intended modifications if warranted. The appropriate levels of management should review the results of
the assessment process and the conclusions of the participants and determine what action(s) should be
taken. Data would then be available for either in-house comparisons or with other higher education
institutions. Additional suggestions include; soliciting partner evaluations of WSC’s collaborative
relationships, developing action plans as a result of the assessment data provided, and incorporating
additional benchmark data into the evaluation process.
9I2 Targets, improvement priorities, communications
As is the case with most collaborative agreements, there is almost always room for improved
communications between the partners. Annually each area of the college that works closely with an
external partner should review the status of their current agreement(s) and determine what, if any actions
need to be taken to strengthen the alliance. Several relationships—based in part on the number of

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November 2008                      Wayne State College

students impacted and in some cases the infancy of the agreement—might be targeted as priorities for
APPENDICES: Criterion Nine
Table 1: Key Collaborative Relationships
Institutions from which WSC receives students:
          Secondary Schools
          Community Colleges:
                  Central Community College
                  Des Moines Area Community College
                  Indian Hills Community College
                  Iowa Central Community College
                  Iowa Western Community College
                  Little Priest Tribal College
                  Metropolitan Community College
                  Mid-Plains Community College
                  Nebraska Indian Community College
                  North Iowa Area Community College
                  Northeast Community College
                  Northwest Iowa Community College
                  Southeast Community College
                  Western Iowa Technical Community College
                  Western Nebraska Community College
          Four Year Colleges:
                  Black Hill State University
                  Briar Cliff University
                  Chadron State College
                  Dakota State University
                  Nebraska Christian College
                  Northern State University
                  Peru State College
                  South Dakota School of Mines
                  South Dakota State University
                  University of South Dakota
Institutions to which WSC sends students to complete undergraduate/graduate degrees:
          Methodist College: Respiratory Therapy
          Southwest Community College: Respiratory Therapy
          Marian Health Center: Medical Technology and Mortuary Science
          St. Luke’s Medical Center: Medical Technology and Mortuary Science
          University of Nebraska Medical Center: RHOP, Medical Technology, and
                   Mortuary Science
          South Dakota School of Mines: pre-engineering
          South Dakota State University: pre-engineering
Institutions that work directly with WSC students by providing needed services:
          Nebraska Book Company (Book Store)
          Chartwells School Dining Services (Food Service)
          Providence Medical Center (Student Health)
          FACTS Management Company (Tuition Management Services)
          United State Government/Department of Education (Federal Financial Aid)
Institutions that assist WSC in providing necessary educational resources and experiences:
          Northeast Nebraska Library System
          Nebraska Library Commission Consortium
          University of Nebraska-Lincoln mainframe connection
          Applied Information Management Institute:
                  CISCO Networking Academy
          Northeast Community College:

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November 2008                      Wayne State College

                   Lifelong Learning Center, Norfolk
          Secondary Schools:
                   Student Teaching sites
                   Field Experience sites
                   Northeast Nebraska Teacher Academy
          Pre-School and Day Care Centers
          Cooperative Education work sites
          Northern Sun Intercollegiate Athletic Conference
Institutions that assist WSC students in obtaining employment:
          Nebraska Interview Consortium (Connect Employers and Graduating students)
Institutions that assist WSC in its regional service mission:
          University of Nebraska-Omaha:
                   Nebraska Business Development Center
          Northeast Community College:
                   Technology Academy of Northeast Nebraska
          Tri-State Graduate Center (Facilitate Graduate Education in Siouxland)
Institutions that provide business services to WSC:
          City of Wayne:
                   Fire Protection Services Interlocal Agreement
                   Law Enforcement Services Interlocal Agreement
          Wayne Community Schools:
                   Use of WSC Facilities Interlocal Agreement
          Education Service Unit #1:
                   Cooperative Buying Agreement
          Star Physical Therapy: Athletic Training/Sports Medicine

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November 2008                         Wayne State College

                                Index to the location of evidence
                                  relating to the Commission’s
                                    Criteria for Accreditation
                                 found in Wayne State College’s
                                        Systems Portfolio

