DMACC Systems Portfolio Item Feedback by xiaoyounan

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									                Des Moines Area
               Community College
                        AQIP Systems Portfolio
                 With Item Appraisal Feedback
                                             2010


   Submitted to the Academic Quality Improvement Program

                          Higher Learning Commission

                                  November 1, 2010

                                   Robert J. Denson

                                         President
 (Questions for each criterion and HLC Feedback have been added to this document for internal use.
 The official submitted document did not contain each question according to document requirements
set by the Higher Learning Commission. Formatting and page numbers are different than the official
                                             document)
                                                       Table of Contents

Institutional Overview ..................................................................................................... 1

Criterion 1- Helping Students Learn
        Processes (P) ....................................................................................................... 10
        Results (R) .......................................................................................................... 20
        Improvement (I) .................................................................................................. 36

Criterion 2- Accomplishing Other Distinct Objectives
        Processes (P) ....................................................................................................... 38
        Results (R) .......................................................................................................... 40
        Improvement (I) .................................................................................................. 48

Criterion 3- Understanding Student and Stakeholders Needs
        Processes (P) ....................................................................................................... 49
        Results (R) .......................................................................................................... 53
        Improvement (I) .................................................................................................. 62

Criterion 4- Valuing People
        Processes (P) ....................................................................................................... 64
        Results (R) .......................................................................................................... 70
        Improvement (I) .................................................................................................. 75

Criterion 5- Leading and Communicating
        Processes (P) ....................................................................................................... 77
        Results (R) .......................................................................................................... 81
        Improvement (I) .................................................................................................. 85

Criterion 6- Supporting Organizational Operations
        Processes (P) ....................................................................................................... 87
        Results (R) .......................................................................................................... 89
        Improvement (I) .................................................................................................. 96

Criterion 7- Measuring Effectiveness
        Processes (P) ....................................................................................................... 98
        Results (R) .......................................................................................................... 101
        Improvement (I) .................................................................................................. 102

Criterion 8- Planning Continuous Improvement
        Processes (P) ....................................................................................................... 104
        Results (R) .......................................................................................................... 107
        Improvement (I) .................................................................................................. 114

Criterion 9- Building Collaborative Relationships
        Processes (P) ....................................................................................................... 115
        Results (R) .......................................................................................................... 118
        Improvement (I) .................................................................................................. 119

Index to Evidence .......................................................................................................... 121
Des Moines Area Community College (internal copy)                                            11-2010
Overview: Des Moines Area Community College (DMACC) is a publicly supported institution with the
Carnegie Classification: Undergraduate Instruction at the Associate‟s Level. DMACC was officially
established on March 18, 1966, as a comprehensive community college. Its purpose included general
education courses to prepare students for transfer, career/technical programs to prepare students
for entrance into the workforce, continuing education, adult literacy, and GED services. In 1984, the
Iowa New Jobs Training Program legislation was enacted, and economic development became an
additional and significant responsibility for DMACC and the other Iowa community colleges. Today,
the college is comprised of six campuses and two centers in an 11-county district. The college
district encompasses 6,550 square miles; roughly 25% of Iowa‟s population resides within the
DMACC service area. The campuses are in Ankeny, downtown Des Moines, West Des Moines, Carroll,
Boone, and Newton. The DMACC Success Center is located on the south side of Des Moines, and the
DMACC Career Academy, Hunziker Center is located in Ames. DMACC‟s mission, vision, brand,
purposes, strategic goals and values are outlined below and are also displayed on the DMACC web
site.
MISSION: DMACC provides quality, affordable, student-centered education and training to
empower Iowans of all ages and backgrounds to pursue life‟s opportunities and achieve their career
dreams.
VISION: DMACC is dedicated to helping students achieve lifelong fulfillment by providing a quality,
innovative and responsive learning environment.
LIFE'S CALLING: Life‟s Calling is the essence of Des Moines Area Community College. By evoking
opportunity and empowerment, Life‟s Calling is designed to inspire, energize and encourage
students to achieve their career dreams and life‟s aspirations–right here at DMACC.
PURPOSES:
1. Prepare students to succeed in earning a baccalaureate degree by offering transferable higher
    education courses.
2. Prepare students to succeed by offering higher education courses in technical and occupational
    areas that lead to an associate's degree, certification, or diploma.
3. Through collaboration and cooperation with business and labor, prepare individuals for success
    in the work force by anticipating and responding to work place training and education needs.
4. Provide opportunities for high school students that include alternative high school completion
    programs, college-level academic and technical courses, and courses not currently available at
    their high schools.
5. Provide support services for students that are under prepared or have other challenges that
    might prevent them from being successful in higher education programs.
6. Meet the needs of our diverse population, develop partnerships with educational institutions,
    businesses, governmental agencies, and communities.
7. For students, faculty, staff, and community, continuously improve access to and make optimal
    use of current and emerging technology.
8. Provide opportunities for students and members of the community to pursue avocational
    interests and personal development.
9. Provide professional development opportunities for faculty and staff to create and maintain a
    campus climate conducive to collaboration and cooperation, responsible and innovative use of
    resources, and a process of continuous improvement.
10. Provide opportunities for adults to complete their high school diploma.
FIRSTS GOALS
FIRST in Quality – A true cornerstone of our past and present and future success is the quality of
the education and services we provide for our students and our district.
FIRST in Service – Every person in our service area has the right to a DMACC education.
FIRST in Affordability – We are committed to making a quality DMACC education as affordable as
possible
VALUES:
Responsiveness - Reach out actively to serve our communities.
Excellence - Ensure accountability, quality, and responsibility in every endeavor.
Community - Exchange and communicate ideas and information openly, through
collaboration and shared decision-making.


Overview                                                                                        1
Des Moines Area Community College (internal copy)                                           11-2010
Learning - Create a student-centered environment to foster lifelong, accessible and relevant
learning leading to career success.
Cultural Understanding and Mutual Respect - Value individual rights, privacy and diversity.
Innovation - Embrace change and anticipate emerging issues.
Professional Integrity - Maintain a high standard of ethics and honesty in professional
activities and performance of duties.

Overview 1- What are your goals for student learning and shaping an academic climate?
What are your key credit and non-credit instructional programs, and educational systems,
services, and technologies that directly support them?
DMACC has developed a curriculum structure that clearly states common learning competencies for
all students, and program and course specific competencies. DMACC‟s common learning objectives
were created by faculty and administration and were last formally reviewed in 2006 to assure
continued alignment with the mission and goals of the college. This structure and its processes
continue to support an academic climate based on open and clearly defined learning objectives
developed with input from stakeholders, with accountability processes and measures in place to
assure DMACC‟s continued ability to meet the needs of business, industry and educational partners.
Career and Technical programs, including their learning expectations, are approved by the Iowa
Department of Education and are published in the college catalog, program information briefs, and
on the DMACC web site. All course competencies are published on the DMACC web site. DMACC has
identified six learning competencies all students are expected to achieve. DMACC‟s common
learning objectives for students are outlined in Table 0.1. These goals are published in the college
catalog, student handbook and the DMACC web site.

Table 0.1- DMACC General Education Goals
 Competency                      Description
 1. Understand and               a. Write organized, clear and grammatically correct English, appropriate to
    demonstrate effective            purpose and audience.
    communication                b. Read a document and demonstrate an understanding of its content, such
                                     as by drawing inferences and distinguishing between major ideas and
                                     supporting detail and between fact and opinion.
                                 c.  Present an organized oral message, appropriate to purpose and audience,
                                     using correctly spoken English.
                                 d. Listen attentively, respectfully and sensitively to a message and
                                     demonstrate an understanding of the message.
                                 e. Work collaboratively.
                                 f.  Use technical communication effectively.
 2. Understand and               a. Develop reasoned and thorough arguments.
    demonstrate logical and      b. Analyze the arguments of others, distinguishing fact from opinion and
    critical thinking                identifying assumptions and inferences.
                                 c.  Recognize and value the existence of different points of view.
                                 d. Analyze the conditions of a given problem and design solutions to it.
                                 e. Develop research techniques and acquire knowledge of bibliographic
                                     citation.
 3. Develop an                   a. Demonstrate an understanding of basic scientific principles.
    understanding of             b. Apply scientific principles to analyze and solve problems in nature, culture
    fundamental scientific           and society.
    principles and their         c.  Make informed decisions, as citizens, on matters of public policy related
    application                      to science.
 4. Develop an                   a. Obtain correct mathematical results with or without technological
    understanding of                 assistance.
    fundamental                  b. Develop logical thinking skills that permit the selection of models
    mathematical principles          appropriate to problems.
    and their application        c.  Express models numerically, graphically and symbolically.
                                 d. Identify, interpret and manipulate relevant data.
 5. Develop an                   a. Demonstrate an understanding of social and behavioral sciences and their
    understanding of human           application to the study of cultural diversity.
    society and cross-cultural   b. Demonstrate an understanding of social and behavioral sciences and their
    variation and perspective        application to the study of global cultures.
 6. Develop knowledge /          a. Demonstrate a fundamental knowledge of history, philosophy, literature
Overview                                                                                                    2
Des Moines Area Community College (internal copy)                                                     11-2010
 Competency                     Description
   appreciation for the             or the arts.
   human condition as           b. Demonstrate an understanding of the impact of human expression on
   expressed in works of            culture and of culture on human expression.
   imagination and thought      c.  Recognize the significance of historical context to culture/ expression.
Community members find many educational opportunities at DMACC designed to help meet their
goals. DMACC‟s key credit and non-credit instructional programs are shown in Table 0.2.

Table 0.2- DMACC Key Credit and Non-credit Instructional Programs
 Instructional Program    Description
 Arts and Sciences        General education, paraprofessional and pre-professional curriculum designed for
                          students transferring to a 4-year institution or entering the workforce.
 Career and Technical     Vocational/Technical programs designed to teach the essential knowledge and skills
 Education                needed to fulfill the employment needs of the community.
 Continuing Education     Continuing Education designed for career training, professional advancement, or
                          personal enrichment for those for whom academic credit is not required.
 Pre-college Education    College preparatory courses designed to aid students whose educational
                          background requires strengthening to achieve success in regular college-level
                          courses. Programs include ABE, GED and ESL.
DMACC offers many instructional and non-instructional services for students. DMACC‟s key
instructional and non-instructional services for students are identified in Table 0.3.

Table 0.3- DMACC‟s Key Instructional Services for Students
 Service                          Description
 Academic Achievement             Resource for students to receive extra help with assignments or additional
 Centers                          instruction to supplement course work.
 Academic Advising                Creating an educational plan to meet their goals and academic abilities
                                  including program and course selection and service referral.
 Academic Placement and           COMPASS and other testing used to inform students about their cognitive
 Testing Services                 skill and recommend appropriate course work.
 Community Educational            Program aimed at providing access for students with low socioeconomic
 Outreach                         status or underrepresented populations.
 Disability Services              Helps students access the necessary physical and learning accommodations
                                  according to their disability.
 Financial Aid                    Recurring available financial resources for students to meet their needs.
 Library Services                 Provides online and physical information sources for students.
 Tutoring Services                Provides free individualized or group tutoring services to students to meet
                                  their academic needs.
DMACC‟s current technologies and their supporting role to the instructional process are provided in
Table 0.4.

Table 0.4- DMACC Technologies Supporting Instruction
 Technology                       Role in Supporting Instruction
 Blackboard and Web CT            Stable and rich online instructional environment.
 course delivery software
 DMACC‟s Web Information          Students may apply, register, view schedules and grades and pay their bill
 System                           online.
 Instructional and Simulation     Examples of this software are EMT simulations, math lab software, and auto
 Software                         instructional software.
 MyLab Virtual Desktop            Allows student to access instructional software and other DMACC
                                  technological services.
 SharePoint portal services       Virtual collaboration space for student groups to share information and work
 and Team sites                   collaboratively.

Overview 2- What key organizational services, other than instructional programs, do you
provide for your students and other external stakeholders? What programs do you
operate to achieve them?
DMACC‟s organizational services and the programs that support them are listed in Table 0.5.


Overview                                                                                                       3
Des Moines Area Community College (internal copy)                                        11-2010
Table 0.5- Non-instructional Organizational Services Serving Students and External Stakeholders
 Organizational   Program               Program Description
 Service
 Student Life     Alumni Association    Provides event and networking opportunities for graduates and
                                        alumni.
                  Athletics             Men‟s and women‟s sports teams are available in the Boone
                                        Campus.
                  Bookstore             Providing various educational resources for students at the lowest
                                        cost including used textbooks and textbook rental.
                  Career Counseling     Career assessment and advising program available to all students.
                  Child Care            Child care services are available on the Urban and Ankeny
                                        campuses.
                  Counseling Services   Personal counseling services are available at each campus.
                  Foundation            Providing resources for various student programs, projects and
                                        scholarships.
                  Housing               College owned student housing is available on the Boone campus.
                  Ombudsperson          Ombudsperson services are available to mediate disputes.
                  Services
                  Student Health        Registered Nurse , Nurse Practitioner, and dental hygiene services
                                        are available on the Ankeny campus for all students.
                  Student Assistance    Program for students needing help with family, relationship, work,
                  Program               substance abuse and other issues (all campuses).
                  Student Activities/   Opportunities for involvement and leadership at all campuses.
                  Government
                  Student Wellness      Facilities and programming to support physical fitness on all
                                        campuses.
                  Study Abroad          Provides opportunities for students to study abroad.
                  Program
                  Veteran services      Provides services and programming for recently deployed and
                                        returning veterans.
 Workforce        Central Iowa Works    DMACC‟s workforce initiative to map training to workforce needs in
 Development                            central Iowa.
                  Evelyn Davis          A partnership program between DMACC, community based
                  Workforce Center      organizations and business and industry to provide education,
                  (2011)                training and on-the-job training in one location in urban Des
                                        Moines.
                  Iowa Employment       A partnership between DMACC and The Iowa Department of
                  Solutions             Workforce Development to provide workforce training and
                                        placement services in central Iowa.
                  DMACC Business        Administers state workforce initiatives (260E, 260F) to provide
                  Resources             training for new and existing jobs in central Iowa.
                  Workforce Training    Provides tuition funding and student support services for
                  Academy               continuing education certificate training in high demand, high
                                        growth fields.
                  YouthBuild            Combines construction trades programming with educational
                                        services to high school dropouts.

Overview 3- What are the short- and long-term requirements and expectations of the
current student and other key stakeholder groups you serve? Who are your primary
competitors in serving these groups?
A broad long-term expectation for students is included in DMACC‟s mission statement. All students
are expected to access all DMACC services available and partner with DMACC faculty and staff to
achieve their career goals. Specific short-term student rights and responsibilities are established by
educational service policies and are published on the DMACC web site and in the student handbook.
DMACC students are expected to:
   Be aware of student conduct that is subject to sanctions as stated in the DMACC Student
   Handbook.
   Exhibit proper behavior at all times. Unacceptable behavior includes, but is not limited to, verbal
   abuse, profanity, public disturbance, fighting, destruction of property or interference with class,
   and computer misuse.
Overview                                                                                                4
Des Moines Area Community College (internal copy)                                          11-2010
  Read course syllabi to determine attendance and grading policies.
  Act in a manner that does not cause concern for the health and safety of yourself or others.
  Complete academic work without cheating or committing plagiarism.
  Follow DMACC regulations regarding the possession or use of alcoholic beverages, tobacco and
  controlled substances.
  Follow motor vehicle safety and parking rules and regulations.
  Comply with reasonable and appropriate instructions and/or requests of college faculty and staff
  for the purpose of maintaining a safe educational environment.

DMACC‟s long-term expectations for faculty and staff are also embodied in the mission, vision,
purposes and values of the institution. Specific employee rights and responsibilities are published in
several locations. DMACC‟s ethics statement lists DMACC‟s professional expectations and includes
provisions for commitment to students, the public and the profession. All other expectations for
DMACC employees are published in the college policies and human resource procedures for the
college and are included in all employee orientations.

Competition for students comes from several colleges and universities in central Iowa, from online
universities, and from in-house education and training programs in business and industry.
Institutions that compete with DMACC for students include:
   Three private residential colleges/universities in the greater Des Moines area: Drake University,
   Grandview College, and Simpson College. Although DMACC and the three local colleges share
   information and students through a consortium, the declining population of traditional age college
   students has resulted in greater competition for the same pool of students.
   Six profit or not-for-profit colleges in central Iowa offer career/technical programs that compete
   with those offered at DMACC. These colleges are Phoenix, Kaplan, Mercy College of Health
   Sciences, ITT Tech, American Institution of Business and Vatterott College.
   Iowa State University in Ames, one of the three Regent universities in Iowa, is in the center of
   DMACC‟s district.
   Many businesses are now starting their own „learning colleges‟ to provide training and education
   to their employees, a service that DMACC has traditionally provided through Business Resources
   and Continuing Education.
   The Des Moines Public School System has an extensive community education division that
   competes with DMACC‟s Continuing Education division.

Overview 4 What are your administrative, faculty, and staff human resources? What key
factors determine how you organize and use them?
DMACC has a total of 1,349 regular full and part-time employees and 1,067 adjunct faculty. For all
regular employees, 346 (26%) are faculty members, 603 (45%) are professional and technical staff,
483 (36%) are support and service employees, and 14 (1%) are administrators as defined by the
State of Iowa. Over the past five years, the total number of regular employees has decreased by
207 positions or 13%. During this same period, the number of full-time faculty has increased by 35
positions or 11%. Recent economic conditions and declining state support have caused DMACC to
reduce its total workforce but the institution has done so while maintaining its commitment to full-
time faculty. Workforce reductions have been accomplished entirely through attrition. DMACC‟s use
of adjunct faculty has also risen by 279 positions (35%) for the same time period. While DMACC has
been able to maintain its commitment to full-time faculty, additional adjunct faculty members have
been necessary to offset extraordinary enrollment increases in recent years.

The largest age group of employees is those over 55 years old. Currently there are 709 or 31% of
all employees in this category, with the percent of the total employees in this category rising from
26% in 2006. Of the total number of administrators and instructors, 66% have a Masters Degree or
above which is up from 63% in 2006. DMACC continues to attract and retain a well educated faculty
and administration. For all employees, 55% are women and 8% are minority with both of these
percentages remaining steady over the past five years.



Overview                                                                                          5
Des Moines Area Community College (internal copy)                                              11-2010
Many factors drive how faculty and staff are organized and used within the institution. Primarily,
employees are hired because they have the education, skills and experience to meet an existing
need in the college as determined by faculty and administration. All new hires are reviewed by
Cabinet to assure that they will make a significant contribution to the overall mission of the college.
Once hired, employees are given the opportunity to assume leadership positions in the college and
seek continued education and professional development. Employees are encouraged to seek new
positions and new levels of responsibility to match their skills and abilities. The organizational
structure of the college is determined by common goals, populations served, administrative function,
efficiency and geography of the 11 county service area. Organization of the college is also affected
by adoption of new projects and responsibilities that support the institution‟s mission. Adjustment to
the organizational structure are made to accommodate these new changes only to the extent that it
meets current need and minimizes impact on existing high performing areas of the college.

Overview 5- What strategies align your leadership, decision-making, and communication
processes with your mission and values, the policies and requirements of your oversight
entities, and your legal, ethical, and social responsibilities?
DMACC ensures that the practices of its leadership team at all levels in the institution align with the
policies and views of the Board through extensive communication systems, collaborative
partnerships and open dialogue in all of its initiatives. Board decisions are driven by the college
mission and goals, and the strategic plan flows from those goals. Decisions by the leadership team
are made within the parameters of the policies and procedures of the college which govern legal,
ethical and social responsibilities. Planning decisions throughout the institution are made within the
framework of the 2016 FIRSTS Goals.

The college operates as one district that supports individual campuses and centers. District functions
provide central services and consistency in operations, procedures, and processes. Individual
campuses assume responsibility for day-to-day operations consistent with district policy and
operation procedures. Campus Provosts and academic Deans have autonomy to make campus
specific decisions that meet the guidelines and policies of the college. The system strives to provide
a framework to achieve the objective of operating as a single institution while preserving autonomy
and decision-making authority at each campus and site.

DMACC makes extensive use of outside advisory committees charged to oversee the development,
continuance and monitoring of its programs and departments. Each career/technical program has an
advisory committee; members include former students, both union and nonunion workers and
business and professional leaders. All advisory committees are appointed by the Board of Directors
based on recommendations of Program Chairpersons, Deans, Vice Presidents and the President.

DMACC employs a traditional higher education organization and leadership structure to lead, manage
and provide accountability for achieving its goals and mission. The college is governed by a nine-
member board responsible for overall policy and fiscal oversight of the college and for the direct
supervision of the President. DMACC‟s President serves as the Chief Executive Office and is
responsible for the operation of the college. The President has a nine member Cabinet that meets
weekly and serves as his chief advisory body. Each instructional and non-instructional program for
the district has representation on this group. Provosts and Deans are responsible for carrying out
the goals and mission of the college on each campus and within each curricular area.

In addition to the official organizational chain of command, DMACC has committees, commissions
and workgroups organized to address functions or initiatives vital to the overall mission of the
college. Staff and faculty contribute to the administrative and decision-making processes of DMACC
through involvement in these committees, commissions and workgroups. Ad hoc committees are
formed to solicit input from internal and external stakeholders regarding short-term issues.




Overview                                                                                            6
Des Moines Area Community College (internal copy)                                             11-2010
Overview 6- What strategies align your key administrative support goals with your
mission and values? What services, facilities, and equipment do you provide to achieve
them?
DMACC‟s 2016 FIRSTS Goals of first in quality, service and affordability are a driving factor for
determining administrative support needs within the college and were designed so that all
instructional and administrative support functions of the college have a role to play in meeting these
goals. Administrative support functions affect students‟ ability to access services and technologies,
interact with quality faculty and staff, feel safe and welcome on campus, meet their fiscal
responsibilities to the institution, and secure resources necessary to continue their education. All of
these factors contribute to student retention and persistence under the 2016 FIRSTS Goals.

Administrative support services staff are represented on the President‟s Cabinet to ensure their
commitment and contribution to the strategic goals of the institution. Administrators for Human
Resources, Foundation, Marketing and Institutional Effectiveness serve on the President‟s Cabinet as
well as the Vice Presidents for Information Technology, Business and Physical Plant Services and
Community and Workforce Partnerships. The Executive Vice President and Vice Presidents of
Information Technology, Business Services, and the Controller serve on the finance sub-committee
responsible for leading, managing and securing financial resources for the college.

DMACC currently has in place a 10 year property tax levy to support equipment and technological
needs of the college. These funds are used to proved administrative support services with the
equipment necessary to be effective. Often this involves upgrading and replacing old equipment to
capitalize on faster and more efficient technology. New technological solutions are adopted when
they can improve efficiency and have a favorable return on investment for the college. DMACC
contracts for outside services when necessary to maintain effectiveness in meeting the needs of
students and stakeholders. These services must be able to do the work more efficiently and at a
lower cost than internal resources, or as necessary to help during peak student enrollment times.

DMACC has expanded its facilities at five of its six campuses during the past seven years. Each
expansion has increased space for both instructional and administrative services including office
space, food services, bookstore and student service areas.

Overview 7- What determines the data and information you collect and distribute? What
information resources and technologies govern how you manage and use data?
Data and information needs are driven by the 2016 FIRSTS Goals of the college. These goals
provide 20 indicators to measure and track progress toward being first in quality, service and
affordability. Data and information directly related to these indicators are collected at both
formative and summative time intervals. Progress toward these goals also encourages additional
data analysis regarding ancillary processes and programs that are undertaken to promote the
strategic goals of the institution. All faculty and staff have access to DMACC‟s data warehouse and
are encouraged to make additional data and analysis requests to the Office of Institutional
Effectiveness.

DMACC‟s primary technology for data collection is the SCT Banner System and its Oracle Database.
DMACC also utilizes Qualtrics survey software to gather information from both internal and external
stakeholders. In addition to the maintenance of the production Banner system and database,
DMACC maintains a reporting instance of the database. Production data are copied nightly to the
reporting database and provides access to current data without competing with production systems.
All institutional data are available to the Institutional Effectiveness and Information Technology staff
to be used to support the data needs of faculty and staff. Data access is secured according to
password protocols and defined roles at the institution.

DMACC supports the SAS Business Intelligence (BI) Platform to make performance data available to
faculty staff on a self-serve 24/7 basis. The BI platform provides user access to college data
systems and ensures additional security by not being accessible outside the DMACC network. Data


Overview                                                                                            7
Des Moines Area Community College (internal copy)                                    11-2010
systems at DMACC are supported by seven network engineers and two database administrators.
The BI system is maintained by Institutional Effectiveness staff.

Overview 8- What are the key commitments, constraints, challenges, and opportunities
with which you must align your organization’s short- and long-term plans and strategies?
DMACC‟s key commitments are contained in the mission, vision, goals and values of the institution
listed previously. Recent enrollment increases have been both an opportunity and a challenge for
the college. Table 0.6 shows DMACC‟s credit enrollment since 2006. In this 5-year period, DMACC‟s
enrollment has increased by almost 50%. During this same period, state funding for community
colleges has decreased. Table 0.7 shows the state aid per student since 2005. State funding per
pupil in 2010 was lower than the state funding per pupil in 2005. While increased enrollment has
provided the necessary financial resources to buffer the effects of lowered state aid, it has also been
a challenge to find the facilities and staff necessary to meet increased student needs. Many of the
processes and programs discussed in this portfolio have been affected by recent enrollment and
financial trends. Though enrollment has risen by ~50% and state support has been reduced to 2005
levels, DMACC‟s tuition has only risen 21% from the 2006-06 to the 2009-10 academic years.
Though DMACC has been managed very successfully during these lean years, funding continues to
be a constraint for the institution.

Table 0.6- DMACC Credit Enrollment                                                          Table 0.7- Funding per Student for Iowa
                                                                                            Community Colleges
                                                      HEADCOUNT         CREDIT HOURS
                         Unduplicated Credit Hour Increase % Increase Increase % Increase
                                                                                              Year              Amount per
                          Headcount Enrollment from 2006 from 2006 from 2006 from 2006                          Student
  Fall      Fall 2006
            Fall 2007
                                16,854
                                18,320
                                           143,974
                                           154,822
                                                           --
                                                       1,466     8.7%     10,848     7.5%
                                                                                              FY2005            $2,055
            Fall 2008           18,695     161,547     1,841    10.9%     17,573    12.2%     FY2006            $2,188
            Fall 2009           22,324     194,179     5,470    32.5%     50,205    34.9%
            Fall 2010           24,658     211,828     7,804    46.3%     67,854    47.1%     FY2007            $2,269
 Spring    Spring 2006
           Spring 2007
                                16,262
                                17,697
                                           134,572
                                           144,554
                                                           --
                                                       1,435     8.8%      9,982     7.4%     FY2008            $2,399
           Spring 2008
           Spring 2009
                                18,365
                                19,889
                                           151,942
                                           165,530
                                                       2,103
                                                       3,627
                                                                12.9%
                                                                22.3%
                                                                          17,370
                                                                          30,958
                                                                                    12.9%
                                                                                    23.0%
                                                                                              FY2009            $2,486
           Spring 2010          22,298     191,378     6,036    37.1%     56,806    42.2%     FY2010 (est.)     $2,053
Summer    Summer 2006            7,679      42,789         --
          Summer 2007            7,716      42,943        37     0.5%        154     0.4%
          Summer 2008            8,412      48,033       733     9.5%      5,244    12.3%
          Summer 2009            9,302      54,354     1,623    21.1%     11,565    27.0%
          Summer 2010           10,702      64,945     3,023    39.4%     22,156    51.8%



DMACC‟s strong partnerships with area school districts and Iowa‟s colleges continue to be an
opportunity for the institution and the citizens of Central Iowa. DMACC is uniquely positioned to
improve high school students‟ expectations and preparation for college, serve them for their first two
years of college, and ease their transition either into the workforce or into another college or
university.

DMACC has become an integral partner in workforce development in its service area. DMACC is the
official Iowa Workforce service provider in central Iowa and has developed a recognized best practice
workforce development model. Central Iowa Works supports Sector Boards in information
technology, financial services, construction, advanced manufacturing, health care and energy.
These Boards involve business and industry leaders in identifying the skills and knowledge needed in
the workforce and communicate these needs to educational partners.

A large percentage of DMACC‟s faculty and staff are 55 years old or older. Significant numbers of
retirements in future years may result in a sudden and significant amount of talent and knowledge
leaving the institution. Two recent factors have buffered the effects of this retirement bubble.
DMACC employees are postponing retirement due to recent economic conditions and its effect on
retirement resources. Also, recent economic conditions have made more talent available in the
potential pool of applicants.




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Overview 9- What key partnerships and collaborations, external and internal, contribute
to your organization’s effectiveness?
Des Moines Area Community College plays a vital role in the communities it serves. Through its
structure of six campuses and two centers, students and customers are able to access college
services within a short distance of their homes or businesses.

DMACC has established positive working relationships with area businesses, high schools,
public/private colleges and universities, governmental agencies, non-profit organizations, and
professional organizations. Although the complete list of partnerships is too lengthy for this
document, the following is a summary of those that are most essential and unique:
   28E shared program agreements with over 60 local school districts to provide college level credit
   courses to high achieving juniors and seniors in high school, and career assessments and
   transition services from high school to college.
   Iowa State University, with which DMACC has an Application Partnership Program, is the primary
   destination for its transfer students.
   University of Northern Iowa offers both a 2+2 program at the Ankeny, Boone and Carroll
   Campuses and a joint admissions program for all students.
   University of Iowa, which offers an articulated Bachelors of Applied Science Degree to DMACC AAS
   and AS graduates, is also a destination for transfer students.
   DMACC is a part of the Des Moines Higher Education Consortium, working with three local private
   colleges (Drake University, Simpson College, and Grandview College) to provide collaborative
   programs and services that benefit students.
   DMACC is a member of the Liaison Advisory Committee on Transfer Students (LACTS). This
   committee coordinates course and program offerings in the state and makes recommendations to
   the Iowa Department of Education regarding program approval.
   Accelerated Career Education (ACE) agreements with companies in central Iowa to provide
   educational programs to students in specific career fields.
   Apprenticeship programs to provide apprentice training to several hundred individuals each year.
   Local non-profits and governmental agencies through the Community and Workforce Partnerships
   Division.
   The Iowa Workforce Development Center to administer the regional Workforce Investment Act
   (WIA) funds and services for central Iowa.

Also, DMACC has established partnerships through membership in local Chambers of Commerce, city
and county economic development groups, and several cultural organizations.




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Processes (P)
1P1- How do you determine which common or shared objectives for learning and
development you should hold for all students pursuing degrees at a particular level?
Whom do you involve in setting these objectives?
DMACC‟s processes for determining common learning objectives continue to be strengths of the
institution as concluded in the 2006 Systems Appraisal Feedback Report. In summary, common
learning objectives are created at the institutional, program and course levels with input from many
stakeholder groups including faculty, administration, advisory committee members (programs), peer
institutions, the Iowa Department of Education and the Higher Learning Commission. The processes
outlined in DMACC‟s previous systems portfolio continue as a foundation for how DMACC helps
students learn.

O Although common learning objectives are created at the institutional, program and course levels with
  input from many stakeholder groups, it is not clear if a systematic process exists to determine
  common learning objectives.

1P2- How do you determine your specific program learning objectives? Whom do you
involve in setting these objectives?
Specific learning objectives for each program are developed by veteran faculty with input from
stakeholders including advisory committees, partnering agencies, relevant business and community
members and with support from district administration. Objectives are created according to the
following considerations; a) are the learning objectives consistent with the overall mission and goals
of the college, b) do they meet the needs identified by stakeholders, c) are the objectives consistent
with national standards available in the field, d) do they meet articulation needs either to sequenced
DMACC courses and/or courses at transfer institutions, and e) do they meet state and national
accreditation requirements? Programs are encouraged to evaluate and adopt standards set by
professional organizations if and when possible. When no viable national standards exist, DMACC
depends largely on input from program advisory committees and from faculty research with input
from administration.

S Faculty work with program advisory committees, business and industry, partnering agencies,
   community members, and district administration to craft specific program learning objectives that meet
   stakeholder needs, articulation needs, state and national standards or accreditation requirements, and
   are consistent with the College’s mission and goals.

1P3- How do you design new programs and courses that facilitate student learning and
are competitive with those offered by other organizations?
DMACC‟s processes for designing new programs and courses that facilitate student learning continue
to be strengths of the institution as concluded in the 2006 Systems Appraisal Feedback Report.
These processes include; a) use of faculty Curriculum Commission to support the development of
new courses and programs to ensure institutional standards have been met, b) input from advisory
committees including business and industry professionals to assure that new and modified
programs/courses meet industry needs, c) comprehensive study required by Iowa Administrative
Code 281 Chapter 21 (IAC 281) which includes program description and purpose, student interest
data, employment opportunities, local board approval, advisory committee information and minutes,
defined program content and competencies, equipment and facilities needs, student support services
available, program evaluation and student assessment methodologies, strategies for student
success, and budget information, and d) development of individual course competencies to assure
that program objectives are properly represented and sequenced throughout the program.

After determining that there is need for a program that may be offered by other institutions, several
steps are followed to assure that new programs are competitive. New programs and courses are
evaluated for market competitiveness through reviewing industry standards, workforce and
community needs, adopting identified best practices, evaluating competing programs, evaluating
expense to earnings ratios for students, and articulation with four year colleges and Regents


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Des Moines Area Community College (internal copy)                                            11-2010
institutions. Liberal Arts courses are designed to ensure academic rigor and transferability to four
year colleges and universities.

If applicable, new program certification pass rates are monitored and compared to other institutions
annually to assure that DMACC graduates are performing at expected levels. Program Chairs also
meet regularly with business and industry as well as program advisory boards to ensure that
recently hired graduates are meeting workforce needs.

S The Faculty Curriculum Commission oversees the design of new courses and programs to ensure that
   institutional standards are met. The institution is required by the State of Iowa to complete a
   comprehensive study when designing new programs. These courses and programs are also
   assessed to determine whether they will be competitive and new program certification pass rates are
   monitored.

1P4- How do you design responsive academic programming that balances and integrates
learning goals, students’ career needs, and the realities of the employment market?
Learning outcomes for programs are established by identifying the outcomes required by either the
businesses or industries hiring DMACC graduates, or transfer institutions accepting students. For
students entering the workforce upon graduation, faculty and advisory groups are charged with
assuring that the learning outcomes have value to students and employers and reviewing
employment projection data to assure there will be jobs available for students upon completion.
Individual courses are then grouped and sequenced to make sure all program learning objectives are
achieved. For students transferring to other institutions, DMACC maintains articulation agreements
with Iowa‟s Regents Universities and many private colleges in the state. These articulation
agreements align DMACC course competencies with college and university expectations upon
transfer.

O Programs are designed to balance and integrate learning goals, students’ career needs, and the
  employment market. Although the institution monitors employment trends, it is unclear how
  information is collected from businesses that hire its graduates, other institutions that enroll its
  students, or from its graduates. Without this process, it may be difficult to ensure that programs meet
  the changing needs and requirements of students and other stakeholders.

1P5- How do you determine the preparation required of students for the specific curricula,
programs, courses, and learning they will pursue?
DMACC‟s processes for determining required preparation for students continue to be strengths of the
institution as concluded in the 2006 Systems Appraisal Feedback Report. These processes include;
a) primary input from faculty trained as experts in their respective fields, b) determination of
necessary course pre- and co-requisites for creating relevant course competencies, and c) adherence
to external requirements including accrediting agencies/boards, d) significant input from business
and industry gained from advisory committees, regional workforce groups, and employer surveys,
and e) competency based curriculum allowing for sequential skill building through a sequence of
courses or throughout a program. In addition, all curricula must adhere to the requirements set
forth by the Curriculum Commission which ensures uniform academic rigor in programs and courses
across the institution.

S Several criteria are described that are considered in determining required preparation, including course
   pre- and co-requisites, faculty and advisory committee input, and external accreditation requirements,

1P6- How do you communicate to current and prospective students the required
preparation and learning and development objectives for specific programs, courses, and
degrees or credentials? How do admissions, student support, and registration services aid
in this process?
DMACC‟s processes for communicating preparation and learning objectives to current and potential
students continues to be strengths of the institution as concluded in the 2006 Systems Appraisal
Feedback Report. These processes include; a) sufficient student services staff to meet the needs of
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students, b) paper and web resources created and distributed detailing objectives and expectations,
c) orientation and advising services, d) common syllabi requirements and uniform course
competencies, and e) improved college expectations for high school students through DMACC‟s dual
credit programming.

DMACC‟s recent accreditation for dual credit high school programming through the National Alliance
of Concurrent Enrollment Partnerships (NACEP) has revealed that dual credit programming is an
effective method for communicating learning and teaching expectations to students while still in high
school. Surveys conducted with students, teachers, counselors, and administrators indicate that
dual credit programming helps students have more realistic expectations of college level work.

S a variety of approaches are used to systematically communicate expectations regarding student
   preparation requirements and student learning objectives to prospective students. Current students
   receive information through web resources, orientation and advising services. Dual credit programs
   provide an effective means to communicate required and learning expectations to high school
   students.
O Although there are a variety of approaches used to communicate required preparation and learning for
   specific programs of study to traditional-age students, it is not clear how these expectations are
   communicated to potential non-traditional students such as veterans or displaced workers.

1P7- How do you help students select programs of study that match their needs, interests,
and abilities?
DMACC‟s processes for helping students select appropriate programs of study continue to be
strengths of the institution as concluded in the 2006 Systems Appraisal Feedback Report. These
processes include; a) identification of career interests and aptitudes through the use of Kuder and
Choices career interest inventories, b) identification of academic skills through ACT and COMPASS
assessments, and c) counseling and advising services to help students match academic ability and
career interests and aptitudes with DMACC programs. Informal faculty advising occurs to match
programs with student needs, interests and abilities.

S Kuder and Choices career interest inventories assist students in selecting appropriate programs of
   study. ACT, COMPASS assessment, counseling and advising services are used to identify academic
   skills.

