board of trustees meeting - belmont college · 9. faculty uploads the final program review reports...

BOARD OF TRUSTEES

MEETING

May 26, 2016

6:30 p.m.

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Belmont College

District Board of Trustees Meeting

May 26, 2016

6:30 p.m.

AGENDA

CALL TO ORDER Mrs. Elizabeth Gates, Chair

ROLL CALL

PLEDGE OF ALLEGIANCE

INTRODUCTION OF VISITORS Mrs. Elizabeth Gates, Chair

APPROVAL OF AGENDA Mrs. Elizabeth Gates, Chair

APPROVAL OF MINUTES Mrs. Elizabeth Gates, Chair A

CONSENT AGENDA

Administrative Items B

1. Completion Plan B-1

2. Course Fee Adjustments B-2

Monitoring Activities C

1. April 2016 Financial Report C-1

2. Fall to Fall Retention C-2

Board Items D 1. Heritage Tree Nominations D-1

REPORTS & PRESENTATIONS N/A

PRESIDENT’S REPORT Dr. Paul Gasparro

UPCOMING EVENTS/MEETINGS 2016 OACC Annual Conference

June 9 – 10, 2016

Sinclair Community College

Dayton, OH

COMMENTS FROM THE CHAIR Mrs. Elizabeth Gates, Chair

COMMENTS FROM

THE COLLEGE COMMUNITY

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NEXT REGULAR MEETING June 23, 2016

Belmont College Board Room

*Workshop 5:00 p.m.

*Meeting 6:30 p.m.

ADJOURNMENT

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TAB A

MINUTES

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BELMONT COLLEGE

B O A R D O F T R U S T E E S M E E T I N G Minutes of April 28, 2016

The regular meeting of the Belmont College District Board of Trustees was held at 6:30 p.m., on April 28, 2016 at the Traditions Restaurant in Woodsfield, OH. Call to Order

Mrs. Gates, Chair, called the meeting to order at 6:43 p.m.

Roll Call

Marcia E. Bedway – Present Cory M. DelGuzzo – Present Edward D. Eberhart – Present Elizabeth F. Gates – Present William D. Hunkler – Present Mark A. Macri – Present Pandora J. Neuhart – Present Col. Wayne A. Smith – Present Jessica L. Bumgardner - Present There being a quorum, the meeting proceeded.

Attendance John Koucoumaris, Rebecca Kurtz, R.J. Konkoleski, Tim Houston, Steve Morgan, Troy Caldwell, Matt Kendall, Janelle Comstock, Jackee Elmore, Dr. Gasparro and Kristy Kosky.

Introduction of Visitors

Mr. Richard Yoss, Yoss Law Office.

Approval of Agenda Mrs. Gates then asked for a motion to approve the agenda. Mr. DelGuzzo motioned, seconded by Ms. Neuhart to approve the agenda. All ayes; motion carried.

Approval of Minutes Mrs. Gates asked for a motion to approve the minutes of the regularly scheduled meeting of March 31, 2016. Dr. Macri motioned, seconded by Ms. Bedway to approve the minutes of the regularly scheduled meeting of March 31, 2016. Ayes: Mr. DelGuzzo, Ms. Bedway, Mrs. Gates, Mr. Hunkler, Dr. Macri, Col. Smith, Mr. Eberhart, Ms. Bumgardner. Nays: None Abstain: Ms. Neuhart.

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There being a majority vote, the motion to approve the minutes of the March 31, 2016 meeting carried.

Oath of Office

Approval of Consent Agenda

Mrs. Gates turned the floor over to Mr. Richard Yoss of Yoss Law office to administer the Oath of Office to the Governor appointed Trustee, Ms. Jessica Bumgardner and the two newly re-elected Trustees, Mr. Cory DelGuzzo and Mrs. Elizabeth Gates. Mrs. Gates asked for a motion to approve the consent agenda. Mr. DelGuzzo motioned, seconded by Ms. Neuhart to approve the consent agenda. All ayes; motion carried. Human Resources Items Authorization to Hire – Supervisor Maintenance It was recommended that the Board authorize the President to make the hiring decision for the position of Supervisor, Maintenance. This position was voluntarily vacated in April 2016 by the incumbent, Dave Kurucz.

Administrative Items Access and Excavation Agreement It was recommended that the Board adopt the Resolution approving the Access and Excavation Agreement with Shelly and Sands, Inc.

Monitoring Activities

March 2016 Financial Report The cash position of the College as of March 31, 2016 is as follows:

Checking Account $ 675,720.95

Certificates of Deposit $ 10,005,947.14

Savings $ 906,499.87 STAR Ohio/Plus $ 753,524.78

Total Temporary Investments $ 11,665,971.79 03.40

Total Cash and Temporary Investments

$ 12,341,692.74

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The Budget Report shows the following: This Year % Year % Recorded Completed Budgeted Revenues 91.5% 75.0% Budgeted Expenditures 73.2% 75.0%

1. The Unexpended Plant Fund Report is in the amount of $ 2,684,182.05.

2. The Repair and Replacement Fund Report (Plant Fund) is

in the amount of $ 53,393.56.

3. The Board Appropriated Fund Report is in the amount of $ 2,757,999.31. 4. The Start up Fund is in the amount of $ 97,600.18. It was recommended that the Board accept the financial reports for March 2016 as presented.

Program Review

The academic program review process assesses the viability and endurance of instructional programs. It

examines the gaps between the actual performance on key performance indicators and the benchmarks set for

each; enables the development of program strategic plans to address program performance measures that fall

short of the established benchmarks; and documents the review processes annually in order to track progress.

This report presents the data for key performance indicators for fall semester 2015 and program improvement

measures based upon performance metrics.

Presentation of Data Four Key Performance Indicators (KPIs) are established for associate degree programs. Benchmarks are set

for each of the four KPIs. KPI’s, benchmarks and results are shown in Table I where data are organized by

academic programs.

Table I, Program Review 2015 – KPIs, benchmarks and results

Associate Degree Programs Headcount

Fall 2015

Enrollment %

change 2014 -

2015

Persistence

rate 2014 to

2015

Graduate

s 2014-

2015

Placement rate

2014-2015

Performance Benchmarks 25% or less decline Fall to Fall

55% or greater Fall to Fall

8 or more per year

75% or greater in field of study

Associate of Arts (AAG) 19 -20.83% 60% 7 0.0% Associate of Science (ASG) 48 20% 71% 8 0.0% Building Preservation/Restoration (BPR) 34 41.66% 89% 5 60% Business Programs Accounting (ACC) 24 -27.3% 90% 9 57% Business Admin & Leadership (BAL) 56 60% 44% 15 82% Computer & Information Technology

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Cyber Security/Computer Forensics (CSF) 13 -18.8% 32% 2 50% Electronic Media (ITT) 20 0.0% 92% 5 40% Library Paraprofessional (LIS) 9 -64% 76% 5 67% Networking (ITX) 21 -40% 70% 11 50% Early Childhood Education (EDU) 27 -18.18% 79% 7 83% Engineering Civil Engineering 43 34.37% 48% 10 50% Industrial Electronics (IET) 37 -9.7% 78% 14 46% Industrial Trades Heating, Ventilation & AC (INH) 10 -28.5% 100% 3 0.0% Welding (INW) 60 1.69% 57% 9 100% Medical Assisting (MED) 43 -35% 93% 22 91% Mental Health Technology (MHT) 37 -17.77% 71% 11 75% Nursing Practical Nursing (PNP) 16 -53% 81% 20 56% Registered Nursing (ADN) 112 5.6% 75% 68 81% Public Service Criminal Justice (CJT) 30 -27% 92% 13 83% Emergency Med Services/Paramedic (EMT)

21 -25% 61% 7 100%

Firefighter (FFS) 14 0.0% 45% 0 0.0%

The first row of data shows Performance Benchmarks for associate degree programs. There are five

vertical columns of data displaying KPIs for each program. From left to right, these columns show

program performance in the following areas: 1.) Headcount: Fall 2015 headcount by program; 2.)

Enrollment Trend: Percent increase or decrease in enrollment from fall 2014 to fall 2015; 3.)

Persistence Rate: Percent of students who were enrolled in a first level course in fall 2014 and

continued into a second level course in 2015; 4.) Graduation rate: The number of students who

earned degrees in each associate degree program during the 2014/2015 academic year; 5.) The final

column, Placement, shows the percent of 2015 graduates who were reached and reported

employment in the field two-six months after graduation.

General Highlights

1. Seven programs did not meet the Enrollment Trend benchmark. Programs that experienced a

decline in enrollments of greater than 25% included: Accounting (-27.3%); Library

Paraprofessional (-64%); Networking (-40%); Heating, Ventilation and Air Conditioning

Technology (-28.5%); Medical Assisting (-35%); Practical Nursing (-53%), and Criminal Justice

(-27%).