Criterion One – Mission and Integrity. The organization operates with integrity to ensure the
fulfillment of its mission through structures and processes that involve the board, administration,
faculty, staff, and students.
Core Component 1a. The organization’s mission documents are clear and articulate publicly the
organization’s commitments.
       In 2001 a strategic planning task force was selected to review, revise and adopt the mission,
        vision, and philosophy of Wayne State College. [1C2, 8C1]
       WSC’s mission reflects a continual renewal process. [1C2, 9C1]
       Wayne State College makes the mission documents available to the public, particularly to
        prospective and enrolled students on the WSC Web site
       The mission statement and strategic plan for WSC is reviewed and approved by the system-wide
        Board of Trustees. [2C2, 2P1, 5P6]
       Wayne State College regularly evaluates and when appropriate, revises the mission documents.
        [5P1, 8C2]
Core Component 1b. In its mission documents, the organization recognizes the diversity of its
learners, other constituencies, and the greater society it serves.
       In its mission statement, WSC addresses diversity within the community values and common
        purposes it considers fundamental to its mission. [2C2, 8C1, 8C2]
       The mission document provides a basis for the organization’s basic strategies to address
        diversity. [1C4]
       The mission document affirms Wayne State College’s commitment to honor the dignity and worth
        of individuals. [2C2, 3C1]
       The mission presents the college’s function in a multicultural society. [5C3, 4C2]
       The climate of diversity at Wayne State College is enhanced by the efforts of the Multicultural
        Center. [08, 1C4]
Core Component 1c. Understanding of and support for the mission pervade the organization.
       The board, administration, faculty, staff, and students understand and support WSC’s mission.
        [1C2, 2P1]
       Wayne State College’s strategic decisions are mission-driven. [2C2, 2P1]
       The goals of the administrative and academic subunits of the WSC are congruent with our
        mission. [1C2]
       Wayne State College’s internal constituencies articulate the mission in a consistent manner.
        [2C1, 2C2]
Core component 1d. The organization’s governance and administrative structures promote
effective leadership and support collaborative process that enable the organization to fulfill its

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       Board policies and practices document the board’s focus on our mission. [5C2]
       The distribution of responsibilities as defined in governance structures, processes, and activities
        is understood and is implemented through delegated authority. [5C2]
       People within the governance and administrative structures are committed to the mission and
        appropriately qualified to carry out their defined responsibilities. [5P3]
       Faculty and other academic leaders share responsibility for the coherence of the curriculum and
        the integrity of academic processes. [1C2]
       Effective communication facilitates governance processes and activities. [5C2, 5P6, 5P7, 5l2]
       WSC evaluates its structures and processes regularly and strengthens them as needed. [2Pl, 5l1]
Core component 1e. The organization upholds and protects its integrity.
       The activities of the WSC are congruent with our mission. [2C1]
       Our institution understands and abides by local, state, and federal laws and regulations
        applicable to it. [2C1]
       WSC consistently implements clear and fair policies regarding the rights and responsibilities of
        each of its internal constituencies. [3P7, 5C1, 5C3]
       WSC ‘s structures and processes allow it to ensure the integrity of its co curricular and auxiliary
        activities. [2R1]
       WSC deals fairly with our external constituents. [5l2]
       WSC presents itself accurately and honestly to the public. [5l1]
       WSC documents timely response to complaints and grievances, particularly those of students.
        [1P10, 3P2, 3P6]

Criterion Two – Preparing for the Future. The organization’s allocation of resources and its
processes for evaluation and planning demonstrate its capacity to fulfill the mission, improve the
quality of its education, and respond to future challenges and opportunities.
Core Component 2a. The organization realistically prepares for a future shaped by multiple
societal and economic trends.
       WSC’s planning documents reflect a sound understanding of our current capacity. [7C1, 7C2]
       WSC’s planning documents demonstrate that attention is paid to emerging technology,
        demographic shifts, and globalization. [7C1, 7C2]
       Our institutional environment is supportive of innovation and change. [7C1, 7C2]
       WSC has clearly identified authority for decision making about organizational goals. [7C1, 7C2,
Core component 2b. The organization’s resource base supports its educational programs and its
plans for maintaining and strengthening their quality in the future.
       Resources are adequate for achieving the educational quality we provide. [7P6, 8C2]
       Plans for resource development and allocation document an organizational commitment to
        supporting and strengthening the quality of education we provide. [7C1, 7C2]
       WSC uses its human resources effectively. [7C2]
       WSC intentionally develops its human resources to meet future changes. [7C2]
       WSC has a history of achieving its planning goals. [7C1, 7C2]