1P8- How do you deal with students who are underprepared for the academic programs
and courses you offer?
DMACC provides academic support services to underprepared students using many strategies aimed
at meeting an individual‟s academic and personal needs. Developmental coursework is provided in
the areas of math, reading and English for students needing more in-depth focus on specific skills.
Learning communities often include a developmental course paired with a foundations course to
provide an integrated approach to the coursework and build communities of support. Counselors
lead classroom discussions and provide information about and encourage use of available support
services to students who would otherwise not seek this support. In addition, free academic tutoring
services are provided to students who require one-on-one attention surrounding a specific college-
level course or courses. Fully staffed academic achievement centers on all campuses are available
during the day and evening hours on a drop-in or scheduled basis for students that need assistance.
Web-based academic tutoring assistance is available 24/7 to students through Smartthinking web-
based tutoring services, and an on-line advisor supports students who work off-site. Writing
workshops, seminars and labs are offered throughout each semester to provide students additional
help in this area.

With the feedback received from both the 2006 Systems Appraisal Feedback Report and Strategy
Forum discussions, DMACC developed action projects that focused on “bridge” courses in Math and
English for students able to do college-level work, but who need more instructional time to develop
their skills. Math 110- Math for Liberal Arts was created to fulfill college math requirements for
students who need more business and/or consumer math skills. An additional college level English
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Des Moines Area Community College (internal copy)                                              11-2010
course (ENG 104) was developed for students capable of college level work but requiring additional
instruction prior to enrolling in a traditional college writing course. The Action Project: Math
Placement Pilot Project was initiated to gain further insight into the preparedness and resulting
success of students who enroll in Calculus 1 and Algebra 2 coursework. This project includes
additional placement testing and advising.

DMACC has increased late start offerings for students who enroll after the term has begun or who
have enrolled in a course that exceeds their level of preparation. During the first two weeks of each
term, faculty members work with students that are struggling and may need to switch to another
course that is more appropriate for their level of preparation. This may include informal faculty
advising of students or department developed skills assessments. Students may adjust their
schedule with no penalty during this two-week period.

S DMACC offers many services and resources for underprepared students, including, developmental
   coursework, learning communities, counseling, tutoring, web-based tutoring, online advising,
   academic achievement centers, writing workshops and labs.
SS Bridge courses in math and English target students who are capable of college-level coursework and
   need more instructional time to be successful. The institution has increased late start offerings for
   students who enroll after the term has begun or who have enrolled in a course that exceeds their level
   of preparation. During the first two weeks of each term, students who are struggling in a course may
   adjust their schedule with no penalty.

1P9- How do you detect and address differences in students’ learning styles?
In 2004, DMACC trained faculty and counselors to both administer and teach others to administer
the Myers-Briggs Type Indicator (MBTI). Training included examples of how to modify teaching
practices to better match student learning preference. The MBTI is provided to students as part of
the student advising/counseling process. DMACC offers the August Academy faculty workshops
attended by more than 230 full-time and adjunct faculty member each year where training is
available for how to use learning styles information in the classroom. The Colors Learning Styles
training is offered each fall for full-time faculty and adjuncts.

In addition to identifying student learning styles, faculty are also using learning styles information in
the classroom to improve student learning. Faculty use of the book “What the Best College Teachers
Do” by Ken Bain is promoting the use of learning styles as part of a comprehensive process for
improving learning and teaching. DMACC offers a wide variety of teaching methods to match
various student learning styles including auditory, visual and kinesthetic styles. In addition to
traditional text and verbal instruction, DMACC uses portfolios, synchronous and asynchronous video,
study abroad programs, experiential and service learning opportunities, and many hands-on labs to
teach and reinforce skill development.

S DMACC’s approach for improving learning and teaching includes faculty participation in Myers-Briggs
   Type Indicator (MBTI) and The Colors Learning Styles workshops to understand different learning
   styles. The August Academy also provides an opportunity to learn about student learning styles.
O Although the institution provides regularly-scheduled training regarding student learning styles, it is not
   clear how students are being matched to methods that best suit them and how this training is
   evaluated regarding its impact on improved student learning.

1P10- How do you address the special needs of student subgroups (e.g. handicapped
students, seniors, commuters)?
DMACC provides special programs to assist students who are learning English as a second language,
international students, students with disabilities, students who need vocational rehabilitation
services, and veterans. In addition to these programs, DMACC has resources available for students
who need assistance with transportation, child care, employment assistance and career counseling
and dental and health services.



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DMACC‟s disability policies and services are included both in the student handbook and on the
DMACC web site. These policies describe the processes for how students access these services and
their role in assuring that their accommodations are met by the institution. Accommodations listed
in these policies serve as a sample list of common services available to students. All reasonable
accommodation requests are met by the institution. Services provided by DMACC include but are
not limited to the following; a) taped/scanned textbooks, b) testing accommodations, c) readers
and scribers of classroom materials, d) voice recognition, screen reading, page enlarging and other
software, e) lab assistants, f) sign language interpreters, g) alternate format materials including
Braille, large print and closed captioning, h) note takers, i) digital recorders and assistive listening
devices, j) service animal accommodations, and k) adaptive campus tours. DMACC meets or
exceeds all requirements set forth in the Americans with Disabilities Act (ADA) and the Rehabilitation
Act of 1973, Section 504.

DMACC has been recognized by the US Department of Veteran Affairs as a Service Members
Opportunity College (SOC) or military-friendly school. As part of this designation, DMACC staffs an
Office of Veteran Services to assist both recently deployed and returning veterans in knowing their
rights and protections as veterans, accessing veteran and other services, and helping them access
academic programming and student services at DMACC.

Although DMACC has limited on-campus housing, the vast majority of students commute to campus.
To meet the needs of these students, many evening and weekend courses are offered with extended
student service and security hours. In addition, all campuses provide ample safe and well lighted
parking for students. Dental hygiene services are provided at no or little cost through the dental
clinic, and basic health services are provided by our campus nurse and other outside health related
partners. A messaging system including text, email and voice has been instituted to quickly
communicate campus closings due to weather and other emergency information to students, faculty
and staff. This reduces the chance that students make unnecessary commutes during bad weather
or become injured in a campus emergency.

S DMACC provides special programs to assist students who are learning English as a second language,
   international students, students with disabilities, students who need vocational rehabilitation services,
   and veterans as well as those who need assistance with transportation, childcare, employment
   assistance, career counseling, and dental and health services. Additionally, DMACC has been
   recognized by the US Department of Veteran Affairs as a Service Members Opportunity College
   (SOC) or military-friendly school.

1P11- How do you define, document, and communicate across your organization your
expectations for effective teaching and learning?
DMACC‟s processes for defining, documenting and communicating expectations for effective teaching
and learning continue to be strengths of the institution as concluded in the 2006 Systems Appraisal
Feedback Report. These processes include; a) assessment of student learning processes described
in 1P11 of the previous systems portfolio and 1P18 of this document, b) tracking of student success
at the course, program and institutional level, c) reviewing annual pass rates for programs with
licensure exams, d) student evaluations of each course and instructor, e) graduate and employer
surveys conducted as part of the program evaluation process, e) community based advisory boards,
f) aligning the faculty development process with expectations of effective teaching and learning, g)
numerous staff development opportunities, and h) extensive orientation process for new faculty.

Beginning with the 2010-2011 academic year, two additional faculty in-service days have been
added to the academic calendar for a total of four faculty in-service days per year. These days allow
faculty time to review student assessment data collectively and make appropriate curricular
changes, discuss other student and curricular needs, and plan future improvements. Prior to the
start of each fall term, the August Academy provides training opportunities for full-time and adjunct
faculty. Faculty choose from various sessions including training and workshops regarding
assessment of student learning, incorporating learning style into the teaching process, institutional
requirements and standards, college services for students, and best practices for teaching. Online

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instructors also receive extensive training on content development and DMACC‟s online learning
management system.

DMACC‟s Quality Faculty Plan (QFP) provides for orientation for new faculty, establishes seven
minimum instructional competencies for faculty, and requires a minimum number of teacher
improvement (TI) units to be earned. TI units are approved by the Dean or Provost and Human
Resources and must address at least one of the seven instructional competencies. Adjunct faculty
members are not included in the requirements of the QFP, but are encouraged and compensated for
their participation in any approved TI activities. Adjunct faculty members are assigned a faculty
mentor to help communicate DMACC‟s expectations and provide assistance.

DMACC has recently begun a strategic planning process aimed at defining specific strategies to
advance DMACC‟s 2016 FIRST Goals as described in the context portion of this document. This
process is being led by Deans, Provosts, department directors, and administration. This process has
four workgroups tasked to develop processes and strategies that will affect the 2016 FIRSTS Goals
indicators. The four workgroups are; 1) develop and revise strategies for student placement to
improve student success, 2) more closely align the Quality Faculty Plan around the indicators of the
FIRSTS Goals, 3) develop a career cluster model and align curriculum between K12 school districts
and the college, and 4) identify effective teaching best practices.

S The institution uses a variety of approaches to define, document and communicate expectations for
   effective teaching and learning. These include programs that assess student learning processes and
   track student success at the course, program and institutional level. DMACC has established a
   Quality Faculty Plan (QFP) which provides orientation for new faculty, establishes seven minimum
   instructional competencies for faculty, and requires a minimum number of teacher improvement (TI)
   units which must address at least one of the seven instructional competencies.
O The institution compensates adjunct faculty for participation in QFP activities, but they are not required
   to participate in this process. Although Adjunct Faculty outnumber full-time faculty 3 to 1, there does
   not appear to be a training requirement.

1P12- How do you build an effective and efficient course delivery system that addresses
both students’ needs and your organization’s requirements?
DMACC employs various delivery methods designed to meet the needs of students while ensuring
mastery of course competencies. Course delivery systems are determined by faculty within a
discipline with input from Deans, Provosts, student services staff, advisory committee members and
students. DMACC instructional delivery methods include traditional face-to-face instruction, face-to-
face instruction supplemented with online resources, partial online instruction with both face-to-face
and online instruction, and entirely online instruction. In addition, TV courses are offered in
partnership with local public television station, and courses are also offered through the Iowa
Communication Network (ICN) which allows synchronous instruction to multiple sites. Offerings
through TV and the ICN have significantly declined in recent years in lieu of online offerings.

To ensure quality instruction, several measures are monitored to track student performance and
satisfaction for all courses. These measures include; a) student course evaluations reviewed each
term by instructors and Deans/Provosts to address opportunities for improvement, b) course
success, pass and retention rates are reviewed annually to identify trends and issues, and c) course
assessment of student learning results are reviewed to assure that learning is occurring at
acceptable levels. The Office of Distance Education and the Office of Institutional Effectiveness also
review these measures aggregated by delivery method to identify trends and potential issues.

DMACC uses multiple strategies to decide which delivery methods best meet the learning needs of
students as defined by course competencies. These decisions are based on matching course content
with appropriate delivery methods. All course delivery methods provide student access to faculty for
instruction, questions and assistance. However, courses with competencies that are more
experiential based and require hands-on examples and assessments are offered in delivery methods


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that provide sufficient face-to-face instruction. Courses that rely on more auditory and visual
instruction are more appropriate for both face-to-face and online delivery methods.

The processes and guidelines for deciding upon appropriate delivery methods for a course are; a)
new courses are approved by program or district chairs, b) faculty decide which delivery methods
are appropriate according to the competencies of the course and/or the needs of the program, c)
courses and their delivery method are approved by the Curriculum Commission, and d) courses are
reviewed by the Office of Institutional Effectiveness to assure all legal and accreditation
requirements have been met.

Online courses and courses that blend online and face-to-face instruction have become an important
delivery method at DMACC, increasing 118% for entirely online courses and 322% for partial online
courses since 2006. These increases have helped DMACC meet increased demand but have required
additional processes and resources to be put in place to assure quality. Many of these processes
were described in section 1P7 of the previous Systems Portfolio and are still current. In addition, an
Online Oversight Committee was established with broad representation to provide guidance as to
which delivery methods best fit various course offerings, to address student and faculty issues, and
to identify and provide necessary training to assure quality instruction and course delivery. DMACC
currently uses a combination of methods to assure the identity of online students throughout the
course. Individual user IDs and passwords are assigned to each student to allow access to course
content. DMACC has approved proctoring test sites for faculty to use to verify student identity for
tests and assessments. Faculty also monitor discussion and work progress to assure student work
and assessments are consistent with each student‟s abilities. Current processes and procedures
meet Higher Learning Commission requirements for identity management for distance education
courses, but the Office of Distance Education is monitoring and pursuing best practices in this area.

DMACC has invested in staff to assist faculty in the development and monitoring of alternative
delivery methods. Veteran online instructors are given release time to work with other faculty
interested in developing new online offerings. Four instructional designers have been hired to train
faculty on the WebCT and Blackboard systems and directly assist faculty to use best practices in
developing course content. DMACC has also invested in new technology by currently moving from
WebCT software to BlackBoard 9 for online course delivery and has established “Signature Series”
courses to assure institutional quality standards have been met. This will give all courses a similar
look and feel and give students a more uniform online experience. Faculty receive the technology
and training necessary for lecture capture, graphics animation, and synchronous communication with
students to facilitate various learning styles of students.

S There appears to be a variety of course delivery systems designed to meet the needs of students while
   ensuring mastery of course competencies. The Online Oversight Committee provide guidance as to
   which delivery methods best fit various course offerings to address student and faculty issues, and to
   identify and provide necessary training to assure quality instruction and course delivery. A three-
   pronged approach to ensure the identity of distance learning students is used: user IDs and
   passwords, proctoring test sites, and faculty monitoring of students’ discussions and work.
   Experienced online instructors received release time to help develop new online offerings, four
   instructional designers have been hired, and “signature series” courses have been established to
   provide a more uniform online student experience.
O Although the institution has in place many key components that contribute to an effective course-
   delivery system, it is not clear how the components are aligned and integrated with improved teaching
   and learning.

1P13- How do you ensure that your programs and courses are up-to-date and effective?
DMACC‟s processes for ensuring that programs and courses are up-to-date and effective continue to
be strengths of the institution as concluded in the 2006 Systems Appraisal Feedback Report. These
processes include; a) use of learning assessment data to identify and address curricular needs, b)
comprehensive faculty and advisory committee review of course competencies on an annual basis, c)
completion of a program evaluation every five years for each DMACC program, including graduate
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and employer surveys, c) regular meetings of program advisory committees at least twice per
academic year, d) maintenance and annual review of articulation agreements with transfer
institutions, and e) monthly district and program chair meetings to address curricular issues.

S DMACC utilizes a variety of processes to ensure that programs are up-todate and effective. A faculty
   and advisory committee reviews learning assessment data, course competencies and articulation
   agreements. The formal Program Review conducted every five years contributes to identification of
   new program and responsive programming requirements.

1P14- How do you change or discontinue programs and courses?
The decision to modify or discontinue a course or program is done collaboratively with input from
faculty, Deans/Provosts, District and Program Chairs, advisory committee members and
administration. All new, modified or discontinued courses and programs are approved through the
Curriculum Commission. Program modifications are reviewed by the Office of Institutional
Effectiveness to assure compliance with state and accreditation requirements. Data used to support
these decisions include, but are not limited to, the following; program enrollment trends, licensure
pass rates (if applicable), occupational projection data, advisory committee comments, and
employer and graduate survey data.

O Although programs are to be reviewed every five years, it is not apparent that this requirement is
  applied to all programs with the same level of rigor and consistency. Further, there is no systematic
  approach to evaluating courses to ensure that they are current with the changing needs and
  requirements of students and other stakeholders. Consequently, when programs are modified or
  eliminated it may not be based on a systematic approach, and when courses are modified or
  eliminated it is not apparent that these decisions are ever made systematically. As a result, DMACC
  may not modify or eliminate programs and/or courses based on sound analysis, in a timely fashion, or
  be able to recognize when such action is appropriate.

1P15- How do you determine and address the learning support needs (tutoring, advising,
placement, library, laboratories, etc.) of your students and faculty in your student
learning, development, and assessment processes?
DMACC‟s processes for determining and addressing student support needs continue to be strengths
of the institution as concluded in the 2006 Systems Appraisal Feedback Report. DMACC continues to
monitor usage and needs of existing learning support services including libraries, academic
achievement centers, tutoring, counseling, advising, and online support services. Staffing and other
resource needs are identified through monthly district-wide student support services staff meetings
attended by the Executive Dean of Student Services. If identified needs exceed existing student
service resources, the Executive Dean, as a member of the President‟s Cabinet, can request
additional resources.

DMACC is currently in the process of implementing a student service tracking and case management
process called “DMACC Track”. This tool is a modification of the SCT Banner student information
system and allows student services staff to track individual student contacts. The process will track
basic student information, time served, contact type information, and staff comments. Contacts will
be categorized into the following contact types; career information, degree attainment, registration,
course add/drop, student withdrawal, course substitution, cross program enrollment, academic and
financial holds, and other miscellaneous information. These data will be analyzed to determine
appropriate staffing levels needed year-round and at peak enrollment periods, student service staff
training needs, and general effectiveness of student services. Incorporating this service into the
student information system will allow multiple, authorized users to see what contacts and services
the student has previously received and provide a greater continuity of service to students.

Similar to the “DMACC Track” process, DMACC has also created an additional process to support
student services and the Community and Workforce Partnerships division. This process called
“SuccessNet” is similar to “DMACC Track”, but incorporates referral information for community and
public services and student academic and non-academic outcomes. For authorized users,
Criterion 1                                                                                         17
Des Moines Area Community College (internal copy)                                        11-2010
information from both DMACC Track and SuccessNet will be accessible across the college. Analyses
as described previously will also be conducted to measure programming effectiveness and capacity.

In addition, a three-year rotation of student, faculty and staff surveys has been implemented to
assess institutional performance and identify strengths and opportunities within the college. The
ACT Student Opinions Survey continues as the primary instrument for assessing student satisfaction
and utilization of various services within the college. The AQIP Examiner survey was adopted in
2007 to provide information about how well the institution supports continuous improvement. In
2008, the Personal Assessment of the College Environment (PACE) was adopted to indicate how well
faculty believe their positions contribute to an environment conducive to learning. Trend data for
the ACT student opinion survey has been compiled as it has been used in 2003, 2006 and 2010.
AQIP Examiner and the PACE Survey have been given once and will be given again in 2011.
Appropriate sampling techniques are employed for all surveys to ensure representation of the entire
college. These data are reviewed by Cabinet and district leadership and have proven invaluable to
DMACC‟s planning processes.

The ACT Student Opinion Survey asks students to assess their use of and satisfaction with various
services of the college. Specific learning support services included in the survey are; a) academic
advising, b) personal counseling, c) vocational advising, d) financial aid, e) library/learning
resources, f) tutoring, g) college orientation, h) veterans services, and i) parking.

The AQIP Examiner data are organized around the nine AQIP criteria. Though all questions
ultimately provide insight into how students learn, specific questions have been identified that
address the institution‟s support for learning. Results from specific questions have been identified
and are analyzed for trends, strengths and opportunities for the college. The questions identified as
insightful regarding learning support needs are; a) Criterion 1: placing students in courses for which
they are appropriately prepared, 2) Criterion 1: ensuring that faculty members have the skills and
resources they need to teach well., c) Criterion 3: listening to the specific needs and requirements of
those groups served, d) Criterion 3: identifying and responding to the changing needs of those
groups served, e) Criterion 6: identifying the needs of students for support services, f) Criterion 6:
providing and managing support services that meet the needs of students, g) Criterion 6: identifying
the support service needs of faculty, staff, and administrators, h) Criterion 6: providing and
managing support services that meet the needs of faculty, staff, administrators, and i) Criterion 6:
regularly evaluating how well student and administrative support services work.

The PACE survey contains 12 questions assessing how well DMACC maintains focus on students.
Specific content for these questions includes how well the entire institution, faculty, and student
services focus on student needs. In addition, these questions address DMACC‟s ability to provide for
the learning, social, and career needs of the student.

S The institution utilizes a variety of processes to determine and address students’ learning support
   needs. These include DMACC Track, which tracks and categorizes individual student contacts to
   forecast needed staffing levels; SuccessNet, which enhances the data from DMACC Track with
   community referral information and outcomes to measure program effectiveness; and multiple survey
   administration, which offer results in student satisfaction, faculty/staff satisfaction and perceived
   contributions to learning, and support for quality improvement.
O ACT, PACE, and AQIP Examiner surveys are used to monitor the learning support needs of faculty. A
   three-year cycle may not allow DMACC to keep pace with the ever-changing needs of faculty.

1P16- How do you align your co-curricular development goals with your curricular
learning objectives?
DMACC‟s processes for aligning co-curricular development goals with curricular learning continue to
be strengths of the institution as concluded in the 2006 Systems Appraisal Feedback Report. It is the
goal of co- and extra-curricular activities to support the mission of the college by providing students
with skills applicable to future careers including leadership experience and team-building, goal
setting, communication, and budget and time management. These processes include; a) Very active

Criterion 1                                                                                          18
Des Moines Area Community College (internal copy)                                             11-2010
student activities councils at each campus, b) use of pre-professional, recreational and service clubs
for students, c) award winning and active Phi Theta Kappa Chapters, d) special interest
organizations, e) intramural athletics, and f) a full-time district-wide Coordinator of Student
Activities who provides leadership to the Student Activities Councils (SAC) on each campus and
serves as a centralized communication resource for each of the individual campus SAC coordinators.

O Co-curricular initiatives support the mission of the College through student skill-building in leadership,
  team building, goal setting, communication, budget, and time management. It is not clear if a process
  exists to align these activities with the curriculum.

1P17- How do you determine that students to whom you award degrees and certificates
have met your learning and development expectations?
DMACC‟s processes for determining whether award earners meet learning and development
objectives continue to be strengths of the institution as concluded in the 2006 Systems Appraisal
Feedback Report. For programs requiring licensure exams, exam scores and pass rates remain a
primary indicator of how well students meet institutional objectives and personal goals. An annual
graduate follow-up survey report continues to be a primary process for determining student success
after graduation. This survey has a 70% response rate and provides data on students‟ decisions to
continue their education, or enter the workforce. All graduate performance data are reviewed by
college leadership to identify trends, strengths and opportunities for improvement.

A variety of methods are used by faculty to measure course, program and institutional learning
objectives. Skills testing is conducted by many programs and courses to assess that students both
know about the skill and can perform it. Portfolios of student work are created and maintained in
various courses as evidence of their learning. Student projects are used to assure that students can
successfully integrate their knowledge into a culminating project or event. The goal of these
methods is to provide students with concrete evidence of their learning gains at DMACC.

In response to a recent interpretation of FERPA regulations, transfer institutions no longer provide
individual follow-up data for students who have transferred to their institutions. Though DMACC is
beginning to receive aggregate data from some institutions, the college has developed new ways to
determine how well students have met learning and developmental objectives.

To offset the loss of follow up information from transfer schools, use of National Student
Clearinghouse data has increased as a means for assessing the rate at which students transfer and
whether or not they earn a BA or BS degree. DMACC has also entered into an agreement with the
Iowa Department of Workforce Development to track the wages of students after graduation or
leaving DMACC prior to graduation. This data supplements internal graduate follow up studies done
annually and allows the college to look at earnings further out than the 3-6 month time frame of the
graduate follow up survey. It also allows the effect of DMACC awards and/or programming on
student earnings to be analyzed over time. Though not a direct measurement of institutional
objectives, it measures indirectly the value of students‟ education in the workforce.

Beginning in 2008, the Action Project “Developing linkage data for student learning” was initiated to
begin using the Collegiate Assessment of Academic Proficiency (CAAP) to assess general education
goals of the college. In 2009, reading and critical thinking were assessed, with mathematics and
science skills following in 2010. The CAAP assessments were chosen because of their ability to be
correlated with the ACT COMPASS tests. This allows an analysis of improvements between the
COMPASS tests taken upon entering DMACC and the CAAP assessments taken upon graduation. The
CAAP was not administered to graduates directly, but was administered to course sections (with
faculty approval and support) that are usually sequenced as the last course prior to graduation. This
allowed for a sufficient sample necessary to be relevant and representative of the entire college.
The comparisons of COMPASS to CAAP assessments allow improvements across time to be
quantified. These assessments are on a three year cycle and will provide trend data in the future.



Criterion 1                                                                                              19
Des Moines Area Community College (internal copy)                                             11-2010
S DMACC employs a process to evaluate results from several sources to determine that students who
   have earned degrees or certificates have met learning and development expectations, including:
   licensure exam scores and pass rates, annual graduate survey data, National Student Clearinghouse
   transfer data, and Iowa Workforce Development salary data. A 2008 action project identified a gap
   and supplemented these sources through inclusion of CAAP assessment data for general education
   goals on a three-year cycle.

1P18- How do you design your processes for assessing student learning?
DMACC‟s processes for designing processes for assessing student learning continue to be strengths
of the institution as concluded in the 2006 Systems Appraisal Feedback Report. However, many
areas described previously have matured and/or been expanded. District-wide assessment activities
continue to be directed through an Assessment Leadership Team composed of faculty members
representing each of the six campuses with support from key administration. This team provides
direction and guidance for the district and peer mentoring according to the processes described in
1P11 of the previous Systems Portfolio.

The process for maintaining course competencies has been changed to allow better mapping to
general education competencies. Previously, course competencies were kept as text documents
which did not allow for previous competencies to be maintained; currently course competencies are
maintained in a database with changes entered as new data with a term code to identify when these
changes took place. This allows more accurate competency mapping and allows course
competencies to be retrieved at any point in time.

In addition, funds have been provided for departmental assessment activities and two additional
non-instructional days have been added to the academic calendar in part to allow faculty more time
to analyze assessment results and design and revise assessment strategies. Assessment remains a
faculty driven process, with support for assessment activities continuing to be a priority of the
institution.

The areas of institutional research, assessment of student learning, program evaluation and
curriculum and program development have been merged into the Office of Institutional
Effectiveness. This merger allows for better communication, sharing of expertise and improved
efficiencies. Process improvements as a result of this merger include; a) loading of student learning
data into a business intelligence platform, b) creation of an assessment database to improve
tracking and reporting of assessment data, c) improved mapping of individual course competencies
to general education goals, and d) providing additional training and assistance to faculty to help
them understand and interpret their assessment results.

S DMCC has developed a comprehensive approach to assessing student learning and development.
   The process includes designated funding for department assessment activities, additional in-service
   time devoted to teaching and learning, and merger of component services into the Office of
   Institutional Effectiveness. This merger resulted in the following process improvements: student data
   loaded into a business intelligence platform; the creation of an assessment database, improvement in
   the mapping of individual course competencies to general education goals, and additional training and
   assistance to faculty to help them understand and interpret their assessment results.

Results (R)
1R1- What measures of your students’ learning and development do you collect and
analyze regularly?
DMACC has established many measures to demonstrate student learning and development. These
measures can be categorized according to common learning objectives, course learning objectives,
student performance data, individualized student performance data for faculty, program learning
objectives, and learning process measurement. Current learning and development measures are
summarized in Table 1.1

Table 1.1- Learning Objective Measurement
Criterion 1                                                                                         20
Des Moines Area Community College (internal copy)                                                                                                                                                11-2010
 Common Learning Objectives       CAAP Assessment data for reading, critical thinking, science
                                  reasoning and mathematics
                                  Aggregate data resulting from course competency to general
                                  learning objective mapping
 Course Learning Objectives       Course competency assessment data
 Student Performance Data         Course retention, pass and success rates
                                  Fall-to-spring and fall-to-fall persistence rates
                                  Graduation rates
 Individualized Student           Course retention comparisons
 Performance Data for Faculty     Grade distribution comparisons
 Program Learning Objectives      Program pass rates
                                  Graduate follow-up data
 Learning Processes               ACT Student Opinion data
                                  AQIP Examiner data
                                  Personal Assessment of the College Environment data

S The institution has established measures to determine the degree of student learning and
   development. This includes, but is not limited to, retention rate, graduation rate, and program pass
   rate. In addition, new program certification pass rates are monitored and compared to other
   institutions annually to assure that graduates are performing at expected levels.
O Performance results for specific programs appear to be limited to licensure exam pass rates for the
   College’s nine large career programs. It is not clear what measures are used for programs that do not
   have associated licensure.

1R2- What are your performance results for your common student learning and
development objectives?
Figure 1.1 shows DMACC CAAP scores for reading, critical thinking, mathematics and science
reasoning. These tests were selected because they address DMACC‟s common learning objectives
and comparative data are available. The following represents a single administration of each test
and does not provide trend line data for the institution. However, the CAAP assessments are on a
three year cycle with the reading and critical thinking assessments scheduled for spring 2012 and
the mathematics and science assessments schedules for spring 2013.

The data below shows average scaled scores for all DMACC CAAP participants and DMACC freshman
and sophomore participants along with the national average. The data also shows the average
percent of students scoring below each score nationally, for all DMACC students, and for DMACC
freshmen and sophomores.

According to the CAAP assessments, DMACC students score at the national average on all tests.
This data also shows that students improve their scores while at DMACC with freshmen scored below
the 50th percentile, and sophomores scoring above the 50th percentile. Though there is room for
improvement in these scores, CAAP         Figure 1.1- DMACC CAAP Assessment Results
data provides substantial evidence that
                                              70
DMACC is helping student learn common
learning objectives.                          60
                                            Scaled Score or Percent Below




                                                                                            61.0
                                                                                           60.8
                                                                                           60.6
                                                                                           60.2
                                                                                           60.1
                                                                                           59.9




                                                                                          59.6
                                                                                          59.3
                                                                                          59.2
                                                                                          58.8
                                                                                         58.3




                                                                                        56.8
                                                                                        56.2
                                                                                        56.2
                                                                                        56.1
                                                                                        56.1
                                                                                        56.0




                                                                                       54.4

                                                                                       54.2




                                                                            50
                                                                                       53.8
                                                                                       53.7
                                                                                       53.7




Figures 1.2 through 1.7 show the results
                                                                                      53.2
                                                                                      52.4
                                                                                      52.4




                                                                                                                                                                                                 DMACC
for DMACC‟s common learning
                                                                                 44.2




                                                                            40
                                                                                 43.8




objectives by mapping individual course                                                                                                                                                          Freshmen
competencies to common learning                                             30
                                                                                                                                                                                      29.1




objectives. Though DMACC is still                                           20                                                                                                                   Sophomores
refining this process to assure that the
data it provides are valid and reliable                                     10                                                                                                                   National
measures of common learning
                                                                             0
objectives, the process is far enough
                                                                                                                                                                        Mathematics
                                                                                                                                Science




                                                                                                                                                                                       Science
                                                                                 Reading




                                                                                                                                          Reading

                                                                                                                                                    Critical Thinking




along to analyze the data. The process
                                                                                                               Mathematics
                                                                                           Critical Thinking




Criterion 1                                                                                                                  CAAP Measurement                                                               21
Des Moines Area Community College (internal copy)                                          11-2010
is not yet mature enough to rely on the data for planning purposes.

Preliminary data indicates that common learning objectives 1, 2 and 4 appear to be improving as a
result of processes supporting learning. No trend is observed for competencies 3, 5 and 6. The
institution may be more knowledgeable in assessing student learning according to objectives 1
(communications), 2 (critical thinking), and 4 (mathematics). DMACC is still developing effective
processes for assessing objectives 3 (scientific reasoning), 5 (understanding human society), and 6
(appreciating the human condition) across the curriculum.

Figure 1.2- Competency 1:      Figure 1.3- Competency 2:      Figure 1.4- Competency 3:
Understanding and              Understanding and              Developing an understanding of
demonstrating effective        demonstrating logical and      fundamental scientific principles
communication                  critical thinking              and their application




Figure 1.5- Competency 4:      Figure 1.6- Competency 5:      Figure 1.7- Competency 6:
Developing and                 Developing and                 Developing knowledge of and
understanding of               understanding of human         appreciation for the human
fundamental mathematical       society and cross−cultural     condition from works of human
principles and their           variation and perspective      imagination and thought
application




Criterion 1                                                                                       22
Des Moines Area Community College (internal copy)                                           11-2010
In addition to DMACC‟s common learning objectives, DMACC assesses course learning objectives to
assure that students are learning the required information, skills and attitudes. In 2006 DMACC had
22 courses actively assessing course competencies. In 2009, 115 courses were actively assessing
with another 18 in the process of developing competency measurements, or reviewing
competencies. Course assessment of student learning continues to be a very successful, faculty
driven process for improving student learning at DMACC.

Faculty is supported by the Office
of Institutional Effectiveness which    Figure 1.8- Course Competency Chart for ACC 131
processes course data and
provides aggregate data for the
course as well as individual faculty
reports showing each faculty
member‟s course results compared
to the course as a whole.
Aggregate course assessment data
are loaded into the business
intelligence platform and are
available to all faculty and staff on
a 24/7 basis. It is not practical to
share all course assessment data
in this report; however, Figure 1.8
is an example of the information
available for each course. These
data are available to faculty after
each term.

This data are used by faculty in
many ways, but seven most
common uses have been identified
by the Office of Institutional
Effectiveness. The most common
use is to validate and reaffirm
current classroom instruction.
These data are also used to
change or eliminate competencies,
often as a result of curricular
changes necessary to meet new or
changing workforce needs.
Assessment instruments are often
revised to more accurately reflect
student learning. Classroom time
is adjusted to spend less time on
mastered competencies and devote more time to competencies where students continue to struggle.
Additional assessments are created to address specific deficiencies identified in the course
assessment data. Teaching strategies are discussed and modified using identified best practices.
These data have also been used to strengthen the articulation of sequenced courses in the
curriculum. Overall, these data demonstrate how DMACC is accountable for the results of its
learning processes.

Student retention, and pass and success rates are reviewed each term with course retention
included as an item on the annual institutional scorecard. These data are provided on the business
intelligence platform and are available to all faculty and staff on a 24/7 basis. Figures 1.9-1.11
show most recent retention, pass and success rate information. Retention is the number of students
who complete courses during a term. Pass rates are the percent receiving at least a passing grade,
and success rates are the percent receiving a C grade or better. Overall these data have remained

Criterion 1                                                                                    23
Des Moines Area Community College (internal copy)                                       11-2010
very constant with a retention rate of over 80%, student pass rates of between 75-80% and student
course success rates of around 70%. These data support DMACC‟s ability to help students learn,
though the college strives to continually improve student success.

Figure 1.9- DMACC Student Retention by Term            Figure1.10- Student Course Pass Rate
                                                       Information by Term




Student persistence, both from fall-to-fall (F2F)     Figure 1.11- Student Course Success Rate by
and fall-to-spring (F2S), measures how well           Term
students persist and continue to work toward
their goals. Figure 1.12 shows both F2F and F2S
for full and part-time students. These trends
have increased slightly for full-time students with
fall 2009 being the first time F2S persistence has
topped 80%. Persistence for part-time students
has trended upwards since fall 2001. These
numbers provide evidence that DMACC helps
students learn. Benchmark data for these
measures will be provided in 1R6.

Faculty also has access to retention and grade
distribution data comparing performance of their
classes with all sections of that class. This
information is available on a 24/7 basis and
access is restricted so a faculty member can only
see his or her information. Figures 1.13 and 1.14       Figure 1.12- Student Fall-to-Spring and
are examples of this type of information. Faculty             Fall-to-Fall Persistence
uses these data to validate, improve, or share
what is working in their classrooms with other
faculty. Input from faculty has been very
favorable toward this type of comparative
information.




Criterion 1                                                                                       24
Des Moines Area Community College (internal copy)                                       11-2010
Figure 1.13- Individual Faculty Member       Figure 1.14- Individual faculty Member Grade
Retention Comparative Data                   Distribution Comparative Data




S The persistence rates for full and part-time students are favorable; this trend has been established
   since 2000. CAAP scores show improvement between freshman and sophomore averages for
   reading, critical thinking, mathematics, and science.

1R3- What are your performance results for specific program learning objectives?
Pass rates for licensure exams are valuable indicators of how well students have met program
learning objectives and how well students have met the expectations of external stakeholder groups.
Table 1.2 shows five years of pass rate information for nine of DMACC‟s largest programs. Programs
that do not have licensure exams rely on aligning course competency assessment data with program
competencies as evidence that students are meeting program learning objectives. DMACC is very
proud of the effectiveness of its programs as evidenced by these data.

Table 1.2- DMACC Program Licensure Pass Rates- 2005-2009
 Program      Accrediting Agency     Licensure Exams                              Pass Rates
                                                                     06     07        08     09        10
 Dietary      Dietary Manager        ACT Dietary Manager            Not    60%      66%     50%      100%
 Manager      Association                                          Avail
 Dental       Commission on          Dental Assisting National     98%     78%      86%    94%       100%
 Assistant    Dental Accreditation   Board (DANB) -Certified
                                     Dental Assistant
                                     Examination
                                     Iowa Board of Dental          100%    100%    100%   100%       100%
                                     Examiners (IBODE)
 Dental       Commission on          American Dental               95%     95%     100%    95%       100%
 Hygiene      Dental Accreditation   Association
                                     Central Regional Dental       79%     89%      79%    86%        90%
                                     Testing Service
 Medical      Commission of          American Assoc. of            100%    93%      88%   100%          Not
 Assistant    Accreditation of       Medical Assistant (AAMA)                                     Available
              Allied Health          Certified Medical Assistant
              Education Programs     Examination
              (CAAHEP)               State of Iowa Limited         85%     82%      80%   100%          Not
                                     Radiographer Examination                                     Available
 Med Lab      National Accrediting   American Society for          100%    100%    100%   100%      100%
 Tech         Agency for Clinical    Clinical Pathology (ASCP)                                      * YTD
              Laboratory Sciences    Board of Registry (BOR)
              (NAACLS)               for Medical Laboratory
                                     Technician (MLT)

 Nursing      National League for    NCLEX-RN                      88%     89%      75%    92%        95%
              Nursing Accrediting                                                                    * YTD
              Commission (NLNAC)
              ( approved by Iowa
              Board of Nursing )
 Practical    National League for    NCLEX-PN                      100%    93%      97%    99%        99%

Criterion 1                                                                                              25
Des Moines Area Community College (internal copy)                                                                     11-2010
 Program        Accrediting Agency           Licensure Exams                                  Pass Rates
                                                                               06        07       08     09                10
 Nursing        Nursing Accrediting                                                                                     * YTD
                Commission (NLNAC)
                ( approved by Iowa
                Board of Nursing)
 Respiratory    Commission on                National Board of               100%    100%      100%           95%       100%
 Therapy        Accreditation of             Respiratory Care (NBRC)
                Allied Health                Certified respiratory
                Education Programs           Therapist Examination
                (CAAHEP)
 Veterinary     American Veterinary          National Veterinary              91%    38%           63%        57%           90%
 Technician     Medical Association          Technician Examination
 (new           (AVMA)                       (NVTE)
 program        Iowa Veterinary              Iowa Veterinary Medical          82%    33%           52%        62%           71%
 2006)          Medical Association          Association Examination
                (IVMA)

S The trends for program licensure pass rates are favorable and have ranged between 79 and 100%
   over the last four years. This supports the institution’s stated commitment to preparing students for
   entrance into the workforce.