2. Seventeen of the 21 programs met the Persistence benchmark in 2015 program review.

3. Twelve of the 21 degree programs met the Graduation benchmark of “8 or more graduates per

year.”

4. The placement data was reviewed at the December 2015, Board meeting. The process for

assessing placement rates has been changed to allow graduates at least six months after

graduation to attain a job in a field related to their major before they are assessed for placement

data. The data in this report may not reflect actual placement rates.

Conclusions and Targets for Improvement

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The Program Review Manual/Model is found attached to this report. An executive summary of

the Program Review process is as follows:

1. The Director of Institution Research gathers the data for each program and for each KPI.

2. The Director of Institutional Research provides a “scorecard” for each program from the data and

KPI’s. He also provides 10 year trend data in regard to headcount, credit hours generated, and

FTE in each program area. This year, in the absence of a Director, a data request was submitted

to the Information Services Department to retrieve the data by the Vice President of Academic

Affairs and Student Learning. The data was reviewed and verified by the Vice President of

Academic Affairs and Student Learning and the Program Chairs.

3. Faculty in each program area studies and reflects upon the data.

4. Faculty evaluates progress on goals from the previous year’s Program Review cycle.

5. Faculty completes the Program Review analysis for the current year, addressing the questions in

the Model.

6. Faculty create specific strategic goals, identify tactics to attain each goal, develop timelines to

accomplish each tactic, and identify responsible people for ensuring goals are met.

7. Faculty then submits the Program Review reports to the Vice President, who analyzes the reports

and convenes final discussions.

8. Faculty and the Vice President of Academic Affairs and Student Learning discuss areas for

program improvement and of program strength based on the scorecards and qualitative discussion

information.

9. Faculty uploads the final Program Review reports and strategic plans to the Belmont College

Assessment website.

In the Program Review process all are challenged to develop strategic plans, goals, and tactics to

address the core reasons for deficiencies in meeting program benchmarks through lively discussions

and a healthy exchange of ideas. Examples of two program strategic plans are attached to this report

after the Program Review Model.

Actions, in addition to those found in the program strategic plans, to enable the attainment of

benchmarks over the next academic year include:

1. Continue to implement the Faculty Academic Advising Model with ongoing assessment for

improvement and the use of technology to support its success.

2. Establish collaboration between Academic Affairs and the marketing department to enhance the

Programs of Study and Transfer website presence, and the general advertising/communication of

programs.

3. Consider changing the benchmark for placement to take into consideration the number of

students who are intentionally not working after graduation because they are continuing their

education in Bachelor’s Degree programs.

4. Continue to consider and develop new niche programs, including short term and long term

certificates, utilizing new delivery methods and innovative scheduling in order to attract new

target markets and retain existing students. This, in compliance with Higher Learning

Commission rules.

5. Create a strong service environment at the college in which every employee understands how

their job is vital for the recruitment, retention and completion of students. Implement the new

College completion plan and Pathways Model being developed by the Student Success

Leadership Team.

6. Utilize metrics and data to support improvement strategies in every college department.

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Reports and Presentations Monroe Center Update – Janelle Comstock and Tim Houston.

Presidents Report N/A

Upcoming Events/Meetings Student Awards Banquet will be held on May 3, 2016 at 7:000 p.m., in Horizon Hall.

Graduation will be held on May 6, 2016, at 7:00 p.m., at OUE.

Comments from the Chair None.

Comments from the College Community

None.

Next Regular Meeting May 26, 2016, Belmont College Board Room Workshop – 5:00 p.m. Meeting – 6:30 p.m.

Adjournment There being no further matters for the regular Board of Trustees meeting, Mrs. Gates asked for a motion to adjourn the meeting. Ms. Bedway motioned to adjourn the meeting at 7:49 p.m. The meeting adjourned.

Elizabeth F. Gates, Chair

Paul F. Gasparro, President

Date Approved: __________ / __________ / __________

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CONSENT

AGENDA

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TAB B CONSENT AGENDA

Administrative Items

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TAB B-1 CONSENT AGENDA


Completion Plan

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AGENDA ITEM B1: BELMONT COLLEGE COMPLETION PLAN Board of Trustees Meeting Date: May 26, 2016

Belmont College Completion Plan

As defined by section 3345.12 of the Revised Code and HB 59, the Board of Trustees of each institution of higher education shall adopt an institution-specific completion plan designed to increase the number of degrees and certificates awarded to students. The plan shall be consistent with the mission and strategic priorities of the institution, include measurable student completion goals, and align with the state’s workforce development priorities. The Board of Trustees of each institution of higher education shall update its plan at least once every two years and provide a copy of their updated plan to the Chancellor upon adoption.

The Student Success Leadership Team (SSLI), comprised of ten individuals from across the institution, has been meeting for approximately five months to prepare for the writing of the Completion Plan. In partnership with the Ohio Association of Community Colleges (OACC) the team has attended a number of formal Institutes at which they received professional development, training, and coaching from experts at the state and national levels.

The team formed a major sub-team, the Data Team, to oversee the design and implementation of the Completion Plan metrics over the next couple of years. The Data Team also is receiving external coaching and mentoring from an externally assigned expert who will meet regularly with the team to discuss data strategies and how to fulfill the college metric goals. In the next months additional SSLI Institutes will focus on how to effectively implement the Completion Plan and the institutional change demanded to scale within the plan.

Seven cross-functional sub-groups led by SSLI team members developed the six (6) chapters of the Completion Plan. In all, thirty-two (32) employees participated in the writing of the Completion Plan. Guiding formulation of the Plan are the results of a nationally normed survey, the Jobs for the Future College Self-Assessment Design-for-Scale Survey. The results were used to identify college strengths and limitations. The strengths and limitations were then used to determine priority objectives for the plan. The sub-teams then developed the details of the chapter plans and the Data Team oversaw the final metric development.

It is recommended that the Board of Trustees adopt the Belmont College Completion Plan for 2016-2018, designed to increase the number of degrees and certificates awarded to students. The Completion Plan is presented on the succeeding pages.

RECOMMENDATION: It is recommended that the Board adopt the Belmont College Completion Plan as presented.

SUBMITTED BY: Dr. Rebecca J. Kurtz, Vice President of Academic Affairs and Student Learning

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Team Memberships Connection

Marjorie Carrothers – Leader

Tim Houston

Juanita Roxby

Alecia Frey

Jodi McFarland

Debbie Saffell

Erin Schau

Amanda Hession

Annmarie O’Grady

First Year Entry

Amy Leoni – Leader

Juanita Roxby

Amanda Hession

Jesse Gipko

Janell Comstock

Becki Kurtz

Courtney Nign

Rita Zaborek

Susan Galavich

Progress

Jesse Gipko – Leader

Jane Black

Erin Susick

Dave McLeod

Beth Perzanowski

Amanda Hession

Sue White

Janell Comstock

Juanita Roxby

Completion

Tim Houston – Leader

Jane Black

Jennifer Nippert

Dave Mertz

Heather Davis

Alicia Frey

Erin Schau

Other

John Koucoumaris – Leader

Troy Caldwell

Marjorie Carrothers

Steve Hoagland

Becki Kurtz

Steve Morgan

Janet Sempkowski

Erin Susick

Workforce

Tim Houston – Leader

Erin Schau

Dirk DeCoy

Desiree Lyonette

Debbie Montgomery

Steve Hoagland

Ed Mowrer

Data Team

Becki Kurtz Steve Hoagland Tim Houston

Troy Caldwell Amy Leoni

Belmont College Completion Plan

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Category Title: CONNECTION

Improvement Focus: Review and revise systems and processes to form greater connections both internally and externally with new and current students

thus leading to enrollment and completions

GOAL: To develop deeper connections with current and prospective students from inquiry through enrollment

Improvement Objective

Strategy Responsible

Parties Outcome Measure Timeline

(College Strategy/Intervention

Objectives)

What will we do differently? What are the action steps for intervention?

Title and department

What will be our outcome indicator of success?

How will we measure success? What is our timetable?

Better use of technology to reach prospective and current students Determine year over year performance to gauge our success.

Student driven information on website to draw students in and to look at Belmont College Departments responsible for their own webpages All students will have access through the BeConnected Initiative

Department Administrators with Faculty and Staff Input IS and Marketing Departments

To build a better connection, with community, stakeholders, prospective/current students Current Information represented on Website and MyBelmont Better/current information. Increased number of Inquires Increased number of applications. Increased Enrollment

Measure year over year conversion rate. Computation going back 2-3 years to determine trend(s). Track the number of “hits,” on website. Compute and compare number of inquiries to the application rate. Compute application to registration rate. Compute registration to enrollment rate. All three of the above for term to term and year to year to determine trends. Assess year to year conversion rate.