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Core component 2c. The organization’s ongoing evaluation and assessment processes provide
reliable evidence of institutional effectiveness that clearly informs strategies for continuous
       WSC demonstrates that our evaluation processes provide evidence that our performance meets
        its stated expectations for institutional effectiveness. [7P3, 9P2, 9P3]
       WSC maintains effective systems for collecting, analyzing, and using organizational information.
        [7P1, 7P2]
       Appropriate data and feedback loops are available and used throughout our institution to support
        continuous improvement. [8P3]
       Periodic reviews of academic and administrative subunits contribute to improvement of the
        institution. [9l1]
       WSC provides adequate support for its evaluation and assessment processes. [7P5, 7P6, 7R1,
        8C2, 8P2]
Core component 2d. All levels of planning align with the organization’s mission, thereby
enhancing its capacity to fulfill that mission.
       Coordinated planning processes center on the mission documents that define vision, values,
        goals, and strategic priorities. [9C2, 9P1]
       Planning processes link with budgeting processes. [8P3]
       Implementation of WSC’s planning is evident in its operations. [7l2, 8C1, 8C2]
       Long-range strategic planning processes allow for reprioritization of goals when necessary
        because of changing environments. [7P2, 7P5]
       Planning processes involve internal constituents and, where appropriate, external constituents.
        [7P7, 7R2]
Criterion Three – Student Learning and Effective Teaching. The organization provides evidence of
student learning and teaching effectiveness that demonstrates it is fulfilling its educational
Core component 3a. The organization’s goals for student learning outcomes are clearly stated for
each educational program and make effective assessment possible.
       WSC differentiates its learning goals for undergraduate, graduate, and post-baccalaureate
        programs by identifying the expected learning outcomes for each. [1C1, 1C3]
       Assessment of student learning provides evidence at multiple levels: course, program, and
        institutional. [1P6, 1P9, 1P11, 2C1]
       Assessment of student learning includes multiple direct and indirect measures of student
        learning. [1P11]
       Results obtained through assessment of student learning are available to appropriate
        constituencies, including students themselves. [2P4, 2P5, 3C1, 3P1, 3P7]
       WSC integrates into its assessment of student learning the data report for purposes of external
        accountability. [1R1, 1R2, 1R3, 1R4, 3P3, 3P4]
Core component 3b. The organization values and supports effective teaching.
       Qualified faculty determine curricular content and strategies for instruction. [4P3, 4P4]
       WSC evaluates teaching and recognizes effective teaching. [4R1, 4R2]
       WSC provides services to support improved pedagogies. [5P3, 5P4]

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       WSC demonstrates openness to innovative practices that enhance learning. [2C1, 5C3]
Core component 3c. The organization creates effective learning environments.
       WSC provides an environment that supports all learners and respects the diversity they bring.
       Advising systems focus on student learning, including the mastery of skills required for academic
        success. [7C2]
       Student development programs support learning throughout the student’s experience regardless
        of the location of the student. [2C3, 3P2, 3P3]
       WSC employs, when appropriate, new technologies that enhance effective learning environments
        for students. [3C1, 3P1]
Core component 3d. The organization’s learning resources support student learning and effective
       WSC evaluates the use of its learning resources to enhance student learning and effective
        teaching. [3P7, 3R1]
       WSC regularly assesses the effectiveness of its learning resources to support learning and
        teaching. [7C2]
       WSC supports students, staff, and faculty in using technology effectively. [7C1]
       WSC provides effective staffing and support for its learning resources. [5P1]
       WSC’s systems and structures enable partnership and innovations that enhance student learning
        and strengthen teaching effectiveness. [3R4]
Criterion Four: Acquisition, Discovery, and Application of Knowledge, The organization promotes
a life of learning for its faculty, administration, staff, and students by fostering and supporting
inquiry, creativity, practice, and social responsibility in ways consistent with its mission.
Core Component 4a. The organization demonstrates, through the actions of its board,
administrators, students, faculty, and staff, that it values a life of learning.
       The board and WSC approved and disseminated statements supporting freedom of inquiry for the
        organization’s students, faculty, and staff, and honors those statements in its practices. [1C1,
       WSC’s planning and pattern of financial allocation demonstrate that it values and promotes a life
        of learning for its students, faculty and staff. [1C1, 1P9]
       WSC supports professional development opportunities and makes them available to all of its
        administrators, faculty, and staff. [1C1, 1P9]
       WSC publicly acknowledges the achievements of students and faculty in acquiring, discovering,
        and applying knowledge. [141, 1R2, 1R3, 1R4]
       The faculty and students, in keeping with the organization’s mission, produce scholarship and
        create knowledge through basic and applied research. [1C5]
Core Component 4b. The organization demonstrates that acquisition of a breadth of knowledge
and skills and the exercise of intellectual inquiry are integral to its educational programs.
       WSC integrates general education into all of its undergraduate degree programs through
        curricular and experiential offerings intentionally created to develop the attitudes and skills
        requisite for a life of learning in a diverse society. [1C1, 1C2, 1C3, 1C4, 2C1]
       WSC regularly reviews the relationship between its mission and values and the effectiveness of
        its general education. [1P8, 2C2, 1P11]