1R4- What is your evidence that the students completing your programs, degrees, and
certificates have acquired the knowledge and skills required by your stakeholders (i.e.,
other educational organizations and employers)?
Graduate follow-up data are a valuable source of information to determine whether students have
met the expectations of employers, transfer institutions and other stakeholders upon graduation.
These data show what students are doing upon graduation, including additional education at another
institution or entering the workforce. These data are collected each year by the DMACC Placement
Office 3-6 months after graduation with a survey response rate of 84%. Table 1.3 shows the
number of awards earned by program for 2009. A report of this information is made available on
the DMACC web site and is distributed to internal and external stakeholders. Evidence of meeting
stakeholder expectations is evidenced by a low percentage of students still seeking a job after
graduation.

Table 1.3- Graduate Follow-up Data for Class of 2009
                             Status                                           Location
                                                      Job                                      Out of
                             Education   Employed     Seeking    Other        Iowa             Iowa       Unknown
                                                                                                                        Avg
                             N    %      N     %      N   %      N     %      N      %         N    %     N     %       Salary
PROGRAM
ASEP-General Motors-AAS      .    .      7     100.0 .    .      .     .      7      100.0 .        .     .     .       $31,373
ASSET-Ford-AAS               .    .      4     100.0 .    .      .     .      4      100.0 .        .     .     .       $31,000
Accounting &
Bookkeeping-DIPL             2    16.7   6     50.0   3   25.0   1     8.3    8      66.7      .    .     4     33.3    .
Accounting Certificate I-
CSP                          2    14.3   6     42.9   3   21.4   3     21.4   8      57.1      .    .     6     42.9    $29,252
Accounting Certificate II-
CSP                          .    .      4     57.1   1   14.3   2     28.6   4      57.1      .    .     3     42.9    $29,000
Accounting Information
Systems-AS                   1    33.3   1     33.3   .   .      1     33.3   2      66.7      .    .     1     33.3    .
Accounting
Paraprofessional-AS          16   66.7   5     20.8   3   12.5   .     .      21     87.5      .    .     3     12.5    $23,090
Accounting Specialist-AAS    2    13.3   10    66.7   1   6.7    2     13.3   11     73.3      1    6.7   3     20.0    $24,945
Administrative Assistant-
AAS                          1    5.6    14    77.8   1   5.6    2     11.1   15     83.3      .    .     3     16.7    $24,209
Adult Services-CSP           1    33.3   1     33.3   1   33.3   .     .      2      66.7      .    .     1     33.3    $34,900
Aging Services
Management-AS                1    100.0 .      .      .   .      .     .      1      100.0 .        .     .     .       .
Agri-Business Agronomy-
CSP                          6    46.2   6     46.2   .   .      1     7.7    12     92.3      .    .     1     7.7     $31,250

Criterion 1                                                                                                                  26
Des Moines Area Community College (internal copy)                                                                11-2010
                              Status                                         Location
                                                      Job                                  Out of
                              Education   Employed    Seeking    Other       Iowa          Iowa       Unknown
                                                                                                                   Avg
                              N    %      N    %      N   %      N    %      N      %      N   %      N    %       Salary
Agri-Business Animal
Science-CSP                   8    50.0   6    37.5   1   6.3    1    6.3    13     81.3   1   6.3    2    12.5    $33,625
Agri-Business Farm
Management-CSP                7    53.8   5    38.5   .   .      1    7.7    12     92.3   .   .      1    7.7     $33,167
Agri-Business
Sales/Service-CSP             .    .      4    100.0 .    .      .    .      4      100.0 .    .      .    .       $23,553
Agri-Business-AAS             8    53.3   7    46.7 .     .      .    .      15     100.0 .    .      .    .       $27,076
Amer Sign Lang Interp
Training-AA                   .    .      1    100.0 .    .      .    .      1      100.0 .    .      .    .       $35,360
Architectural Millwork-DIPL   3    42.9   3    42.9 .     .      1    14.3   6      85.7 .     .      1    14.3    $18,000
Architectural
Technologies-AAS              1    33.3   2    66.7   .   .      .    .      3      100.0 .    .      .    .       $31,200
Architectural
Technologies-DIPL             .    .      1    100.0 .    .      .    .      1      100.0 .    .      .    .       .
Assoc. Degree Nursing -
Adv St-AAS                    1    4.2    20   83.3   .   .      3    12.5   21     87.5   .   .      3    12.5    $41,479
Associate Degree Nursing-
AAS                           2    2.2    79   84.9   .   .      12   12.9   80     86.0   .   .      13   14.0    $41,955
Associate General Studies-
AGS                           25   29.8   26   31.0   3   3.6    30   35.7   47     56.0   3   3.6    34   40.5    $29,431
Auto Chassis & Power
Train-DIPL                    1    50.0   .    .      .   .      1    50.0   1      50.0   .   .      1    50.0    .
Auto Collision Technology-
AAS                           .    .      5    83.3   .   .      1    16.7   5      83.3   .   .      1    16.7    $22,880
Auto Collision Technology-
DIPL                          3    14.3   6    28.6   3   14.3   9    42.9   9      42.9   .   .      12   57.1    $27,520
Auto Engines & Tune-Up-
DIPL                          .    .      .    .      .   .      1    100.0 .       .      .   .      1    100.0 .
Auto Mechanics
Technology-AAS                3    15.0   13   65.0   .   .      4    20.0   14     70.0   1   5.0    5    25.0    $21,232
Biotechnology-AS              4    66.7   1    16.7   .   .      1    16.7   4      66.7   1   16.7   1    16.7    $24,960
Blueprint Reading-CSP         2    10.5   7    36.8   2   10.5   8    42.1   8      42.1   .   .      11   57.9    $25,636
Building Maintenance-CSP      1    50.0   .    .      1   50.0   .    .      1      50.0   .   .      1    50.0    .
Building Trades-DIPL          3    18.8   7    43.8   3   18.8   3    18.8   10     62.5   .   .      6    37.5    $20,103
Business Administration-
AA                            5    71.4   2    28.6   .   .      .    .      7      100.0 .    .      .    .       $24,000
Business Administration-
AS                            45   40.5   36   32.4   8   7.2    22   19.8   78     70.3   2   1.8    31   27.9    $25,002
Business Information
Systems-AAS                   4    16.0   13   52.0 4     16.0   4    16.0   17     68.0   .   .    8      32.0    $40,140
CAP - Chrysler-AAS            .    .      4    100.0 .    .      .    .      3      75.0   1   25.0 .      .       $18,720
Caterpillar Technology-
AAS                           .    .      6    85.7   1   14.3   .    .      6      85.7   .   .      1    14.3    $32,240
Chemical Depend
Counseling-CSP                1    16.7   5    83.3   .   .      .    .      6      100.0 .    .      .    .       $28,480
Civil Engineering
Technology-AAS                .    .      8    72.7   2   18.2   1    9.1    7      63.6   .   .      4    36.4    $34,552
Com. Horticulture - Turf
Maint-CSP                     .    .      2    66.7   1   33.3   .    .      2      66.7   .   .      1    33.3    $24,960
Commercial Horticulture-
AAS                           3    21.4   5    35.7   1   7.1    5    35.7   8      57.1   .   .      6    42.9    $24,440
Computer Applications-
CSP                           2    40.0   2    40.0   1   20.0   .    .      4      80.0   .   .      1    20.0 $24,940
Computer Languages-CSP        .    .      .    .      1   50.0   1    50.0   .      .      .   .      2    100.0 .
Computer-Aided Design
Technolo-AAS                  2    14.3   5    35.7   4   28.6   3    21.4   7      50.0   .   .      7    50.0    $28,080
Computer-Aided Design-
DIPL                          2    66.7   .    .      1   33.3   .    .      2      66.7   .   .      1    33.3    .
Criminal Justice-AA           8    57.1   3    21.4   .   .      3    21.4   10     71.4   .   .      4    28.6    .
Criminal Justice-AS           11   32.4   10   29.4   2   5.9    11   32.4   21     61.8   .   .      13   38.2    $33,775
Culinary Arts-AAS             10   23.8   18   42.9   5   11.9   9    21.4   27     64.3   .   .      15   35.7    $23,070
Culinary Arts-DIPL            1    11.1   5    55.6   1   11.1   2    22.2   5      55.6   .   .      4    44.4    $19,760
Data Entry I-CSP              4    23.5   6    35.3   5   29.4   2    11.8   10     58.8   .   .      7    41.2    $22,760

Criterion 1                                                                                                            27
Des Moines Area Community College (internal copy)                                                                     11-2010
                               Status                                            Location
                                                         Job                                    Out of
                               Education    Employed     Seeking     Other       Iowa           Iowa       Unknown
                                                                                                                        Avg
                               N    %       N    %       N   %       N   %       N      %       N   %      N    %       Salary
Database Specialist-CSP        1    50.0    .    .       1   50.0    .   .       1      50.0    .   .      1    50.0    .
Dental Assistant-DIPL          3    9.1     26   78.8    3   9.1     1   3.0     28     84.8    .   .      5    15.2    $30,095
Dental Hygiene-AAS             .    .       19   95.0    1   5.0     .   .       18     90.0    1   5.0    1    5.0     $52,258
Diemaking-DIPL                 .    .       .    .       1   100.0   .   .       .      .       .   .      1    100.0   .
Diesel Technology-AAS          .    .       13   100.0   .   .       .   .       12     92.3    1   7.7    .    .       $25,116
Diesel Technology-DIPL         1    100.0   .    .       .   .       .   .       1      100.0   .   .      .    .       .
Dietary Manager-CSP            .    .       .    .       .   .       3   100.0   .      .       .   .      3    100.0   .
E-Commerce Design-CSP          .    .       .    .       .   .       2   100.0   .      .       .   .      2    100.0   .
Early Childhood Education-
AS                             4    22.2    12   66.7    .   .       2   11.1    15     83.3    1   5.6    2    11.1    $23,093
Early Childhood Education-
DIPL                           1    20.0    3    60.0    .   .       1   20.0    4      80.0    .   .      1    20.0    $16,120
Electrical Construction
Trades-DIPL                    2    11.1    16   88.9    .   .       .   .       15     83.3    3   16.7 .      .       $28,642
Electronic Sys Servicing
Tech-AAS                       .    .       2    33.3    1   16.7    3   50.0    2      33.3    .   .      4    66.7    $36,400
Electronics, Robotics, &
Autom-AAS                      1    14.3    5    71.4    1   14.3    .   .       5      71.4    1   14.3   1    14.3    $32,000
Entrepreneurship-CSP           2    66.7    1    33.3    .   .       .   .       2      66.7    1   33.3   .    .       .
Entrepreneurship-DIPL          .    .       5    83.3    .   .       1   16.7    4      66.7    1   16.7   1    16.7    .
Fashion / Design-AAS           5    50.0    3    30.0    .   .       2   20.0    6      60.0    1   10.0   3    30.0    $24,960
Fashion / Design-DIPL          1    50.0    .    .       .   .       1   50.0    1      50.0    .   .      1    50.0    .
Fire Science Technology-
AS                             3    42.9    4    57.1    .   .       .   .       6      85.7 1      14.3 .      .       $38,023
Fire Specialist-CSP            1    25.0    3    75.0    .   .       .   .       4      100.0 .     .    .      .       $58,000
Fitness & Sports
Management-AS                  5    100.0 .      .       .   .       .   .       5      100.0 .     .      .    .       .
Gas Metal Arc Welding-
CSP                            3    16.7    5    27.8    3   16.7    7   38.9    9      50.0    .   .      9    50.0    $24,856
Gas Tungsten Arc
Welding-CSP                    2    16.7    7    58.3    2   16.7    1   8.3     9      75.0    .   .      3    25.0    $25,636
Gerontology Specialist-
CSP                            .    .       1    100.0   .   .       .   .       1      100.0   .   .      .    .       .
Graphic Design-AAS             9    30.0    14   46.7    3   10.0    4   13.3    22     73.3    1   3.3    7    23.3    $27,547
Graphic Technologies-AAS       .    .       6    66.7    1   11.1    2   22.2    6      66.7    .   .      3    33.3    $37,000
Graphic Technologies-DIPL      .    .       .    .       .   .       1   100.0   .      .       .   .      1    100.0   .
Greenhouse Production-
CSP                            1    20.0    3    60.0    .   .       1   20.0    4      80.0    .   .      1    20.0    $24,960
Heating, AC, Refrigeration
Tec-AAS                        .    .       12   92.3    .   .       1   7.7     12     92.3    .   .      1    7.7     $26,000
Heating, AC, Refrigeration
Tec-DIPL                       1    7.7     11   84.6    1   7.7     .   .       12     92.3 .      .      1    7.7     $26,000
Hospitality Business-DIPL      2    66.7    1    33.3    .   .       .   .       3      100.0 .     .      .    .       .
Hotel Restaurant
Management-AAS                 2    25.0    4    50.0    .   .       2   25.0    5      62.5    .   .      3    37.5    $18,200
Human Resources
Management-CSP                 1    50.0    .    .       .   .       1   50.0    1      50.0    .   .      1    50.0    .
Human Services-AS              8    30.8    12   46.2    2   7.7     4   15.4    20     76.9    .   .      6    23.1    $23,420
Indus Electro-mech Oper
Tech-AAS                       .    .       4    80.0    .   .       1   20.0    4      80.0    .   .      1    20.0    $28,747
Information Processing
Support-CSP                    2    20.0    5    50.0    2   20.0    1   10.0    7      70.0    .   .      3    30.0    $26,000
Information Tech Network
Adm-AAS                        .    .       7    46.7    3   20.0    5   33.3    4      26.7    1   6.7    10   66.7    $27,562
Interior Design
Consultant-CSP                 1    25.0    1    25.0    .   .       2   50.0    2      50.0    .   .      2    50.0    .
Interp & Transl -
Generalist-CSP                 5    31.3    5    31.3    1   6.3     5   31.3    8      50.0    2   12.5 6      37.5    $30,036
Interp & Transl - Judiciary-
CSP                            1    33.3    2    66.7    .   .       .   .       3      100.0 .     .      .    .       .
Interp and Transl -
Healthcare-CSP                 2    100.0 .      .       .   .       .   .       1      50.0    .   .      1    50.0    .



Criterion 1                                                                                                                 28
Des Moines Area Community College (internal copy)                                                                    11-2010
                             Status                                             Location
                                                        Job                                    Out of
                             Education     Employed     Seeking    Other        Iowa           Iowa        Unknown
                                                                                                                        Avg
                             N     %       N    %       N   %      N     %      N      %       N    %      N     %      Salary
Interpretation and
Translation-AS               1     100.0   .    .       .   .      .     .      1      100.0   .    .      .     .      .
Land Surveying-AAS           .     .       4    57.1    3   42.9   .     .      4      57.1    .    .      3     42.9   $30,748
Landscape Design-CSP         2     18.2    5    45.5    1   9.1    3     27.3   7      63.6    .    .      4     36.4   $26,960
Legal Assistant-AS           5     27.8    6    33.3    2   11.1   5     27.8   11     61.1    .    .      7     38.9   $19,968
Legal Assistant-CSP          2     22.2    2    22.2    .   .      5     55.6   4      44.4    .    .      5     55.6   $37,000
Liberal Arts - AA-AA         419   68.8    74   12.2    8   1.3    108   17.7   453    74.4    35   5.7    121   19.9   $25,527
Liberal Arts - AS-AS         64    49.2    22   16.9    7   5.4    37    28.5   80     61.5    4    3.1    46    35.4   $28,292
Long-Term Care
Administrator-CSP            .     .       1    100.0 .     .      .     .      1      100.0 .      .      .     .      $28,000
Machinist Technology-DIPL    1     14.3    4    57.1 2      28.6   .     .      5      71.4 .       .      2     28.6   $20,800
Management Information
Systems-AS                   1     20.0    .    .       1   20.0   3     60.0   1      20.0    .    .      4     80.0   .
Management-AAS               5     27.8    9    50.0    2   11.1   2     11.1   14     77.8    .    .      4     22.2   $29,333
Management-CSP               4     36.4    5    45.5    .   .      2     18.2   9      81.8    .    .      2     18.2   $37,000
Manufacturing
Technology-AAS               .     .       .    .       .   .      1     100.0 .       .       .    .      1     100.0 .
Marketing-AAS                3     21.4    7    50.0    .   .      4     28.6 10       71.4    .    .      4     28.6 $25,060
Medical Administrative
Assista-AAS                  .     .       1    50.0    1   50.0   .     .      1      50.0    .    .      1     50.0   $31,200
Medical Assistant-DIPL       1     7.1     12   85.7    .   .      1     7.1    13     92.9    .    .      1     7.1    $27,345
Medical Insurance and
Coding-CSP                   2     28.6    2    28.6    2   28.6   1     14.3   4      57.1    .    .      3     42.9   $17,500
Medical Laboratory
Technology-AAS               3     17.6    10   58.8    .   .      4     23.5   11     64.7    2    11.8 4       23.5   $34,019
Medical Office Specialist-
AAS                          1     12.5    4    50.0    2   25.0   1     12.5   5      62.5    .    .      3     37.5   $21,743
Medical Office Specialist-
DIPL                         .     .       1    100.0 .     .      .     .      1      100.0 .      .      .     .      $61,400
Medical Transcriptionist-
CSP                          2     11.8    5    29.4    7   41.2   3     17.6   7      41.2    .    .    10      58.8   $33,633
Microcomputers-CSP           .     .       3    60.0    1   20.0   1     20.0   3      60.0    .    .    2       40.0   $36,600
Mortuary Science-ASDPL       2     18.2    8    72.7    1   9.1    .     .      8      72.7    2    18.2 1       9.1    $24,624
Network Security
Manager-CSP                  1     33.3    2    66.7    .   .      .     .      3      100.0 .      .      .     .      .
Office Assistant-DIPL        1     7.7     8    61.5    2   15.4   2     15.4   9      69.2 .       .      4     30.8   $24,434
Office Specialist-CSP        4     19.0    7    33.3    5   23.8   5     23.8   11     52.4 .       .      10    47.6   $22,667
Oxy-Acetylene Welding-
CSP                          3     30.0    2    20.0    1   10.0   4     40.0   6      60.0    .    .      4     40.0   $26,000
Phlebotomy-CSP               2     5.9     13   38.2    3   8.8    16    47.1   15     44.1    .    .      19    55.9   $22,344
Photography-DIPL             1     16.7    3    50.0    1   16.7   1     16.7   4      66.7    .    .      2     33.3   $26,000
Pipe Welding-CSP             .     .       1    100.0   .   .      .     .      1      100.0   .    .      .     .      .
Practical Nursing-DIPL       37    28.9    55   43.0    4   3.1    32    25.0   89     69.5    1    0.8    38    29.7   $37,358
Respiratory Therapy-AAS      .     .       12   92.3    1   7.7    .     .      10     76.9    2    15.4   1     7.7    $34,643
Retailing-CSP                2     66.7    .    .       .   .      1     33.3   2      66.7    .    .      1     33.3   .
Sales & Management-DIPL      3     27.3    6    54.5    .   .      2     18.2   8      72.7    .    .      3     27.3   $21,073
Sales-CSP                    2     28.6    4    57.1    .   .      1     14.3   6      85.7    .    .      1     14.3   $37,000
Shielded Metal Arc
Welding-CSP                  3     27.3    4    36.4    2   18.2   2     18.2   7      63.6    .    .      4     36.4   $25,515
Supervision-CSP              6     42.9    4    28.6    1   7.1    3     21.4   9      64.3    .    .      5     35.7   $37,000
Surgical Technology-DIPL     2     25.0    5    62.5    1   12.5   .     .      6      75.0    .    .      2     25.0   $28,800
Telecommunications
Technology-AAS               .     .       7    100.0 .     .      .     .      7      100.0 .      .      .     .      $33,825
Tool & Die making-AAS        .     .       4    66.7 2      33.3   .     .      3      50.0 .       .      3     50.0   $29,120
Veterinary Technology-
AAS                          .   .         12 92.3      .   .      1   7.7      11    84.6     1 7.7       1   7.7      $23,783
Welding-DIPL                 4   25.0      8   50.0     2   12.5   2   12.5     11    68.8     .  .        5   31.3     $25,085
All                          861 35.7      941 39.0     154 6.4    458 19.0     1,703 70.5     72 3.0      639 26.5     $30,431




Criterion 1                                                                                                                29
Des Moines Area Community College (internal copy)                                            11-2010
DMACC also uses National Student                Figure 1.15- Student Outcomes 3-Years After
Clearinghouse data to supplement graduation Beginning DMACC Academic Career by Initial Full or
data to get a more comprehensive accounting Part-time Status
of what happens to students when they
leave the institution. Figure 1.15 shows a
stacked bar graph representing all DMACC
graduates who could be matched with
Clearinghouse data and their status three
years after beginning their academic careers
at DMACC by their initial status as a full or
part-time student. These data are compiled
for various groups including full or part-time
status, student intent upon entering,
gender, race, liberal arts or career/ technical
student, placement test results, registration
date, gateway course performance and other
factors. Figure 1.15 is an example of the
data used to determine if students meet
stakeholder expectations. Figure 1.15
shows that students entering on a full-time basis transfer at a higher rate than those entering as
part-time students. However, this difference diminishes when looking at completion, transfer and
continuation rates collectively.

O Graduate follow-up results are used to determine whether students have met expectations of
  employers, transfer institutions and other stakeholders upon graduation. While the results
  demonstrate whether graduates continued their education, gained employment, or are job seeking,
  they do not convey whether students were employed within their field of study or if their programs of
  study prepared them for these next steps. Also, no trend data were provided nor results
  demonstrating whether DMACC seeks input from employers regarding how well the college’s
  graduates are prepared for the workplace and are meeting employer needs.

1R5- What are your performance results for learning support processes (advising, library
and laboratory use, etc.)?
DMACC relies on the ACT Student Opinion Survey to measure the performance of its learning
support processes. This survey has been administered three times with the results shown in Figure
1.16. The figure shows a comparison for each survey with the one before it and compares the most
recent survey with national norms for that year. The final column shows those areas that are
significantly different than the national norm. Some items are blank due to dropped items from the
survey. Overall, students are less satisfied with parking and availability of student housing
(indicated in red). In response to these data, DMACC has added additional housing at two of its six
campuses. Additional parking has been added at DMACC‟s Urban and Ankeny campuses. DMACC
satisfaction rate for 18 services and environmental factors of the college (indicated in green) are
higher than the national norm.




Criterion 1                                                                                          30
Des Moines Area Community College (internal copy)                                                                              11-2010
Figure 1.16- ACT Student Opinion Survey Analysis
     Category                     Survey Item                 ACT    ACT   ACT   2010 2003 vs 2003 vs 2010 vs. Significantly
                                                              2003 2006 2010 National 2006     2010     2010     Different
                                                              Value Value Value Norm                   National Than 2010
                                                                                                        Norm     National
                                                                                                                  Norm
Academic Services    Credit by Examination                      3.48  3.50  3.62   3.95   0.02    0.14     -0.33
                     Financial Aid                              4.00  4.02  4.19   4.02   0.02    0.19      0.17     *
                     Honors Program                             3.61  3.82                0.21
                     Library Programs                           4.03  4.05  4.27   4.26   0.02    0.24      0.01
                     Tutorial Services                          3.79  3.85  4.14   4.15   0.06    0.35     -0.01
Advising/Counseling Academic Advising                           3.79  3.95  3.95   3.91   0.16    0.16      0.04
                     Career Planning                            3.62  3.71  3.99   3.96   0.37    0.09      0.03
                     Job Placement                              3.37  3.42  3.75   3.77   0.05    0.38     -0.02
                     Orientation                                3.63  3.74  3.91   3.92   0.11    0.28     -0.01
                     Personal Counseling                        3.68  3.78  3.99   3.96   0.10    0.31      0.03
                     Student Employment Services                3.51  3.59  3.92   4.00   0.08    0.41     -0.08
Co-curricular        Cultural Programs                          3.43  3.54  3.92   4.12   0.11    0.49     -0.20
                     Recreational Programs                      3.55  3.69  4.05   4.10   0.14    0.50     -0.05
                     Social Activities                          3.54  3.65  4.01   4.08   0.11    0.47     -0.07
Other Services       Computer Services                          4.07  4.05  4.27   4.27  -0.02    0.20      0.00
                     Daycare                                    3.32  3.40  3.91   3.91   0.08    0.59      0.00
                     Food Services                              3.76  3.65  3.76   3.67  -0.11    0.00      0.09
                     Parking                                    3.49  3.71  3.36   3.49   0.22   -0.13     -0.13     *
                     Residence Halls                            3.35  3.23  3.95   3.77  -0.12    0.60      0.18
                     Student Health                             3.56  3.72  4.23   4.02   0.16    0.67      0.21
                     Student insurance                          3.31  3.30               -0.01
Courses/ Instruction Class Size                                 4.15  4.28  4.30   4.24   0.13    0.15      0.06     *
                     Course Availability                        3.46  3.56  3.72   3.67   0.10    0.26      0.05
                     Course Variety Offered                     3.83  3.86  4.03   3.97   0.03    0.20      0.06     *
                     Job Preparation                            3.84  3.87  3.97   3.95   0.03    0.13      0.02
                     Major Course Content                       4.20  4.25  4.09   4.03   0.05   -0.11      0.06     *
                     Program of Study Flexibility               3.84  3.89  3.99   3.94   0.05    0.15      0.05
                     Quality of Instruction                     3.98  4.03  4.22   4.07   0.05    0.24      0.15
Facilities           Athletic Facilities                        3.47  3.52  3.53   3.59   0.05    0.06     -0.06
                     Book Store                                 3.77  3.73  3.76   3.79  -0.04   -0.01     -0.03
                     Classroom Facilities                       4.00  4.12  4.18   4.00   0.12    0.18      0.18     *
                     Computer Availability                      3.98  3.88               -0.10
                     Computer Labs                              4.09  4.10                0.01
                     Condition of Buildings and Grounds         4.03  4.12  4.11   4.01   0.09    0.08      0.10     *
                     Lab Facilities                             3.95  3.96  3.91   3.86   0.01   -0.04      0.05
                     Student Center                             3.81  3.85  3.78   3.77   0.04   -0.03      0.01
                     Study Areas                                3.87  3.93  3.97   3.93   0.06    0.10      0.04
                     Use of Activity Fees                       3.43  3.46  3.65   3.51   0.03    0.22      0.14     *
Faculty/ Staff       Advisor Availability                       3.77  3.85  3.88   3.85   0.08    0.11      0.03
                     Concern for Individuals                    3.69  3.77  3.82   3.73   0.08    0.13      0.09     *
                     Faculty Attitude Towards Students          4.03  4.10  4.27   4.17   0.07    0.24      0.10     *
                     Out of Class Instructor Availability       3.87  3.94  4.01   3.91   0.07    0.14      0.10     *
                     Staff Attitude Towards Students            3.77  3.91  3.82   3.78   0.14    0.05      0.04
Personal Growth      This College in General                    4.08  4.13  4.19   4.09   0.05    0.11      0.10     *
                     Campus Media                               3.58  3.67  3.61   3.58   0.09    0.03      0.03
                     Opportunities for Personal Involvement     3.59  3.66  3.65   3.71   0.07    0.06     -0.06
                     Opportunities for Student Employment       3.52  3.49  3.56   3.61  -0.03    0.04     -0.05
                     Racial Harmony                             3.97  4.05  3.96   3.94   0.08   -0.01      0.02
                     Religious Activities                       3.41  3.37               -0.04
                     Student Government                         3.45  3.46  3.50   3.54   0.01    0.05     -0.04
                     Voice in College Policies                  3.37  3.45  3.65   3.59   0.08    0.28      0.06
Pre Enrollment       Advisor Information Quality                3.80  3.87  3.94   3.87   0.07    0.14      0.07
                     Availability of Student Housing            3.22  3.14  3.23   3.36  -0.08    0.01     -0.13     *
                     Financial Aid Info Availability            3.70  3.77  3.95   3.79   0.07    0.25      0.16     *
                     Pre-enrollment Info Accuracy               3.83  3.85  3.98   3.90   0.02    0.15      0.08     *
Rules/Procedures     Academic Calendar                          3.92  3.97  4.03   3.97   0.05    0.11      0.06     *
                     Academic Probation/ Suspension Rules       3.54  3.60  3.70   3.64   0.06    0.16      0.06
                     Admission Procedures                       3.83  3.92  3.99   3.92   0.09    0.16      0.07     *
                     Billing and Fee Payment                    3.75  3.79  3.87   3.83   0.04    0.12      0.04
                     Personal Safety Security                   4.02  4.05  4.04   3.93   0.03    0.02      0.11     *
                     Registration Procedures                    3.89  3.94  4.03   3.91   0.05    0.14      0.12     *
                     Residence Hall Rules                       3.51  3.53                0.02
                     Rules Governing Student Conduct            3.71  3.74  3.96   3.90   0.03    0.25      0.06     *
                     Testing/Grading System                     3.94  3.92  3.98   3.96  -0.02    0.04      0.02


Specific questions from the AQIP Examiner Survey are used to assess learning support processes at
DMACC. Table 1.4 shows selected measures and results. DMACC was at or above the mean for all
organizations on all but one of these measures. Student course placement has previously been
identified as an issue to address internally. Appropriate action projects and processes were put in


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Des Moines Area Community College (internal copy)                                          11-2010
place to address this issue. These processes and action plans were discussed previously in this
document.

Table 1.4- AQIP Examiner Questions and Results Regarding Learning Support Processes
                                                               Des Moines Area       Other
                                                               Community College     Organizations
  Criterion   Measure                                          Mean     S.D.         Mean       S.D.
              placing students in courses for which they are   2.72     1.33         3.13       1.2
  1
              appropriately prepared.
              ensuring that our faculty members have the       3.21       1.23       3.14      1.17
  1
              skills and resources they need to teach well.
              listening to the specific needs and              3.28       1.14       3.13      1.12
  3
              requirements of those groups we serve.
              identifying and responding to the changing       3.32       1.1        3.08      1.11
  3
              needs of those groups we serve.
              providing and managing support services that     3.35       1.14       3.35      1.09
  6
              meet the needs of students.
              providing and managing support services that     2.98       1.17       2.87      1.11
  6           meet the needs of faculty, staff,
              administrators.
              regularly evaluating how well our student and    2.92       1.2        2.72      1.12
  6
              administrative support services work.

Table 1.5 and Figure 1.17 show results from the PACE survey. The Student Focus section of the
PACE survey was chosen as the performance indicators of the college‟s learning support processes.
Table 1.5 shows the questions and mean scores by job type. Figure 1.17 shows how these scores
place DMACC according to a continuum ranging from focusing on student needs through coercion,
competition, consultation or collaboration. DMACC clearly operates as a consultative institution
when addressing student needs, and in some areas operates collaboratively. According to PACE,
DMACC is defined as a healthy campus environment with student focus receiving the highest scores
on the survey.

Table 1.5- Personal Assessment of the College                         Figure 1.17- PACE Student Focus Data
Environment Institutional Focus on Students Data                      by Employee Group




S ACT Student Opinion, AQIP Examiner, and PACE survey indicate positive results for learning support
   services. The institution is at or above the mean for select items on the AQIP Examiner, and had 18
   services and environmental factors greater than the national norms on the ACT Student Opinion
   Survey. PACE results portrayed DMACC with a consultative climate.
O The ACT Survey of Student Opinion appears to provide limited results of learning support processes
   and the frequency in which DMACC conducts this survey may not provide the information necessary
   to make decisions.



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1R6- How do your results for the performance of your processes in Helping Students
Learn compare with the results of other higher education organizations and, where
appropriate, with results of organizations outside of higher education?
ACT data shown previously are benchmarked against national norms established by ACT and are
included in Figure 1.16. AQIP Examiner data shown in Table 1.4 are benchmarked against all other
institutions administering the survey. DMACC Scorecard data are benchmarked against all Iowa
community colleges and against a national cohort of similar institutions. All benchmark data comes
from either the National Community College Benchmark Project (NCCBP) or the National Center for
Educational Statistics. The national cohort includes; Austin CC (TX), Collin County CC (TX), Illinois
Central CC (IL), Kirkwood CC (IA), Erie CC (NY), Johnson County CC (KS), Monroe CC (NY),
Maricopa CC (AZ), Metropolitan CC (NE), and Cuyahoga (OH). Cohort members were chosen based
on geography, student population, multiple campus colleges and participation in the NCCBP.
Benchmark data are presented as a current ranking among benchmark schools for the current and
past years and a goal ranking for each subsequent year up to 2016.

The entire scorecard and supporting data will be included in Criterion 8. Figure 1.18 shows the
scorecard and performance each year since initiating the 2016 FIRSTS Goals. Figures 1.19- 1.22
show DMACC‟s performance regarding within term course retention, fall-to-spring student
persistence, fall-to-fall student persistence, and graduation rate. Data for FY09 are the most current
available.

Overall, DMACC has experienced the most significant improvement in the FIRSTS goal of
affordability with moderate success in other areas. DMACC has made significant progress but still
have much work to do to meet these goals by 2016. DMACC‟s strategic initiatives outlined in 1P11
are designed to improve trend line data and advance the 2016 FIRSTS Goals at a faster rate than
DMACC‟s peer institutions.

Figure 1.18- DMACC FIRSTS Goals Performance Scorecard for FY09




The measures below are examples of the measures included with the FIRSTS Goals scorecard. Each
measure shows DMACC trend line data, benchmark data with other Iowa community colleges, and
benchmark data for DMACC‟s national cohort. Benchmark data for each measure are presented as a
ranking with DMACC‟s past performance in dark blue and future goals set by the light blue bars.

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Though originally identified as part of the scorecard, benchmarking Iowa with other community
colleges in the state has not yielded useful information. Kirkwood Community College in Cedar
Rapids, Iowa is the only school that is included in both the Iowa and national benchmark cohorts.
The rest of the Iowa schools are not similar enough in size and complexity to DMACC to provide
useful benchmarks.

DMACC is currently ranked first in within term course retention and has seen consistent
improvement in fall-to-spring persistence but is still lagging the national cohort. DMACC‟s ranking
for both fall-to-fall persistence and graduation rate declined in 2009.
Figure 1.19- FIRSTS Goals Scorecard Data for Within Term Course Retention




Figure 1.20- FIRSTS Goals Scorecard Data for Fall-to-Spring Student Persistence




Figure 1.21- FIRSTS Goals Scorecard Data for Fall-to-Fall Student Persistence




Figure 1.22- FIRSTS Goals Scorecard Data for Graduation Rate




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PACE data are benchmarked against approximately 65 climate studies from other 2- and 4-year
institutions. Though the data are normed only at the category and not question level, DMACC‟s
institutional structure and student focus areas score higher than the PACE norms as shown in Table
1.6.

O Although the College uses the ACT Student Opinion Survey to compare its results of student support
  services to other institutions, there is no additional comparative data available to demonstrate how the
  College’s effectiveness in Helping Students Learn compares with other higher education
  organizations or those outside of higher education.




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Improvement (I)                                   Table 1.6- DMACC PACE Scores and National Norms
1I1- What recent improvements have
you made in this category? How
systematic and comprehensive are your
processes and performance results for
Helping Students Learn?
DMACC‟s processes and performance results
are both systematic and comprehensive
across the entire institution. Though there is always room for improvement and DMACC will
continue to refine these processes, DMACC believes they indicate a robust, healthy, student focused
environment that helps students learn. These processes and performance results allow the college
to identify strengths and opportunities for improvement and address all aspects of the learning
process.

DMACC has made many improvements since its previous systems portfolio, ranging from improving
instruction and learning in the classroom to supporting students‟ learning needs. DMACC has
expanded the number of courses participating in assessment activities and has improved support for
faculty to use these data to improve instruction. The number of courses actively assessing has
increased from 21 in 2006, to over 110 in 2009. During this same period, faculty has been provided
with quicker turnaround in processing data and more meaningful tables and charts about their data
in accordance with their feedback. The dramatic increase in course assessment of student learning
is evidence that faculty understand its value in helping students be successful. Course assessment
of student learning has become part of DMACC‟s culture and is a primary process for improving
learning.

The CAAP assessment has been an important improvement in allowing DMACC to measure common
student learning objectives. The value of this process will be fully realized when longitudinal data
are available that will indicate improvements over time and allow the college to measure process
effectiveness. DMACC‟s dual credit programming is accredited by the National Alliance of Concurrent
Enrollment Partnerships (NACEP), and ensures that processes and accountability measures are in
place to meet the needs of area high school students. DMACC is the first NACEP accredited
community college in Iowa.

DMACC‟s efforts to implement meaningful student course placement continues with the development
of bridge courses in Math and English. These courses are designed to provide college level
instruction but allow either more time for students to practice skills, as in the case of DMACC‟s ENG
104 course, or focus learning as practical application of math concepts, as in DMACC‟s Math for
Liberal Arts course.

The adoption of the AQIP Examiner and PACE Surveys and the continuation of the ACT Student
Opinion Survey have expanded the college‟s ability to measure institutional stakeholder satisfaction
and identify opportunities for improvement.

The creation of the DMACC Track and SuccessNet systems will allow advisors and counselors to more
effectively serve more students by adopting a case management approach to student services.

S The College has increased the number of courses used in assessment by over 500% and this
   information is disseminated to instructors. The new CAAP assessment provides a common measure
   of student learning objectives. The College uses the AQIP Examiner, PACE Surveys, and the ACT
   Student Survey as key data sources. Student case management is also conducted utilizing DMACC
   Track and SuccessNet.

1I2- How do your culture and infrastructure help you to select specific processes to
improve and to set targets for improved performance results in Helping Students Learn?


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DMACC‟s 2016 FIRSTS Goals have been in place for four years and have focused the quality
improvement processes for the institution. It has been crucial that these goals have remained a
priority for Senior Administration and the Board of Directors. Assured that the Board and
Administration are resolute in obtaining these goals, DMACC has had the time and resources to
create the processes and infrastructure necessary to achieve these goals.