Fall 2016

Access career, Use College website to link careers Student Services Increased Completion Rates Monitor and compute average Annually 16

labor market information and communicate information to prospective/current students

to majors and then to career demographics Utilize faculty expertise (Field and areas of study) Survey student needs Purchase and have available Career Assessment Tools: Career Coach , Kuder, and utilize OhioMeansJobs

Career Services Program chairs Website & MyBelmont information

Increase retention rates overall and within programs Increase Program pass rates Guided Pathways Increase in student credentialing Increased Job Placement

time for certificate completion. Compute the average number of undecided at the time of registration Monitor and compute the number / percentage of new cohort of undecided students at time of registration. Determine time frame for undecided to claim a major. Monitor the number of students that do Change of Major, when change occurred, the number of occurrences, and reason for changes. Utilize December Ends Report for Job Placement (survey results) Track number of “hits” to college website and to all associated links

Better connected and informed students: fiscally, academically, career path directed.

Increase communication between decision-makers and the doers

"Pop-Up" and "In Your Face" Information such as pop-up information prompts in MyBelmont Start with admission application and continue through graduation application Rewards for accessing and completing information steps

Enforcement of Payment deadlines with consequences: - Purging process - Administrative withdrawal/drop

College-wide effort Educated Decision-Makers, Staff, Faculty Reliable student information system Business Office, Financial Aid

Students making better educated and timely decisions Increase retention and completion rate Decreased holds, default rates, and AG referrals

Monitor first to second term persistence. Monitor fall to fall persistence. Track the number /percentage of holds on student accounts. Track the number/ percentage of student drops related to non-payments

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CCP Students will be able to solidify pathways that offer opportunities and awareness for earning college credits that count toward a degree or certificate before graduating from high school.

Develop an ongoing collaborative relationship with high school administrators faculty, staff and students/parents

College Administration, Academics, Student Services, Support Services

Increase enrollment of CCP students from area high schools. Increase in CCP application from students with parent permission signatures. Increase in CCP qualified Teachers/instructors

Compute the number of signed MOUs Monitor the number of CCP students and the number of Credit Hours attempted and earned per student over time (year to year) Number of credentials earned while still in high school.

Fiscal literacy education

Provide Financial Aid counselling through Workshops, individual sessions, and online links to federal and state information and forms.

Financial Aid

Decreased student default

Track individual number of students that received or attended financial literacy counseling or education events. Monitor and compute persistence rates of students receiving financial literacy interventions versus non-participating students.

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Category Title: First Year Entry

Improvement Focus: Enhance student knowledge and understanding of college expectations. Decrease time to degree through the redesign of

developmental education.

GOAL: Promote college preparation and redesign developmental education to decrease time to college-level courses to increase persistence.





Objectives)





ACT score policy to be reevaluated and updated from the current policy of accepting ACT scores back 2 years to accepting back 5 years.

The Placement Policy will be revised to include the update and the college catalog/student handbook will be updated to reflect the change.

Amanda Hession

Incoming students will have less of a barrier to registration/placement if they have ACT scores.

Decreased Accuplacer tests given or possibly less developmental placement or cost for retesting. The number and percentage of students placing into dev education in the fall of 2014 and 2015. Year to year comparison of ACT scores received.

Fall 2016

Developmental Education will be redesigned.

Explore and implement alternative pathways for Mathematics and English (reading/writing) developmental education.

Jesse Gipko Jodi McFarland Faculty

Students in these pathways are able to successfully transition into college-level math and English courses, and time spent in remediation is reduced.

Get a benchmark from last two to three years. Number and percent of students in math and English who complete in two years (start in the fall 2017 and end in fall of 2019). Developmental course success rate improvement. Completion of developmental instruction and advancement time to credit-bearing courses. Reduced course withdrawal rate from developmental courses.

Fall 2017

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Track percentage of completions within two years (new students through 2018-2019) and also what % have completed college level English/Math.

The mathematics placement test will be redesigned within Accuplacer.

Redesign is currently underway to begin the math test at the elementary algebra level. Pilot to test group for efficacy.

Amanda Hession Math Faculty

Successful placement out of prealgebra

Increased placement into college-level math courses. Decrease in % of students needing developmental math courses.

Fall 2016

Implement multiple measures of placement.

Add high school GPA and other measures as placement factors.

Accuplacer background questions adjusted to include identified multiple measures. Advising processes adjusted to include multiple measure advising factors.

Amanda Hession Advising

More students placed into college-level courses; decrease time to college-level courses.

Track time to college-level courses following change. Decrease in % of students needing developmental courses.

Fall 2016

The current placement policy will be revised.

Revise placement policy to reflect changes with ACT, multiple measures, etc.

Amanda Hession Advising Jesse Gipko

More students placed into college-level courses; decrease time to college-level courses. Incoming students will have less of a barrier to placement.

Increased placement into college-level courses.

Spring 2017

Mandatory FYE course for new, degree-seeking students.

Investigate ways to make the FYE course mandatory (embedding within Intro courses, placing within program structures, etc.) and able to be covered by Financial Aid. Modify and strengthen the FYE course to address college readiness, career exploration and financial literacy (career, resume, financial, academic, general college know-how, business office, where to go, what to do, etc.).

Faculty Tim Houston Financial Aid

Students completing the FYE course will be bettered prepared for college.

Track overall success rate in FYE courses. Add tracking of this to gateway courses (completes vs. non-completes). Compare first to second term GPA, persistence, completed credit hours of FYE and non-FYE students then disaggregate into student demographic groups.

Pilot new FYE course to newly registered Spring 2017 students

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Financial Aid counseling embedded within mandatory FYE course.

Percent of students taking/ completing FYE in first semester. Increase first semester to second semester persistence rates. Reduce withdrawal rate: Comparison of W’s received per term Track FYE course success rate from current to new course. Track first term GPA to second term GPA in two groups: those who took FYE course and those who did not.

Create a mandatory new student orientation for new, degree-seeking students to improve preparation in advance of each semester.

Create a full day orientation that includes how-to’s and college success factors while providing opportunities for engagement. Create an online component that can be used in supplementation to in-person orientation. Investigate making mandatory orientation and ways to enforce attendance without a firm barrier.

Tim Houston and cross-functional work teams/ departments Program Chairs

New students will be better prepared for college.

Compare completers and non-completers first term GPA, persistence, credit hours completed, completers. Track who participates and retention in this group vs. those who do not participate. 75% of all newly registered students will attend an in-person orientation session.

Fall 2016

Mandatory faculty orientation

Newly hired faculty—including adjuncts—will receive an orientation to the college that includes information on college policy, processes, systems, etc.

Amy Leoni HR

New hires will be better connected to college resources and understand processes and thus be able to assist students better.

Compare course success rates by faculty member. End of term follow-up survey for new hires. Track course success rates of faculty who completed orientation.

Fall 2016

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Category Title: Progress

Improvement Focus: Consistent and timely progress toward degree

GOAL: Student retention and timely completion





Objectives)





Student Accountability

Consistent departmental policies for attendance, late assignments, textbooks, etc.

Program Chairs; Faculty

Consistency of expectations for students across courses within departments; increased student retention.

Overall and new student retention rates. CCSSE data All syllabi reflecting departmental policies

Implemented by Summer Term 2017-2018 School Year

Course Schedule Course offerings following catalog course sequences; course offerings following even hour timing blocks; program courses and gen. ed. courses evenly distributed; flex scheduling for selected summer courses

Program Chairs and Vice President of Academic and Student Affairs or Designee

Course schedule that follows approved course sequences; courses following even hour timing blocks; program courses and gen. ed. courses evenly distributed; flex scheduling for selected summer courses

Fewer independent studies. More students in program sequences. Increased class size Persistence More new students able to use summer to take developmental and other selected courses


Textbook Affordability

Mandatory faculty usage of the assigned textbooks/uniformity of textbooks; Increased usage of online & free digital books, E-Books, OAR, and other print Formats (Loose-leaf, Rentals, etc.) as applicable

Program Chairs/Bookstore Manager

Decreased cost of books for both the students and the College

Track impacted and non-impacted student with persistence. Fewer book returns to publishers due to books


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not being used by some instructors; increased efficiency of student costs due to book uniformity and actual usage; increased usage of alternate book modalities; decreased cost to both students and college

Assign Target College for AA & AS Students

Increased usage of CLEP testing; up-front career assessments for all students; college majors aligned with careers

Student Services/Career Services

More students able to choose appropriate Belmont majors and subsequently target colleges based upon overall goals

Track students who CLEP. Track rate of transfer and number of credit hours completed before transfer Fewer Students Switching Majors


Retention & Modes of Offering Courses

Gather and analyze data for courses with multiple offering modalities with regard to student success (Courses in modes showing lower student success will be evaluated as to continued viability and retooled or discarded in that mode as applicable.)