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       WSC demonstrates the linkages between curricular and cocurricular activities that support
        inquiry, practice, creativity, and social responsibility. [2R1, 2C21, 2C2]
       Learning outcomes demonstrate that graduates have achieved breadth of knowledge and skills
        and the capacity to exercise intellectual inquiry. [1R1, 1R2]
Core Component 4c. The organization assesses the usefulness of its curricula to students who
will live and work in a global, diverse, and technological society.
       Regular academic program reviews include attention to currency and relevance of courses and
        programs. [2P4, 2P5]
       In keeping with our mission, learning goals and outcomes include skills and professional
        competence essential to a diverse workforce. [3C1, 3P1, 3P2]
       Learning outcomes document that graduates have gained the skills and knowledge they need to
        function in diverse local, national, and global societies. [3P3, 3P4]
       Curricular evaluation involves alumni, employers, and other external constituents who understand
        the relationships among the courses of study, the currency of the curriculum, and the utility of the
        knowledge and skills gained. [3P3, 3P4, 3P5]
Core component 4d. The organization provides support to ensure that faculty, students, and staff
acquire, discover, and apply knowledge responsibly.
       WSC’s academic and student support programs contribute to the development of student skills
        and attitudes fundamental to responsible use of knowledge. [3C1, 3P1, 3P2, 5C3, 5P1]
       WSC follows explicit policies and procedures to ensure ethical conduct in its research and
        instructional activities. [5P2, 5P3]
       WSC encourages curricular and cocurricular activities that relate responsible use of knowledge to
        practicing social responsibility. [2C3, 2R1]
       WSC provides effective oversight and support services to ensure the integrity of research and
        practice conducted by its faculty and students. [2P5, 2R1]

Criterion Five: Engagement and Service. As called for by its mission, the organization identifies
its constituencies and serves them in ways both value.
Core Component 5a. The organization learns from the constituencies it serves and analyzes its
capacity to serve their needs and expectations.
       WSC’s commitments are shaped by its mission and its capacity to support those commitments.
        [2C1, 2C2]
       WSC practices periodic environmental scanning to understand the changing needs of its
        constituencies and their communities. [2P1]
       WSC demonstrates attention to the diversity of the constituencies it serves. [3R1]
       WSC’s outreach programs respond to identified community needs. [3R4, 4C2, 7C2]
Core Component 5b. The organization has the capacity and the commitment to engage with its
identified constituencies and communities.
       WSC’s structures and processes enable effective connections with its communities. [4C1, 4P3]
       WSC’s cocurricular activities engage students, staff, administrators, and faculty with external
        communities. [5C3, 5P1]
       WSC’s educational programs connect students with external communities. [5C3, 5P1]
       Planning processes project ongoing engagement and service. [5P6, 7C1]

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Core Component 5c. The organization demonstrates its responsiveness to those constituencies
that depend on it for service.
       WSC’s transfer policies and practices create an environment supportive of the mobility of
        learners. [9C1, 9C2, 9P1]
       Community leaders testify to the usefulness of the organization’s programs of engagement. [7l2]
       WSC’s programs of engagement give evidence of building effective bridges among diverse
        communities. [7C2]
       WSC participates in partnerships focused on shared educational, economic, and social goals.
Core Component 5d. Internal and external constituencies value the services the organization
       WSC’s evaluation of services involves the constituencies served. [6C1, 6C2, 6P1]
       WSC’s economic and workforce development activities are sought after and valued by civic and
        business leaders. [7C2, 9R1, 9l1]
       Service programs and student, faculty, and staff volunteer activities are well-received by the
        communities served. [9P1, 9P2]
       External constituents participate in WSC’s activities and cocurricular programs open to the public.
        [9C2, 9P1]

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