O The 2016 FIRSTS Goals have become a priority for the administration and the Board of Directors, but
  it is unclear how this information is used to set targets and select processes to improve.




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Processes (P)
2P1- How do you design and operate the key non-instructional processes (e.g., athletics,
research, community enrichment, economic development, alumni affairs, etc.) through
which you serve significant stakeholder groups?
Non-instructional processes either exist or are created to support the mission and goals of the
college by meeting non-instructional needs of students, communities, and the workforce. These
needs are identified from many sources including Iowa Code, student organizations, internal and
external survey data, advisory committees, business and industry contacts, and community
organizations. Once needs are identified, additional input is solicited from faculty, staff and other
stakeholders to determine the value of each process to the college and its fit with the mission of the
institution. Decisions to pursue new processes are made by district administration with input from
the Board of Directors, if appropriate.

Key non-instructional processes are also designed in compliance with state mandates, federal
responsibilities, and accreditation standards. All key non-instructional programs report to a Vice
President or other senior administrator and have representation on the President‟s Cabinet. This
assures that the institution is involved in the decision-making process, that non-instructional
objectives continue to align with the mission and goals of the college, and that the resource needs
are identified and addressed. These processes are directed by formal Boards as in the case of the
DMACC Foundation, or less formal steering committees made up of external stakeholders and
DMACC employees vested in the interests of the program. Funding is provided through general
operating funds, grant funds, or shared funds when partnering with other agencies or organizations.

S DMACC has identified the following non-instructional processes: workforce development; accreditation;
   and training for industry. Although it is not clear if there is a formal design process to define how to
   carry out these work activities, the institution understand who their stakeholders are, and is focused
   on producing value. These processes appear to have matured over time with informal methods used
   to refine how they operate.

2P2- How do you determine your organization’s major non-instructional objectives for
your external stakeholders, and whom do you involve in setting these objectives?
Most non-instructional objectives are determined as a collaborative effort between external
stakeholder groups (i.e.- community organizations, state agencies, foundations, etc.), DMACC
administration, staff, faculty, and the Board of Directors. DMACC‟s Vice President for Community
and Workforce Partnerships is responsible for monitoring community and workforce needs and
formulating possible strategies to address these needs. In addition, Provosts, Deans and district
administration are also expected to be involved in their respective communities and identify local
needs and possible opportunities for DMACC involvement. Some non-instructional objectives are set
by district administration and/or the Board of Directors if identified as part of the 2016 FIRSTS Goals
or otherwise identified as a strategic interest of the college.

Once a potential non-instructional objective is identified, the college must decide whether it is a
strategic interest of the college according to its mission and goals, and its capacity and ability to
meet this need. This decision may be made at the Provost/Dean level or may be made by district
administration and the Board of Directors, if appropriate, depending on the scope of the non-
instructional goal and its adherence to existing policy and procedure. The decision making process
includes determining to what extent the identified need supports the mission of the college,
examining current programming to determine if processes already exist to meet identified needs,
conversations with external stakeholders regarding DMACC‟s role and potential partnerships,
relevant data describing need, and possible funding, staffing and other resource needs.

To move forward, all non-instructional projects must have assigned oversight by either a formal
board or steering committee involving participation from all stakeholder groups, have secured
necessary resources to assure that efforts can be sustained, have guiding missions and goals to
focus their efforts, and have identified measures to determine success or failure of the project and
its impact on the mission and goals of the project.

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O The institution provides only anecdotal information to describe its processes for determining non-
  instructional objectives. DMACC does not appear to have a process design method to guide process
  owners and design teams on how to design or redesign their processes. As a result, non-instructional
  processes have not benefited from such a review and analysis, thereby increasing the risk that key
  objectives have not been established or linked to the needs and expectations of stakeholders.

2P3- How do you communicate your expectations regarding these objectives?
Communication within non-instructional programs occurs initially as part of the process for
determining objectives described in 2P2. Stakeholder oversight groups ensure that expectations are
reviewed, refined and communicated within the program. Each program supporting non-
instructional objectives reports to a Vice President or other senior administrator and has
representation on Cabinet. This assures that expectations are communicated to Cabinet and
continued alignment with the college‟s mission and vision. Information is shared by Cabinet
members to other areas of the college through Provost/Dean, faculty leadership and departmental
meetings, including union leadership where appropriate.

Communication of expectations to external stakeholders relies primarily on the stakeholder oversight
group responsible for each program supporting non-instructional objectives. These groups are
created with broad stakeholder representation with the expectation that each member will solicit
additional input and communicate current operations. Additional communication occurs through
posting of meeting minutes on the DMACC website, distribution of annual reports, speaking
opportunities at local service organizations, web sites, and events. DMACC‟s Director of Marketing
reports directly to the President to assure that external communications occur appropriately and
quickly. Some non-instructional expectations are communicated annually in the 2010 FIRSTS Goals
Scorecard. Continuing education, foundation, and alumni are included in this scorecard.

O It is not apparent that the operation of the non-instructional processes includes methods to
   systematically communicate expectations regarding the objectives that have been established
   internally or to the external stakeholders of these processes. Consequently, non-instructional process
   owners may be missing opportunities to demonstrate high performance standards to their external
   stakeholders to help build stronger relationships and greater engagement.

2P4- How do you assess and review the appropriateness and value of these objectives,
and whom do you involve in these reviews?
Review of appropriateness and value of non-instructional objectives occurs as an extension of the
communication process described in 2P3. Primary responsibility for assessing and reviewing
objectives is given to the stakeholder oversight group responsible for each program. Operational
objectives are evaluated annually to assure their effectiveness and continued alignment with the
strategic mission and objectives created for each program.

DMACC administrators assigned to support each non-instructional area communicate program
objectives and solicit feedback from the DMACC Cabinet and other departments. Though this
process allows broad input from both DMACC and external stakeholders, it assures that review of
current objectives and adoption of future ones occurs at the level most responsible for program
success.

Financial program review is included in the regular budgeting, approval and auditing procedures of
the college. For programming supported by grant funding, additional oversight and reporting occurs
by the DMACC grants and business offices to assure compliance.

Non-instructional objectives included in the 2016 FIRSTS Goals Scorecard are assessed and
evaluated by the Office of Institutional Effectiveness and reviewed by college leadership. All
scorecard indicators are presented annually to the DMACC Board of Directors and publicized
throughout the college. Non-instructional goals included in the President‟s evaluation rubric are
assessed annually by the Board of Directors.

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Des Moines Area Community College (internal copy)                                               11-2010

S Data are collected relative to non-instructional process objectives and reviews of the appropriateness
   and value of these objectives are conducted systematically. Data is publicized and shared through the
   use of the 2016 FIRSTS Goals Scorecard.

2P5- How do you determine faculty and staff needs relative to these objectives and
operations?
Determining faculty and staff needs is also an extension of the communication process described in
2P3 and is part of the review process described in 2P4. Faculty and staff needs are included in the
review process to assure that non-instructional projects and departments are properly staffed,
equipped, and supported to assure success. If there is a disparity between objectives and resources
necessary for success, the stakeholder oversight group, with assistance from DMACC administration,
must either prioritize programming scope and/or secure additional resources.

For non-instructional programming staffed by DMACC employees, the employee evaluation process
includes identification of faculty/staff needs and includes solutions for meeting these needs if
possible. For those non-instructional objectives included in the President‟s evaluation or part of the
2016 FIRSTS Goals Scorecard, Cabinet is responsible for working with departments across the
college to identify resource needs and prioritize them within the college budget and/or involve the
grants office.

As a result of the 2006 Systems Portfolio Feedback Report, DMACC has begun administering the
Personal Assessment of the College Environment (PACE) Survey and the AQIP Examiner Survey to
all employees as a means of supplementing existing processes for identifying faculty and staff needs
as described previously. These surveys are each given every three years to accumulate trend data
and identify institutional trends regarding faculty and staff needs. The results of both the PACE and
AQIP examiner surveys are reviewed in tandem. The AQIP Examiner survey is a global assessment
of DMACC‟s capacity and ability for continuous improvement according to the AQIP criteria. The
PACE survey asks employees to assess institutional strengths and opportunities as they pertain to
their position in the institution.

O It is not clear how faculty and staff needs are determined, what steps are taken for this assessment, or
   how needs are used to prioritize objectives and make needed adjustments to the processes that
   support them.

2P6- How do you incorporate information on faculty and staff needs in readjusting these
objectives or the processes that support them?
Faculty and staff needs identified in the processes described previously are incorporated into the
processes for setting and reassessing non-instructional objectives. Often there are more needs than
resources. When faculty and staff needs cannot be met with current resources, all stakeholders are
responsible for revising goals and expectations to match available resources.

O It is unclear if there is a process for incorporating feedback from faculty and staff regard to non-
   instructional objectives. The institution appears to have an opportunity to establish a more systematic
   approach to align and integrate faculty and staff needs into the distinctive objectives design and
   improvement processes.

Results (R)
2R1- What measures of accomplishing your major non-instructional objectives and
activities do you collect and analyze regularly?
Table 2.1 lists regularly collected and analyzed measures of effectiveness of ability to meet non-
instructional objectives.

Table 2.1- Regularly Collected and Analyzed Data Regarding Non-instructional Objectives
 Non-instructional Area                  Measurement
 Continuing Education                           Unduplicated headcount

Criterion 2                                                                                            40
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 Non-instructional Area                   Measurement
                                                 Contact hours
                                                 Percent of non-credit students returning for training
 Adult Basic Education (ABE)/ General            ABE course enrollment
 Education Diploma (GED)/ English as a           GED course enrollment
 Second Language (ESL)                           ESL non-credit enrollment
                                                 ESL credit enrollment
                                                 ABE/GED state comparative data
 Continuing Education                            Annual headcount and contact hours
 Industry Training                               260E New Job Training enrollment
                                                 260F Existing Job training enrollment
 Community and Workforce Partnerships            Number of clients served by service type
                                                 Number of visits per service type
 Diversity                                       Minority/gender credit student enrollment
                                                 Minority/ gender non-credit student enrollment
                                                 Minority/gender faculty staff demographics
 Resource Development                            Endowment fund balance
                                                 Institutional scholarship dollars awarded
                                                 Number of institutional scholarships
                                                 Total foundation assets
                                                 Alumni Association membership and contributions
 Processes for Achieving Other Distinct          AQIP Examiner results for Criterion 2
 Objectives

S DMACC collects data from a variety of sources to determine the effectiveness of non-instructional
   processes. The institution tracks resource development results and continuing education measures,
   including headcount and contact hours.

2R2- What are your performance results in accomplishing your other distinctive
objectives?
ABE/GED/ESL
DMACC offers Adult Basic Education (ABE), General Education Diploma (GED), and English as a
Second Language (ESL) programs to adults seeking additional basic skills training or credentials.
DMACC monitors enrollment numbers in these programs on a term and annual basis with
comparative participation data available for ABE and GED programming from the State of Iowa.
Table 2.2 shows DMACC‟s historical headcount and contact hour enrollments for each area. Table
2.3 shows the number of basic education credentials awarded by DMACC compared to other
community colleges in the state. DMACC‟s enrollment in basic education courses remains strong.
DMACC is the largest granter of basic education credentials in the state as shown in Table 2.3.

Table 2.2- ABE/GED/ESL Students and Contact          Table 2.3- Basic Education Credentials Awards by
Hours by Year                                        Type and Community College for 2009




Criterion 2                                                                                              41
Des Moines Area Community College (internal copy)                                           11-2010




Continuing Education
Table 2.4 shows the number of students served and the total contact hours by type of training and
year. Continuing education enrollment has dipped in recent years as a result of changes in the
definition of eligible training by the Iowa Department of Education and recent economic conditions.
Testing services has continued to show growth over the five year period with court mandated and
leisure training also remaining strong. These data are reported annually for purposes of this report,
but are also reviewed throughout the year to adjust resource and personnel allocations.

Figure 2.1 is taken from the institutional scorecard and shows market penetration for non-credit
programming. These data show a similar trend to the data in Table 2.4 with slight declines in recent
years due to the reasons listed previously. Benchmark data for this measure are provided in 2R3.

Table 2.4- Continuing Education Enrollment and Contact Hours     Figure 2.1- DMACC Non-credit
by Year and Type of Training                                     Market Penetration by Year




Business and Industry Training (260E, F)
Enrollment in Iowa‟s state-sponsored workforce training programs is shown in Table 2.5. The 260E
program is for new jobs training and the 260F program is for retraining current workforce. Though
training dipped in 2009 along with the economy, the 2010 numbers have rebounded as the economy
improves.

Table 2.5- State Sponsored Business and Industry Training Enrollments by Year
 Program                                        FY10       FY09       FY08          FY07
 260E- Iowa Industrial New Jobs training
                                                1,143       963       3,331         2,884
 Program

Criterion 2                                                                                       42
Des Moines Area Community College (internal copy)                                        11-2010
 260F- Iowa Jobs Training Program               481          162        384        442

Community and Workforce Partnerships
Beginning in fall 2007, DMACC‟s Community and Workforce Partnership Division began using a
coordinated case management application developed on the SCT Banner Platform called SuccessNet.
This tool allows authorized counselors and advisors to see all DMACC services a student receives to
better plan next steps toward education or entering the workforce. Table 2.6 shows the number of
clients and visits by term and type of visit.

Table 2.6- Community and Workforce Partnership Clients and Visits by Term




Diversity
DMACC collects and analyzes racial, ethnic and gender breakdowns for credit and non-credit
students and for DMACC employees as shown in Tables 2.7 - 2.9. DMACC continues to experience
significant enrollment increases for Black and Hispanic students in credit and non-credit
programming.




Criterion 2                                                                                    43
Des Moines Area Community College (internal copy)                                      11-2010

Table 2.7- Number and Percent of DMACC Credit    Table 2.8- Number and Percent of DMACC Non-
Students by Year, Race and Gender                credit Students by Year, Race and Gender




Table 2.9- Number and Percent of DMACC
Employees by Year, Race and Gender




Resource Development
Figures 2.2- 2.6 are taken from the institutional scorecard and show trends in endowment,
scholarship dollars awarded, number of scholarships awarded, total foundation assets and alumni
membership and contributions. DMACC‟s endowment and total assets dropped in FY2009 due to
recent economic conditions. However, both the number and amount of scholarships awarded has
maintained an upward trend. Both Alumni membership and total contributions continue to increase.




Criterion 2                                                                                  44
Des Moines Area Community College (internal copy)                                           11-2010
Figure 2.2- DMACC Foundation Endowment Figure 2.3- Foundation Scholarship Dollars
by Year                                    Awarded by Year




Figure 2.4- Number of Foundation              Figure 2.5- Total DMACC Foundation Assets
Scholarships Awarded by Year




Figure 2.6- DMACC Alumni Membership
and Contributions




An indirect measure of DMACC‟s ability to meet other institutional objectives is the results of the
AQIP Examiner survey for this criterion. Figure 2.7 shows DMACC‟s scores and the mean score for
all other institutions on the questions under accomplishing other distinct objectives. DMACC‟s scores
are higher than the mean for other institutions on all questions.

S DMACC is the largest grantor of the basic education credential in the state of Iowa, and there is a
   general upward trend in the number of students needing those services.
S Results for Foundation development show favorable trends. Foundation scholarship dollars awarded
   by year (Figure 2.3) has steadily improved since FY 2006, despite drops in endowment and
   foundation assets over time. Alumni membership and contribution (Figure 2.6) show positive
   performance.
S Non-credit enrollment for Black and Hispanic students has increased and other student ethnic groups
   were stable or increased slightly.
O Market penetration for non-credit programming has declined since FY 2005 (Figure 2.1), and
   enrollment in workforce programs has declined.
O Trends are not favorable for results of the number and percent of employees by race (Table 2.9).
   Employment of minorities has declined slightly.

                                          Figure 2.7- DMACC‟s AQIP Examiner Results for
Criterion 2                               Accomplishing Other Distinct Objectives                 45
Des Moines Area Community College (internal copy)                              11-2010
2R3- How do your results for the performance of these processes compare with the
performance results of other
higher education organizations
and, if appropriate, of
organizations outside of higher
education?
Many of the performance measures
for accomplishing other distinct
objectives are benchmarked either
against other Iowa community
colleges or, when possible, against a
national cohort. Benchmarking is a
key element of the 2016 FIRSTS
Goals.

ABE and GED awards are compared to the other Iowa community colleges and are shown in Table
2.3. Non-credit market penetration is benchmarked against both other Iowa community colleges
and the national cohort group defined in section 1R6 of this document. Figure 2.7 shows trend line
data with performance against benchmark groups. Blue bars on the benchmark charts indicate
DMACC‟s current and past rankings with the light blue bars indicating goals up to and including
2016.

Figure 2.7- FIRSTS Goals Scorecard Data for Non-credit Market Penetration




Diversity information for credit programming is benchmarked according to both the Iowa and
national cohorts. According to 2010 data from the National Community College Benchmark Project,
DMACC is ranked 2nd out of 11 in the national cohort and 6th out of the nine Iowa colleges reporting.

Three of the five measures for resource development are benchmarked according to Iowa and
national cohorts and are part of the institutional scorecard. Figures 2.8 – 2.10 show trend line and
benchmark data for Foundation endowment fund balance, scholarship dollars awarded, and total
Foundation assets.

Figure 2.8- FIRSTS Goals Scorecard Data for Foundation Endowment Fund Balance




Figure 2.9- FIRSTS Goals Scorecard Data for Scholarship Dollars Awarded




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Figure 2.10- FIRSTS Goals Scorecard Data for Total Foundation Assets




AQIP Examiner data are benchmarked against all other institutions using the survey. Data and
benchmarks are given in Figure 2.7.

S Performance measures for Adult Education are benchmarked against other Iowa community colleges
   and a national cohort via the National Community College Benchmarking Project (NCCBP). DMACC
   exceeded both state and national benchmarks in the number of Basic Literacy credentials (ABE) and
   High School Equivalency (GED) awards.
O Three of five measures for resource development are benchmarked according to an Iowa and a
   national cohort, and are part of the institutional scorecard. DMACC met or exceeded state and
   national benchmarks in the Foundation Endowment Fund Balance measure, but performed
   inconsistently when compared with both state and national benchmarks in the other two resource
   development scorecard measures (Scholarship Dollars Awarded; Total Foundation Assets) over the
   three year period from 2006-2009.

2R4- How do your performance results of your processes for Accomplishing Other
Distinctive Objectives strengthen your overall organization? How do they enhance your
relationships with the communities and regions you serve?
Timely, accurate and reliable accountability measures for other distinct objectives have strengthened
the institution by clearly stating objectives and by providing a means to know when goals have been
accomplished. Having clear and measurable objectives creates an environment where faculty and
staff are not only allowed to try different strategies, but the effects of the strategic objectives can be
observed immediately. With this information, the college is able to be flexible in identifying new
strategies and discarding old ones proven not to have the desired effect.

DMACC prides itself on having accurate data that it uses in planning and decision making processes,
and the college is very open to share its strengths and opportunities with all stakeholders. Sharing
performance results with stakeholders has built the institution‟s reputation as an ambitious,
effective, student and service oriented institution that is often sought by other agencies, colleges
and organizations as a partner. The performance measures and data provide evidence to
stakeholders and communities that DMACC is committed to continuous improvement.

O Although the institution indicates that measures for other distinct objectives have strengthened the
  institution by providing a means to know when goals have been accomplished, it is unclear how the
  institution defines a goal as having been accomplished. DMACC appears to lack performance results

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  to demonstrate other distinct objectives enhance its relationship with the community to strengthen the
  organization.

Improvement (I)
2I1- What recent improvements have you made in this category? How systematic and
comprehensive are your processes and performance results for Accomplishing Other
Distinctive Objectives?
DMACC has made great strides in recent years in its ability to collect, use and report data necessary
for achieving non-instructional goals of the institution. The DMACC Track and SuccessNet tracking
systems are a great improvement in how the college integrates services and measures the
effectiveness of programs and initiatives to improve student and stakeholder focus.

In 2008, DMACC won the Greater Des Moines Partnership‟s prestigious Diversity Award. The award
recognizes companies that create a diverse workforce as well as promote an environment of
inclusion in the Greater Des Moines Area. This was the ninth year for the Diversity Award, and the
first time the award was given to an educational institution. DMACC is proud of the recognition it
received for its diversity efforts. These efforts continue to be a priority for the institution.

DMACC Foundation has also seen significant improvement in its performance. DMACC‟s available
endowment dollars for scholarships increased 15% in 2009. A priority of the college is to give as
many scholarships as possible to meet the growing need caused by the recent recession. DMCC‟s
Alumni Association continues to grow in numbers, contributions and visibility in DMACC‟s
communities.

S DMACC acquired the Track and SuccessNet tracking systems to improve how the College integrates
   services and measures the effectiveness of programs and initiatives to improve student and
   stakeholder focus. DMACC has also won the Greater Des Moines Partnerships Diversity Award to
   recognize its diverse workforce. The College’s foundation has increased its scholarships 15% in 2009,
   and their alumni association continues to grow in numbers, contributions, and visibility.
O While the College has made several improvements in this category; there is an opportunity to further
   develop systematic and comprehensive processes and performance results for accomplishing other
   distinctive objectives.

2I2- How do your culture and infrastructure help you to select specific processes to
improve and to set targets for improved performance results in Accomplishing Other
Distinctive Objectives?
All levels of the institution are involved in the processes for improving and setting targets for
accomplishing other distinct objectives. It is an expectation of DMACC faculty and staff that they
can and will be involved in determining objectives for the college as well as contribute time and
expertise in meeting these objectives. These processes rely on continued and consistent
communication throughout the institution. Many of DMACC‟s processes and infrastructure focus on
gathering and using stakeholder input and sharing information with local business and industry, non-
profit organizations and communities. DMACC‟s culture continues to provide a voice for all faculty
and staff while providing the leadership necessary to make decisions and meet emerging needs.

S DMACC has a culture of broad stakeholder input to determine and participate in distinctive objectives.
   Gathering and using stakeholder input and sharing information with local business and industry,
   communities and non-profit organizations builds the infrastructure for continuous improvement.




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Processes (P)
3P1- How do you identify the changing needs of your student groups? How do you analyze
and select a course of action regarding these needs?
DMACC‟s processes for identifying the changing needs of student groups continue to be strengths of
the institution as concluded in the 2006 Systems Appraisal Feedback Report. Processes include; a)
encouraging and supporting very active student organizations including student representation on
district committees and commissions, b) meetings between student groups and college leadership
each term to share information and discuss student needs, c) regular administration of the ACT
Student Opinion Survey, d) marketing surveys aimed at identifying community needs, e) conducting
graduate, employer and advisory committee surveys as part of the program evaluation process, and
f) district-wide enrollment management planning.

The ACT Student Opinion Survey has been administered three times (2003, 2006 and 2010) and
continues to provide valuable insight into what services students use and find valuable, and how
satisfied they are with their college experience. The data allow trends to be identified for areas that
are improving and areas that provide opportunities for improvement. DMACC is committed to using
the ACT survey every three years. A three year cycle was chosen to allow enough time between
surveys to implement and refine necessary improvements prior to resurveying.

In addition, the DMACC Marketing and Enrollment Management departments have begun using
virtual media outlets such as Facebook and Twitter to improve communication with students and
gain instant feedback regarding college events and services. A vendor has been hired to monitor all
social media outlets and report trends and findings to the Cabinet every three months.

All of the sources of data identified previously are shared with Cabinet, Provosts/Deans and other
departments of the college. Cabinet reviews all data sources to identify strengths and opportunities
for improvement and to determine next steps. If necessary, actions may include further analysis of
the data, meetings with relevant departments for clarification, and feedback and review of existing
processes to identify potential causes and solutions. If actions require a significant amount of
leadership, coordination and input, they can be referred to the AQIP Steering Committee for
development of action plans.

Campuses and departments are encouraged to review student need data from their programs,
disciplines or areas and implement improvements. These efforts are supported by district
administration whose role is to coordinate efforts and facilitate communication across the college.

S The institution appears to have a sound understanding of the importance of identifying the changing
   needs of its student groups and has developed a wide variety of methods to accomplish this critical
   task. These include multiple student surveys, employer surveys, ACT Opinion Surveys, and advisory
   groups. Data collected from these methods provide an opportunity for the institution to modify services
   and create greater value for students.

3P2- How do you build and maintain a relationship with your students?
DMACC‟s processes for building and maintaining relationships with students continue to be strengths
of the institution as concluded in the 2006 Systems Appraisal Feedback Report. These processes
include; a) regular student contact through counseling, advising, alumni activities, events and
training, b) student clubs, organizations and activities, c) dual credit courses and academic advising
offered to local high schools students, d) partnerships with community and workforce agencies, and
e) instructional strategies to promote instructor-student and student-student interaction including
group work and learning communities.

DMACC provides several special programs aimed at improving performance of at-risk and
underrepresented student populations. DMACC‟s TRIO and Student Support Services programs are
two examples of federal grant funded programs designed to work closely with students to eliminate
barriers for continuation in college. These services include continual student contact to monitor
progress, encourage continuation, and identify college and community services to help students stay

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in school. Other grant supported programs designed to build effective relationships with students
include academic boot camp, Youth Build and Gateway to College programming for high school drop
outs aimed at earning a GED and transitioning to DMACC‟s credit programming, college prep
outreach, Upward Bound and the Workforce Training Academy. Information for these programs and
others are located on the DMACC Web Site.

Though DMACC has had an alumni association for much of its existence, it has recently become a
higher priority within the institution. The DMACC Foundation Office hired a full-time Alumni
Association Director to increase membership and improve services for alumni. The goal of the
Alumni Office is to make lifetime connections with DMACC students. Alumni membership is included
as an indicator under the 2016 FIRSTS Goals.

DMACC created an evening Call Center to extend the reach of the advising office. Calls are directed
to target groups of students who are at risk of failing based on admission, registration and
attendance patterns. Recruitment calls are initiated as a result of potential students requesting or
initiating interest in DMACC. The Call Center is staffed with people knowledgeable about DMACC
procedures and can often provide immediate assistance to students during the phone conversation.
If referrals to other departments are necessary, the Call Center follows up with both parties to make
sure that the student has been served promptly and effectively. Students can also ask questions in
real time to DMACC staff through the DMACC web site. The “Ask a Question” feature located on
DMACC‟s home page has been used heavily and reduces frustration for students looking for answers,
but don‟t know who to call or where to look on the web site.

DMACC is currently using social media as a means for cultivating relationships with students.
Regular posts are made to both DMACC‟s Facebook page and Twitter accounts. Posts to these sites
include invitations or notices regarding events at each campus, requests for feedback about
processes or services offered by the college, or general information about the college. Currently
there are over 1,900 followers on Facebook and 640 followers on Twitter. Enrollment Management
and Marketing departments are responsible for posting content and following up with students as
necessary. A daily email is sent to all students informing them of campus happenings, upcoming
deadlines, and other student related information.

S DMACC appears to have several integrated processes for building and maintaining relationships with
   students. These processes have recently been evaluated and improved through the strengthening of
   alumni membership, development of a call center to target at-risk students groups, and inclusion of
   social media to showcase events and invite feedback.
SS The institution uses a variety of approaches for building and maintaining relationships with students.
   These include regular student contact, student clubs, organizations and activities, dual-credit courses
   and academic advising to high school students, partnerships with community and workforce agencies,
   and instructional strategies to promote interaction.

3P3- How do you analyze the changing needs of your key stakeholder groups and select
courses of action regarding these needs?
Data regarding student and other stakeholder needs comes from a variety of sources. Surveys are
conducted regularly including the ACT Student Opinion Survey, AQIP Examiner, Personal Assessment
of the College Environment (PACE), as well as marketing, graduate, employer and advisory
committee surveys. Additional data are gathered through meetings with advisory committees,
faculty and staff bargaining units, student activities councils, Phi Theta Kappa Chapters, DMACC
departments, workforce development organizations, business and industry leaders, transfer
institutions, community organizations and others.

Survey data are collected and analyzed by the Office of Institutional Effectiveness (OIE). Initial
findings and analyses are shared with Cabinet and across the college. Campuses and departments
review these findings and combine these data with information gathered from regular stakeholder
contact to determine if and what courses of action need to occur. Specific activities to address the


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needs of DMACC‟s stakeholders are encouraged to occur at the level most appropriate to achieve
positive results.

Faculty and staff needs are continually assessed and addressed through regular meetings between
DMACC administration and faculty and staff collective bargaining leadership, campus forums with the
President and Executive Vice President held at each campus each semester, maintenance of open-
door policies to provide faculty and staff access to college leadership, and inclusion of faculty and
staff in committees, commissions, and work groups to promote shared governance of the college.

Common courses of action include reviewing relevant data to identify issues and formulate strategies
for improvement, conducting additional studies to gather more information, delegating issues to
departmental leadership, or involving the AQIP Leadership Team for possible creation of AQIP action
projects.

All DMACC programs are required by the Iowa Department of Education to conduct a comprehensive
program evaluation every five years to assure that programming is meeting the needs of students,
employers, faculty and other stakeholder groups. This evaluation includes student enrollment and
performance data as well as survey data from stakeholder groups. These evaluations are presented
to the AQIP Leadership Team by Program Chairs and their Provost/Dean to discuss, share and get
feedback about their programs. The AQIP Leadership Team prepares a summary of each evaluation
including recommendations resulting from these discussions. This summary with recommendations
is reviewed by the Executive Vice President for Academic Affairs who works with the Program Chair
and Dean to determine necessary follow-up actions.

S DMACC collects data from a variety of sources to determine stakeholder needs. Tools used include
   ACT, PACE, and AQIP Examiner standardized surveys as well as institution-specific graduate and
   employer surveys. These are used to assess stakeholder satisfaction and identify preferences and
   changing needs.
O DMACC conducts a comprehensive program evaluation every five years. It is unclear if the five-year
   cycle allows the institution to keep pace with changing requirements and yield information that
   ensures existing programs are meeting stakeholders’ needs

3P4- do you build and maintain relationships with your key stakeholders?
DMACC uses a combination of formal, informal and technological methods for building and
maintaining relationships with stakeholders. Often stakeholder relationships are established and
maintained with contractual obligations on both sides. Collective bargaining agreements between
faculty, staff and the district, and articulation, admissions and grant related agreements with local 4-
year colleges and universities are primary examples of formal, contractual relationships. Shared
programming between governmental entities is allowed under Section 28E of the Iowa Code.
DMACC‟s dual credit programming with K12 school districts, workforce development efforts with the
Iowa Departments of Workforce Development and Economic Development, and outreach efforts with
publicly funded organizations are additional examples of these types of formal relationships. The
DMACC Foundation Board and the Workforce Sector Boards are additional examples of formal types
of relationships with stakeholders. Articulation agreements with transfer institutions, purchasing
policies and procedures with vendors, and bargaining contracts are other examples of formal
stakeholder relationships.

Informal relationships are developed and maintained through a commitment to collaboration, service
and communication. DMACC has many partnerships and collaborative efforts across the district as
described in Criterion 9 of this document. These partnerships are created to add value to the
DMACC mission, and college attempts to meet stakeholder needs. DMACC encourages and initiates
opportunities to serve its communities. DMACC employees serve on various community boards and
groups. This service is supported by the district as a means for building and maintaining
relationships in the district. Communication with both internal and external stakeholders is a
primary method for maintaining relationships and provides opportunities to quickly address
emerging issues or opportunities. District leadership is very active in DMACC‟s communities and

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represents the college at many external stakeholder meetings and events. DMACC leadership is
often sought by external stakeholder groups to provide guidance in new initiatives and programs in
Central Iowa because of DMACC‟s experience and expertise in many areas including education,
community building, workforce development, leadership and strategic planning.

Technology continues to grow as a means for building and maintaining relationships. In addition to
traditional communication through web sites, distribution lists and email, DMACC is beginning to
integrate information systems as a means of sharing information and to improve efficiency for
meeting stakeholder needs. Currently, processes have been implemented to integrate DMACC‟s
student information system with bookstore systems to improve the process for using student
financial aid to purchase text books and other necessary materials. DMACC‟s web site is being
integrated with the DMACC student information system in new ways to help students register more
quickly. DMACC has adopted a common student ID system to allow tracking of students from K12
systems into higher education. DMACC is partnering with the Iowa Department of Education to allow
K12 school districts to send electronic transcripts to colleges. These systems not only improve
service to students, but also build and maintain relationships with other organizations.

S Numerous methods help build and maintain relationships with stakeholder groups. These include:
   contractual agreements; collective bargaining agreements; articulation, admissions and grant related
   agreements; dual credit programming with K12 school districts, workforce development efforts with
   the Iowa Departments of Workforce Development and Economic Development, and outreach efforts
   with publicly funded organizations.

3P5- How do you determine if you should target new student and stakeholder groups with
your educational offerings and services?
The responsibility for targeting groups for educational programming is coordinated by the Director of
Enrollment Management with direction and oversight by the Enrollment Management Committee and
Cabinet. The Enrollment Management Committee which includes Deans, Provosts, marketing and
other department directors, and district administration, develops a detailed annual operational
enrollment management plan for targeting new student and stakeholder groups.

The Enrollment Management Committee evaluates various data sources to determine new
populations that can benefit from DMACC services. These data sources include input from faculty
who have identified a need or workforce trend through their advisory committee, Deans, Provosts
and district administration involved in community and workforce preparation, local employers,
business and industry partners, state and federal legislation, job projection data from the Iowa
Department of Workforce Development, and input from recruiters working in educational, business,
and industry settings.

The final decision to pursue a new student or stakeholder group is based on the intensity of the
need, DMACC‟s ability to meet this need with high quality programming, cost benefit analysis, facility
availability, and alignment with mission and goals of the college.

O Although an Enrollment Management Committee evaluates input from internal and external
  stakeholders and legislation, it is unclear if a process exists to determine when to target new student
  and stakeholder groups and which ones to choose. Without such an approach, DMACC may miss
  opportunities to increase enrollment and bring its services and programs to individuals and
  communities in need.

3P6- How do you collect complaint information from students and other stakeholders?
How do you analyze this feedback and select courses of action? How do you communicate
these actions to your students and stakeholders?
The general complaint process for students is detailed in Educational Services Procedure 4640
located in the student handbook and on the DMACC web site. Complaints regarding discrimination
including harassment based on sex, age, race, gender, religion, national origin, sexual orientation,


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creed or disability are detailed in Educational Services Procedure 4645 located in the student
handbook and on the DMACC web site.

Each Provost maintains a log of all complaints for each campus to identify trends and problem areas
that require attention. DMACC also maintains a centralized file of formal complaints for the district
in the office of the Executive Dean of Student Affairs. This allows complaint data to be aggregated
and analyzed by the Judicial Affairs Officer to identify general trends or specific areas of the college
with a higher number of complaints than expected. The Judicial Affairs Officer reports identified
trends in student behavior or in complaints to the attention of the Executive Dean of Student
Services and the Executive VP for Academic Affairs. All student complaints are addressed according
to Educational Services Procedure 4640.

DMACC contracts with EthicsPoint web services to provide a confidential web-based hotline for
complaints regarding policy violations including financial, risk or safety, or information technology
matters. These reports are delivered anonymously to DMACC‟s President and Vice President for
Business Services for investigation. A course of action may be taken by the VP or referred to other
college officials to resolve. Investigative results and any action taken is reported anonymously back
to the person making the complaint via the EthicsPoint software.

S Complaints pertaining to financial, risk or safety, and information technology are supported by a web-
   based hotline. EthicsPoint allows for complaints to be collected anonymously.
O Although early stage complaint management guidelines are established and there is a process for
   collecting complaints, it is unclear how complaint data are analyzed to identify when more widespread
   issues are developing. As a result, DMACC may be limited in its ability to recover from complaints and
   to use complaint data to identify changing needs and requirements

Results (R)
3R1- How do you determine the satisfaction of your students and other stakeholders?
What measures of student and other stakeholder satisfaction do you collect and analyze
regularly?
DMACC determines the satisfaction of students and other stakeholders through many formal and
informal means. Valuable input and feedback is gained from the many meetings and conversations
college leadership has with students, faculty and staff, and other stakeholders. College leadership
meets regularly with students through the student activities councils and other student organizations
at each campus and is always accessible to students as needed. A strong relationship exists
between district administration and the faculty and support staff bargaining units and is supported
through monthly meetings for planning and addressing emerging issues. Many departmental,
Provost, Dean, committee and commission meetings are good sources of information on student and
stakeholder satisfaction. District leadership is also significantly involved with DMACC‟s communities
and its business, industry and communities leaders to assess how well DMACC is meeting their
identified needs, and regularly solicits these leaders‟ ideas for improved or additional services.

In addition to these informal methods, Table 3.1 lists the formal surveys or processes used by
DMACC to determine the satisfaction of students and other stakeholders.
Table 3.1- DMACC Surveys and Processes Used to Determine Stakeholder Satisfaction
 Survey or Process                                      Stakeholders
 ACT Survey of Student Opinions                         Students
 Program Surveys of Graduates                           Students
 Program Surveys of Advisory Committees                 Business and Industry
 Program Surveys of Employers                           Business and Industry
 Personal Assessment of the College Environment         Faculty and Staff
 AQIP Examiner                                          Faculty and Staff
 Credit Market Penetration                              Communities




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S The College has a variety of informal and formal approaches to determining the satisfaction of students
   and other stakeholders. Including, but not limited to, a Student Satisfaction Survey, a Graduate Exit
   Survey and Employer Surveys.
O Data collected pertaining to changing stakeholder needs appear to be limited in scope. Although there
   is emphasis on graduate and employer data gathering and analysis, interactions with other
   stakeholder groups, such as feeder schools and other postsecondary institutions, is more informal
   and does not appear to produce significant data for analysis purposes. As a result, DMACC may not
   always identify changing stakeholder needs in a timely manner.

3R2- What are your performance results for student satisfaction?
DMACC continues to rely on the ACT Survey of Student Opinions to formally measure student
satisfaction of DMACC‟s services and educational environment. Results and discussion of this survey
are provided under 1R5 of this document. Overall, DMACC students continue to be very satisfied
with DMACC and the services it offers. Areas that students are exceptionally satisfied with include
financial aid, class size, course content, interactions with faculty and staff, pre-enrollment
information and services, and rules and procedures. Availability of housing and parking were
identified as opportunities for the college, and DMACC responded by adding additional housing at 2
campuses and parking at several of DMACC‟s campuses.