Institutional Research (Gathering/Analyzing Data) Program Chairs/E-Learning Coordinator (Retooling/Discarding Courses)

Courses in modes showing lower student success will be evaluated as to continued viability and retooled or discarded in that mode as applicable.

For courses that have been retooled, data will continue to be gathered and analyzed as to effectiveness.

Initial Data Analyzed by Spring Term 2017-2018 School Year with Courses Discarded/Retooled by Summer Term 2017-2018 School Year

More Certification Testing Incorporated into Classes

Incorporate certification testing into all applicable courses

Program Chairs/Vice President of Academic and Student Affairs/Student Success Specialist

Increase student marketability

Course success rates for these courses. All courses with available certifications have certification testing as part of the course

Summer 2017-2018 School Year

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Faculty Advising Limited to Second Year Students

College policies/procedures detailing scope/limitations of faculty advising; ongoing training for faculty; technical support procedures in place for faculty

Vice President of Academic and Student Affairs/Student Services

Faculty and student services share the responsibility of student advising

Number and percentage of students earning 30 credit hours. Number and percentage of students who are completers getting through the second year. All appropriate faculty fully implement Faculty Advising Model

Spring 2016-2017 School Year

Stronger Connection of College Faculty with High Schools in Regard to CCP Academic Decisions

CCP liaison working with faculty when assigning classes/instructors; faculty mentoring of CCP instructors; faculty advising of CCP students/Belmont faculty in the school systems/creation of policy and procedures that will support a student centered, student driven CCP program/stronger support and presence of Belmont College in the school systems.

Vice President of Academic and Student Affairs/Student Services/Faculty

Increased effectiveness of CCP initiative. Increase CCP enrollment. Increase of CCP students who persist with Belmont College after high school graduation. Increase of CCP students earning a Belmont College credential while still in high school. Stronger relationships with high school administrators and faculty.

Course success rates among CCP students. CCP liaison and Academic Affairs managing all aspects of the CCP program

Fall 2016-2017 School Year

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Category Title: COMPLETION

Improvement Focus: A closer look at our current processes reveals that a number of students could be completers if we as a college would be more

proactive in awarding certificates and degrees

GOAL: To provide a realistic, measurable, living piece of the overall Belmont College Completion Plan that fits well with the other categories to provide a

smooth, seamless success plan from pre-college through to completion and employment





Objectives)




How will we measure success?

What is our timetable?

Improve Internal Communications

Use newsletter to share: - College vision -Team Updates -Policy changes -Practice changes -BOT Actions -Departmental Updates -Benchmark Data -Upcoming events -College initiatives Train students to use their emails Have designated space for faculty displays & program information. Inform students of scholarship opportunities.

President Team Chair Policy Cord. Dept. Head Pres. Asst. Dept. Head IR Dept. Head Pres. Staff IT IT VP of Academics and Dir. of Facilities

Improved morale and trust among employees that should also lead to better connection with students, buy-in to support College initiatives, acceptance of accountability and ownership for decisions. Improved communication More awareness of programs and opportunity to showcase highlights of programs Improved persistence of new students.

Survey of college climate. Employee satisfaction surveys Survey of Students Awareness Increased enrollment and completions Fall to fall and term to term persistence

July 2016 Fall 2016 Fall 2016

Improve efficiencies in Processes and Decision making

All forms can be completed online Reduce response time for data requests Train staff on Jenzabar

Dept. Head IT IT

Improved staff & student satisfaction Timely reporting on various projects Improved communication

Documentation of usage Timely reporting of data Employee satisfaction survey Fall to fall and term to term persistence

Fall 2016

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Improve Customer Service

Provide customer service training Monitor customer service for quality Provide evening contact

HR and Dept. Heads Dept. Heads President

Better customer service leads to better enrollment

CCSSE/Noel Levitz SSI Increased enrollment, customer satisfaction Fall to fall and term to term persistence

July 2016 Summer 2016

Reduce default rate

Provide loan counseling and financial awareness

Fin. Aid Student Accountability for borrowed money

Drops for nonpayment with year to year tracking Reduced default rate Fall to fall and term to term persistence

Summer 2016

Timely Transcript Evaluations

Registrar evaluate all gen Ed Program Chair evaluate Technical Coursework

Registrar Program Chair

More timely accurate advising and student enrollments

Increased Transfer Student enrollment

Fall 2016

Inform faculty when a student drops

Train faculty how to check class status at will

IT, Faculty Better informed faculty and possible retention of student

Improved retention Summer 2016

Auto confer of degrees and certificates

Begin with small cohort to determine best process to auto-confer a credential

Academic Affairs, Registrar, IT

More certificate and degree completions and awards

Increased number of completions

Fall 2016

Update records retention policy

Research and implement most recent, widely accepted policy

Registrar Ability to purge old documents and free up valuable space that may be used to better serve students

Reduction in storage space

Fall 2016

Support College to Career Transition

List pathways to employment for each major on our website possibly using purchased software Job fairs and career fairs

Career Services, IT

Our web site will provide valuable timely information on each of our majors

Tracking of student usage Track number of students participating in job fairs and career fairs.

Fall 2016

Incentive students to complete a

Investigate strategies and policy changes that would encourage timely completions

Academics, Student Affairs,

More timely completions of certificates and degrees by students

Track number of credit hours to degree.

July 2017

26

certificate or degree in a timely manner

Business Office Track of certificate and degree completions and the time needed to accomplish

Expose and report on institutional, federal or state policies that are barriers to successful completion.

Survey employees and students to determine incentives and barriers to completion. Re-establish an emergency fund

IR, Academics, Student Affairs, Business Office

Increased timely completions, possible reduction in student debt

Time and number of credit hours to degree. Average student debt of completers. Licensure exams success in post-grad exams. Increased rate of timely completions

July 2017

Assess student’s learning at completion of certificate or degree

Research measurement tools that evaluate student’s learning and readiness for employment.

Academics, Career Services

Improved student and employer satisfaction

Employer Satisfaction Survey

Fall 2016

Increase Course Success Rate

Benchmark the success rate of each course, fall to fall persistence and document trends for each of the following categories: -Male vs Female -by age groups -Part -Time vs Full-Time -Race Ethnicity (as defined by IPEDS) -whether the student took Dev Ed or not -First generation vs non-first generation -Pell eligible vs non-Pell eligible -Veterans vs non-Veterans

Academics, IR, Student Affairs

Ability to assess areas of strength and weakness and to intervene with strategies to make improvements in weak areas and continue in areas of strength

Course completion rate with disaggregation according to student groups. Improved course success rates

Summer 2016

27

Category Title: OTHER

Improvement Focus: Increase completions of courses and programs

GOAL: Increase completions of courses and programs

Improvement Objective Strategy Responsible

Parties Outcome Measure Timeline (College

Strategy/Intervention Objectives)






Incentivize students to take more credit hours per semester to stay in sequence which would lead to degree completion on time.

Offer a flat rate for credit hours over a certain amount (example: 15 credit hours or greater)

BOT action with policy/ procedure

Indicator of success would be students taking at least 15 credit hours and staying in sequence with their degree completion plan. Most students only take 12 credit hrs because of FA. Students would need loans for anything over. They would graduate with debt mainly for the books.

Analyze data on student enrolled hours and completing their degree on time to determine if more students are staying on sequence due to the discount.

FY 17/18 Summer/Fall registration starts in February.

Reduce the number of unpaid students sent to collections. Have a more realistic enrollment count. Free up courses for paying students.

A policy would need to be developed to purge student enrollment for unpaid students. Strategies for Purge date / Unpaids / Holds Current – Reactive approach Current policy allows students to attend even if they have not made payment arrangements. -Need to establish and enforce a Belmont FAFSA deadline (earlier than Federal deadline) -Incomplete and late FAFSA application process

Student cannot get books hindering their educational success

Unknown eligibility for aid- students find out too late to drop for 100% refund

No ability to pay leads to student debt and possible bad credit due to collections

Once student has past-due cannot continue on sequence or register

Student cannot continue to pursue education

Administration; passage of policy by President’s Council. Ratification by BOT

Indicator for success would be to send fewer student accounts to collections due to unpaid balances. Also review credit hour production to ensure there was not a decline due to this policy.

Analyze data on credit hour production and also accounts sent to collections to determine if there was a positive or negative effect on the College or the students. Year to year comparison of purge and non-payment data. (How many) Can we go back and set up a trend? Overall enrollment. Fall to fall persistence rates.

FY 17/18 at the earliest. Students will need notified.

Reduce the Part of this is related to the previous issue of Administration Indicator for success would be Analyze data on FY 17/18

28

number of students with holds

purging students for which a policy needs to be developed.

have fewer students with holds.

student account balances and holds

Reduce student fees by eliminating the graduation fee. Confer certificates when student has completed coursework.

Creates a loss of $10,000 in budget revenue. Need to decrease expense of graduation or determine another area to cut expenses to account for the loss. Could this be incorporated into other fees? Possibility of gaining subsidy due to the additional completion points from awarding of certificates and degrees. Possibly not charge for multiple degrees and certificates.

Administration Possible gain in SSI completion points which impacts funding

Additional SSI Completion Points Year to year comparison of completions – both certificates and degrees.

FY 17/18

Enhance the quality of Belmont College’s educational experience through improved facilities and equipment at all locations.

The College formed a Reprogramming Committee in the Fall of 2015 to address the aesthetics, functionality and efficiency of the facilities with an all-encompassing approach. The committee meets weekly to assess data/information gathered from faculty, staff and students in terms of the individual/ group needs and preferences for improving the facilities in these areas. The committee formulates a draft plan to share with the Ohio Facility Construction Commission (OFCC) for their input and makes changes based on the OFCC’s recommendations when appropriate. The committee then shares the final draft with the affected individuals/groups for their input and eventual acceptance. Examine and modify the SEI Form: There are too many questions so students are

not reading the questions. Reduce and modify the questions to more

focused feedback questions that also allow individualized comments. The instructor and facilities department will get more value.

Unanimity can be an issue with handwritten surveys.

Online version can also be problematic because the survey should be completed in the classroom. Examine the possibility of a policy to encourage survey completion during classroom time.

Add incentives to students who complete the survey.

President, VP Administrative Affairs, VP Academic and Learning, VP Human Resources and Sustainability, VP of Advancement and Marketing, Dean of Student Services, Executive Dir. Of Information Services, Director of Facilities Management

Increased ratings on the College’s Student Evaluation of Classroom and Labs form. The Facilities routinely is rated at a grade of “C” the College’s first goal is to raise the grade to a “B” by the end of academic year 2016-2017. By the end of academic year 2017-2018 the College’s goal is to raise the grade to an “A”.

The College’s Student Evaluation of Classroom and Labs form which is administered every semester to each student and addresses the quality of the facilities.

Several medium size projects are either completed or underway. Multiple larger projects are in the final planning stages and are scheduled for completion by end of spring semester of 2017. Many other projects are in the information gathering phase for implementation within the next 2 years.

Reduce the Part of this is related to the previous issue of Records office Indicator for success would be Analyze data on Fall 17/18

29

number of students with holds to eliminate the barrier for enrollment in future terms.

purging students for which a policy needs to be developed.

for HS transcript; Information Systems Department to create the new code for the hold and to train staff.

have fewer students with holds. student account balances and holds. New student persistence rates from the first term to the second term.

Improve the overarching course success rates for all terms.

Examine the data we currently collect on students to see what assessments are possible to mitigate risk factors. Internal audit for retention and persistence. Ask faculty in high-risk areas to identify high-risk students by accessing: Number of years since high school graduation When and where did the student take their last

Math/English class (high school, GED, etc.)? Analyze historical data by disaggregating the data in M/F, age, race/ethnicity, PT/FT, those previously in dev ed, 1st generation college vs. not, Pell vs. non-Pell, veteran vs. non-veteran

Institutional Research

Identify the success gaps that exist and why they exist for groups with lower success rates. Increase success rates in the identified groups.

Collect success rate data as far back as 3 years to develop trend lines.

FY 17/18

30

Category Title: WORKFORCE

Improvement Focus: To increase by two (2) the number of Belmont College offerings which address the Ohio Key Industries focus and to implement

strategies which effectively increase student job placement

GOAL: By the completion of this plan, Belmont College Students will be educated and trained for high demand, high wage occupations and will

experience excellent job placement success.





Objectives)






Offer public transportation to all service counties

Initiate conversation with Belmont County Commissioners and check “actual cost” with Wheeling bus to add one stop.

Dean of Student Affairs, Pres. Staff

Bus service to Belmont College Number of students who use the transportation

SU 2016

Create and implement a new Career Services Plan

New plan has been created and funding has been requested

Dean of Student Affairs, Pres. Staff

Trained staff providing college to career services

Monitoring of college supported KPIs.

July 2016

Promote enrollment in Belmont programs that are linked to the nine Jobs Ohio key industries

Identify and target market the Belmont programs that are also Ohio key industries/prepare documentation to support why programs we offer should be in their top industries/agencies

Academics, Workforce Development and the Marketing dept.

Students become employed in Ohio’s key industries

Year over year enrollment trends in jobs. Program Placement Rates

SM 2016

Link each of our programs to the Ohio Means Jobs in-demand Jobs List

Provide a link from Belmont’s program listing on the web to Ohio Means Jobs

Academics, Marketing, IT

Students and employers connected Year over year enrollment trends in these programs. Placement rates

Fall 2016

Determine the job training needs of our community based upon the regional economic development network

Survey county economic developers and local Workforce Investment Boards to determine regional training needs. Have someone scan daily newspaper/indeed/Monster, etc. sites for job openings/library may have access to resources, post for students

Workforce Development, IR, Career Services, Front desk

Improved employee and employer connection, more internships

Year over year enrollment trends in these programs. Placement rates, number of internships

SU 2016

Connect students seeking

Continue to utilize College Central and OhioMeans Jobs to connect students with

Career Services,

Expanded workforce and fl 2016 job opportunities

Year over year enrollment trends in

31

employment with employers who need a trained workforce

employers Faculty these programs. Placement rates, employer satisfaction surveys

Seek advice from program advisory committees on curriculum improvements and new program ideas

Survey advisory committees hold listening sessions and round-table meetings

Academics, faculty, IR

More buy-in from advisory boards and programs that are current with employer needs

Number of new programs, enrollment in those programs and placement in the relative fields.

Fall 2016

Analyze the changing needs of our stakeholders and select courses of action regarding those needs.

Gather information on who our stakeholders are, assess, analyze their needs and design an action plan

IR, President’s staff

Programs that are current and better stakeholder relationships

Track participants in job fairs and career fairs. Survey of stakeholder satisfaction

Jan 2017

Determine which stakeholder groups that we should target with our educational offerings and services

Identify stakeholders, determine their needs and interests as they relate to our programs. Pull notes from previous Round Table meetings conducted by former new program assistant to President. Reach out to new groups.

IR, President’s staff, Academics, Marketing

Improved internal and stakeholder relationships, increased enrollments in Belmont programs

Job placements Satisfaction surveys

32

TAB B-2 CONSENT AGENDA


Course Fee Adjustments

33

AGENDA ITEM B-2 : COURSE FEE ADJUSTMENTS Board of Trustees Meeting Date: May 26, 2016

Every year course fees are assessed to determine whether the fee recoups the cost of supplies and

support materials necessary to implement the curriculum. The following course fee adjustments are

recommended effective Summer Semester of the 2016/2017 academic year:

Course Old Fee New Fee

EMT2111 Cardiovascular Emergencies (new course) $0 $100

EMT1110 EMT $125 $175

EMT1150 Advanced EMT $175 $200

EMT2110 Intro to ALS $75 $100

EMT2010 Human Body & Human Systems (new course) $0 $35

EMT2015 EMS Pharmacology & Calculations (new course) $0 $35

EMT2020 EMS Medication Administration (new course) $0 $50

EMT2250 ALT Team Lead Seminar/Internship (new course) $0 $125

EMT2140 Special Populations (new course) $0 $100

EMT2120 Medical Emergencies (new course) $0 $100

EMT2130 Traumatic Emergencies (new course) $0 $100

EMT2160 Integration of ALS (new course) $0 $100

EMT2150 EMS Operations (new course) $0 $100

MED2253 Advanced Phlebotomy $200 $220

MED2281 Medical Seminar $140 $160

RECOMMENDATION: It is recommended that the Board approve the Course Fee Adjustments as indicated

above effective Summer Semester of the 2016/2017 academic year.

SUBMITTED BY: John S. Koucoumaris, Vice President Administrative Affairs 34

TAB C CONSENT AGENDA


35

TAB C-1 CONSENT AGENDA


April 2016 Financial Report

36

AGENDA ITEM C-1: APRIL 2016 FINANCIAL REPORT Board of Trustees Meeting Date: May 26, 2016

FINANCIAL REPORTS:

The cash position of the College as of April 30, 2016 is as follows:

Checking Account $ 575,158.53

Certificates of Deposit $ 10,046,503.95

Savings $ 906,491.77

STAR Ohio/Plus $ 753,753.98

Total Temporary Investments $ 11,706,749.70

03.40

Total Cash and Temporary Investments $ 12,281,908.23

The Budget Report shows the following:

This Year % Year

% Recorded Completed

Budgeted Revenues 98.6% 83.3%

Budgeted Expenditures 82.8% 83.3%

1. The Unexpended Plant Fund Report is in the amount of $ 2,684,569.15.

2. The Repair and Replacement Fund Report (Plant Fund) is in the amount of $ 53,393.56.

3. The Board Appropriated Fund Report is in the amount of $ 2,749,573.01.

4. The Start up Fund is in the amount of $ 97,600.18.

RECOMMENDATION: Recommended that the Board accept the financial reports for April 2016 as

presented.