DMACC also surveys recent program graduates to gather information about their current status and
employment after graduation and to assess their satisfaction with the education received in their
program. This information is compiled using Qualtrics survey software and is incorporated into the
program evaluation process. All survey data are reviewed by the AQIP Leadership Team with
program faculty and administrative leadership, and recommendations are forwarded to the Executive
Vice President for Academic Affairs if issues needing attention are identified. Questions 10-14, 21
and 22 of this survey address student satisfaction of the program and college services. Sharing all
of the results from the surveys is not possible in this document; however Figures 3.1- 3.2 are
examples of information from one program. Figure 3.1 shows results for limited response questions
where students must choose from the answers provided. Responses shown in Figure 3.2 are from
open ended questions.




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Figure 3.1- Student Graduate Program Survey Results Example for Questions 10-14




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Figure 3.2- Student Graduate Program Survey Results Example for Questions 21 and 22




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S Satisfaction with student services and the educational environment as determined by the ACT Survey
   has remained steady in the moderately high satisfaction range. Highly rated areas in 2010 include co-
   curricular activities, class size, condition of facilities and buildings, faculty attitudes towards students,
   library programs, and tutorial services.

3R3- What are your performance results for building relationships with your students?
Many of the measures for building and maintaining relationships with students are included in the
2016 FIRSTS Goals Scorecard and are included in section 1R6 of this document. The increase in
alumni membership and foundation contributions by alumni as shown in section 2R2 are positive
indicators that DMACC continues to build life-long relationships with its students. Figure 1.19 in
Criterion 1 shows that DMACC is ranked first in its national benchmark cohort for student retention.
Figure 1.20 also in Criterion 1 shows continued progress toward its goal for fall-to-spring
persistence.

DMACC‟s dual credit programming has been an effective process for establishing relationships with
students while still in high school. DMACC has initiated a survey of dual credit students and high
school staff as part of its accreditation through the National Alliance of Concurrent Enrollment
Partnerships (NACEP). Table 3.2 shows survey results for dual credit students one year after
graduating from high school. These results indicate a high percentage of students attending a 2-
year college. This is significant evidence of the relationship students have with DMACC through dual
credit programming.

Table 3.3 shows the effect that dual credit         Table 3.2- Number and Percent of Dual Credit
programming has had on students as perceived by Students by Attending School Type One Year
high school teachers, counselors and principals.    After Graduating High School
The survey was completed by 93 teachers,
guidance counselors and principals currently
participating in dual credit programming. DMACC
is building relationships with students that are
influencing their perceptions, expectations and
preparedness for college. Significant percentages
of high school staff believe that dual credit
programming has resulted in students considering
college for the first time, and 90% or more of
staff believe dual credit programming has helped
students develop realistic expectations of college.

In 2008 and 2009 DMACC created a Call            Table 3.3- Percent of High School Staff by
Center as an extension of the Student            Agreement Level and Position
Services Division as described in 3P2. The
effectiveness of the ability of this service to
build and improve relationships with
students is measured by comparing the
credit hour yield for students served by the
Call Center to credit hour yield of similar
students who could not be contacted directly
but for whom voice mail messages were left.
The voice mail group is used as the
comparison group to assure that student
contact information was still correct. Table
3.4 shows that when compared to students
who could not be contacted directly, students served by the Call Center increased within term course
retention by 607 credits and improved fall-to-spring persistence by 81 students. Table 3.4 also
shows that not only does the call center help build relationships with students and improve retention
and persistence, the calls also have a significant return on investment for the college. This analysis
has been conducted in both 2008 and 2010 with similar results.

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Table 3.4- DMACC Call Center Performance Results: 2010




S Figure 1.19 shows that DMACC is ranked first in its national benchmark cohort for student retention.
   The results of the survey for dual credit students one year after graduating from high school indicate a
   high percentage of students attending a 2-year college. This is evidence of the relationship students
   have with DMACC through dual credit programming

3R4- What are your performance results for stakeholder satisfaction?
All DMACC Career and Technical programs are required to maintain an advisory committee of
professionals currently working in related fields. Advisory committee members are regularly
surveyed as part of the program evaluation process. The results of these surveys are included in the
formal program evaluation and are reviewed by the AQIP Leadership Team and program leadership
who can make recommendations to the Executive Vice President for Academic Affairs when results
identify issues that need to be addressed. The results for all program evaluations are too lengthy for
inclusion in this document; however, the information in Figure 3.3 serves as a typical example of
these stakeholder satisfaction results.

Figure 3.3- Advisory Committee Survey Results Example




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Surveys of employers hiring DMACC students are collected and processed in a similar fashion. A
typical example this type of stakeholder satisfaction data is shown in Figures 3.4-3.6.

Figure 3.4- Employer Survey Example 1




Figure 3.5- Employer Survey Example 2          Figure 3.6- Employer Survey Example 3




The Personal Assessment of the College Environment (PACE) survey was adopted on a three-year
cycle as a primary means for measuring satisfaction of faculty and staff. This instrument has been
administered two times, in 2001 and 2008, and is scheduled again in 2011. Overall results from the
PACE survey are positive with improvements in each of the four categories over time. Figure 3.7
shows the results comparison between 2001 and 2008. DMACC has moved closer to being a truly
collaborative environment and is described as having a healthy college environment.



                                        Figure 3.7- DMACC PACE Survey Results Comparison:
                                        2001 - 2008
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Figure 3.8 and Table 3.5 show PACE mean scores by job type regarding institutional structure.
Though all of these questions reflect faculty
and staff satisfaction, questions 15, 16, 22,
25, 38 and 41 are examined specifically as
being the most valid indicators of faculty and
staff satisfaction. Questions 15, 16, 22, 25
and 41 are all in the consultative category.
Question 38 regarding opportunities for
advancement continues to be an issue for
DMACC and is being addressed according to
the processes under Criterion 4 of this
document.




Figure 3.8- DMACC PACE Institutional Structure    Table 3.5- DMACC PACE Institutional Structure
Results: 2008                                     Results: 2008




Figure 3.9 and Table 3.6 show PACE results regarding Teamwork at DMACC. All questions in this
category are considered indicators of faculty and staff satisfaction and also all fall within the
consultative category. Teamwork is a strength for DMACC.

Figure 3.9- DMACC PACE Teamwork Results:           Table 3.6- DMACC PACE Teamwork Results:
2008                                               2008




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The AQIP Examiner is used as an indirect
                                             Table 3.7- AQIP Examiner Results for DMACC‟s Ability
measure of stakeholder satisfaction by
                                             to Understand Stakeholder Needs
assessing how well DMACC faculty and staff
believe DMACC understands students and
stakeholder needs. Table 3.7 shows AQIP
Examiner results for Criterion 3:
understanding student and stakeholder
needs. DMACC consistently scored above
the mean for other institutions.

S Career and Technical programs are required
   to maintain an advisory committee of
   professionals currently working in related
   fields. Advisory committee members indicate high levels of satisfaction with the institution.
O Although DMACC reports current levels of satisfaction from stakeholders, there are limited trend data.
   The lack of trend data may make it difficult for the institution to determine the extent of deployment
   with the delivery of programs and services to stakeholders.

3R5- What are your performance results for building relationships with your key
stakeholders?
Market penetration for credit programming continues to be a significant indicator of DMACC‟s ability
to build relationships with external stakeholders. Figure 3.10 shows DMACC trend line data for
market penetration. DMACC‟s market penetration has increased over ½ percentage point since
2005. This increase demonstrates that DMACC is viewed by external stakeholders as a primary
destination to meet their education and training needs. Market penetration for non-credit
programming is also an indicator of relationship building
with external stakeholders. Non-credit market penetration Figure 3.10- DMACC Credit Market
data are included in section 2R2 of this document.            Penetration by Year

Total scholarship dollars given to the DMACC Foundation
is a measure of the institution‟s ability to build
relationships and garner support for students. Figures 2.2
and 2.3 in section 2R2 of this document show increased
scholarship dollars awarded during a year when
investment income for scholarships decreased. This
indicates additional giving for student scholarships by
stakeholders even during a weak economic period.

An indirect indicator of the strength of DMACC‟s
relationships with stakeholders is the number of joint operations DMACC has developed with
partnering institutions. Below are a few of the most recent examples of DMACC‟s ability to build
collaborative partnerships. In May 2006 DMACC and 10 area school districts surrounding Ames, IA
built the Story County Hunziker Center to offer a dual credit career academy for area high school
students. In 2008, Iowa Health Hospitals and the Polk County Board of Supervisors each made
significant contributions to build a new Health Sciences building on the Ankeny Campus. This
building offers state-of-the-art facilities and equipment to train nurses and other health care
professionals. In 2010, the Future Farmers of America (FFA) Enrichment Center was built on the
DMACC Ankeny Campus jointly funded by DMACC and the FFA to house the DMACC agriculture,
horticulture and vet tech programs and to serve as the FFA state headquarters and conference
center. In 2010, DMACC contracted for additional space at minimal cost to the district to offer
additional health care training at the recently vacated Mercy Capitol Hospital in downtown Des
Moines. DMACC‟s stakeholders have partnered with DMACC to meet facility needs as a result of
continued enrollment growth and demand for DMACC graduates. DMACC‟s most recent expansion is
a program center in Perry, Iowa which is a collaborative project between the City of Perry and
DMACC and is funded through a combination of DMACC, city and state resources.


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S Results demonstrate the effectiveness of the processes and activities used to build relationships with
   stakeholders. For example, market penetration has increased steadily in recent years and has been
   above the institution’s goal and the results in the number of foundation scholarship dollars and
   number of awards has improved.

3R6- How do your results for the performance of your processes for Understanding
Students’ and Other Stakeholders’ Needs compare with the performance results of other
higher education organizations and, if appropriate, of organizations outside of higher
education?
Many of the measures presented in this section are benchmarked either internally over time, to all
Iowa community colleges, or to the national cohort. The ACT Student Opinions Survey is
benchmarked against all other 2-year colleges using the survey and the results and benchmarks are
given in section 1R5 of this document. The PACE survey data are internally benchmarked over time
with benchmark results shown in Figure 3.7. PACE data are also benchmarked against national
norms. The comparison of DMACC‟s score against the national norm for the Institutional Structure
and Teamwork categories are given in Table 3.8.
                                                      Table 3.8- DMACC PACE Scores and
The AQIP Examiner survey is benchmarked against       National Norms
all other institutions using the survey with those    Norms by Category
results given in Table 3.7. Credit market
penetration is included on the 2016 FIRSTS Goals
Scorecard. Benchmark data are shown in Figure
3.11.

Overall, DMACC scored at or above its benchmark comparison groups for almost all measures.
Though there is always room for improvement, these indicators and their benchmarks reinforce
DMACC‟s standing as a quality institution.

O Other than the PACE scores and Credit Market Penetration data, no sources of data are used to
  compare DMACC outcomes and the performance of student and stakeholder-related processes to
  those of other higher education institutions or organizations outside of higher education.

Figure 3.11- DMACC Credit Market Penetration Scorecard Data




Improvement (I)
3I1- What recent improvements have you made in this category? How systematic and
comprehensive are your processes and performance results for Understanding Students’
and Other Stakeholders’ Needs?
DMACC‟s dual credit programming has grown tremendously in the past 10 years with the number of
high school students served increasing from 1,000 in 2001 to over 10,000 in 2010. Nationally, dual
credit programming can be controversial because it blurs the demarcation line between high school
and college. Though DMACC has always known and has had evidence to show the effectiveness of
this programming for students entering DMACC after graduation, the recent NACEP accreditation
process has been a great benefit to the institution. The accreditation process requires that various
processes be implemented to assure continued alignment between dual credit and traditional college
programming. This process has improved the quantity and quality of the interaction between on-
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campus DMACC faculty and those adjuncts teaching in the area high schools. It has also more
closely aligned curriculum, course competencies, and assessment activities. New measures of
student and high school staff satisfaction have been instituted to ensure that DMACC continues to
meet the needs of these students and their schools. Strong connections between students and
DMACC occur as a result of dual credit programming. Dual credit programming also produces
graduates more capable of succeeding in college.

The DMACC Call Center has been a very successful process for improving student retention, success
and satisfaction with DMACC. The combination of creating a program that not only improves student
outcomes but also generates a high return on investment is valuable for DMACC and other
institutions. Other colleges have contacted DMACC to review planning and measurements in hopes
of creating the same type of program.

S DMACC’s Call Center has been attributed to an increase in student retention and appears to have
   been good strategy for the institution.
S The number of high school students served by dual credit programming increased from 1,000 in 2001
   to over 10,000 in 2010. NACEP accreditation assures continued alignment between dual-credit and
   traditional college programming.

3I2- How do your culture and infrastructure help you to select specific processes to
improve and to set targets for improved performance results in Understanding Students’
and Other Stakeholders’ Needs?
DMACC‟s 2016 FIRSTS Goals clearly define the type of institution DMACC strives to become. The
goal of First in Quality sets the standard for determining which processes to implement to meet
student and stakeholder needs. Targets for improvement are set to be achievable by 2016 and must
move the institution closer to that goal. The culture of the institution allows for new processes to be
evaluated and adopted if they prove to yield better results than what is presently in place.

O Targets for improvement are set to be achievable by 2016 and established to move the institution
  closer to a stated goal. It is not clear how these targets are established. As a result, DMACC may be
  limited in selecting process for improvement.




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Processes (P)
4P1- How do you identify the specific credentials, skills, and values required for faculty,
staff, and administrators?
DMACC‟s processes for identifying appropriate qualifications for employees continue to be strengths
of the institution as concluded in the 2006 Systems Appraisal Feedback Report. Processes include;
a) minimum standards for faculty established by the Iowa Board of Educational Examiners with
additional qualifications identified by faculty leadership, human resources and administration, b)
establishment of minimum instructional competencies in the DMACC Quality Faculty Plan, and c)
processes for reviewing and revising vacant staff position requirements including review by the Job
Review (Hay) Committee to assure consistent job level placement across the institution.
Administrator qualifications are determined by senior administration in according with the
requirements of each position. The Board of Directors determines the qualifications for the
President.

S The institution ensures that job descriptions are developed to include specific credentials, skills, and
   knowledge required by faculty, staff, and administrators based upon input from supervisors across the
   institution and benchmarking initiatives with other organizations.

4P2- How do your hiring processes make certain that the people you employ possess the
credentials, skills, and values you require?
All positions are hired according to the DMACC Hiring Process Handbook. This process assures
institutional, state and federal hiring responsibilities are met, yet provides flexibility to assure that
DMACC hires the best candidates possible. All positions are posted on the DMACC web site with
many posted in the Des Moines Register. Additional vacancy notices may be included in local,
regional and national sources if necessary.

All applications are reviewed by Human Resources staff to assure that minimum requirements
included in the job description have been met. All candidates must be evaluated and ranked
according to both required and desirable qualifications contained in the job description. Generally,
this is done by a screening committee created to assist the supervisor in filling a position; however,
screening committees are not required. The pool of interviewees is selected from the top scorers,
and interviews are conducted by a hiring committee or by the supervisor. Human Resources assures
compliance with all Equal Opportunity Employment practices and may suggest additional candidates
to interview as part of Equal Opportunity Employment procedures. Criminal background checks are
conducted on all potential DMACC employees prior to hiring.

S Several processes are in place to maintain consistency in hiring. Human Resources provide the initial
   screening of applicants and the Hiring Process Handbook is utilized by hiring committees. The
   process supports institutional, state, and federal hiring requirements.
O It is unclear how organizational values are integrated into recruiting and hiring. This clarification may
   help identify individuals who share those values and would be a good fit in the organizational culture
   so that the opportunity for success and long-term retention is enhanced.

4P3- How do you recruit, hire, and retain employees?
DMACC‟s processes for recruiting and hiring employees continue to be strengths of the institution as
concluded in the 2006 Systems Appraisal Feedback Report. Processes include; a) various methods
for posting job openings including local, regional and national sources if needed, DMACC web site
and campus postings, b) sharing of openings with university graduate colleges, c) standardized
hiring process including affirmative action provisions, and d) monitoring and adoption of competitive
salary and benefit structures.

Employees are retained, in part, by DMACC‟s ability to provide a competitive and valuable work
environment. Benefits above and beyond salary that influence employee retention include excellent
health and dental plans, extensive wellness facilities and programming, retirement plans through
TIAA-CREF or Iowa Public Employee Retirement System, life insurance for employees with option to
purchase additional coverage for family members, long term disability coverage, hearing aid benefit,

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and employee assistance programming. DMACC also provides generous leaves including 20-25 days
of paid vacation per year, 15 days of annual sick leave, 40 hours bereavement leave, and three
personal days per year in addition to traditional holidays.

DMACC‟s efforts to support each employee‟s professional development are also helpful in recruiting,
hiring, and retaining employees. DMACC provides 60 hours per year of professional development
leave for administrative/professional staff, and faculty earn sabbatical leave to pursue professional
or academic interests. DMACC employees also have many opportunities to serve on various internal
and external committees and professional organizations. Professional development opportunities
including conference and workshop attendance are provided. Faculty also have the option to teach
in the summer.

S The College appears to have a well defined recruiting and hiring process designed to identify high
   performing individuals who possess the necessary skills to succeed as candidates for positions that
   come open.

4P4- How do you orient all employees to your organization’s history, mission, and values?
DMACC‟s processes for orienting all employees to DMACC‟s history, mission and values continue to
be strengths of the institution as concluded in the 2006 Systems Appraisal Feedback Report.
Processes include; a) human resources and benefits orientation for all new regular employees, b)
on-the-job training for all new regular employees to be conducted during the first week of
employment with their supervisor, c) technical orientation for all regular and non-regular employees
covering student information systems, email and other network services, d) year-long faculty
orientation and mentoring for new hires, e) four faculty and staff in-service days per year, and e)
day-long orientation for adjunct faculty.

S The employee orientation program appears to be well developed. The process provides a broad
   understanding of the institution’s benefits and student information systems, e-mail, and other network
   services.

4P5- How do you plan for changes in personnel?
DMACC‟s recruitment, hiring, orientation and retention processes described previously contribute
greatly to the ability to hire highly qualified people and thus minimize productivity lags or severe
learning curves associated with changes in personnel. For many positions, applicable procedures,
processes and work flows are documented in each department. If there are similar positions within
the institution, job shadowing and mentoring provide training for new employees. For key
positions, DMACC may solicit internal candidates to fill specific positions to minimize loss of
productivity.

DMACC examines data each term to identify high and low demand program areas. This information
is used in conjunction with input from advisory committees and local workforce offices to determine
workforce and enrollment trends. Changes in personnel are made to address these trends and may
include reassignment of faculty or staff to high demand areas, or reassignment or elimination of
positions experiencing significant decline.

Planning for potential changes in faculty includes the maintenance of a comprehensive list of all
qualified current, previous and potential instructors. This allows better coordination between
campuses to share faculty members, especially in the greater Des Moines area. This also allows the
college to contact retired faculty members who might be interested in teaching as an adjunct.
DMACC maintains relationships with local universities to identify recent graduates who may choose
to teach at a community college.

Succession planning efforts also prepare current employees to assume leadership positions in the
college. Succession planning processes will be discussed in 5P10.



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O Although the College describes an approach to planning for potential changes in faculty, it is unclear
  how they determine other staffing capability and capacity requirements to ensure that the needed
  human resources are available to meet student and other stakeholder requirements.

4P6- How do you design your work processes and activities so they contribute both to
organizational productivity and employee satisfaction?
DMACC uses Workplace and Office LEAN training as a primary means for designing work processes
and activities to maximize productivity, increase employee satisfaction and improve service to
students and other stakeholders. A LEAN project includes all employees involved with a process,
works with them to map out the current process from start to finish, evaluates the value each step
adds to the process, and redesigns the process to eliminate those elements that bring little or no
value to the process. The final process is again mapped, documented and implemented as
necessary. Office LEAN facilitators work individually with employees to structure their personal work
areas to improve organization and efficiency. In the three years since beginning this process, nearly
all student service areas and many business office, human resources, and IT areas have been
through the training, resulting in significant cost savings and process efficiencies. These results can
be found in the Results section of this criterion.

S Using LEAN training to design and maximize work processes, the College appears to have improved
   productivity, cost savings, and efficiencies in several areas, including student services, business
   office, human resources, and IT.
OO Although the institution uses the LEAN workplace model to redesign work processes, it is not clear
   how new work processes are designed or these efforts increase employee satisfaction. The Portfolio
   does not mention how DMACC designs work processes to contribute to organizational productivity
   and employee satisfaction.

4P7- How do you ensure the ethical practices of all of your employees?
The college provides clear guidelines for ensuring the ethical practices of all employees.
Expectations of ethical practice by the Board of Directors and DMACC employees are formalized in
College Policies and Procedures and are incorporated into employee orientation processes. Policies
regarding employee ethical practices are:

College Policies                            College Procedures
1004 Code of Ethics                         BS 1130 Acceptance of Gifts
2008 Acceptance of Gifts                    HR 3000 Equal Opportunity/Affirmative Action
3001 Equal Opportunity/Affirmative Action   HR 3005 Harassment
3002 Harassment                             HR 3006 Consensual Relationships
3003 Consensual Relationships               HR 3320 Employee Conduct, Appearance and Attendance
3005 Employment of Relatives                HR 3325 Secondary Employment
3022 Secondary Employment                   HR 3330 Political Activity
3023 Restricted Use of College Resources    HR 3335 Personal Use of College Property by Employees
3024 Political Activity                     HR 3515 Correction of a Pay Error
4000 Nondiscrimination – Students
4003 Academic Freedom

In addition, DMACC uses Ethics Point web services to provide a simple, risk-free way for employees
and others to anonymously and confidentially report activities that may involve inappropriate
behavior in violation of college policies. The Hotline will accept, via telephone or Internet, reports
regarding financial, risk or safety, or informational technology issues. The Hotline does not replace
or supersede existing reporting methods including formal complaint or grievance procedures.

S The institution describes ethical practices in the College Policies and Procedures, which are a part of
   orientation, and uses Ethics Point web services for confidential and anonymous reporting of financial,
   risk, safety and IT issues.



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4P8- How do you determine training needs? How do you align employee training with
short and long-range organizational plans, and how does it strengthen your instructional
and non-instructional programs and services?
All employees receive common training when hired as part of the orientation processes described
previously. Faculty training is developed through human resources, academic leadership, faculty
members and administration. The Quality Faculty Plan (QFP) requires that all faculty complete a
prescribed number of teacher improvement (TI) units each year. TI unit offerings are always a
combination of recurring trainings vital to the institution and new training that is identified to
address discipline specific needs. TI trainings are reviewed by district leadership each year to align
offerings with DMACC‟s 2016 FIRSTS Goals. The Executive Director of Human Resources serves on
Cabinet and attends Provost/Deans meetings to identify possible training options for TI units.
Provosts, Deans and district administration may also recommend training to address needs identified
through contact with faculty. Faculty members may also seek approval for training specific to their
needs and areas.

Staff training can also be developed and offered through human resources to address emerging
issues or new initiatives of the college. Identified training needs are primarily addressed through the
employee evaluation process. During the evaluation process, supervisors meet with staff members
to identify needs including training for their current position. Often, identified training is
incorporated into staff goals for the next evaluation period.

Technology training needs are determined within the Information Technology (IT) Department with
additional input from college leadership. Relationships between helpdesk, application support and
training positions within IT assure that training is developed for new software and that training is
created to meet employee needs identified through helpdesk assistance. Weekly IT staff meetings
facilitate communication and planning regarding training.

Assessment of student learning, effective teaching, Office LEAN, SCT Banner, Blackboard and sexual
harassment training are examples of recurring training aimed at addressing long-range plans.
Emergency response, identity theft, classroom management, and specialized software are examples
of training aimed at addressing short-term needs. Training effectiveness is determined from
feedback from training participants and through the AQIP Examiner Survey.

S DMACC appears to have a lot of input that is gathered from different sections of the organization to
   determine training needs. The Quality Faculty Plan (QFP) requires all faculty complete a prescribed
   number of teacher improvement (TI) units each year, which consist of a combination of recurring
   trainings seen as vital to the institution and new training that is identified to address discipline specific
   needs.
O Although there is a strong orientation program some learning and development opportunities are
   provided for faculty and staff, and HR maintained some training modules for self-development, an
   approach to identifying training needs to support overall organization requirements appears to be
   lacking. For example, learning and development requirements are not identified to support the 2016
   FIRSTS Goals.

4P9- How do you train and develop all faculty, staff, and administrators to contribute fully
and effectively throughout their careers with your organization? How do you reinforce this
training?
DMACC offers many professional development opportunities for all employees. Staff training is
conducted in three areas; job specific, technical and general. Job specific training occurs on the job
and is conducted by peers or supervisors to minimize productivity losses. Though the majority of
this training occurs during the first few weeks and months in a new position, ongoing training
regarding changes in procedures, LEAN techniques, and new or varied position expectations is
provided. Technical training is conducted continually through the IT Department and the Training
Coordinator positions. Many training opportunities are ongoing and cover basic technical systems
including the SCT Banner Student Information System, Blackboard course delivery software and
standard office software and applications. The Training Coordinators also develop short-term

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training to address needs identified at the department level or unit level. General training consists
of those training opportunities that are not job specific and not technical in nature. Popular training
of this nature includes stress reduction, wellness related activities, and financial planning workshops.

The processes for training and developing regular faculty are described in the Quality Faculty Plan
and include a minimum number of teacher improvement (TI) units required each year. During the
first three years of employment, faculty members must participate in 96 clock hours of TI events.
After the third year faculty must participate in 100 clock hours of TI events every 5 contract years.
Senior faculty members are encouraged to develop and conduct training for other faculty as part of
their TI requirements. In addition, faculty have opportunities to advance on the salary schedule
based on assuming leadership roles in the college and serving on various committees and
commissions.

Training and development of adjunct faculty is important for maintaining quality instruction for
students. Specific procedures and programs are in place regarding training and development of
adjunct faculty. Several human resource procedures address adjunct training and staff development
specifically. Human resource procedure 3205 requires all new adjuncts to attend orientation and
provides compensation for this orientation. DMACC‟s Quality Faculty Plan does not require a
minimum level of staff development but encourages adjunct faculty to participate in trainings and
staff development whenever possible. Adjunct faculty are invited to participate in the four
professional development days each year and many attend regular faculty and departmental
meetings.

Adjunct faculty has a designated area in the DMACC web site containing resources specific to meet
their needs. This web site includes the adjunct faculty handbook, orientation and staff development
information. The Adjunct Advantage program was created as part of an AQIP action project to
create development opportunities specifically for adjunct faculty about learning and teaching, as well
as about DMACC policies and procedures. Adjunct Advantage includes a series of modules;
Technology in the Classroom, The Art of Designing an Effective Syllabus, Understanding Student
Mental Health Issues, Managing Student Behavior in the Classroom, Assessment and Grading, and
Classroom Learning Styles. Participants receive $50 for each 2-hour module completed. Currently
participation is limited to 20 participants per year, but efforts are being made to find additional
resources to expand this program.

In addition, adjunct instructors are invited to the August Academy in-service and are compensated
for attending. Summer workshops have been implemented for adjunct faculty teaching dual-credit
courses in the high school. Adjunct faculty are included in all campus-wide communications,
including notifications about trainings and campus and college-wide events.

S The institution provides multiple training opportunities for faculty. Training is conducted in three areas:
   job specific, technical and general. Training and development are described in the Quality Faculty
   Plan, which requires a specific number of hours within a certain length of time.
O Adjunct faculty training is supported through the Adjunct Advantage program. The program is limited to
   20 participants per year. With over 1,000 adjuncts, the institution does not appear to have sufficient
   development opportunities for adjunct faculty.

4P10- How do you design and use your personnel evaluation system? How do you align
this system with your objectives for both instructional and non-instructional programs
and services?
DMACC‟s processes for designing and using its personnel evaluation system to align with
instructional and non-instructional goals continue to be strengths of the institution as concluded in
the 2006 Systems Appraisal Feedback Report. DMACC‟s employee evaluation system is outlined in
human resource procedures 3210 for regular employees and 3230 for adjunct faculty. Processes for
regular employees include an evaluation after the initial probationary period, and regular evaluations
every three years. All first-time adjunct instructors are observed and evaluated by the end of their
first semester.

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Minimum instructional competencies have been identified in the Quality Faculty Plan and serve as
the basis for faculty evaluation. Non-instructional objectives are included in the personnel
evaluation process to assure that each employee‟s performance and goals contribute to the overall
goals of the program and the college.

O Though DMACC maintains a thorough evaluation process covering employees and adjunct faculty
  through associated HR policies, it is not clear how employee or adjunct faculty goals or objectives are
  aligned with instructional and non-instructional objectives of the institution.

4P11- How do you design your employee recognition, reward, compensation, and benefit
systems to align with your objectives for both instructional and non-instructional
programs and services?
DMACC‟s processes for designing employee recognition, reward, compensation and benefits systems
to align with institutional objectives continue to be strengths of the institution as concluded in the
2006 Systems Appraisal Feedback Report. Processes include; a) formal and informal recognition of
exemplary work by district leadership and the Board of Directors, b) regular salary and benefit
studies with peer institutions and adjoining states to assure competitive salary and benefit packages,
and c) rich benefits system including; health, dental, life and disability insurance; ample leave for
vacation, sick, bereavement and personal leave; retirement plans and flex spending accounts.

O It is not apparent that DMACC has designed a broad-based reward and recognition program that is
   meaningful to the faculty and staff and aligns with organizational objectives in both instructional and
   non-instructional areas. As a result, faculty and staff may feel underappreciated and the College may
   miss opportunities to reinforce behaviors that contribute to achievement of high performance and
   attainment 2016 FIRSTS Goals.

4P12- How do you determine key issues related to the motivation of your faculty, staff,
and administrators? How do you analyze these issues and select courses of action?
Factors regarding an individual‟s motivation are monitored and addressed in part by the employee
evaluation process. However, systematic processes have been established to monitor and identify
key institutional issues regarding motivation. The Office of Institutional Effectiveness has
responsibility for conducting, analyzing and reporting results of regular surveys of faculty and staff.
Though the Personal Assessment of the College Environment (PACE) survey had been conducted in
2001, subsequent surveys were not conducted until 2008. The PACE survey is now scheduled to be
given every three years (scheduled for spring 2011) in order to regularly monitor and address
institutional factors regarding employee motivation and establish trend line data. The PACE survey
addresses how well employees believe their efforts support the mission of the college and how
valued they feel by the college.

In addition to the PACE survey, DMACC has also begun regular use of the AQIP Examiner survey.
Initially conducted in 2007, this survey is also scheduled to be administered every three years. The
AQIP Examiner survey assesses DMACC‟s capacity for continuous improvement according to the nine
AQIP criteria. It is the combination of the PACE and Examiner surveys that provides the institution
with a clearer picture of not only whether employees feel valued and are motivated, but also how
engaged the institution is in the process of continuous improvement.

Initial analysis of the results for each survey is conducted by the Office of Institutional Effectiveness.
Results are shared across the college through the DMACC web site and through presentations made
to Cabinet, Provosts/Deans and other groups. These key leadership groups determine what, if any,
courses of action need to be taken. Courses of action generally include requesting additional
analyses to answer specific questions, creation of a task force to address issues, delegation to a
specific department of the college, or involving the AQIP Leadership Team to formulate action plans
and strategies.



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O Although DMACC has instituted the use of two standardized surveys: PACE and the AQIP Examiner
  Survey, to help determine key issues related to motivation of faculty, staff, and administrators, the
  frequency with which it conducts these surveys does not allow the college to identify or respond to key
  issues regarding motivation of employees. A next step may be to institute employee engagement
  sessions around issues as they occur or conduct ad hoc surveys as issues arise.

4P13- How do you provide for and evaluate employee satisfaction, health and safety, and
wellbeing?
Employee satisfaction is evaluated according to the processes described in 4P12. An important
aspect for evaluating employee satisfaction is the accumulation of trend data with the surveys
described previously. This will allow the college to identify strengths and opportunities for
improvement and monitor the effects of any changes on a regular basis.

DMACC has hired a full-time safety officer to identify and address health and safety issues across the
college. The safety officer has conducted surveys and focus group discussions to identify health and
safety issues and concerns. Examples of the services provided to employees as a result of this data
are additional lighting for parking areas, revised emergency management protocols including
documentation and training, installation of defibrillators across the district, improved room locking
procedures and equipment necessary to facilitate lock-down conditions, implementation of identity
theft protocols, and the DMACC alert system to notify students and employees of severe weather or
other emergency conditions.

A wellness committee has been created with guidance and assistance from DMACC‟s health
insurance provider to coordinate wellness activities across the district. This committee includes
representation from all campuses and position types. Ankeny campus students have access to
limited health services provided by a part-time campus nurse and nurse practitioner. All DMACC
students have access to mental health services on each campus through the student assistance
program. DMACC also provides an employee assistance program for all employees to assist in
solving a variety of personal problems including relationship issues, mental health, substance abuse,
financial and/or legal issues and others.

S Through surveys and focus groups, the campus safety officer identified health and safety issues and
   concerns, that informed the development of services or resources, such as additional lighting, revised
   emergency management, theft, identity-theft and alert protocols.
O DMACC recognizes the need to collect satisfaction data and establish trends and has begun to take
   steps to achieve that end.
O Processes to evaluate employee health, safety, and well being are not described.

Results (R)
4R1- What measures of valuing people do you collect and analyze regularly?
DMACC‟s measures of valuing people are shown in Table 4.1.

Table 4.1- Measures of Valuing People and Employee Productivity and Effectiveness
 Indicators of Valuing Faculty, Staff and    Measures of Productivity and Effectiveness
 Administrators
 Employee Retention Rates                    Enrollment/Market Penetration
 Highest Degree Held by Faculty and Staff    ACT Student Opinion Survey Results
 PACE Survey Results                         Student Retention and Persistence
 LEAN Improvements                           Percent of Sections Taught by Full-time Faculty
 Staff Development Units Taken
 Staff-to-Student Ratios
 AQIP Examiner Results




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S DMACC collects and analyzes data related to valuing people through review of selected items on the
   PACE survey monitoring staff retention rates; and monitoring educational levels of faculty.
O DMACC collects a variety of measures of institutional effectiveness. Additional information on the
   satisfaction and motivation of employees might be developed through a survey or study that is
   specifically aimed at exploring their thoughts and experiences.
O Although the College measures Staff-to-Student Ratios, this measure does not demonstrate the
   College is meeting the requirements of the Valuing People Category. As an input measure, Staff-to-
   Student Ratios may be valuable when comparing its relationship to output measures, such as
   employee satisfaction.

4R2- What are your performance results in valuing               Table 4.2- Mean Position Longevity
people?                                                         by Employee Type and Year
DMACC monitors the average length in a position for
employees as shown in Table 4.2 as an indicator of how well
DMACC retains employees. Though normal processes such as
restructuring or early retirement incentives may affect this
trend, a continued downward trend in position longevity is to be avoided. Retention data for faculty
and staff remain healthy with longevity of
staff experiencing a healthy, steady incline.  Table 4.3- Highest Degree Held by Regular Credit
                                               Faculty by Year
Table 4.3 shows the highest degree held
by regular credit faculty for the past five
years. DMACC reviews these data to be
assured high academic standards for
faculty are maintained. DMACC continues
to retain and hire a highly qualified faculty.
These data also show that DMACC has
hired full-time faculty to match recent
enrollment growth. From 2005 to 2009,
DMACC credit enrollment grew more than
25% annually. For this same time period,
DMACC‟s number of regular faculty
positions grew 23%.

The questions regarding supervisory
relationships included in the PACE survey
serve as indicators of how well DMACC
values faculty, staff and administrators.
Table 4.3 and Figure 4.1 show PACE
results for supervisory relationships within the college. Figure 4.1 shows DMACC‟s supervisory
relationships are primarily in the consultative category indicating a healthy campus environment
with three of the responses from faculty in the collaborative range.




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Table 4.3- DMACC Pace Results for Supervisory       Figure 4.1- DMACC PACE Results for Supervisory
Relationships: 2008                                 Relationships: 2008




Results for DMACC‟s LEAN Workplace efforts are compiled each year and are included in the Board‟s
evaluation of the President. The results for these improvements are good indicators of valuing
people because they not only rely on faculty and staff to refine and improve processes, but the
efficiency and cost gains benefit them directly. In the past two years there have been 15 LEAN
projects conducted throughout the college in areas including dual credit programming, admission,
financial aid, bookstore, printing and mailing and others. A comprehensive list of results is not
practical in this document but Figures 4.2 - 4.5 show two examples from each of the past two years.
These are typical projects with results indicating that valuing people is a priority for DMACC.

Figure 4.2- LEAN Financial Aid Project Activities and Results: 2009




Figure 4.3- LEAN Payroll Project Activities and Results: 2009




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Figure 4.4- LEAN Business Office Activities and Results: 2008




Figure 4.5- LEAN Bookstore/Accounts Receivable Activities and Results: 2008




Table 4.4 shows the number of completed          Table 4.4- Number of TI Units Earned by Faculty by
faculty training opportunities aligned with      Year and Instructional Competencies
each instructional competency identified in
the Quality Faculty Plan. These data show
that faculty are seeking training and
educational opportunities according to the
Quality Faculty Plan and reflects the effects of
DMACC‟s processes for valuing people.

DMACC also monitors student-to-faculty and
student-to-staff ratios for key areas of the
college. These ratios indicate staffing level trends and help determine appropriate staffing levels
when compared to national benchmark group. Table 4.5 shows DMACC‟s ratios and rankings
according to the national cohort group for 2009. These data are updated each year as part of the
National Community College Benchmark Project. Financial aid, counseling and advising, career
services, and admissions/ registration rankings are artificially low due to DMACC‟s use of temporary
part-time staff during peak times during the year. The NCCBP datum definition for this measure
does not allow inclusion of these staff members. Though artificially low, these measures remain
stable over time.