SUBMITTED BY: John S. Koucoumaris, Vice President of Administrative Affairs 37

Belmont CollegeCondition of Funds Summary

April 30, 2016

General Fund Jun-15 Jul-15 Aug-15 Sep-15 Oct-15 Nov-15 Dec-15 Jan-16 Feb-16 Mar-16 Apr-16

Beginning Balance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . (3,779,683.17)$ (3,864,211.05)$ (3,664,092.63)$ (3,972,859.21)$ (3,171,002.24)$ (4,208,439.75)$ (4,251,536.25)$ (4,087,708.36)$ (3,916,596.83)$ (3,916,815.01)$ (3,933,440.17)$

Add Receipts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1,680,658.76 2,816,025.95 1,659,827.85 3,328,399.60 1,217,570.31 912,061.24 956,128.43 1,604,294.82 2,662,995.04 1,315,531.69 928,860.06

Total Available . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . (2,099,024.41)$ (1,048,185.10)$ (2,004,264.78)$ (644,459.61)$ (1,953,431.93)$ (3,296,378.51)$ (3,295,407.82)$ (2,483,413.54)$ (1,253,601.79)$ (2,601,283.32)$ (3,004,580.11)$

Less Disbursements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1,765,186.64 2,615,907.53 1,968,594.43 2,526,542.63 2,255,007.82 955,157.74 792,300.54 1,433,183.29 2,663,213.22 1,332,156.85 1,039,028.46

Ending Balance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . (3,864,211.05)$ (3,664,092.63)$ (3,972,859.21)$ (3,171,002.24)$ (4,208,439.75)$ (4,251,536.25)$ (4,087,708.36)$ (3,916,596.83)$ (3,916,815.01)$ (3,933,440.17)$ (4,043,608.57)$

Auxiliary Enterprise Fund

Beginning Balance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3,530,578.66$ 3,508,035.44$ 3,503,514.79$ 3,615,040.26$ 3,526,804.62$ 3,515,455.17$ 3,502,465.07$ 3,457,965.02$ 3,564,012.00$ 3,560,574.11$ 3,535,308.49$

Add Receipts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30,062.69 9,212.45 634,069.73 81,345.62 17,605.43 8,724.64 63,175.51 390,627.27 35,487.01 13,075.46 7,549.54

Total Available . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3,560,641.35$ 3,517,247.89$ 4,137,584.52$ 3,696,385.88$ 3,544,410.05$ 3,524,179.81$ 3,565,640.58$ 3,848,592.29$ 3,599,499.01$ 3,573,649.57$ 3,542,858.03$

Less Disbursements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52,605.91 13,733.10 522,544.26 169,581.26 28,954.88 21,714.74 107,675.56 284,580.29 38,924.90 38,341.08 16,246.34

Ending Balance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3,508,035.44$ 3,503,514.79$ 3,615,040.26$ 3,526,804.62$ 3,515,455.17$ 3,502,465.07$ 3,457,965.02$ 3,564,012.00$ 3,560,574.11$ 3,535,308.49$ 3,526,611.69$

Restricted Fund

Beginning Balance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 310,055.13$ 185,079.36$ 698,597.40$ 700,793.44$ 534,124.53$ 479,891.85$ 450,754.02$ 438,267.79$ 389,973.36$ 394,534.59$ 370,137.71$

Add Receipts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23,144.53 803,678.91 49,837.18 859,052.24 103,334.89 11,183.85 13,960.76 8,155.00 793,571.09 44,985.04 55,805.23

Total Available . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 333,199.66$ 988,758.27$ 748,434.58$ 1,559,845.68$ 637,459.42$ 491,075.70$ 464,714.78$ 446,422.79$ 1,183,544.45$ 439,519.63$ 425,942.94$

Less Disbursements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 148,120.30 290,160.87 47,641.14 1,025,721.15 157,567.57 40,321.68 26,446.99 56,449.43 789,009.86 69,381.92 36,894.53

Ending Balance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 185,079.36$ 698,597.40$ 700,793.44$ 534,124.53$ 479,891.85$ 450,754.02$ 438,267.79$ 389,973.36$ 394,534.59$ 370,137.71$ 389,048.41$

Development Fund


Add Receipts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2,047.31 1,161.21 - 2,340.26 1,200.00 3,114.00 800.00 2,152.75 1,598.94 980.00 1,692.08

Total Available . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 90,746.20$ 91,907.41$ 91,679.41$ 94,019.67$ 93,219.67$ 96,333.67$ 97,133.67$ 92,898.77$ 94,421.62$ 95,401.62$ 97,093.70$

Less Disbursements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . - 228.00 - 2,000.00 - - 6,387.65 76.09 - - 2,000.00

Ending Balance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 90,746.20$ 91,679.41$ 91,679.41$ 92,019.67$ 93,219.67$ 96,333.67$ 90,746.02$ 92,822.68$ 94,421.62$ 95,401.62$ 95,093.70$

Endowment Fund

Beginning Balance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . -$ -$ -$ -$ (4,197.00)$ -$ -$ -$ -$ -$ -$

Add Receipts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . - 250.00 - - 4,197.00 - - 9,526.95 5,339.20 2,459.00 500.00

Total Available . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . -$ 250.00$ -$ -$ -$ -$ -$ 9,526.95$ 5,339.20$ 2,459.00$ 500.00$

Less Disbursements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . - 250.00 - 4,197.00 - - - 9,526.95 5,339.20 2,459.00 800.00

Ending Balance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . -$ -$ -$ (4,197.00)$ -$ -$ -$ -$ -$ -$ (300.00)$

Unexpended Plant Fund


Add Receipts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 612,503.20 650,000.00 79,496.00 276,335.34 - 79,496.00 - - 79,496.00 - -

Total Available . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 880,256.36$ 1,065,274.82$ 372,858.13$ 524,507.72$ 524,507.72$ 600,051.63$ 600,051.63$ 600,051.63$ 679,547.63$ 636,913.81$ 554,919.74$

Less Disbursements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 464,981.54 771,912.69 124,685.75 - 3,952.09 - - - 42,633.82 81,994.07 -

Ending Balance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 415,274.82$ 293,362.13$ 248,172.38$ 524,507.72$ 520,555.63$ 600,051.63$ 600,051.63$ 600,051.63$ 636,913.81$ 554,919.74$ 554,919.74$

Investment in Plant

Beginning Balance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . -$ -$ -$ -$ -$ -$ -$ -$ -$ -$ -$

Add Receipts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . - - - - - - - - - - -

Total Available . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . -$ -$ -$ -$ -$ -$ -$ -$ -$ -$ -$

Less Disbursements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . - - - - - - - - - - -

Ending Balance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . -$ -$ -$ -$ -$ -$ -$ -$ -$ -$ -$

Plant Fund


Add Receipts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . - - - - - - - - - - -

Total Available . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53,393.56$ 53,393.56$ 53,393.56$ 53,393.56$ 53,393.56$ 53,393.56$ 53,393.56$ 53,393.56$ 53,393.56$ 53,393.56$ 53,393.56$

Less Disbursements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . - - - - - - - - - - -

Ending Balance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53,393.56$ 53,393.56$ 53,393.56$ 53,393.56$ 53,393.56$ 53,393.56$ 53,393.56$ 53,393.56$ 53,393.56$ 53,393.56$ 53,393.56$

All Funds

Beginning Balance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 470,796.23$ 388,318.33$ 976,454.66$ 736,219.84$ 1,555,650.86$ 454,076.13$ 451,461.70$ 552,715.66$ 783,656.40$ 823,022.68$ 675,720.95$

Add Receipts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2,348,416.49$ 4,280,328.52$ 2,423,230.76$ 4,547,473.06$ 1,343,907.63$ 1,014,579.73$ 1,034,064.70$ 2,014,756.79$ 3,578,487.28$ 1,377,031.19$ 994,406.91$

Total Available . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2,819,212.72$ 4,668,646.85$ 3,399,685.42$ 5,283,692.90$ 2,899,558.49$ 1,468,655.86$ 1,485,526.40$ 2,567,472.45$ 4,362,143.68$ 2,200,053.87$ 1,670,127.86$

Less Disbursements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2,430,894.39$ 3,692,192.19$ 2,663,465.58$ 3,728,042.04$ 2,445,482.36$ 1,017,194.16$ 932,810.74$ 1,783,816.05$ 3,539,121.00$ 1,524,332.92$ 1,094,969.33$

Ending Balance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 388,318.33$ 976,454.66$ 736,219.84$ 1,555,650.86$ 454,076.13$ 451,461.70$ 552,715.66$ 783,656.40$ 823,022.68$ 675,720.95$ 575,158.53$

Temporary Investments:

Certificates of Deposit

General Fund . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7,366,894.21$ 7,371,139.28$ 7,383,880.81$ 7,132,566.67$ 7,149,644.67$ 7,160,644.58$ 7,166,986.96$ 7,170,056.73$ 7,176,841.59$ 7,176,841.59$ 7,215,351.37$

Restricted Fund . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 599,106.76$ 599,106.76$ 599,106.76$ 599,106.76$ 600,933.75$ 600,933.75$ 600,933.75$ 600,933.75$ 601,005.73$ 601,005.73$ 602,415.35$

Development Fund . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 100,000.00$ 100,000.00$ 100,000.00$ 100,000.00$ 100,324.43$ 100,324.43$ 100,324.43$ 100,324.43$ 100,324.43$ 100,324.43$ 100,574.74$

Endowment Fund . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 143,802.41$ 143,872.61$ 143,872.61$ 143,872.61$ 143,872.61$ 144,045.55$ 144,075.95$ 144,075.95$ 144,135.23$ 144,135.23$ 144,135.23$

Unexpend Plant Fund . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2,231,315.69$ 2,231,315.69$ 2,241,752.68$ 1,965,488.87$ 1,974,608.73$ 1,977,994.87$ 1,979,467.64$ 1,979,467.64$ 1,983,640.16$ 1,983,640.16$ 1,984,027.26$

Total Certificates of Deposit 10,441,119.07$ 10,445,434.34$ 10,468,612.86$ 9,941,034.91$ 9,969,384.19$ 9,983,943.18$ 9,991,788.73$ 9,994,858.50$ 10,005,947.14$ 10,005,947.14$ 10,046,503.95$

STAR Ohio Plus . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 752,110.45$ 752,238.09$ 752,365.75$ 752,489.31$ 752,617.01$ 752,746.79$ 752,880.92$ 753,078.86$ 753,287.94$ 753,524.78$ 753,753.98$

Savings Accounts

General Fund . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 300,429.29$ 300,429.29$ 300,429.29$ 300,500.52$ 900,500.52$ 900,500.52$ 400,581.05$ 400,581.05$ 750,581.05$ 750,701.70$ 750,701.70$

Endowment Fund . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12,891.85$ 12,641.85$ 12,641.85$ 12,642.17$ 8,445.17$ 8,445.17$ 8,445.42$ 17,972.37$ 12,633.17$ 10,176.02$ 10,167.92$

Unexpend Plant Fund . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 795,596.55$ 145,596.55$ 145,596.55$ 145,600.22$ 145,600.22$ 145,600.22$ 145,604.05$ 145,604.05$ 145,604.05$ 145,622.15$ 145,622.15$

Total Savings Accounts 1,108,917.69$ 458,667.69$ 458,667.69$ 458,742.91$ 1,054,545.91$ 1,054,545.91$ 554,630.52$ 564,157.47$ 908,818.27$ 906,499.87$ 906,491.77$

Total Cash and Temporary Investments: 12,690,465.54$ 12,632,794.78$ 12,415,866.14$ 12,707,917.99$ 12,230,623.24$ 12,242,697.58$ 11,852,015.83$ 12,095,751.23$ 12,491,076.03$ 12,341,692.74$ 12,281,908.23$

38

Belmont CollegeRevenue and Expenditures

for the Month Ending

April 30, 2016

(General Fund)

2014-2015

Final Actual % of Final Original Actual % of Budget

Actual to Date Actual Budget to Date to Date

REVENUE

Board of Regents $5,133,594 $4,331,976 84.4% $5,133,590 $4,239,912 82.6%

State Dept of Educ $0 $0 0.0% $0 $0 0.0%

Tuition $2,787,285 $2,625,832 94.2% $2,348,295 $2,597,301 110.6%

Other Student Fees $2,293,474 $2,162,596 94.3% $1,951,971 $2,535,821 129.9%

Sales and Service $0 $0 0.0% $0 $0 0.0%

Miscellaneous $179,921 $78,815 43.8% $151,000 $78,924 52.3%

TOTAL REVENUE $10,394,273 $9,199,219 88.5% $9,584,856 $9,451,958 98.6%

EXPENDITURES

Instructional $3,827,201 $3,199,140 83.6% $3,594,708 $3,665,386 102.0%

Public Services 2,477 $2,477 100.0% 6,732 4,228 62.8%

Academic Support 1,337,625 $1,058,580 79.1% 857,750 524,724 61.2%

Student Services 538,891 $444,839 82.5% 592,727 434,971 73.4%

Institutional Support 2,966,131 $2,357,154 79.5% 3,187,295 2,371,908 74.4%

Oper/Maint Plant 1,024,581 $870,095 84.9% 1,245,644 856,422 68.8%

Financial Aid 410,506 $408,895 99.6% 498,000 407,593 81.8%

TOTAL EXPENDITURES $10,107,413 $8,341,180 82.5% $9,982,856 $8,265,233 82.8%

DIFFERENCE $286,861 $858,040 ($398,000) $1,186,726

BOARD APPROPRIATIONS

Budget Stabilization Funds 398,000

-

10/12 = 83.3%

2015-2016

39

Belmont CollegeSalaries, Benefits, Operating Expenses

for the Month Ending

April 30, 2016

(General Fund)

Salaries Benefits Operations TOTAL

Budget YTD Budget YTD Budget YTD Budget YTD

Actual Actual Pct Actual Actual Pct Actual Actual Pct Actual Actual Pct

Instruction 15-16 2,722,603 2,968,883 109.0% 629,857 534,296 84.8% 242,248 162,207 67.0% 3,594,708 3,665,386 102.0%

14-15 2,990,713 2,488,013 83.2% 652,806 553,519 84.8% 183,682 157,608 85.8% 3,827,201 3,199,140 83.6%

13-14 2,781,988 2,301,344 82.7% 710,218 603,135 84.9% 174,804 146,612 83.9% 3,667,010 3,051,091 83.2%

12-13 3,021,897 2,596,436 85.9% 784,706 670,028 85.4% 168,883 123,889 73.4% 3,975,486 3,390,353 85.3%

11-12 3,634,413 2,922,664 80.4% 942,468 771,776 81.9% 191,438 153,125 80.0% 4,768,319 3,847,565 80.7%

10-11 3,777,086 2,995,129 79.3% 967,433 779,631 80.6% 225,282 166,013 73.7% 4,969,801 3,940,773 79.3%

Public Service 15-16 1,500 1,500 100.0% 232 242 104.1% 5,000 2,486 49.7% 6,732 4,228 62.8%

14-15 - - 0.0% - - 0.0% 2,477 2,477 100.0% 2,477 2,477 100.0%

13-14 3,000 3,000 100.0% 495 495 100.1% 2,488 1,712 68.8% 5,983 5,208 87.0%

12-13 6,000 6,000 100.0% 1,612 1,612 100.0% 4,573 3,997 87.4% 12,185 11,609 95.3%

11-12 6,000 6,000 100.0% 1,669 1,669 100.0% 7,124 6,369 89.4% 14,793 14,038 94.9%

10-11 6,000 6,000 100.0% 1,675 1,675 100.0% 7,689 7,689 100.0% 15,364 15,364 100.0%

Academic Support 15-16 548,317 377,121 68.8% 142,817 123,050 86.2% 166,616 24,553 14.7% 857,750 524,724 61.2%

14-15 917,493 772,471 84.2% 282,352 246,334 87.2% 137,780 39,775 28.9% 1,337,625 1,058,580 79.1%

13-14 1,085,979 903,999 83.2% 345,853 292,953 84.7% 149,577 56,131 37.5% 1,581,409 1,253,083 79.2%

12-13 1,091,200 910,753 83.5% 347,899 290,296 83.4% 152,044 65,617 43.2% 1,591,143 1,266,666 79.6%

11-12 1,173,564 964,309 82.2% 381,606 319,496 83.7% 205,287 92,979 45.3% 1,760,457 1,376,784 78.2%

10-11 1,165,097 949,327 81.5% 384,244 317,667 82.7% 265,362 128,672 48.5% 1,814,703 1,395,667 76.9%

Student Services 15-16 413,285 318,191 77.0% 137,066 102,703 74.9% 42,376 14,077 33.2% 592,727 434,971 73.4%