Table 4.5- Student to Faculty and Staff Ratios for DMACC and National Cohort for 2009
 Ratio                            DMACC      National Cohort Rank
 Student/Faculty                  17.65/1 3rd out of 11 reporting
 Testing/Assessment Staff         2.293/1 4th out of 8 reporting
 Student Activities Staff         3,410/1 2nd out of 7 reporting
 Financial Aid Staff              1,779/1 5th out of 8 reporting
 Counseling and Advising Staff    853/1      6th out of 8 reporting
 Career Services Staff            5,116/1 4th out of 8 reporting
 Admissions/Registration Staff    2,046/1 7th out of 8 reporting




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An indirect measure of DMACC‟s
                                     Table 4.6- AQIP Examiner Results for Valuing People: 2007
performance regarding valuing
people comes from the AQIP
Examiner Survey. Table 4.6 shows
DMACC‟s perceptions of how well
the institution values people
compared to other surveyed schools
according to targeted questions
from the AQIP Examiner. DMACC
scores at or above the mean for
other institutions on each question.
DMACC faculty and staff believe
DMACC‟s processes for valuing
people are effective.


S Employee retention rate is defined as the average length in a position for employees and is shown in
   Table 4.2. Retention of faculty and staff is steady.
O LEAN Workplace efforts are reported. These activities may provide evidence of faculty and staff
   participation, but are not performance results of the Valuing People Category. Without results, the
   College may lack essential data and information that might determine if it is meeting the needs of its
   employees and contributing to the overall effectiveness of the organization.

4R3- What evidence indicates the productivity and effectiveness of your faculty, staff, and
administrators in helping your achieve your goals?
Many of the indicators to measure productivity and effectiveness of faculty, staff and administrators
have been presented earlier in this document. Continued enrollment growth and increased market
penetration are indicators of effectiveness for recruiting students and offering valuable and attractive
programming for students. Enrollment growth is discussed in the institutional overview and market
penetration results are given in Figures 3.10 and 3.11 in Criterion 3. ACT Student Opinion Survey
Results show how effective DMACC is at valuing students in terms of student satisfaction with
DMACC‟s services and educational environment. ACT Student Opinion results can be found in Figure
1.16 in Criterion 1. Student retention, persistence and graduation rates are indicators of how
effective staff and faculty are in helping students achieve their goals. Results for retention,
persistence and graduation rate can be found in Figures 1.20 – 1.22 in Criterion 1.

DMACC is committed to as many course sections taught by full-time faculty as possible. Though
qualified adjuncts are critical and necessary to achieve the college‟s goals and are valued according
to the processes described in this section, full-time faculty offer the most value to the institution in
terms of quality instruction, staff development, committee work and other benefits to the college.
Table 4.7 shows the number and percent of sections taught by full-time faculty. The percentage of
sections taught by full-time faculty has declined in
recent fall terms and increased in the spring due to Table 4.7- Percent of Sections Taught by
rapid growth, reduced state funding, the limited        Faculty Type and Term
availability of adjunct instructors, and the limited
number of credit hours faculty are allowed to
teach in a year according to Iowa Code. Many
adjunct faculty teach their annual limit of courses
in the fall term with full-time faculty load
increased in the spring term to meet demand.
DMACC faculty has been very effective in
increasing productivity to meet recent enrollment
needs with limited resources.




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S Continued enrollment growth and increased market penetration are presented as indicators of
   effectiveness for recruiting students. Figure 3.11 shows DMACC credit market penetration scorecard
   data. DMACC's dual credit programming has grown in the past 10 years with the number of students
   served increasing from 1000 in 2001 to 10,000 in 2010.
O Measures to indicate the productivity and effectiveness of faculty, staff, and administrators in helping
   to achieve DMACC’s 2016 FIRSTS Goals are not reported.

4R4- How do your results for the performance of your processes for Valuing People
compare with the performance results of other higher education organizations and, if
appropriate, of organizations outside of higher education?
Six of the measures listed in this criterion are benchmarked either internally or against other
institutions. PACE Survey data are benchmarked against national norms as shown in Table 4.8.
DMACC‟s score for Supervisory Relationships is above the national norm.

Student-to-faculty and staff-to-student ratios are benchmarked against DMACC‟s national
benchmark cohort described in Criterion 1. These results are provided in Table 4.5. AQIP Examiner
data regarding valuing people are benchmarked against all other institutions using the survey. The
benchmark results are included in Table 4.6. Credit and non-credit market penetration results are
benchmarked against all Iowa community colleges and DMACC‟s national cohort. Benchmark results
for credit and non-credit market penetration are
                                                    Table 4.8- DMACC PACE Scores and National
shown in Figure 3.10 and 3.11 in Criterion 3 of
                                                    Norms by Category
this document. ACT Student Opinion survey data
are benchmarked against norms established by
ACT and are shown in Figure 1.16 in Criterion 1.

S PACE Survey data are benchmarked against
   norms in Table 4.8. DMACC's Supervisory
   Relationships, institutional Structure, Student
Focus, and overall results are above the national
   norm. The teamwork results are below the norm.

Improvement (I)
4I1- What recent improvements have you made in this category? How systematic and
comprehensive are your processes and performance results for Valuing People?
DMACC‟s adoption of the workplace LEAN process has yielded significant productivity gains for the
institution and has empowered faculty and staff to modify work flows and improve efficiency. LEAN
improvements have allowed DMACC to effectively serve more students at a time when state support
has decreased. Without LEAN improvements in the areas of student services and student accounts,
DMACC could not have maintained its status as being one of the lowest tuition colleges in the state
because additional staff would have been required to meet increased demand.

DMACC has made a strong commitment to hiring full-time faculty to match recent enrollment
growth. Though recent funding cuts have slowed this process in the past few years, DMACC has
responded to a 25% annual enrollment increase in the past five years with a 23% increase in full-
time faculty positions. At a time when many colleges were required to reduce the number of full-
time faculty and replace them with adjuncts, DMACC has maintained its commitment to the value
that full-time faculty bring to DMACC. Since 2006, 61 new full-time faculty positions have been
added across the district.

At the same time DMACC has acted on its commitment to full-time faculty, the college has also
realized the necessity of and value that quality adjunct instructors bring to the college. DMACC
invests in the Adjunct Advantage program to offer adjunct faculty formal staff development
opportunities designed especially for them. In addition, DMACC has marketed and promoted all of
its staff development opportunities to adjunct faculty, including the August Academy workshops and
all trainings offered through the Quality Faculty Plan. Information for adjunct instructors has been
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placed in one location on the DMACC web site to make it easier for them to find the information they
need to be effective in the classroom. DMACC‟s recent NACEP accreditation has provided additional
training and support of adjunct instructors teaching in area high schools along with more contact
with college faculty.

S Adoption of the workplace LEAN process has yielded significant productivity gains for the institution
   and encourages faculty and staff to modify work flows and improve efficiency.
S DMACC has made a strong commitment to hiring full-time faculty to match recent enrollment growth.
   DMACC has responded to a 25% annual enrollment increase in the past five years with a 23%
   increase in full time faculty positions. Since 2006, 61 new faculty positions have been added across
   the district.
S DMACC invests in the Adjunct Advantage Program to offer formal staff development opportunities for
   adjunct faculty. DMACC has also promoted all of its staff development opportunities to adjunct faculty.

4I2- How do your culture and infrastructure help you to select specific processes to
improve and to set targets for improved performance results in Valuing People?
DMACC‟s policies, procedures, processes and measures provide evidence that DMACC values its
students, faculty and staff. Policies and procedures dictate the values and qualities DMACC seeks in
its employees, while processes like the Quality Faculty Plan, Workplace LEAN, hiring process and
others allow for input into the decision making process and empower DMACC employees to
contribute to helping its students and communities. DMACC‟s monitoring of student, employer,
advisory committee, and faculty and staff surveys assures that these policies, procedures and
processes are working to maintain an environment where people are empowered, valued and are
engaged in meeting the needs of students.

O While the College maintains policies, procedures and processes that suggest valuing people, there is
  no discussion regarding how they select processes to improve, nor how they set target performance
  results to achieve.




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Processes (P)
5P1- How are your organization's mission and values defined and reviewed? When and by
whom?
DMACC‟s mission and values are set by the Board of Directors with input from faculty, students,
staff, business and industry leaders, external partners, and community members. Mission and
values are reviewed each year by the Board of Directors at their annual planning retreat held in
December. Revisions to these guiding principles are infrequent but can be initiated by the President
with approval from the Board of Directors, or can be initiated directly by the Board. All mission and
vision changes must be consistent with provisions in the Iowa Code regarding the community college
system.

O Revisions to DMACC’s mission and values are initiated by the President or Board and must be
  consistent with provisions in the Iowa Code; they are then set and reviewed by the Board with input
  from stakeholders. The process and frequency for soliciting stakeholder input are not described and it
  is unclear how the mission and values are communicated, reviewed and reinforced with all faculty and
  staff.

5P2- How do your leaders set directions in alignment with your mission, vision, values,
and commitment to high performance?
The 2016 FIRSTS Goals established a direction for the college aligned with its mission, vision,
values, and commitment to high performance as described in 5P1 the 2006 Systems Portfolio. This
framework was established with input from all stakeholder groups and contains three main goals and
20 indicators. DMACC is committed to being a high performing institution, evidenced by its intention
to be first in quality, service, and affordability compared to Iowa‟s 15 community college districts,
and to a national benchmark group of similar institutions.

Annual review of progress toward achieving the 2016 FIRST Goals is conducted by administration
and the Board of Directors. These goals may be changed or altered to affect the direction of the
college as part of the district‟s strategic planning process. Though the 2016 FIRSTS goals have not
changed as a result of this process, strategies, projects, and short-term goals are created through
this process to affect positive progress toward the FIRSTS Goals. Cabinet, Provosts and Deans are
currently engaged in a 5-year strategic review of the 2016 FIRSTS Goals aimed at determining
progress to date and developing strategic initiatives for the next five years. This process was
described in section 1P11 of this document.

S Leaders set direction in alignment with the mission, vision, and values through the 2016 FIRST Goals.
   All stakeholder groups were involved in this process and produced three main goals and 20
   indicators. As a result, a new Vision statement was developed: “DMACC is committed to being a high
   performance institution, evidenced by its intention to be first in quality, service, and affordability
   compared to Iowa’s 15 community college districts, and to a national benchmark group of similar
   institutions.”

5P3- How do these directions take into account the needs and expectations of current and
potential students and key stakeholder groups?
DMACC is committed to a continuous and open dialogue with students, faculty, staff and other
stakeholders regarding the direction of the college. District Administration, Provosts and Deans, and
Board members have regular contact with many internal and external stakeholder groups to share
the direction of the college, gather feedback regarding this direction, and identify partnerships and
strategies that can help DMACC meet its strategic goals. Stakeholder groups included in these
regular discussions are K-12 school districts, other colleges and universities, business and industry
leaders, legislators and lobbyist groups, employee unions, student activity groups, DMACC
departments, workforce and economic development groups, and community service organizations.
Advisory committee members are often relied upon to identify and address emerging student,
program, and employer needs.



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This input is processed through weekly Cabinet meetings, and monthly Board, Provosts/Deans, and
District Chair meetings to assure continued alignment between stakeholder needs and the strategic
direction of the college and identify, develop and implement new projects and strategies that
improve DMACC‟s FIRST Goals performance. The annual Board retreat continues to be an important
process for reviewing yearly activities and prioritizing future efforts.

S DMACC’s 2016 FIRST Goals performance relies on the input of internal and external groups. The
   institution takes into account the needs and expectations of current and potential students and key
   stakeholder groups through open dialogue, regular contact, and discussions. This input is processed
   through weekly Cabinet meetings and monthly Board, Provosts/Deans, and District Chair meetings to
   assure continued alignment between stakeholder needs and the strategic directions of the college.
O It is not clear how regular input is received from key stakeholders. There does not appear to be a
   process to collect the needs and expectations of students and other stakeholders. Without this
   process, it may be difficult to anticipate any future changes in student and other stakeholder
   requirements.

5P4- How do your leaders guide your organization in seeking future opportunities while
enhancing a strong focus on students and learning?
Maintaining a balance between exploring and identifying future opportunities and focusing on
students and learning can be difficult in a large, diverse institution like DMACC. The President‟s
Cabinet and the Cabinet Finance Team were purposefully created to represent many stakeholder
groups while maintaining focus on improving student learning. The Cabinet is made up of
administrators responsible for academics, workforce and community partnerships, information
technology, budget and finance, grants, human resources, foundation, marketing, institutional
effectiveness, and student services. The President provides all Cabinet members an open forum to
discuss projects and ideas, give and gather helpful feedback, and demonstrate how these ideas
support the mission and goals of the institution. The Cabinet Finance Team has authority to provide
funding for new or expanding projects and is made up of a smaller group including the President,
budget and finance, information technology and academics. DMACC‟s Chief Academic Officer also
serves as the Executive Vice President for the college. Many DMACC departments report to this
position including all campus Provosts, Academic Deans, Grants, Institutional Effectiveness,
Continuing Education, Student Services, Human Resources, and Program Development. This
assures that these groups work together and coordinate programming, planning, and accountability
measures to meet student learning needs while also being able to respond quickly to new or
emerging strategic interests of the college.

O Although the President’s Cabinet and the Cabinet Finance Team were established to build and sustain
  a learning environment, it is unclear how relevant data is collected and analyzed to enhance a strong
  focus on student learning.

5P5- How do you make decisions in your organization? How do you use teams, task
forces, groups, or committees to recommend or make decisions, and to carry them out?
DMACC‟s processes for making decisions and using different groups to facilitate decision making
continue to be strengths of the institution as concluded in the 2006 Systems Appraisal Feedback
Report. Processes include; a) a flat organization encouraging decisions to be made at the level
closest to the student or other stakeholders, b) the ability of the administrative team to focus on
broader institutional decision making, c) Curriculum Commission authorized to review, evaluate and
approve credit curricular offerings, d) Academic Standards Commission responsible for reviewing and
recommending district-wide academic policies and regulations, e) Diversity Commission to provide
leadership in all diversity initiatives, and f) various committees created to make decisions or
recommend possible solutions to problems.

DMACC relies on the professional judgment of its employees to make many decisions. Though many
faculty and staff members are encouraged to make decisions at their respective levels, they are also
encouraged to seek guidance for decisions, if needed. Those decisions that require supervisor and
administrative approval are outlined in college policies and procedures. Department directors need
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to be involved if funding will be required as a result of the decision. Department directors need to
involve district administration if the decision potentially conflicts with policies and procedures, or
when the scope of the decision is district-wide. Cabinet may often make decisions requiring
significant funding that have implications for multiple departments of the college. The Board of
Directors is involved in making decisions regarding Board policy issues.

Program and District Chairs are empowered and relied upon to make many instructional decisions for
the district including curriculum development, assessment of student learning, program evaluation,
textbook adoption, and staff development. Though strategic decisions are made at the Board or
administrative levels, committees, taskforces and commissions are formed to study strategic
decisions to make recommendations or are empowered to make decisions directly.

S The institution utilizes a flat organization encouraging decisions to be made at the level closest to the
   student or other stakeholders. DMACC’s commission structure appears to provide a framework for
   gathering information, making decisions, and carrying out new policy. Decisions are divided between
   different levels and groups based on the type of decision, and involve the administrative team,
   Curriculum Commission, Academic Standards Commission, and Diversity Commission, as well as
   departmental directors.

5P6- How do you use data, information, and your own performance results in your
decision making processes?
Use of data in the decision-making process is expected of all departments across the institution.
Relevant data are made available to faculty and staff through three primary processes; 1) all
institutional data including the FIRSTS Goals Scorecard, CAAP assessment data, ACT Student
Opinion Survey results, PACE and AQIP Examiner results and other data are distributed and made
available to all staff and faculty via the web for use in department planning and decision-making, 2)
DMACC provides a self-service business intelligence tool for all faculty and staff to create and run
reports and analyses, and 3) requests for information are fulfilled through the IT and/or the
Institutional Effectiveness departments.

Student course evaluation data are collected for each course and term and shared with the Provost,
Dean, and faculty member to facilitate discussion, evaluation, and decision-making. Faculty
members also receive comparative assessment of student learning data for each of their courses
compared to all sections of that course. Faculty members can retrieve comparative grade point and
student retention data for their sections compared to all sections of a course as needed from the
business intelligence platform. These data are provided to assist faculty members to make decisions
to improve instruction and learning in their classrooms.

The Executive Director of Institutional Effectiveness is responsible of maintaining and analyzing all
sources of data and supports the use of these data in decision making across the college. The
Executive Director also serves on Cabinet and regularly presents summary information including
FIRSTS Goals Scorecard, assessment of student learning, benchmark, and survey data to Cabinet,
Provosts, Deans, District Chairs, and the DMACC Board of Directors. The primary responsibility of
this position is to support decision-making at all levels of the college and promote the training and
analysis necessary to use the data for continuous improvement. The data are used to make policy,
planning and programming decisions to support the strategic goals and interests of the college. The
DMACC Board of Directors reviews the scorecard, surveys and other data on an annual basis to
evaluate and establish annual performance goals for the President and the college.

O Although the institution allows for empowerment and involvement of the workforce in making
  decisions, it is unclear how performance data and information is used to aid making decisions. As a
  result, DMACC may not be able to effectively make data-driven decisions on a consistent basis and
  may be limited in its ability to maximize use of its resources.

5P7- How does communication occur between and among the levels and units of your
organization?

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DMACC‟s processes for communicating within the institution continue to be strengths of the
institution as concluded in the 2006 Systems Appraisal Feedback Report. Processes include; a) use
of focus groups, informal discussions, phone, email, and internal and external web sites, b) formal
commissions and committees directing educational decisions and input into college governance, c)
regular communication between administration and bargaining units, and d) many regular
departmental and cross-departmental meetings. Each year, four days are set aside specifically for
departmental, discipline and program faculty meetings. The college is closed on these days so that
faculty and staff may focus on teaching and learning initiatives.

In addition, committee and commission membership is carefully balanced to include representation
from all levels and campuses across the college. Use of videoconferencing technology has increased
dramatically to improve meeting participation across DMACC‟s six campuses.

The AQIP Examiner and Personal Assessment of the College Environment (PACE) surveys have been
implemented on a three-year cycle to measure the effectiveness of DMACC‟s processes for leading
and communicating. Criterion 5 of the AQIP Examiner survey asks six specific questions regarding
leading and communicating, and the entire institutional structure portion of the PACE survey
contains questions regarding leadership and communication across the college.

S a wide variety of methods appear to be in place to promote communications. The institution uses
   committee and commission structures at various levels of the organization. Focus groups,
   departmental and cross-departmental meetings, phone, email, and website are also used. In addition,
   four days are set aside each year for department, discipline, and program faculty meetings.

5P8- How do your leaders communicate a shared mission, vision, and values that deepen
and reinforce the characteristics of high performance organizations?
DMACC‟s processes for communicating its shared mission, vision and values that reinforce DMACC as
a high performance organization by college leadership continue to be strengths of the institution as
concluded in the 2006 Systems Appraisal Feedback Report. Processes include; a) President and
Executive Vice President‟s active engagement with stakeholder groups, b) publications and
presentations regarding progress toward the 2016 FIRSTS Goals, c) President and Cabinet open-
door policy for all stakeholders, and d) regular participation by key leadership in departmental,
committee and commission meetings.

In addition, the number of campus forums held by the President and Executive Vice President has
been increased to twice annually at each of the six campuses. These forums are great opportunities
to seek input, share and discuss strategic planning and operational objectives across the college.
The DMACC Alert System has also been implemented to communicate simultaneously via phone,
email, text, loudspeaker, and web during emergency situations.

S Leadership communicates its shared mission, vision and values through interaction with stakeholder
   groups. These include publications and presentations of progress toward 2016 FIRSTS Goals and
   semi-annual forums at each campus with the President and Executive Vice-President.

5P9- How are leadership abilities encouraged, developed and strengthened among your
faculty, staff, and administrators? How do you communicate and share leadership
knowledge, skills, and best practices throughout your organization?
DMACC‟s processes for developing and strengthening leadership abilities among employees continue
to be strengths of the institution as concluded in the 2006 Systems Appraisal Feedback Report.
Processes include; a) faculty leadership positions including District and Program Chairs and campus
group leaders, b) encouragement of faculty to conduct training sessions for other faculty as part of
the Quality Faculty Plan, c) participation in the Iowa State University Leadership Development
programs, d) participation in the Leadership Iowa program and other community leadership
initiatives, and e) professional leave available for leadership development and work toward advanced
degrees. DMACC faculty and staff have many opportunities to develop their own leadership skills


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and provide leadership to the college through service on college commissions, grant programs, or
involvement with external partnerships.

The processes regarding leadership development are measured via the AQIP Examiner and PACE
surveys. Items in Criterion 4- Valuing People of the AQIP Examiner survey and the institutional
structure portion of the PACE survey are used to evaluate the effectiveness of DMACC‟s processes
for leadership development.

O Leadership development initiatives do not appear to have been comprehensively established at the
  institution. It is unclear if there are formal leadership and management development programs or
  learning initiatives at the present time. Also, it does not appear that efforts to establish a succession
  planning approach for leadership positions have been fully developed. Without these important
  leadership processes in place, DMACC may risk creation of a leadership gap and inhibit the growth
  and opportunity provided to current employees.

5P10- How do your leaders and board members ensure that your organization maintains
and preserves its mission, vision, values, and commitment to high performance during
leadership succession? How do you develop and implement your leadership succession
plans?
The President has engaged the DMACC Board of Directors to assist in the development of a
succession plan for senior administration. This plan includes contingency planning for filling three
top leadership positions; President, Executive Vice President/CAO, and Vice President for Business
Services. The President and Board have determined that these three positions provide the
leadership necessary to preserve the mission, vision, values, and commitment to high performance
of the institution. This planning process will involve engagement of consultants to evaluate current
organizational structure and identify potential future needs, and visiting other high performing
institutions to assess their succession planning processes. The outcomes identified for this process
include effective search and hiring processes for a President/CEO, possible organizational structure
changes to support recent growth and increased involvement in DMACC‟s service area, and
identification of internal leadership that could be relied upon to assure a successful transition for new
leadership.

DMACC‟s President and Cabinet are also beginning the succession planning process for current
employees by engaging past participants in the Iowa State University Community College Leadership
Programs. This process includes activities, readings and discussions regarding current challenges
facing community colleges, and DMACC‟s role moving forward. These activities are designed to
increase the scope and perspective of DMACC‟s future leaders and position them to advance at
DMACC and in Iowa‟s community college system.

O Leadership development initiatives do not appear to have been comprehensively established at the
  institution. It is unclear if there are formal leadership and management development programs or
  learning initiatives at the present time. Also, it does not appear that efforts to establish a succession
  planning approach for leadership positions have been fully developed. Without these important
  leadership processes in place, DMACC may risk creation of a leadership gap and inhibit the growth
  and opportunity provided to current employees.

Results (R)
5R1- What performance measures of Leading and Communicating do you collect and
analyze regularly?
The measures regarding leading and communicating that DMACC collects and analyzes regularly are
shown in Table 5.1.

Table 5.1- Measures for Leading and Communicating
 Measure
 AQIP Examiner- Criterion 5
 AQIP Examiner- Criterion 4
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 Measure
 PACE Survey-Institutional Structure and Selected Questions
 Board Evaluation of the President results

S Performance measures for leading and communicating are presented in Table 5.1, and include AQIP
   Examiner Criteria 4 and 5; PACE Survey and Board Evaluation of the President results.

5R2- What are your results for leading and communicating processes and systems?
The AQIP Examiner survey provides a direct measure of DMACC‟s ability to lead and communicate
according to faculty and staff. Table 5.2 shows DMACC‟s scores on the survey‟s questions regarding
leading and communicating. DMACC scored above the mean for other institutions on all questions.

Criterion 4 of the AQIP Examiner includes     Table 5.2- AQIP Examiner Results for Leading and
one question identified to address            Communicating
DMACC‟s ability to develop leadership in
its faculty and staff. The question asked
respondents how well DMACC provides
training and development opportunities.
DMACC‟s mean of 3.4 is well above the
average for other institutions (3.17).
Results for all of Criterion 4 are shown in
Table 4.6 under Criterion 4.

Questions from two sections of the PACE
Survey provide measurement results
about DMACC‟s ability to lead and
communicate. Table 5.3 shows the
results for questions regarding
institutional structure. Questions 1, 6, 10, 16 and 32 address leading and communicating
specifically. Results for all relevant questions are in the consultative area except question 10,
regarding institutional sharing of information. Follow up to this question by the Office of
Institutional Effectiveness determined that faculty and staff wanted more opportunity for discussion
with the President and Executive Vice President regarding current issues. In response to this
question, campus forums for faculty and staff have been increased to once each semester on each
campus. The effects of this change will be assessed in the next PACE survey scheduled for spring
2011.

Table 5.3- DMACC PACE Survey Results:                Figure 5.1- DMACC PACE Survey Results:
Institutional Structure 2008                         Institutional Structure: 2008




DMACC submits custom questions as part of the PACE survey regarding specific issues of the college.
Table 5.4 and Figure 5.2 show the results for these questions. Questions 52 – 54 address


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encouragement of innovation, shared process for continuous improvement, and a shared sense of a
unifying vision. DMACC scored in the consultative range on all three of these questions.
                                                                Figure 5.2- DMACC PACE results:
Table 5.4- DMACC PACE Results: Customized: 2008                 Customized: 2008




The DMACC Board of Directors conducts an annual evaluation of the President including his ability to
meet or exceed specified Board goals, as well as his character and leadership ability. These
instruments indicate high standards regarding leadership and communication for the President by
the Board of Directors. This process has been in place since 2006 with the President exceeding or
far exceeding the Board‟s expectations each year. Figures 5.3 and 5.4 are examples of these
instruments. Figure 5.3 outlines the Board‟s expectations for the President in 2010.

Figure 5.3- Board of Director Evaluation Matrix for President: 2010




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Figure 5.4- Board of Director Tool for Evaluating President‟s Character and Leadership Ability




O Technical and Administrative Support staff showed lower scores than those of administrators and
  faculty on nearly all PACE items.
OO Measures are limited in determining the effectiveness of Leading and Communicating Category
  requirements and do not appear to have been developed. The institution does not provide trend data
  in response to this question.

5R3 How do your results for the performance of your processes for Leading and
Communicating compare with the performance results of other higher education
organizations and, if appropriate, of organizations outside of higher education?
Results for the AQIP Examiner are compared to all institutions using this survey and are included in
Table 5.2. DMACC‟s PACE survey data are compared to national norms. Though each question is
not normed, Table 5.5 shows DMACC‟s scores regarding the entire institutional structure category
against the national norm. DMACC‟s scores are in the consultative category and exceed the national
norm.

S DMACC scored above the mean for questions related to leading and communicating on the AQIP
   Examiner Survey compared to other institutions. The College scored at or above the national norm on
   all PACE Survey scales. PACE Survey data revealed that DMACC shows some strength in
   consultative climate.
OO The College did not report comparative information. The PACE Survey does not provide national
   norms on an item-by-item basis, yet specific items are identified for this category. Comparative data
   from within and outside higher education may support innovation and decision making


Improvement (I)

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5I1- What recent improvements have
                                               Figure 5.5- DMACC PACE Scores and National Norms:
you made in this category? How
                                               2008
systematic and comprehensive are your
processes and performance results for
Leading and Communicating?
DMACC has significantly increased its ability
to produce, share and use data in its
decision making processes. Regularly
conducting various surveys including the
ACT Student Opinion survey, AQIP Examiner
and PACE surveys have given or will give
DMACC trend line data regarding the
effectiveness of DMACC‟s process for leading
and communicating. DMACC has invested in
the processes and technology necessary to
leverage existing data in the decision
making process. Availability of data and information at all levels of the institution has improved the
timeliness and quality of decisions made.

Communication is always a challenge for institutions like DMACC given its size, complexity and
geography. Recent processes have improved the college‟s ability to communicate internally and
externally. Increasing the number of campus forums with the President and Executive Vice
President from one to twice a year has helped faculty and staff give feedback and have access to the
information they need. In addition, DMACC‟s investment in video conferencing technology allows for
greater participation from all locations and provides a more personal experience than
teleconferencing alone. DMACC‟s Marketing Director has improved both the number and quality of
publications, mailings, events and press releases sharing information with DMACC‟s communities.
DMACC has also doubled the number of staff development days to allow disciplines, programs and
departments more time for sharing, training and discussion regarding topics relevant to their
positions.

DMACC has begun formally leveraging the alumni of DMACC‟s leadership training opportunities by
involving them in discussions surrounding current issues of interest to DMACC. This group is made
up of faculty and staff from all levels of the college and provides opportunities for participants to
share and practice their leadership skills.

S The institution has enhanced the data it uses to lead the institution through the use of AQIP and PACE
   Survey data. The College has made an effort to have data available to its employees through the
   accessible business intelligence tool, and by posting survey results on the website. Communication of
   survey results and other information has been furthered by increasing the number of campus forums.

5I2- How do your culture and infrastructure help you to select specific processes to
improve and to set targets for improved performance results in Leading and
Communicating?
DMACC is committed to providing many and varied communication strategies across the district
evidenced by its processes to increase access to key college leadership, departmental and cross-
departmental meetings, and increased staff development days. Processes and people are in place to
remain connected to the college‟s communities, and to address needs and develop new programs to
meet these needs. DMACC employees are encouraged and given opportunities to assume leadership
roles in the college. Senior leadership is actively engaged to solicit input from all stakeholders to
meet their needs and improve learning for students and to meet the other objectives of the college.
The DMACC Board of Directors sets high leadership standards for the President and sets the example
for accountability at the highest level of the college.




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O Little information is provided regarding how DMACC’s culture and infrastructure assist in selecting
   specific processes to improve or setting targets for improved performance results in Leading and
   Communicating. For example, it is unclear if the approaches described in the portfolio will
be applied consistently across the organization and used by all appropriate departments.




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Processes (P)
6P1- How do you identify the support service needs of your students and other key
stakeholder groups (e.g., oversight board, alumni, etc.)?
DMACC‟s processes for identifying student and stakeholder support service needs continue to be
strengths of the institution as concluded in the 2006 Systems Appraisal Feedback Report. Processes
include; a) identification of learning support needs as described in 1P15 of this document, b)
identification of changing needs of student groups as described in 3P1 of this document, c)
identification and analysis of changing stakeholder needs as described in 3P3 of this document, d)
adherence to requirements of the Iowa Department of Education and the Higher Learning
Commission regarding specific student service, business office, human services, and facilities
management requirements, and e) use of benchmarking data to monitor student-to-staff ratios for
various student service positions.

The Student Services department holds monthly district-wide meetings to discuss student needs and
identify strategies to address these needs. Though most of the issues that arise are a result of
direct contact with students, survey and institutional data are also used to identify student support
needs. The Executive Dean for Student Services serves on the Cabinet to facilitate communication
and acquire necessary resources regarding student support needs.

The DMACC Alumni Association Director position was upgraded from part-time to full-time in 2008.
The goal of this change was to improve both the quantity and quality of relationships with DMACC‟s
alumni. A key strategy for attaining this goal is to create processes to assess and meet alumni
needs and increase the value of belonging to the alumni association. The processes created include
surveys and focus groups, increasing the activity and visibility of the Alumni Association, and
increasing the number of sponsored alumni events as a service to existing association members and
as a recruitment tool for new members. In addition, the Veteran Affairs Coordinator position was
upgraded to full-time to assist newly deployed or returning veterans in accessing DMACC
programming and exercising their rights as veterans (see 1P10).

Support service needs for workforce are identified and supported through Iowa Employment
Solutions, Central Iowa Works, and the Community and Workforce Partnerships Division of the
college. Iowa Employment Solutions is a partnership between DMACC and the Iowa Department of
Workforce Development and is a direct service provider for Iowans looking for work in Central Iowa.
Central Iowa Works is an organization aimed at identifying current and future workforce needs and
advising higher education institutions in Central Iowa regarding new or modified programming. The
Community and Workforce Partnerships Division of DMACC develops collaborative programming with
other workforce agencies in the area and specializes in serving economically disadvantaged and
underrepresented populations.

Support service needs of the Board of Directors are identified and addressed through weekly
meetings with Board leadership and the college President. The President‟s Executive Assistant also
serves as Board Secretary and the Vice President for Information Technology serves as the Board
Treasurer. The annual Board retreat often addresses needed support services for the Board.

S A variety of methods are used to identify the needs of students and support a learning environment.
   These include the ACT Opinion and Pace surveys, advising, and Student Services department
   meetings. In addition, workforce support service needs are identified and supported through Iowa
   Employment Solutions, Central Iowa Works, and the institution’s Community and Workforce
   Partnership Division.
O While DMACC lists methods it employs to gather information on support service needs, there does not
   appear to be formal and consistent methods to capture needs and preference information from their
   students.

6P2- How do you identify the administrative support service needs of your faculty, staff,
and administrators?


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DMACC relies on its faculty, staff, and administrators to identify administrative support needs.
These needs are shared with administration through regular administrative and department
meetings, the employee evaluation process, and the annual budgeting process. Often there are
more needs identified than resources available to meet these needs. The President, Executive Vice
President, Cabinet, and the Cabinet Finance Team review and prioritize these needs and address
priorities as resources allow. Methods used to meet identified needs include investment in new
technologies, reassignment of duties among employees, improving work process efficiency, or hiring
additional staff.

O DMACC reports that it relies on faculty, staff, and administrators to identify administrative support
  needs. However, it provides only anecdotal information to describe its processes for determining
  these needs. Further, it is not clear if the institution has established a formal data collection method to
  determine administrative support needs. This may limit the ability to identify changing needs in a
  proactive manner.

6P3- How do you design, maintain, and communicate the key support processes that
contribute to everyone’s physical safety and security?
DMACC has hired a full-time safety officer to develop and implement safety and security protocols
for the institution. Needs regarding safety and security are identified though surveys and meetings
with students and stakeholders, and through identifying best practices nationwide. Proposed
processes are presented to Cabinet for approval and funding, if required. Recent examples of
processes and protocols implemented include crisis management protocols, public alert systems,
distribution of portable defibrillators across the college, additional exterior lighting, identity theft
protocols, increased communication and cooperation with local emergency services including drills
conducted on DMACC campuses, and an improved building captain program to assist with fire or
severe weather conditions.

DMACC‟s Crisis Management Plan is a comprehensive protocol for responding to threatening
circumstances on campuses and provides for the safely and security of students, employees and
visitors. Primary provisions for this plan include distinct chain of command procedures to handle
decision making, emergency procedures and communication. Contingency planning and training are
conducted regularly to prepare for various emergencies including shooter on campus, severe
weather, and other scenarios.

DMACC‟s Judicial Officer is responsible for the College Judicial Hearing Board (CJHB) made up of
students, faculty and staff nominated by campus Provosts. The role of the CJHB is to hear student
disciplinary cases considered to be serious violations of the Student Code of Conduct. This Board
maintains the individual rights of students accused of serious code violations while protecting the
security and safety of other students and employees. Educational services policy 4630 directs the
actions of this Board.

Human resources policy 3235 contains provisions for discipline and discharge of employees found to
be in violation of law, college policies or commonly accepted standards of behavior and safety. The
goal of this policy is to protect the individual rights of those accused while maintaining the safety
and security of students and employees.

S There are a variety of approaches to ensuring the safety of their students and other stakeholders.
   There is a crisis management plan for responding to emergencies on campus.

6P4- How do you manage your key student, administrative and organizational support
service processes on a day-to-day basis to ensure that they are addressing the needs you
intended them to meet?
DMACC‟s processes for the day-to-day management of support services continue to be strengths of
the institution as concluded in the 2006 Systems Appraisal Feedback Report. Processes include; a)
well structured and staffed organization to meet support service needs, b) well documented policies
and procedures that guide practice, c) regular and ad hoc meetings across the college to maintain

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communication and address emerging issues, d) regular meetings between student groups and
senior administration to monitor satisfaction and identify needs, e) regular meetings between senior
administration and the college‟s bargaining units to facilitate communication and address emerging
issues, f) hiring of a Director of Enrollment Management to provide additional leadership and
supervision in DMACC‟s Student Services department, and g) inclusion of all stakeholder groups on
committees, commissions and advisory groups.

O Although it states that managing key student, administrative, and organizational support processes
  were seen as strengths in it last Portfolio, the process by which this is accomplished is unclear. By
  articulating, implementing and evaluating a process, the College could assess whether it was truly
  meeting support service needs.

6P5- How do you document your support processes to encourage knowledge sharing,
innovation, and empowerment?
Workplace LEAN has proven to be an invaluable asset for motivating various departments to improve
and document their processes. Since DMACC began using the Workplace LEAN model, over 20 areas
of the college have used the process to improve workflow efficiencies. Workplace LEAN is a
facilitator-lead process that focuses on learning the Workplace LEAN model, flowcharting current
processes and procedures, identifying steps that add little or no value to the process, and creating
the desired process. Department leadership leads the implementation of identified improvements.
The primary benefits of this process include support from all stakeholders as a result of their
involvement in the process and empowerment of employees as they learn tools to allow them to
make necessary changes. Pressure to hire additional employees is reduced because of
improvements in process efficiency. Information and knowledge is also shared through many
departmental, faculty and administrative meetings and during staff development days.

S Workplace LEAN is used to motivate various departments to improve and document their processes.
  Over 20 areas of the college have used the process to improve workflow efficiencies and to ensure
  consistent delivery of services and programs.

Results (R)
6R1- What measures of student, administrative, and organizational support service
processes do you collect and analyze regularly?
DMACC collects many measures regarding student and administrative support service processes as
indicated in Table 6.1.

Table 6.1- Measures of Organizational Support Processes by Department
 Student Support Process Measures                    Departments
    ACT Student Opinion Survey                       Student Services, Physical Plant, IT
    Call Center Results                              Enrollment Management
    Transcript Processing Time                       Student Services
    Application Processing Time                      Student Services
    Tuition                                          All Departments
    Foundation Scholarship Dollars                   Foundation
    Alumni Association Membership and                Alumni Association
    Contributions

 Administrative Support Measures                         Departments
   Student Purge for Non-payment                         Business Office
   Faculty TI Units Earned                               Human Resources
   Point-in-Time Enrollment                              Enrollment Management
   LEAN Reduction of Printing/Mailing                    Information Technology, Business
                                                         Office
    Foundation Endowment/Assets                          Foundation
    Room Usage                                           Physical Plant
    Helpdesk Ticket Tracking                             Information Solutions

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S Table 6.1 illustrates multiple measures of student and administrative support services covering
   processes within a variety of areas. Satisfaction surveys are used to obtain perception data from
   students and internal customers pertaining to student and administrative support service processes.
   In addition, some areas, such as Finance, Information Technology, and Human Resources have other
   measures established to help determine the effectiveness of their work.

6R2- What are your performance results for student support service processes?
Student Services: Many of the measures for student support processes are included previously in
this document. The ACT Student Opinion Survey results are shown in Figure 1.16 in Criterion 1.
DMACC uses ACT student opinion data to look for long term trends in student satisfaction of services
offered. Several student support services have been identified as most improved between the first
ACT survey in 2003 and the most recent in 2010. The following student support services showed
the most improvement; job placement, personal counseling, student employment, student activities,
student health, and daycare. The bookstore and student center are the only two student support
services that showed decline from 2003 to 2010. DMACC has contracted bookstore services with the
Follett Company in the hope of improving bookstore services to students.

The DMACC Call Center has proven to be a very successful strategy for improving student retention
and success at DMACC. The Call Center not only yields improved course retention and student
persistence, but generates a net revenue gain for the college. Results for the DMACC Call Center are
shown in Table 3.4 in Criterion 3.

As a result of the LEAN process at DMACC, additional student support service measures have been
developed for application and transcript processing. Through the processes described in this section,
DMACC discovered that students and staff were not satisfied with the length of time necessary to
process applications for admission, and the time necessary to evaluate transfer student transcripts.
The LEAN process was used to identify wasteful and unnecessary steps in both processes and
redesign the process to improve efficiency. Figure 6.1 shows the number of applications processed
each month (blue bars) and the mean processing time from submission to approval (green line).
This figure shows that in the past it took an average of 40 days during peak times to admit a
student. Recent 2010 data show that this process has not exceeded 28 days during peak times and
most often takes less than two weeks. These measures include weekends, holidays, mail delivery
times, and the time it takes students to supply necessary admissions information. During non-peak
times, many students are admitted in 2 days or less. DMACC continues efforts to decrease
application and transcript processing times.

Figure 6.1- Number of Applications Processed and Mean Processing Time by Year and Month




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Figure 6.2 shows similar data as figure 6.1 for evaluating transfer student transcripts. The blue bars
represent the number of transcripts evaluated and the green line represented the mean processing
time. In 2006 the mean time to evaluate a transcript was over three months. Currently at peak
times, it may take as long as a month, but during off peak times it usually takes 2-3 weeks. Many
transfer transcripts are easily processed, but international students or students from institutions that
are unfamiliar to DMACC, take additional processing time. Processing time also includes weekends,
holidays, mail delivery times, and response time from other institutions. Both Figures 6.1 and 6.2
show that the mean processing time for each service has declined while the volume of applications
or transcripts has increased with no additional staff hired.

Figure 6.2- Number of Transcripts Evaluated and Mean Processing Time by Year and Month




Tuition: Though not a direct student support service, tuition is an important factor in students‟
decisions to attend DMACC over other institutions. DMACC is committed to keeping tuition as low as
possible while maintaining instructional quality. Tuition is a performance measure on the 2016
FIRSTS Goals Scorecard and DMACC‟s trend line data are show in Figure 6.3. DMACC‟s tuition has
increased but is still ranked as third lowest in the state and is outperforming national cohort schools
as revealed later in this section.
DMACC Foundation Scholarships
                                                                Figure 6.3- DMACC Annual Tuition
The DMACC Foundation helps hundreds of DMACC
                                                                Cost for 15 Credit Hours by Year
students through scholarship awards. Results for the
DMACC Foundation‟s ability to assist students with
scholarships are shown in Figures 2.3 and 2.9 in Criterion
2. The DMACC Foundation has been able to increase the
amount of student scholarships at a time when
endowment revenue declined due to recent economic
conditions.

Alumni Association
The DMACC Alumni Association‟s goal is to create life-long
relationships with students and continue to provide
services after leaving DMACC. These support services include activities and alumni events,
networking opportunities, and communication with the college. Results data for this support service
are shown in Figure 2.6 in Criterion 2 and show increases in alumni membership and contributions to
the college.




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S ACT Student Opinion survey results show increased satisfaction in all areas except the bookstore and
   student center. Implementation of the Call Center has been linked to improved course retention,
   student persistence, credit hour gain, and net revenue gain.
S DMACC used the LEAN process to decrease the mean processing time for applications from 40 days
   to 28 days between 2002 and 2010 while the total number of applications increased during this time
   frame. Transcript processing time was over three months in 2006 (a peak year for this metric) and is
   currently two-four weeks, again while numbers evaluated have increased. No additional staff were
   hired.

6R3- What are your performance results for administrative support service processes?
Business Office: Regardless of DMACC‟s low tuition, many DMACC students have difficulty paying for
their education. The reasons vary and range from forgetfulness, to delayed financial aid
applications, to changes in student life circumstances. The DMACC business office makes every
attempt to work with students to prevent them from being dropped from their classes or purged for
non-payment. However, students unable or unwilling to pay their tuition often need to be purged to
make room for other students. Table 6.2 shows the gross number of students and credits dropped
or purged and the percentage of students and credits purged normalized against census enrollment
for that term. Normalization against census enrollment allows the numbers to be evaluated in light
of enrollment growth. The data below show that improvements in the student purge process have
resulted in lowered percentages of students and credits purged for non-payment.
Table 6.2- Number of Students and Credits
                                                  Human Resources: The number of faculty members
Purged for Non-payment by Term
                                                  receiving TI units according to DMACC‟s Quality
                                                  Faculty Plan is an indicator of the Human Resources
                                                  department‟s ability to promote and administer
                                                  DMACC‟s Quality Faculty Plan. Results for staff
                                                  development according to this plan are shown in
                                                  table 4.4 in Criterion 4. Results show continued
                                                  growth in faculty staff development in each of
                                                  DMACC‟s instructional competencies.

                                                 Enrollment Management: DMACC‟s Enrollment
                                                 Management Department must be able to
                                                 accurately forecast student enrollment for each
                                                 term to offer enough classes, rooms, parking and
                                                 other support services. This information is also
                                                 important in forecasting tuition revenue.
                                                 Enrollment Management monitors point-in-time
                                                 enrollment comparisons starting when registration
                                                 begins for each term. This information allows the
                                                 college to identify enrollment trends compared to
                                                 the same point-in time with the previous year. The
data have proven very useful in being able to predict enrollment trends early and react when
needed. This report is also a predictor of student course retention by continuing to compare
enrollment throughout the term. Though the full report covers headcount and credit enrollment for
all departments and course delivery methods, Figure 6.4 shows point-in-time headcount information
for fall 2010 and Figure 6.5 shows point-in-time credit hours enrollment for fall 2010.




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Figure 6.4- Point-in-Time Headcount              Figure 6.5- Point-in-Time Credit Hour Enrollment
Enrollment Data as of 10/15/10                   Data as of 10/15/10




Printing and Mailing (LEAN): In 2009, a LEAN project was initiated with student services, human
resources, and information technology to reduce the number of mailings to students and staff.
Specifically, this project examined how and how often information is mailed to employees and
students and to pursue more cost effective alternatives. Though this project continues, annual
savings to date are summarized in Table 6.3.

Table 6.3- LEAN Efficiency Gains for Students Services Printing and Mailing
 Project                                                                      Annual Savings
 Eliminating mailing employee pay stubs and having them accessible            $26,595
 online only
 Allowing students to chose mail or email notification in the admissions      $16,916
 process. 78% of students choose email notification.
 Emailing student bills                                                       $28,000
 Emailing student grade reports                                               $20,000
 Reduced the number of course catalogs printed in lieu of information         $20,640
 available in the web
 TOTAL                                                                        $112,151

Foundation Endowment and Assets: The Foundation‟s endowment and total assets are valuable
sources of income for student scholarships, facilities and equipment upgrades, faculty positions, and
other administrative needs of the college. Results for Foundation endowment and total assets are
given in Figures 2.2, 2.5, 2.8 and 2.10 in Criterion 2. Recent economic conditions caused a decline
in Foundation endowment fund balance due to lower performing investments.

Facilities: DMACC‟s Physical Plant department uses many information sources to track utilization
and efficiency of DMACC buildings. The Physical Plant department has always invested in green
technologies when available to improve efficiency and reduce cost. However, renewed efforts in this
area were jump started by DMACC‟s participation in the American College and University President‟s
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Climate Commitment organization. DMACC has aggressively pursued additional funding to
implement technologies to reduce DMACC‟s carbon footprint and reduce utility costs. Table 6.4
shows grants received in the past two years to assist in lowering DMACC‟s carbon footprint. Many
energy conservation projects are behind the scenes and include replacement of inefficient motors,
energy recovery ventilators, energy metering, digital temperature controls and more efficient HVAC
systems.

Table 6.4- Recent Funding for DMACC Green Initiatives
 Project                                                    Grant Dollars Received    DMACC Match
 Installation of a wind turbine on the Ankeny Campus        $131,500                  1 to 1
 Grant to install 1,100 new lighting sensors                $44,000                   1 to 2
 Ankeny energy conservation projects                        $186,844                  1 to 1
 All DMACC energy conservation projects                     $639,494                  1 to 2
 TOTAL                                                      $1,001,838

Facility usage information is important for district administration and physical plant staff for class
and event scheduling and allocating Physical Plant services in high use areas. This information also
drives many decisions about scheduling and building projects. These data have been useful in the
decision to expand college facilities at four of DMACC‟s six campuses since 2003. All DMACC
employees can assess room utilization data on the business intelligence platform. Users may enter a
term and a building and get usage information for the past five years. An example of these data is
shown in Figure 6.6. Users may also select aggregate usage by campus as shown in Figure 6.7.

Figure 6.6- Room Usage Information by Building,    Figure 6.7- Boone Campus Room Usage
Term and Time of Day                               Information by Campus, Term and Time of Day




Physical Plant staff review hourly maximum enrollment data each term to determine appropriate
parking strategies. Table 6.5 shows the maximum hourly enrollment by campus, day of the week
and hour.                                          Table 6.5- Maximum Enrollment by Campus,
                                                       Day of the Week and Hour as of 10/1/10
Information Solutions: The DMACC Information
Solutions Department uses a Helpdesk Ticketing
System to track IT related issues throughout the
college. Users may either email or call the
helpdesk when needing assistance and a ticket is
created and assigned to the appropriate personnel.
As the ticket is addressed, email notifications are
sent from the system to the user to provide
updates regarding the status of their issue. This
information is tracked by the Supervisor of
Technical Support to make sure that tickets are
addressed in a timely manner. Summary
information is used to monitor helpdesk traffic and
the efficiency of handling customer issues. Figure
6.6 shows the administrative screen for the
helpdesk ticket tracking system. It provides IT with
the number of tickets for a give time period, the
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number resolved and the number still          Figure 6.6- Helpdesk Ticket Tracking Administrative
outstanding. It also provides information for Screen
each IT employee and the status of issues
assigned to them. This system assures that
technical issues are handled quickly and
efficiently.

O Although the ACT Student Satisfaction
  Survey is used, limited results of
  administrative support services are available
  to permit an understanding of the
  effectiveness of these processes. Having a
  well-designed and operating system to
  identify the effectiveness of support services
  may ensure that such services positively impact learning at DMACC.

6R4- How do your key student, administrative, and organizational support areas use
information and results to improve their services?
DMACC student and administrative support areas use a combination of formative and summative
information to improve performance. Systems and processes are developed either through the SCT
Banner Platform or the business intelligence platform to meet these information needs. Formative
data needs are identified according to specific needs and the most useful time interval for those
data. Much of the formative information is accessible on demand and is either real-time or updated
each day. Examples of these formative uses include point-in-time enrollment reports, room usage
information, helpdesk ticket tracking, student program wait list information, enrollment data, class
lists, budget and expenditure information, and many others. Other data needs are identified as
most useful on a monthly or term basis. Examples of this information includes application and
transcript processing information, retention, persistence, class size, individualized faculty retention
and grade distribution reports, and assessment of student learning data.

Summative data for these areas are usually reported on an annual basis and are designed to show
the cumulative efforts of a department or institutional process. Scorecard data for the 2016 FIRSTS
Goals are examples of summative information for student and administrative support areas. This
combination of formative and summative data, in combination with the processes discussed in this
section to use this information, drives institutional improvement.

O DMACC lists sources and uses of formative and summative information and provides examples of the
  different types available. However, it is not clear how the information is used by students,
  administrative and organizational support areas to improve their performance.

6R5- How do your results for the performance of your processes for Supporting
Organizational Operations compare with the performance results of other higher
education organizations and, if appropriate, of organizations outside of higher education?
The ACT Student Opinion Survey is benchmarked against national norms established by ACT.
Benchmark results for the student and administrative support measures within this survey are
shown in Figure 1.16 in Criterion 1.

Tuition is an indicator in the 2016 FIRSTS Goals Scorecard and is benchmarked against all Iowa
community colleges and DMACC‟s national cohort. Though DMACC‟s tuition continues to rise and its
ranking for lowest tuition in the state has dropped from tied for first to third, DMACC‟s ranking in the
national cohort has improved considerably in the past two years. Figure 6.7 shows DMACC trend
line tuition data and benchmark results.




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Figure 6.7- DMACC Tuition and Benchmark Data




Foundation endowment and total assets are indicators in the 2016 FRSTS Goals and are
benchmarked against all Iowa community colleges and DMACC‟s national benchmark cohort.
Benchmarks for these measures are provided in Figure 2.8 – 2.10 in Criterion 2.

O While comparative or competitive data available they appear to be limited to tuition making it difficult to
  demonstrate how DMACC’s effectiveness in Supporting Institutional Operations compares with other
  higher education organizations or those outside of higher education. Regular data collection and
  trending, as well as more extensive benchmarking over time may help DMACC derive a clearer
  picture of its performance in this category and enhance its continuous improvement efforts.

Improvement (I)
6I1- What recent improvements have you made in this category? How systematic and
comprehensive are your processes and performance results for Supporting Organizational
Operations?
Many improvements in this area have been initiated in recent years. The utilization of Workplace
LEAN at the college has improved support services as shown in Figures 6.1 and 6.2 and Table 6.3.
This tool has proven very flexible for addressing efficiency issues across the college, with new
applications for this process being identified each year. LEAN efforts for 2011 include revisiting each
of the past LEAN projects to assess whether identified gains are being maintained.

Utilization of the SAS Business Intelligence (BI) Platform has dramatically increased in recent years
as the need for more formative data about DMACC‟s process effectiveness has increased. The
combination of LEAN projects and the BI platform have been successful in developing measurable
process improvements within the college. More relevant data are available to more faculty and staff
than in any previous time.

DMACC‟s green initiatives as described in this criterion have not only been important for cutting
costs and providing additional resources for instruction, but have been integrated into DMACC‟s wind
power and sustainability programs. DMACC has positioned itself to be a leader in the emerging
green economy in Iowa and the Midwest.

Recent enrollment growth has strained existing facilities. In response to these pressures, DMACC
has built or acquired additional space which has helped, but the leadership also realizes that it needs
to use existing facilities more efficiently. DMACC has recently purchased, and is in the process of
installing and configuring, a scheduling software solution. Ad Astra software will allow DMACC to
examine and analyze facility utilization more closely and maximize the use of existing resources.
DMACC is currently reviewing identified best practices concerning facilities utilization, including
standard terms, standard start and stop times and room ownership issues. DMACC expects to go
live with this software in spring 2012.

S Several process improvements have been made through the implementation of workplace LEAN, and
   through the inclusion of the SAS Business Intelligence platform. Planned improvements include the
   installation and implementation of scheduling software to apply toward enrollment trends, as well as
   continued use of baseline data to identify gaps, drive improvements, and review targets annually.

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6I2- How do your culture and infrastructure help you to select specific processes to
improve and to set targets for improved performance results in Supporting Organizational
Operations?
DMACC is engaged in the process of maximizing efficiency to support organizational operations. The
Workplace LEAN process and the processes utilizing formative and summative process data have
created a culture that believes in continuous improvement as a means of supporting the mission of
the college. Formative targets are set by first analyzing existing performance and working to drive
improvement in the identified metrics. From those efforts, summative targets are set and measured
on an annual basis. Support area targets for improvement are identified according to the processes
described in this section and are supported by administration.

S Several process improvements have been made through the implementation of workplace LEAN, and
   through the inclusion of the SAS Business Intelligence platform. Planned improvements include the
   installation and implementation of scheduling software to apply toward enrollment trends, as well as
   continued use of baseline data to identify gaps, drive improvements, and review targets annually.




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Processes (P)
7P1- How do you select, manage, and distribute data and performance information to
support your instructional and non-instructional programs and services?
DMACC‟s processes for selecting, managing and distributing performance information for
instructional and non-instructional programs utilizes both formative and summative data for the
institution, each department and individual employees. Performance measures are selected
according to their ability to advance the 2016 FIRSTS Goals or other non-instructional goals of the
institution, the availability of valid and reliable data, and the requests of faculty and staff.
Depending on the measurement, every effort is made to provide information on as short a time
interval as possible to improve services to students and other stakeholders. Some measures such as
the ACT Student Opinion Survey, AQIP Examiner Survey and Personal Assessment of the College
Environment (PACE) Survey are only available every third year according to a set schedule. Many
measures are only available on an annual basis, such as completion, fall-to-fall persistence
information, program certification exam results, and market penetration. Other data are available
term-by-term such as course retention, success and pass rates, fall-to-spring persistence, faculty
grade distribution and retention information, and student assessment of learning results. Some
information is available on a daily or weekly basis, including enrollment, student retention
information, admissions data, course enrollment data, foundation giving and investment earnings,
and budget information. Regardless of the time interval, current and historical information is
provided to demonstrate trends over time.

DMACC uses a combination of push and pull strategies to distribute data. Some information is
pushed to faculty and staff while other information is available at any time for them to pull from
information systems. Information that is regularly distributed to various faculty and staff is either
prepared manually and sent via email, or is created and distributed as part of DMACC‟s business
intelligence platform. All institutional performance data are maintained either in the SCT Banner
system or the SAS Business Intelligence platforms. Specific programs and non-instructional
departments gather and distribute data specific to their purpose and functions. These efforts are
supported by both the IT and the Institutional Effectiveness departments.

For programs receiving external accreditation or grant funding, DMACC adopts the measurements
and timelines provided by the accrediting body or funding institution.

S Processes for selecting, managing and distributing performance information for instructional and non-
   instructional processes are based on the 2016 FIRSTS Goals or other non-instructional goals of the
   institution. Measures include the ACT Student Opinion Survey, AQIP Examiner Survey and Personal
   Assessment of the College Environment (PACE) Survey. All institutional performance data are
   available in the SCT Banner System or SAS Business Intelligence platforms. Data are distributed
   through email or the business intelligence platform using push and pull strategies
O DMACC is engaged in many activities related to selecting, managing, and distributing data, but these
   efforts do not appear coordinated on a college-wide level into a systematic process. It is unclear how
   individual departments collect feedback from customers of their processes.

7P2- How do you select, manage, and distribute data and performance information to
support your planning and improvement efforts?
To a large extent DMACC‟s processes for selecting, managing, and distributing data and performance
information to support planning and improvement efforts are similar to the processes described in
7P1 with a few differences related to scope and strategic planning.

Benchmarking is a key process for using performance information to support planning and
improvement efforts. DMACC realizes that to meet its strategic goals, it must not only improve, but
improve at a faster pace than cohort institutions. The 2016 FIRSTS Goals scorecard measures
indicate performance according to three levels; 1) DMACC‟s trend line for all indicators shows
institutional improvement over time, 2) benchmark data for all Iowa community colleges, and 3)
benchmark data against a national cohort. All benchmark data used on the institutional scorecard
comes from the National Community College Benchmark Project (NCCBP) or the National Center for

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Educational Statistics (NCES). DMACC has experienced slight improvements in trend line data yet
finds that performance has actually improved significantly when framed against benchmark school
performance.

The DMACC Board of Directors has processes in place to evaluate performance data and make
decisions regarding the institution. The annual scorecard is presented to the Board of Directors at
the annual planning retreat each December. Additional program, financial and performance data are
presented to the Board at their monthly meetings and at the annual retreat. The Board uses all of
this performance information to develop a performance matrix for the President each year. This
matrix is developed in cooperation with the President and identifies institutional priorities for the
coming year.

O DMACC does not appear to have a process to systematically select, manage, and distribute data and
  performance information to support its continuous improvement and planning efforts. Without a
  standard process, the institution may limit its ability to proactively identify improvement opportunities.

7P3- How do you determine the needs of your departments and units related to the
collection, storage, and accessibility of data and performance information?
Discussions are held with each department regarding their continuing role in achieving the 2016
FIRSTS Goals and other goals of the institution. These discussions include analysis of all available
data to identify new strategies or modify existing ones to improve service to students and
stakeholders. Additional data collection, analysis and reporting are identified and every effort is
made to meet these needs either at the departmental level or through the Office of Institutional
Effectiveness.

Departments are encouraged to create metrics and collect performance data outside of institutional
sources. Often there is a tradeoff between which measurements would best illustrate improvements
and the time and personnel requirements necessary to produce and maintain these metrics.
Priorities for selecting measures include validity and reliability, ability to be maintained over time,
ease of acquiring the information, and time and budget restrictions. These efforts are supported
through the Office of Institutional Effectiveness with training and development of faculty and staff.

O Although the institution communicates with each department on their role in meeting 2016 FIRSTS
  Goals and other institutional goals, it is not clear if there is a cohesive and/or systemic program for
  discussion of departmental and unit needs with respect to data collection, storage, and accessibility.

7P4- How, at the organizational level, do you analyze data and information regarding
overall performance? How are these analyses shared throughout the organization?
The Office of Institutional Effectiveness (OIE) is responsible for collecting, analyzing and
disseminating organizational performance data. The Executive Director serves on Cabinet, regularly
attends Provosts/Deans and faculty District Chair meetings, is responsible for supporting assessment
of student learning activities and the AQIP Leadership Team, oversees program evaluation, serves as
Assistant to the President, and assists the Board of Directors with the President‟s evaluation matrix
and succession planning. This position is well connected to assure that data and analyses flow
throughout the college. The OIE staff conducts numerous presentations to share and gather input
regarding institutional performance data and provides training on analyzing and using data for
continuous improvement.

The OIE is responsible for creating the institutional scorecard each year as well as developing many
of the shorter time-interval indicators discussed previously. In addition, the office supports faculty
and staff analyses of institutional and departmental data.

O The Office of Institutional Effectiveness (OIE) is responsible for collecting, analyzing, and
  disseminating data. It is not clear if data analysis skills and capabilities are prevalent throughout the
  institution and if faculty and staff are trained in data collection and analysis methods. Therefore, little
  data analysis may be occurring relative to institutional and process level performance outside of OIE,
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  thereby limiting DMACC’s ability to identify improvement actions and learn how to link its actions to
  positive outcomes.

7P5- How do you determine the needs and priorities for comparative data and
information? What are your criteria and methods for selecting sources of comparative
data and information within and outside the higher education community?
DMACC regularly seeks quality comparative data to assist the institution in its continuous
improvement efforts. Comparative data and information may be selected for use if they are valid,
reliable, consistently available, and deemed to be of value in helping students learn or achieving
other institutional objectives. Often, knowledge of new data sources occurs as a result of
membership in state, regional and national professional organizations; current research literature;
and recommendations from faculty, staff and external stakeholders. Current sources of comparative
data include the National Community College Benchmark Project (NCCBP); Integrated Post-
secondary Education Data (IPEDS) from the National Center for Educational Statistics (NCES);
Management Information System data collected from all Iowa community colleges from the Iowa
Department of Education; Iowa unemployment insurance data, National Student Clearinghouse,
local, state and national labor statistics; Iowa and national occupational projection data; US Census
data; and Midwest benefit and wage comparisons. State and/or national exam data are used for
programs requiring such certification for its graduates.

S DMACC collects comparative data from a variety of sources including: the National Community
   College Benchmark Project (NCCBP); the National Center for Educational Statistics (NCES); National
   Student Clearinghouse; the Iowa Department of Education; and other state and national sources of
   demographic and labor force information.
O Although the College regularly seeks quality comparative data and have existing benchmarking
   initiatives, the processes and methods for the collection of comparative data do not appear to have
   been fully developed. Without regular collection of comparative data, DMACC may be limited in its
   ability to improve its performance.

7P6- How do you ensure department and unit analysis of data and information aligns with
your organizational goals for instructional and non-instructional programs and services?
How is this analysis shared?
Office of Institutional Effectiveness staff is responsible for supporting the departmental data and
information needs of the district. This responsibility often includes not only filling requests for data
and analysis, but also assisting departmental staff in deciding what data deserves their attention and
will assist them in contributing to the 2016 FIRSTS Goals. In addition to addressing the specific
questions asked by each department, OIE staff also includes additional analysis pertaining to the
overall instructional and non-instructional goals of the district. Self-service data sources available to
faculty and staff are also designed to be relevant to the strategic interests of the college.

DMACC has defined various terms useful in departmental analyses, including student retention,
success rates, pass rates, award completion, persistence and others. This allows data and
information to be comparable across the institution and be consistent over time. If appropriate, data
requests are routinely supplemented to add breakdowns and analyses regarding race, gender and
socioeconomic status. These areas are often not contained in the original request, but their
inclusion is well received by departments.

S OIE staffs assist different departments in data requests and contribution to 2016 FIRSTS goals,
  providing additional analyses based on district goals, and designing self-service data relevant to the
  College’s strategic initiatives. DMACC has defined terms (e.g., student retention, success rates) to
  create consistency for cross-institutional comparisons.
O DMACC has defined various terms useful in departmental analyses, including student retention,
  success rates, pass rates, award completion, persistence and others. It is unclear what the processes
  are, or the way in which the analyses are shared.


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7P7- How do you ensure the timeliness, accuracy, reliability, and security of your
information system(s) and related processes?
DMACC‟s processes to ensure the timeliness, accuracy, reliability, and security of information
systems continue to be strengths of the institution as concluded in the 2006 Systems Appraisal
Feedback Report. Processes include; a) proper staffing and oversight of staff dedicated to
maintaining the SCT Banner Student Information System, b) adherence to best practices regarding
information technology and its security identified by state and federal guidelines, c) maintenance of
an IT disaster recovery plan including regular backups with off-site storage and redundant systems,
d) conducting regular security audits, and e) separate production and reporting databases.

DMACC has three primary data systems; 1) the production SCT Banner SIS system that includes
student, finance, financial aid, and human resource modules, 2) the reporting copy of the production
database updated nightly, and 3) the SAS business intelligence suite. Data accuracy is maintained
in the production and SAS systems through adequate staffing, training and support for data
systems. All primary data systems reside within the DMACC firewall, with industry standard
protections from intrusion and viruses in place. Separate user IDs and passwords are required for
the Banner system and for network and email access.

O Although the portfolio provides a description of a strong IT capability, it is not clear how it focuses on
  employee needs and expectations. There is no description of how employees are supported by IT and
  are able to define their requirements.

Results (R)
7R1- What measures of the performance and effectiveness of your system for information
and knowledge management do you collect and analyze regularly?
Table 7.1 shows the measures used to determine the performance and effectiveness of DMACC‟s
information and knowledge management system.

Table 7.1- Measures for Information and Knowledge Management
 AQIP Examiner Data for Criterion 7
 Number of Tables in the BI data warehouse
 Size of data warehouse
 Number of Active BI users
 Number of Information Requests to the Office of Institutional Effectiveness

O It is not clear what measures are used to determine the effectiveness of its system. The measures
   reported are limited to performance, not measures to track institutional effectiveness. This lack of
   appropriate data may make it difficult to determine the effectiveness of the analysis of performance
   measures.

7R2- What is the evidence that your system for Measuring Effectiveness meets your
organization’s needs in accomplishing its mission and goals?
The AQIP Examiner Survey section on Criterion 7 is an indirect measurement of DMACC‟s ability to
measure effectiveness. Table 7.2 shows DMACC‟s scores compared to the mean of all other
organizations. DMACC exceeds the mean of other institutions for each question. DMACC‟s overall
measuring effectiveness score
showed the greatest difference
from the mean of other institutions
for all AQIP criteria with a
difference of .33.

DMACC opted to build its own data         Table 7.2- DMACC AQIP Examiner Scores for
warehouse to support institutional        Measuring Effectiveness
effectiveness instead of purchasing
the standard data warehouse
product from SCT Banner. Since
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this data warehouse is created locally, the number of tables included in the warehouse indicates
DMACC‟s ability to build measurement resources to meet institutional need. There are currently 100
tables in the data warehouse, with 67 of these being regularly accessed through the BI system. The
data warehouse currently contains 2.62 GB of data accessible to faculty and staff through the BI
platform. The information stored in this warehouse was determined through reporting and analysis
needs of the Office of Institutional Effectiveness, or through identifying and meeting the data needs
of faculty and staff. DMACC also maintains a reporting instance of the Banner database containing
approximately 2,000 tables and over 300 GB of data. The goal of the data warehouse is to maintain
a repository of the most frequently used data that are most applicable to measuring institutional
performance.

The number of users of DMACC‟s BI platform is an indicator of DMACC‟s effectiveness in providing
access to relevant data used in the improvement process. All DMACC faculty and staff have access
to the system, and in the past two years 159 of them have accessed the system. This system has
made data more available to faculty and staff and has increased DMACC‟s capacity to meet
employee needs for data and information.

In addition to the BI platform, DMACC faculty and staff may make requests for data to either
Information Solutions or the Office of Institutional Effectiveness. Each request usually involves
running a program or query against the Banner reporting database to the data warehouse. From
January 1, 2010 to October 24, 2010, 150 requests for data and information that required accessing
either the Banner database or the data warehouse were made to the Office of Institutional
Effectiveness.

OO Aside from the AQIP Examiner survey which is administered on a three year cycle, there do not
  appear to be any measures of employee or Board satisfaction with data collection, analysis,
  distribution or use of data, information and knowledge. The institution may have an opportunity to
  build a more comprehensive system to accomplish this and provide accurate measures of its
  performance. The BI platform has been accessed by 159 faculty and staff (approximately 12%).
  Providing trend data would help show if data access is increasing over time.

7R3- How do your results for the performance of your processes for Measuring
Effectiveness compare with the results of other higher education organizations and, if
appropriate, of organizations outside of higher education?
The AQIP Examiner data are benchmarked against the mean for all other institutions using the
survey. Comparative data is shown in Table 7.2.

O While DMACC scored above the mean for each question on the AQIP Examiner survey Criterion 7
  section, and the overall score for this section had the greatest difference from the mean of other
  institutions for all AQIP criteria, the comparative data appears to lack the breadth and depth
  necessary for DMACC to accurately measure its performance against its mission and goals. The
  college may have an opportunity to expand its comparative data collection and analysis, and thus its
  performance measures.

Improvement (I)
7I1- What recent improvements have you made in this category? How systematic and
comprehensive are your processes and performance results for Measuring Effectiveness?
DMACC‟s continued use of the 2016 FIRSTS Goals Scorecard as shown in Figure 1.18 in Criterion 1
and Criterion 8, and the Board of Director‟s evaluation process for the President has increased the
expectations for accountability at DMACC. By establishing measurable outcomes at the highest
levels, the standard has been set for the direction of the college and how to measure progress
toward stated goals.

DMACC‟s use of Workplace LEAN has improved the college‟s ability to measure effectiveness. The
Workplace LEAN process begins with each group identifying and quantifying efforts for each step in a
process with possible measures for efficiency gains. This has created an increased interest in
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metrics, as people can understand the rationale behind the metrics and have input into these
measures.

DMACC continues to develop its BI strategy to provide relevant and useful data to all levels of the
institution. DMACC realized that to achieve its goals and provide useful measurement data
throughout the institution, new strategies were necessary to extend the reach of IT and Institutional
Effectiveness staff. Faculty and staff can access and analyze many data sources directly and can
continue to make requests for information and analysis when needed.

The expansion and increased scope of the Office of Institutional Effectiveness have created a
valuable resource for the college. Faculty and staff use this department for all types of reporting
and data analysis and know their efforts are supported with knowledgeable and helpful staff who will
work to meet their needs.

S The institution has expanded the role of its Office of Institutional Effectiveness and continues to use its
   2016 FIRSTS Goal Scorecard and the Board of Director’s evaluation process for the President to
   improve efforts, expectations, accountability, and standards for producing measurable outcomes.

7I2- How do your culture and infrastructure help you to select specific processes to
improve and to set targets for improved performance results in Measuring Effectiveness?
The establishment and maintenance of the 2016 FIRSTS Goals and their annual scorecard, and the
creation and use of the Board‟s evaluation matrix for the President models how DMACC will use data
to be accountable for institutional goals. Faculty and staff understand the long term goals of the
institution and realize they have input and ownership in achieving these goals. DMACC‟s
infrastructure for creating improvement measures for the entire institution, and for each department
and individual, has matured and continues to be a priority of the college.

O The 2016 FIRST Goals allowed for the establishment of measurable outcomes at the highest levels. It
  is not clear if a culture and infrastructure where defining processes, collecting and analyzing data,
  reviewing performance, and identifying opportunities for improvement has been established.




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Processes (P)
8P1- What are your key planning processes?
The processes used to develop the 2016 FIRSTS Goals and the strategic plan are thoroughly
described in DMACC‟s 2006 Systems Portfolio. This process was identified as a significant strength
of the institution and continues to be the cornerstone of DMACC‟s strategic planning process.

The sharing and discussion of performance information across the college as described in Criterion 7
stimulates planning for improvement at all levels across the college. These departmental goals and
strategies are shared and supported according to the processes described under Criteria 1 and 2 of
this document.

However, because DMACC is a large institution with a broad scope of services and programs, an
institutional planning process is also in place to review and improve institutional strategies,
activities, and efforts necessary to continue progress toward meeting the 2016 FIRSTS Goals.
DMACC‟s 2006 Systems Portfolio described a planning system that was bridging an existing formal
strategic planning process initiated prior to becoming an AQIP institution, and the processes required
according to the nine AQIP criteria. Since 2006, DMACC has successfully merged existing processes
fully into the AQIP model. DMACC‟s institutional planning process involves an annual assessment of
progress toward the 2016 FIRSTS Goals by the Cabinet, Provosts and Deans‟ group, and the AQIP
Leadership Team. This process includes identifying annual improvements to assure that effort is
maintained through training, policy and procedure development, and resource allocation. Goals and
indicators not meeting annual targets are also identified and addressed through soliciting input from
appropriate stakeholders to define potential barriers for improvement, using this input to identify
strategies to address barriers, and identifying human and financial resources to support these
objectives. These objectives are often identified as AQIP Action Projects according to their priority
and scope across the institution. The AQIP Leadership Team is responsible for monitoring, directing
and supporting each AQIP Action Project to assure success.

DMACC‟s institutional planning process also includes a periodic formal study and refinement of its
improvement efforts toward its strategic goals. This assures that strategies that were adopted but
have proven ineffective can be replaced by new strategies. DMACC is currently involved in this
process and will complete its evaluation in 2011, which will mark the half-way point toward the 2016
Goals. This strategic planning study process is conducted by college leadership including, Provosts,
Deans, department directors, and faculty and staff and includes environmental scanning, literature
review to identify best practices, visiting other institutions, and many discussions across the college.
This effort is being supported by the Office of Institutional Effectiveness.

S The 2016 FIRSTS Goals produced a new vision statement and priorities to move the institution toward
   realization of the vision and culminated with approval of the plan by the Board of Trustees. Progress
   toward the 2016 FIRSTS Goals is assessed annually, which includes identifying annual
   improvements, maintaining progress through training, policy and procedures, or resource allocation;
   reviewing goals and indicators that did not reach targets; and addressing associated barriers.
   Strategies to overcome these barriers often are conceived as AQIP action projects. This process has
   a periodic, formal review midway through the planning cycle.

8P2- How do you select short- and long-term strategies?
Short-term strategies are identified as part of DMACC‟s annual planning processes described in 8P1
of this document. Many departmental short-term strategies are identified and implemented with
minimal direction from administration. These short-term strategies are encouraged and are looked
upon as a favorable result of increased efforts in sharing performance information, communication,
supporting departmental decision making, and providing tools to support continuous improvement
(i.e. - LEAN processes, access to data, etc.).

Short-term strategies for the institution stem from the annual evaluation of the 2016 FIRSTS Goals
scorecard information across the institution. This process allows the institution to identify and
continue successful strategies and to develop new or refine existing strategies for those areas not

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meeting expectations. Specific sources proven valuable for short-term strategies include LEAN
projects conducted throughout the college, the Enrollment Management Team, attendance at
regional and national trainings, involvement with work-alike groups across the state, and regular
meetings across the district.

Long-term strategies are evaluated and developed according to the AQIP evaluation cycle. DMACC
has found it beneficial to re-evaluate current long-term strategies as part of a formal study and
refinement process as described in 8P1 at the same time as preparing the Systems Portfolio. This
reinforces alignment of current planning with the nine AQIP criteria. Long-term strategies are
selected as part of the periodic institutional planning study described previously and from reviewing
Systems Portfolio Appraisals and participation in AQIP Strategy Forums.

O Although the institution successfully developed the 2016 FIRSTS Goals, it is not clear if a systematic
  process to identify short and long term strategies has been established. Without this process it may
  be difficult to ensure that the institution considers market and other factors that could signal emerging
  changes that need to be addressed, as well as strategic challenges that must be overcome to ensure
  long-term sustainability of the organization.

8P3- How do you develop key action plans to support your organizational strategies?
Key action plans are developed and driven by the FIRSTS Goals and the indicators under each of the
goals. Each action plan has specific objectives, timelines, and clear measurement objectives. Action
plans are developed through the processes described in this section. The AQIP Leadership Team is
responsible for advocating for action plans, monitoring and sharing their progress, and reporting
results across the institution and with the Higher Learning Commission. Action plans are regularly
discussed at Cabinet and Provost/Dean meetings, and progress is reported to the Board annually. All
action plans are available for review by all stakeholders on the DMACC AQIP web site.

O Although the institution develops key action plans as part of the FIRSTS Goals process, there does not
  appear to be a method as to how this is to be accomplished. As a result, there is a strong likelihood
  that variance will occur in the processes used and a possibility that some departments or campuses
  will not fully participate in development of the Strategic Initiatives that are important to achieving the
  Goals. Without a more defined approach to ensuring the involvement of the departments and
  campuses in developing Strategic Initiatives, there is greater risk that misalignment in plan
  implementation will occur.

8P4- How do you coordinate and align your planning processes, organizational strategies,
and action plans across your organization’s various levels?
DMACC coordinates planning across the institution by including representation from all levels of the
college on key leadership committees and commissions, regular planning and sharing meetings with
stakeholders, annual coordinated budgeting process, and providing for multi-directional
communication throughout the institution. Committee and commission members are selected from
all campuses and across all levels of the college, if possible. The coordinated budgeting process
collects resource requests to support local planning efforts which are then reviewed, prioritized and
approved according to how well these plans support the strategic goals of the college. Multi-
directional communication between departments regarding planning is facilitated through regular
meetings and contacts between key stakeholder groups. The Office of Institutional Effectiveness
supports strategic planning efforts across the college and support efforts at all levels.

O DMACC coordinates planning by including representation from all levels of the college on key
  leadership committees and commissions, regular planning and sharing meetings with stakeholders
  and annual budgeting and through regular multi-directional communication; however, it is not clear
  how planning processes, organizational strategies, and action plans are aligned.

8P5- How you define objectives, select measures, and set performance targets for your
organizational strategies and action plans?

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Organizational objectives according to the 2016 FIRSTS Goals are established as part of the
institutional scorecard. By definition, the outcome for each goal and indicator is to be first in the
state and first according to the national benchmark group by 2016. Target rankings are included for
all indicators when possible from 2006 to 2016, along with actual rankings. These targets were
established by the Office of Institutional Effectiveness according to past DMACC trend lines,
benchmark data, effectiveness of past processes in each area, and with input from district
administration.

S DMACC sets objectives according to its 2016 FIRSTS Goals scorecard and strives to be the first in the
   state and in the national benchmark group. Targets are established by the OIE according to previous
   trends, benchmarks, past process effectiveness, and administrative input.

8P6- How do you link strategy selection and action plans, taking into account levels of
current resources and future needs?
Recent economic conditions have caused DMACC to be much more deliberate in funding strategies
and action plans designed to help meet the 2106 FIRSTS Goals. Previously, DMACC funded an
internal grant program to support projects promoting the 2016 FIRSTS Goals. This program has
been discontinued in recent years due to budget restrictions and cost reduction initiatives. In its
place, DMACC solicits specific, targeted action plans that become known through planning processes,
or identifies departmental projects that show promise for institutional improvement. These projects
are brought before Cabinet for approval based on their overall cost and the potential benefit for the
institution.

If possible, programs are identified that help students learn and meet other objectives, but also have
a favorable return on investment. A recent example of this type of project is the DMACC Call
Center. Knowledgeable student service specialists call students identified to be experiencing specific
barriers to continuation (i.e. - incomplete financial aid application, accepted for admission but not
registered, not or quit attending, etc.). These specialists have the skills to help students directly
over the phone, or can refer students to other areas of the college. All referrals are tracked using
the same system IT uses to track helpdesk requests to assure that follow-up occurred and that all
efforts were made to resolve the situation. A return on investment analysis demonstrated that not
only does this project help improve strategic goals by keeping students enrolled and progressing,
but also results in a net revenue increase for the college. Admittedly, these types of projects are
rare, but every effort is being made to create these types of strategic initiatives for the college.

Development of the Adjunct Advantage program, the August Academy, room scheduling software
plans, workplace LEAN, and DMACC Track case management software are a few examples of action
projects that were funded either through solicitation as a strategic interest of the college, or
identification of departmental ideas worthy of implementation college-wide.

S Due to budget constraints, DMACC has discontinued an internal grant program to support 2016
   FIRSTS Goals and replaced it with solicitation of specific, targeted action plans or identification
   departmental projects contributing to institutional improvement; the Cabinet approves these based on
   cost-benefit analyses. The Call Center, Adjunct Advantage, August Academy, room-scheduling
   software, workplace LEAN, and DMACC Track are examples of successful programs.
O DMACC solicits organizational or departmental action plans that are consistent with the strategic
   interests of the College, however, the precise criteria or process through which this occurs is not
   discussed, nor is it clear how current resources play a role. Developing a systematic process with
   clear criteria linked to strategic goals may allow the College to solicit organizational or department
   action projects more readily and budget for associated resource needs.

8P7- How do you assess and address risk in your planning processes?
In general, risk is encouraged and tolerated as a means for making significant improvement in the
college. Risk of program or project failure is seen as a normal part of the continuous improvement
process. However, processes are in place to minimize or mitigate risk to assure responsible use of
resources.
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DMACC‟s budgeting process is very conservative and is not based on anticipated enrollment growth.
Any additional tuition revenue realized is used to fund new programs or projects that are not
included in the original budget. This ensures that funding new initiatives does not overextend the
DMACC budget.

The planning process uses various strategies to minimize or mitigate risk. Analyses of return on
investment for new programs or services are conducted when possible. Discussions regarding
potential worst case scenarios for new projects are conducted to identify any risk and its potential
negative impact on the college. A broad spectrum of stakeholders is included in the planning
process to gather input regarding risk. The planning process routinely includes an attempt to
identify best practices and learn from other institutions that have initiated similar projects.

O It is not apparent that any risk analysis was accomplished during development of 2016 FIRSTS Goals
   so that a clear understanding could be established as to the importance of certain aspects of the plan
   or the ability of the institution to actually execute the plan. Without a well developed process to
   evaluate risk, it may be difficult to identify and deal proactively with potential problems.

8P8- How do you ensure that you will develop and nurture faculty, staff, and
administrator capabilities to address changing requirements demanded by your
organizational strategies and action plans?
DMACC‟s ability to identify, analyze and address stakeholder needs (1P15, 2P5, 3P1, 3P3, 4P8, 6P1,
6P2, 7P3), communicate expectations to stakeholders (1P6, 2P3, 2P4, 5P7, 5P8), and measure
effectiveness (7P1-7P7) provide a solid foundation for employee development to address changing
organizational strategies and action plans.

DMACC‟s institutional goals were created as a result of input from many stakeholders. Expectations
are clearly defined and communicated, and employees are supported and their contributions toward
attainment of these goals is appreciated and acknowledged. Every effort is made to empower
individuals to contribute toward attainment of DMACC‟s 2016 FIRSTS Goals by encouraging
entrepreneurial activity, accepting risk, listening to stakeholders and adjusting or adopting strategies
accordingly, and providing useful information regarding changing strategies and action plans.

O While institutional goals are developed with input from many stakeholders, it is not apparent that other
  resource needs were proactively addressed before 2016 FIRSTS Goals was implemented. If all needs
  are not adequately addressed, DMACC’s ability to develop and nurture faculty, staff, and
  administrator capabilities to address changing requirements demanded by the Priorities and Initiatives
  may be limited.

Results (R)
8R1 What measures of the                        Table 8.1- DMACC AQIP Examiner Results for
effectiveness of your planning                  Planning Continuous Improvement
processes and systems do you collect
and analyze regularly?
DMACC uses the AQIP Examiner survey to
measure the effectiveness of its planning
processes and systems. DMACC results for
Criterion 8- Planning Continuous
Improvement are shown in Table 8.1.
DMACC‟s scores exceed the mean for all
other institutions using the AQIP Examiner
survey.


S The AQIP Examiner Survey is used to demonstrate the effectiveness of the College’s planning
   processes and systems.
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8R2- What are your performance results for accomplishing your organizational strategies
and action plans?
DMACC‟s 2016 FIRSTS Goals Scorecard has been in place for four full years and shows DMACC‟s
progress toward meeting institutional objectives. Figures 8.1 - 8.6 show the scorecard and
accompanying data. Measures for 3F- new revenue from grants, investment and other sources were
not included because metrics were never created for this measure. Variability in the data for this
measure made it difficult to establish a stable trend line. Results for measure 3H were not included
as they are too lengthy for inclusion in this document. LEAN results, however, have been shared
throughout this document.

DMACC has six more years to reach these goals and will continue to revise processes and strategies
to improve effectiveness. Colleges included in DMACC‟s national benchmark cohort are listed in 1R6
of Criterion 1.

Figure 8.1- DMACC 2016 FIRSTS Goals Scorecard




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Figure 8.2- 2016 FIRSTS Goals Scorecard Measures 1A-1E




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Figure 8.3- 2016 FIRSTS Goals Scorecard Measures 1F-1H




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Figure 8.4- 2016 FIRSTS Goals Scorecard Measures 2A-2D




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Figure 8.5- 2016 FIRSTS Goals Scorecard Measures 3A-3D




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Figure 8.6- 2016 FIRSTS Goals Scorecard Measures 3E,3G




O It appears that only a few indicators are in place that will allow for determining the effectiveness of the
   planning process. The institution may need more measures to allow the leadership team to
   understand if the strategy is successful in producing better outcomes.

8R3- What are your projections or targets for performance of your strategies and action
plans over the next 1-3 years?
Performance targets out to 2016 are included in Figures 8.2 – 8.6. Dark blue bars represent past
performance and light blue bars are future goals for each indicator. Formal targets have not been
developed for those indicators without benchmark groups. Improved performance each year is
expected for these measures. Future targets may be modified each year depending on past
performance and annual priorities.

O It is difficult to determine if progress is being made towards meeting or exceeding the targets that were
   developed as part of the scorecard.

8R4- How do your results for the performance of your processes for Planning Continuous
Improvement compare with the performance results of other higher education
organizations and, if appropriate, of organizations outside of higher education?
Most, but not all, indicators have appropriate benchmarks and comparative data. Benchmarks
against all Iowa community colleges and against the national benchmark cohort, when they exist,
are included for each indicator. CAAP student learning assessment data are benchmarked against
national norms established by ACT.

OO There is little comparative or competitive data are available to demonstrate how DMACC’s
  effectiveness in its strategic planning process compares with other higher education organizations or
  those outside of higher education.

8R5- What is the evidence that your system for Planning Continuous Improvement is
effective? How do you measure and evaluate your planning processes and activities?
The institutional scorecard shown in Figure 8.1 provides evidence of the effectiveness of DMACC‟s
continuous improvement efforts. Overall, DMACC is pleased with these efforts aimed at meeting the
2016 FIRSTS Goals. The institution has made sustained progress toward the goal of being first in
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affordability according to trend line data and state and national benchmarks. DMACC has learned
that it is less difficult to improve affordability measures as they rely heavily on internal processes
and decisions. It is much harder to improve indicators that rely on the circumstances and decisions
of students. DMACC needs to investigate additional strategies to assist students in overcoming
barriers to continuing their education. DMACC believes that its 2016 FIRSTS Goals are both
progressive and aggressive and have set a high standard for institutional performance.

OO DMACC indicates that it is pleased with efforts at meeting the FIRSTS goals, but notes that
  addressing internal processes associated with affordability is easier than addressing circumstances of
  and decisions made by students. By establishing systematic processes to gain student and other
  stakeholder feedback, communicating feedback through the planning process and aligning student
  and stakeholder needs with institutional strategies and resources, the institution may be able to
  address student circumstances and decisions more favorably and better demonstrate the
  effectiveness of its continuous improvement efforts.

Improvement (I)
8I1- What recent improvements have you made in this category? How systematic and
comprehensive are your processes and performance results for Planning Continuous
Improvement?
DMACC has recognized several recent improvements in achieving the 2016 FIRSTS Goals. The
college has experienced continued success in making college affordable for students even during
times when state appropriations have declined (see Overview 8). DMACC met its goals for student
course retention against its national benchmark group for the first time in 2009 and is encouraged
by its sustained improvement in fall-to-spring student persistence against its national benchmark
cohort. CAAP data have allowed DMACC to quantify learning gains in reading, critical thinking, math
and science reasoning from the time students enter DMACC to the time they leave the institution as
shown in Figure 1.1 in Criterion 1. DMACC has also seen efficiency improvements and cost savings
as a result of implementing Workplace LEAN across the college.

O The institution refers to improvements in achieving its institutional goals but does not describe
  improvements in the organization’s institutional planning processes and how the strategies and action
  plans help the College to achieve its mission and values. There is no description of how systematic
  and comprehensive the processes are, nor does it address the adequacy of its performance results.

8I2- How do your culture and infrastructure help you to select specific processes to
improve and to set targets for improved performance results in Planning Continuous
Improvement?
For most of DMACC‟s key indicators, targets have been set for each year leading to 2016. DMACC‟s
culture of accountability and the ease with which it is beginning to use data to measure progress
allows the institution to try a variety of strategies for improvement, measure outcomes, and either
continue existing strategies or replace or supplement them with new ones. DMACC has the
appropriate infrastructure to continue its progress toward the 2016 FIRSTS Goals.

O DMACC appears to be in the early stages of developing a culture and infrastructure where defining
  processes, establishing measures and targets, collecting and analyzing data, reviewing performance,
  identifying opportunities for improvement, establishing improvement priorities, and taking action to
  improve are the norm with respect to the Planning for Continuous Improvement Category.




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Processes (P)
9P1- How do you create, prioritize, and build relationships with the educational
organizations and other organizations from which you receive your students?
DMACC‟s primary sources of students are the area high schools located within its service area. Dual
credit programming has increased from serving 1,000 high school students in 2001 to over 10,000
in 2010, totaling 28% of the total credit student population. These relationships have proven
valuable to both DMACC and partnering high schools. K-12 schools can offer advanced
programming that they otherwise may not be able to provide and can also provide students with
realistic expectations about college. DMACC benefits from the potential for students to continue
their education at DMACC full-time after graduation, and from tuition income. Dual credit
programming has shared academic guidance, career interest assessments, common course learning
competencies, and common assessment of student learning activities. The value of these
relationships is evidenced by the continued growth of dual enrollment offerings.

In addition to dual credit programming, DMACC recruiting efforts also build relationships with its
area high schools. DMACC recruiters schedule on-campus visits for area high schools to allow
potential students to see the campus and talk with students, faculty and student services staff, and
also visit area high schools. DMACC‟s Community and Workforce Partnerships Division provides
additional advising and recruitment services targeted toward at-risk or underrepresented
populations. These services are provided in partnership with area high schools, community service
organizations, the Iowa Department of Corrections, and the Iowa Department of Workforce
Development.

S DMACC has built relationships with educational and other institutions with significant numbers of its
   prospective students. The college has built these relationships through various approaches including,
   local K-12 feeder school partnerships, pre-collegiate and dual enrollment agreements, individual
   departments and programs that function to build collaborative relationships, and College recruiters
   who meet with high school counselors and principals.

9P2- How do you create, prioritize, and build relationships with the educational
organizations and employers that depend on the supply of your students and graduates
that meet those organizations’ requirements?
DMACC maintains articulation agreements with other educational institutions that serve as transfer
destinations for students. These formal agreements are reviewed annually by both institutions.
Either party may initiate revision of these agreements with consensus and approval from both
parties. DMACC‟s Executive Vice President for Academic Affairs maintains direct communication with
academic leadership of transfer institutions to identify and address emerging issues.

DMACC actively solicits educational partners to assist those students whose ultimate goal is to earn
a four-year degree. These partnerships take many forms but are all designed to meet specific
student needs based on educational goals and location. DMACC currently has dual admissions
programs with the three largest universities in the college‟s service area. Students in these
programs are simultaneously enrolled at both institutions and may take courses at each institution
and access all college services from both institutions. Traditional 2+2 programs are in place at all
campuses and allow students to take their first two-years of college as DMACC students and then
continue toward their BA/BS degree at the same DMACC campus. These programs are valuable for
students who are place bound due to jobs or family circumstances. DMACC also partners with the
Regents Universities to help students matriculate from DMACC to these universities. Currently,
STEM partnerships are in place with Iowa State University and the University of Northern Iowa to
increase the number of students completing a four-year degree in STEM fields. DMACC partners
with the University of Iowa for students who wish to complete a four-year business degree. These
programs exceed traditional 2+2 programs with shared advising and participation in career events at
each institution.

Each DMACC career/vocational program maintains an advisory committee comprised of current
professionals in that field. Each advisory committee is required to meet twice per year and serves

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as a valuable opportunity for relationship building. Advisory committee input is used to make sure
that programs are keeping pace with the skills and knowledge of value to employers. DMACC‟s
Central Iowa Works program maintains local workforce sector boards to continually refine and
develop strategies for training students to meet workforce needs. These sector boards are
organized around workforce areas that have been identified as either facing a current or projected
shortage of workers, or are undergoing fundamental changes which will require significantly different
skill sets than previous generations entering the labor market. Current sector boards are in place for
advanced manufacturing, construction, financial services, health care, information technology and
energy.

S The institution maintains formal articulation agreements with other educational institutions that serve as
   transfer destinations for its students. These agreements are reviewed annually and revised as needed
   with the approval of both institutions. DMACC has also built relationships with employers who rely on
   students meeting their organizational needs.
O Although DMACC maintains articulation agreement with other educational institutions and these
   agreements are reviewed every year, there is no evidence of a systematic process for creating,
   prioritizing and building relationship with educational institutions and employers that benefit from the
   supply of their students.

9P3- How do you create, prioritize, and build relationships with the organizations that
provide services to your students?
In addition to educational partnerships, DMACC is constantly seeking new partnerships with other
organizations to help students learn and meet other institutional objectives. The State of Iowa
provides provisions for program sharing between public entities in section 28E of the Iowa Code.
Workforce development is one of the largest DMACC partnership areas with multiple programs
organized and funded according to 28E agreements. DMACC partners with the Iowa Department of
Workforce Development and established Iowa Employment Solutions to provide workforce services
for the Central Iowa region. DMACC‟s Community and Workforce Partnerships Division also partners
with many community-based organizations to provide direct human and educational services to
students. Current partnerships include the Annie E Casey Foundation‟s Making Connections
Neighborhoods program, United Way workforce development programs, Des Moines Community
Foundation plans to provide a center for integrated educational, workforce, social services, and other
necessary services. These programs always involve cost-sharing arrangements, allowing for each
partner to contribute space, services, or funding to meet identified program goals.

S The institution partners with Iowa Employment Solutions, the Iowa Department of Workforce
   Development, and many community organizations that provide services to its students.

9P4- How do you create, prioritize, and build relationships with the organizations that
supply materials and services to your organization?
DMACC‟s Purchasing department is responsible for maintaining fair and equitable relationships with
DMACC‟s vendors. DMACC‟s purchasing policy is described in Board policy 5015 and purchasing
procedures described in BS5300 to BS5309 available on DMACC‟s internal web site. For purchases
over $10,000, at least three formal bids are required with priority given to the lowest bid capable of
meeting identified needs. A request for proposal and sealed bid process is used for anticipated
purchases over $100,000. Vendors located within DMACC‟s service area or the State of Iowa and
businesses owned by women and minorities may receive preference in accordance with Iowa law.

DMACC‟s purchasing processes are centralized for the college to assure that policies and procedures
are maintained so that all vendors have access to DMACC and are paid promptly for goods and
services. DMACC maintains long-term relationships with vendors when necessary to support critical
functions of the college. DMACC‟s Banner system and other IT systems, utilities, legal, accounting,
and bookstore partnerships are examples of long-term vendor relationships.




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S DMACC has centralized its purchasing functions to facilitate coordination and vendor accessibility.
   Additionally, the institution has formal purchasing policies in place that allow for consideration to be
   given to local, women, and minority owned firms in accordance with Iowa law.

9P5- How do you create, prioritize, and build relationships with the education
associations, external agencies, consortia partners, and the general community with
whom you interact?
DMACC maintains a very visible presence and is actively involved in the communities it serves as
described in section 3P4 of this document. DMACC employees are encouraged to join service clubs,
serve on community committees, and attend and participate in local events. DMACC‟s size and close
proximity to Iowa‟s capital supports its role as an educational leader, not only in Central Iowa but in
the state. DMACC is a leader in the Iowa Association of Community College Trustees (IACCT) and is
often called upon to discuss, draft or support IACCT‟s legislative agenda. DMACC monitors the work
and legislative agendas of other educational associations and external agencies to provide the
community college perspective to these entities and support joint efforts. DMACC conducts an
annual joint Board meeting with the local intermediary service provider to pursue potential
collaborative efforts.

S DMACC builds relationships with educational and other external organizations through their visible
   presence and active involvement within the communities they serve. The institution benefits from its
   location and has established a relationship with the Iowa Association of Community College Trustees
   (IACCT) to collaborate on legislative matters affecting the institution and other educational partners.
OO There is no evidence that DMACC employs a systematic approach to select, prioritize, and build
   relationships with the educational associations, external agencies, consortia partners and the general
   community.

9P6- How do you ensure that your partnership relationships are meeting the varying
needs of those involved?
DMACC‟s processes for ensuring that existing partnerships are meeting the needs of those involved
continue to be strengths of the institution as concluded in the 2006 Systems Appraisal Feedback
Report. Processes include; a) participation in the statewide Liaison Advisory Committee on Transfer
Students (LACTS) to assure that articulation agreements are meeting the needs of receiving
institutions, b) extensive surveys of program advisory committees, graduates and employers to
ensure that the needs of business and industry are being met, c) surveys of and meetings with high
school students, faculty, guidance counselors, and administrators involved with dual credit
programming in area high schools to ensure that these programs are meeting K-12 student and
school needs, d) various marketing activities including surveys, focus groups and social media
monitoring to ensure community needs are being met, and e) President and Executive Vice President
meetings with legislators, lobbyists and constituents to ensure political and public policy needs are
met.

S DMACC’s processes include utilizing surveys and meetings to address the needs of transfer
   institutions, business and industry, and area high schools. They utilize marketing activities, such as
   focus groups and social media monitoring, to address community needs. The institution also uses
   meetings with legislators to address political and policy needs.

9P7- How do you create and build relationships between and among departments and
units within your organization? How do you assure integration and communication across
these relationships?
Building internal relationships is a priority for DMACC, involving meetings and informal discussions
among all levels of the institution. The number of staff and faculty development days has increased
from two to four with both institutional and departmental activities scheduled on these days to build
relationships, share information and discuss current issues. The President and Executive Vice
President conduct two forums per campus per year to build relationships and facilitate
communication. The Board of Directors, Provosts and Deans, and District Chairs meet monthly, and


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Cabinet meets weekly to build consensus across the college and strengthen relationships. Locations
for these meetings, with the exception of Cabinet, are spread throughout all campuses.

DMACC has invested in video conferencing technology to allow synchronous video and voice
communication between campuses for meetings and events. Committee and commission
membership includes representation from each campus and from all levels of the institution.
Monthly commendations are made by the Board of Directors to acknowledge significant
accomplishments of faculty and staff. SharePoint Portal services are used to provide web based
space for departments, committees and commissions to share information and gather input from the
college.

O The description of a process for creating and building relationships between and among departments
  and units is anecdotal. The institution describes individual activities rather than systematic processes.
  Approaches that are systematic may provide the opportunity to replicate effective departmental
  relationship-building models across the institution toward improved college-wide communication.

Results (R)
9R1- What measures of building collaborative relationships, external and internal, do you
collect and analyze regularly?
The measures DMACC collects and analyzes regularly are shown in table 9.1.

Table 9.1- DMACC Measures for building collaborative relationships
 Measure                                                         Internal, External or Both
 AQIP Examiner- Criterion 9                                      Both
 PACE Survey- Teamwork                                           Internal
 NACEP Survey of Teachers, Counselors and Principals             External
 Cross Enrollment with Four-year Institutions in Central Iowa    External

S DMACC collects and analyzes four measures for building collaborative relationships including: AQIP
   Examiner Criterion 9, PACE Survey Teamwork, NACEP Survey of Teachers, Counselors and
   Principals, and Cross Enrollment with Postsecondary Institutions in Central Iowa.

9R2- What are your performance results in building your key collaborative relationships,
external and internal?
The AQIP Examiner section on building      Table 9.1- DMACC AQIP Examiner Results for Building
collaborative relationships is an indirect Collaborative Relationships
indicator of DMACC‟s ability to build
collaborative relationships. DMACC scores
above the mean for other institutions on
each question verifying it is effective in
building relationships internally, with
other educational institutions, business
and industry, vendors and service
providers.

DMACC uses PACE results for the
Teamwork category as a measure of
DMACC‟s ability to develop internal
collaborative relationships. Results for this category can be found in Figure 3.9 and Table 3.6 in
Criterion 3. Many of the PACE Teamwork questions ask employees to evaluate the level of
cooperation and teamwork within their unit or department, with DMACC scores falling into the
consultative range. Question 36 in table 3.6 asks employees to evaluate collaboration between
departments and individuals with DMACC scoring in the middle of the consultative range.

DMACC‟s recent NACEP accreditation has improved the measurement of the relationships between
DMACC and area high schools offering dual credit programming. DMACC was the first community
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college in Iowa to receive such accreditation. Recurring surveys have been instituted to measure
the benefits for area high schools. Table 9.2 shows the results of a survey of 93 high school
teachers, counselors and Principals that assessed their level of agreement about the benefits of dual
credit programming for their school. A majority of all three groups either agreed or strongly agreed
with each statement.
                                             Table 9.2- NACEP Survey Results for Area High Schools
In 2009 DMACC entered into a                 Offering Dual Credit Programming
partnership with three universities in
central Iowa. This partnership allows
students to be enrolled simultaneously at
DMACC and Drake, Grandview and Iowa
State Universities. Students are allowed
to take classes and access all services at
each institution prior to completing the
transfer process. These educational
relationships have been very beneficial
for students planning to matriculate to
one of these universities. Table 9.3
shows the number of students cross
enrolled with DMACC by term and
institution.

OO Although the College uses the AQIP Examiner Survey to examine how it is performing in the Building
  Collaborative Relationships category, no performance trend data are provided. Without trend data it
  may be difficult to determine rate of change and the extent of deployment.
O There was a decrease in cross-enrolled students at Drake, Grandview, and Iowa State Universities.
  Additional trend data and evaluation (e.g., surveys, focus groups) of enrolled students may help
  identify reasons for the decline and improve processes and services to help increase enrollment.

9R3- How do your results for the performance of        Table 9.3- DMACC Cross-enrolled
your processes for Building Collaborative              Students by Term and Partnering
Relationships compare with the performance             Institution
results of other higher education organizations
and, if appropriate, of organizations outside of
higher education?
Comparative data for DMACC‟s results on the AQIP
Examiner are included in Table 9.1. DMACC
exceeded the mean for other schools on each
question. The PACE survey is benchmarked against
national norms. DMACC‟s overall teamwork score
was slightly below the national norm. DMACC results compared to the national norms are provided
in Table 4.8 in Criterion 4.

S DMACC scored above the mean when compared to other institutions on each question in the AQIP
   Examiner survey section on Building Collaborative Relationships.

Improvement (I)
9I1- What recent improvements have you made in this category? How systematic and
comprehensive are your processes and performance results for Building Collaborative
Relationships?
DMACC‟s partnership with Drake, Grandview and Iowa State Universities to offer cross enrollment to
students has strengthened its relationships with the largest schools accepting our transfer students.
The process of joint enrollment allows students to plan for four years of their education drawing on
advising and other student services from both institutions. Students have access to housing on the
university campus, which may reduce transfer shock for DMACC students.


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The NACEP accreditation criteria have strengthened the relationship with area high schools offering
dual credit programming. High school faculty, counselors and Principal evaluate the value of dual
credit programming for their school, and college faculty are more connected with their high school
counterparts. This process improved curricular alignment and improves student expectations and
preparation for college.

DMACC‟s processes for building collaborative relationships are robust and improving each year.
Recent enrollment increases and national attention from the current administration have made
DMACC and all community colleges attractive programming partners.

S DMACC credits its Drake, Grandview, and Iowa State University crossenrollment partnerships with
   strengthening transfers for a large number of DMACC students. Similarly, the institution credits the
   NACEP criteria and process with strengthening relationships with area high schools, and between
   faculty counterparts, which has also led to improved curricular alignment.

9I2- How do your culture and infrastructure help you to select specific processes to
improve and to set targets for improved performance results in Building Collaborative
Relationships?
DMACC has improved its measurement of building collaborative relationships and is beginning to
collect the data necessary to set targets for improvement. Performance results currently lack the
trend line data necessary to establish long-term targets for improvement. However, with well
established measures, DMACC should soon have the trend data necessary to measure long term
effectiveness and set effective targets to drive the relationship building processes. Currently,
DMACC is monitoring incoming data and is encouraged overall by the measures and results.

O The institution acknowledges that while it has improved its measures of Building Collaborative
  Relationships, it is just beginning the process of setting short-term and long-term performance targets.
  Developing trend data might provide them the opportunity to select the processes they would like to
  improve.




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Des Moines Area Community College (internal copy)                                             11-2010
                               Index to the location of evidence
                                 relating to the Commission‟s
                                   Criteria for Accreditation
                       found in Des Moines Area Community 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.
          The Board of Trustees has adopted statements of mission, vision, values, goals and
          organizational priorities that together clearly and broadly define the college‟s mission
          (Overview).
          The mission, vision, values and goals documents define the varied internal and external
          constituencies the college intends to serve (Overview).
          The college mission documents include a strong commitment to high academic standards
          that sustain and advance excellence in higher learning (Overview).
          The college mission documents state goals for the learning to be achieved by its students
          (Overview 1)
   Core Component 1b. In its mission documents, the organization recognizes the diversity of its
   learners, other constituencies, and the greater society it serves.
          The mission documents address diversity within the values and common purposes the
          college considers fundamental to its mission (Overview).
          The mission documents present the college‟s function in a multi-cultural society
          (Overview, 2R2).
          The mission documents affirm the college‟s commitment to honor the dignity and worth of
          individuals (Overview).
          The mission documents provide a context for serving all residents of its service area
          (Overview, 2P2).
   Core Component 1c. Understanding of and support for the mission pervade the organization.
          The Board, administration, faculty, staff, and students understand and support the
          college‟s mission (5R2-Table 5.2).
          The college‟s actions are mission-driven (Overview, 5R2-Table 5.3).
          The college‟s planning priorities flow from and support the mission (Overview, 2R2,
          5P2).
          The goals of the administration and academic subunits of the organization are congruent
          with the organization‟s mission (2R2- Figure 2.7).
   Core component 1d. The organization‟s governance and administrative structures promote
   effective leadership and support collaborative processes that enable the organization to fulfill its
   mission.
         Staff and faculty believe DMACC‟s processes for leading and communicating are effective
         and support the college‟s mission and goals. (5R2).
         The distribution of responsibilities as defined in governance structures, processes and
         activities is understood and implemented through delegated authority and shared decision
         making (5P5, 5P10).
         Faculty and other academic leaders share responsibility for the coherence of the curriculum
         and the integrity of academic processes (1P1, 1P3, 5P5).
         Effective communication processes facilitate processes and activities (5R2, 2R2-Figure
         2.7).
   Core component 1e. The organization upholds and protects its integrity.
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Des Moines Area Community College (internal copy)                                            11-2010
        The college has policies and procedures in place establishing expected behaviors for
        students and staff. (Overview 3, 4P7, 6P3)
        The college deals fairly with its students and stakeholders (3R4, 1R5, 4P7, 4R2, 6P3).
        Expectations and accountability are practiced at the highest levels of the institution (5R2-
        Figure 5.3)
        The college has defined processes for timely resolution of complaints, particularly those of
        students (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.
         The college has a clear understanding of its opportunities and constraints (Overview 8).
         The college‟s planning processes involve diverse stakeholder groups (2P2, 3P4, 3R4).
         The college‟s processes review and modify strategies as needed to meet new and emerging
         stakeholder needs (5P2, 8P1).
         The college‟s strategies for improvement stem from strategic goals (8P2, 8P5).
   Core component 2b. The organization‟s resource base supports its educational programs and its
   plans for maintaining and strengthening their quality in the future.
         The college has implemented processes to meet recent financial constraints while
         maintaining commitment to strategic interests (Overview 8, 8P7)
         The college has a system in place for developing responsive educational opportunities to
         meet future needs (1P4, 1P5, 1R4, )
         The college has continued to invest in faculty positions to meet enrollment needs
         (Overview 8)
         The college has processes in place to prioritize program funding based on strategic interests
         for the college (2P4, 2P5, 3P5)
   Core component 2c. The organization‟s ongoing evaluation and assessment processes provide
   reliable evidence of institutional effectiveness that clearly informs strategies for continuous
   improvement.
         The college has a history of satisfactory progress toward its strategic goals (8R2).
         The college demonstrates that its evaluation processes provide evidence that its
         performance meets its stated expectations for institutional effectiveness (1R2,8R2).
         The college maintains effective systems for collecting, analyzing and using organizational
         information (7P6, 7R2).
         Appropriate data and feedback loops are available and used throughout the college to
         support continuous improvement (8R1).
   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 for the college (8P1, 8P7).
         Planning processes link with budgeting processes (6P4, 8P7).
         Long-range strategic planning processes allow for reprioritization of goals when necessary
         because of changing environments (8P2, 8P3).
         Planning documents give evidence of the college‟s awareness of the relationships among
         educational quality, student learning and the diverse, complex, global, and technological
         world in which the college and its students exist (1P1, 1P11).
         Planning processes involve internal constituents and, where appropriate, external
         constituents (1P5, 8P1).

Criterion Three – Student Learning and Effective Teaching. The organization provides evidence of
student learning and teaching effectiveness that demonstrates it is fulfilling its educational mission.

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Des Moines Area Community College (internal copy)                                        11-2010
   Core component 3a. The organization‟s goals for student learning outcomes are clearly stated for
   each educational program and make effective assessment possible.
         Assessment of student learning provides evidence at multiple levels: course, program and
         institutional (1R2, 1R3).
         Assessment of student learning includes multiple direct and indirect measures of student
         learning (1R4, 1R5).
         Results obtained through assessment of student learning are available to appropriate
         constituencies, including students themselves (1R2, 1P18).
         The college integrates into its assessment of student learning the data reported for
         purposes of external accountability (e.g., graduation rates, passage rates on licensing
         exams, placement tests, transfer rates) (1R3,1R4).
         The college‟s assessment of student learning extends to all educational offerings (1R3,
         1R4).
   Core component 3b. The organization values and supports effective teaching.
         Qualified faculty determine curricular content and strategies for instruction (1P1, 1P2,
         4P1).
         The college supports professional development designed to facilitate teaching suited to
         varied learning environments (4P4, 4P8, 4P9, 4R2).
         The college evaluates teaching and recognizes effective teaching (1P12, 4P8, 4P9, 4R2).
         The college supports faculty in keeping abreast of the research on teaching and learning,
         and of technological advances that can positively affect student learning and the delivery of
         instruction (4P3, 7R2).
   Core component 3c. The organization creates effective learning environments.
          Assessment results inform improvements in curriculum, pedagogy, instructional resource
          and student services (1R2, 7P1).
          The college provides an environment that supports all learners and respects the diversity
          they bring (2R2, 1P10).
          Advising systems focus on student learning, including the mastery of skills required for
          academic success (1R5).
          The college‟s systems of quality assurance include regular review of whether its
          educational strategies, activities, processes and technologies enhance student learning
          (1P9, 1R2).
   Core component 3d. The organization‟s learning resources support student learning and effective
   teaching.
          The college evaluates the use of its learning resources to enhance student learning and
          effective teaching (1P15, 1R2).
          The college regularly assesses the effectiveness of its learning resources to support
          learning and teaching (1R2).
          The organization supports students, staff and faculty in using technology effectively
          (Overview 7, 6R2, 6R3).
          The college provides effective staffing and support for its learning resources (1P15, 1R5).

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 has approved and disseminated statements supporting freedom of inquiry for
          the college‟s students, faculty and staff and honors those statements in its practices
          (4P7).
          The college‟s planning and goals demonstrate that it values and promotes a life of learning
          for its students, faculty and staff (8R1).

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Des Moines Area Community College (internal copy)                                     11-2010
         The college supports professional development opportunities and makes them available to
         all of its administrators, faculty and staff (4R2).
   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.
          The college integrates general education into all of its 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 (1P16, 1R2).
          The college regularly reviews the relationship between its mission and values and the
          effectiveness of its general education (1P1, 1R2).
          The college demonstrates the linkages between curricular and co-curricular activities that
          support inquiry, practice, creativity and social responsibility (1P16).
          Learning outcomes demonstrate that graduates have achieved breadth of knowledge and
          skills and the capacity to exercise intellectual inquiry (1R2, 1R3, 1R4).
          Learning outcomes demonstrate effective preparation for continued learning (1R4).
   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 (3P1, 3P3).
          Learning outcomes document that graduates have gained the skills and knowledge they
          need to function in diverse local, national and global societies (1R2, 1R3, 1R4).
          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 (Overview 5, 1P1,1P2, 3P5).
          The college provides curricular and co-curricular opportunities that promote social
          responsibility (1P16).
   Core component 4d. The organization provides support to ensure that faculty, students, and staff
   acquire, discover, and apply knowledge responsibly.
          The college‟s academic and student support programs contribute to the development of
          student skills and attitudes fundamental to responsible use of knowledge (1P15, 1R2).
          The college encourages curricular and co-curricular activities that relate responsible use of
          knowledge to practicing social responsibility (1P16).


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.
          The college‟s commitments are shaped by its mission and its capacity to support those
          commitments (Overview 1. Overview 4, 1P2).
          The college demonstrates attention to the diversity of the constituencies it serves (1R2,
          2R2).
          The college‟s outreach programs respond to identified community needs (2R2).
          In responding to external constituencies, the college is well-served by a variety of
          programs including customized training and extension services (2R2, 9P1, 9P2, 9P3,
          9P4).
   Core Component 5b. The organization has the capacity and the commitment to engage with its
   identified constituencies and communities.
          The college‟s structures and processes enable effective connections with its communities
          (9P1, 9P2).
          Planning processes project ongoing engagement and service (7P1, 8P1).


Index to Evidence                                                                                  124
Des Moines Area Community College (internal copy)                                       11-2010
   Core Component 5c. The organization demonstrates its responsiveness to those constituencies
   that depend on it for service.
         Collaborative ventures exist with other higher learning organizations and education sectors
         (9P1, 9P5, 9R2).
         The college‟s transfer policies and practices create an environment supportive of the
         mobility of learners (1R2, 1R3).
         The college‟s programs of engagement give evidence of building effective bridges among
         diverse communities (2R2).
         The college participates in partnerships focused on shared educational, economic, and
         social goals (9P1, 9P2, 9P5).
   Core Component 5d. Internal and external constituencies value the services the organization
   provides.
         The college‟s evaluation of services involves the constituencies served (3R2, 3R3).
         Service programs and student, faculty and staff volunteer activities are well received by
         the communities served (9R1).
         The college‟s economic and workforce development activities are sought after and valued
         by civic and business leaders (1R3, 2R2).




Index to Evidence                                                                              125

								
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