14-15 395,583 331,044 83.7% 119,656 101,862 85.1% 23,652 11,933 50.5% 538,891 444,839 82.5%

13-14 432,573 361,705 83.6% 158,772 135,496 85.3% 23,327 13,729 58.9% 614,672 510,930 83.1%

12-13 690,449 581,823 84.3% 262,538 221,486 84.4% 46,078 36,147 78.4% 999,065 839,457 84.0%

11-12 690,724 574,402 83.2% 252,436 209,091 82.8% 57,733 41,681 72.2% 1,000,893 825,174 82.4%

10-11 747,297 621,655 83.2% 272,241 227,291 83.5% 90,209 67,140 74.4% 1,109,747 916,086 82.5%

Inst'l Support 15-16 1,434,378 1,151,262 80.3% 441,530 348,744 79.0% 1,311,387 871,902 66.5% 3,187,295 2,371,908 74.4%

14-15 1,431,544 1,251,115 87.4% 485,497 415,257 85.5% 1,049,090 690,782 65.8% 2,966,131 2,357,154 79.5%

13-14 1,733,111 1,381,060 79.7% 543,104 458,188 84.4% 932,428 634,674 68.1% 3,208,643 2,473,921 77.1%

12-13 1,769,771 1,436,942 81.2% 575,262 483,352 84.0% 1,179,370 757,464 64.2% 3,524,403 2,677,758 76.0%

11-12 1,752,986 1,422,893 81.2% 588,373 491,356 83.5% 1,101,384 880,906 80.0% 3,442,743 2,795,156 81.2%

10-11 1,824,176 1,437,571 78.8% 554,764 458,521 82.7% 1,391,001 902,209 64.9% 3,769,941 2,798,301 74.2%

Oper/Maint Plant 15-16 425,436 307,181 72.2% 152,458 96,819 63.5% 667,750 452,422 67.8% 1,245,644 856,422 68.8%

14-15 338,622 281,504 83.1% 122,216 105,160 86.0% 563,743 483,430 85.8% 1,024,581 870,095 84.9%

13-14 397,193 338,094 85.1% 147,708 125,181 84.7% 494,965 398,590 80.5% 1,039,866 861,865 82.9%

12-13 404,647 342,637 84.7% 155,084 130,132 83.9% 561,969 469,976 83.6% 1,121,700 942,745 84.0%

11-12 414,311 343,510 82.9% 154,508 128,505 83.2% 550,119 454,393 82.6% 1,118,938 926,407 82.8%

10-11 403,084 331,740 82.3% 165,285 138,791 84.0% 543,598 450,296 82.8% 1,111,967 920,827 82.8%

Financial Aid 15-16 498,000 407,593 81.8% 498,000 407,593 81.8%

14-15 410,506 408,895 99.6% 410,506 408,895 99.6%

13-14 547,866 518,872 94.7% 547,866 518,872 94.7%

12-13 490,383 493,126 100.6% 490,383 493,126 100.6%

11-12 522,518 513,341 98.2% 522,518 513,341 98.2%

10-11 585,063 556,804 95.2% 585,063 556,804 95.2%

TOTAL 15-16 5,545,519 5,124,138 92.4% 1,503,960 1,205,853 80.2% 2,933,377 1,935,241 66.0% 9,982,856 8,265,233 82.8%

14-15 6,073,955 5,124,148 84.4% 1,662,527 1,422,133 85.5% 2,370,930 1,794,900 75.7% 10,107,412 8,341,180 82.5%

13-14 6,433,844 5,289,202 82.2% 1,906,150 1,615,447 84.7% 2,325,455 1,770,320 76.1% 10,665,449 8,674,969 81.3%

12-13 6,983,964 5,874,591 84.1% 2,127,101 1,796,906 84.5% 2,603,300 1,950,216 74.9% 11,714,365 9,621,713 82.1%

11-12 7,671,998 6,233,778 81.3% 2,321,060 1,921,892 82.8% 2,635,603 2,142,795 81.3% 12,628,661 10,298,465 81.5%

10-11 7,922,740 6,341,423 80.0% 2,345,642 1,923,576 82.0% 3,108,204 2,278,825 73.3% 13,376,586 10,543,823 78.8%

40

Belmont CollegeFund Balance Report

FYE June 30, 2016

(General Fund)

General Fund Total Appropriated Balance Appropriated Balance

Board Appropriated Date Amount 06/30/15 FY 2015-16 Expended 04/30/16

Administrative Info System 7/04,'05,'09,'10,'8/12 523,808 31,992.44 - - 31,992.44

Be Connected Initiative 7/15 204,714 - 760,414.34 276,751.96 483,662.38

Budget Stabilization 8/10,'11,'12,'13 1,050,000 1,050,000.00 - - 1,050,000.00

Capital Equipment Replacement 7/04,'05,'06,'07,'09,'10,'11,'8/12,'13,'9/14 1,366,329 58,947.30 - 22,248.75 36,698.55

Capital Plan FY 2013-2018 7/12 1,605,735.00 605,735.00 - - 605,735.00

Childcare Center Subsidy 08/13 160,000 86,475.25 (70,000.00) - 16,475.25

Classroom Renovations 7/04,'05,'06,'07,'09,'10,'11,'8/12 507,111 88,396.31 - 499.98 87,896.33

Deferred Maintenance 7/09, '8/10,',11'12,'9/14 432,781 60,000.00 - 1,088.96 58,911.04

Energy Projects 7/07, '8/10,'12 306,602.77 21,040.51 - (11,817.57) 32,858.08

Fundraising & Development 8/09,'10,'11,'12,'13 334,676 42,927.28 - 37,816.20 5,111.08

Generator Project 8/12 75,000 75,000.00 - - 75,000.00

H R Initiatives 7/08, 8/10,'11,'12,'9/14 68,500 20,000.00 - - 20,000.00

Health Sciences Building 6/12 1,100,000.00 974,453.02 - 854,402.41 120,050.61

Off Campus Centers Start Up 7/06,'07,'09,'10,'8/12 76,713 6,159.90 - - 6,159.90

Parking Lot Maintenance 8/12 30,000 19,168.43 - 19,168.43 0.00

Replacement Of Vehicles 7/05,'06,'07,8/10,'11'12'13,'9/14 262,327 20,759.50 - - 20,759.50

Salt Storage Building 9/14 8,000 331.34 - 331.34 0.00

Satellite, Software, Calculators 1996 98,000 23,768.39 - - 23,768.39

Science & Engineering Upgrades 8/12 100,000 68,360.46 - - 68,360.46

Strategic Planning Initiatives 7/08,'09,8/10,'11,'12,'13,'9/14 96,485.57 134,714.34 (134,714.34) - 0.00

Trustees Scholarship Extension 10/13 50,000 6,134.00 - - 6,134.00

TOTAL 1,200,490.46 2,749,573.01

Total Appropriated Balance Appropr/Repayment Balance

Start Up Fund Date Amount 06/30/15 FY 2015-16 Expended 04/30/16

Board Appr Start Up Fund 6/00,7/05,'06,'07,'08,'8/12 1,085,954 97,600.18 - - 97,600.18

Fiscal Year Appropriated Repayment Expended Balance

FY 1999-00 $200,000.00 $0.00 $23,667.57 $176,332.43

Summary of Expended - Start Up Fund FY 2000-01 $0.00 $12,000.00 $22,877.25 $165,455.18

Hobart Institute 14,964.27 FY 2001-02 $0.00 $100,000.00 $13,132.18 $252,323.00

Microsoft 31,949.82 FY 2002-03 $0.00 $100,000.00 $44,561.14 $307,761.86

CISCO 127,554.53 FY 2003-04 $0.00 $30,000.00 $99,473.76 $238,288.10

MOLO 3,133.78 FY 2004-05 $0.00 $30,000.00 $93,098.12 $175,189.98

ARCH 83,441.26 FY 2005-06 $20,000.00 $30,000.00 $25,575.62 $199,614.36

Student Success 38,527.00 FY 2006-07 $150,000.00 $0.00 $109,070.68 $240,543.68

Leadership Institute 19,309.00 FY 2007-08 $150,000.00 $0.00 $121,603.27 $268,940.41

Program Development 207,198.60 FY 2008-09 $105,000.00 $0.00 $138,677.58 $235,262.83

PN / Evening-Weekend 247,631.83 FY 2009-10 $100,000.00 $0.00 $132,796.92 $202,465.91

Cyber Security 8,981.46 FY 2010-11 $0.00 $0.00 $21,133.02 $181,332.89

BPR Distance Learning 47,327.17 FY 2011-12 $0.00 $0.00 $40,286.91 $141,045.98

Energy Institute 153,282.29 FY 2012-13 $58,954.02 $0.00 24,313.30 $175,686.70

Networking 5,052.83 FY 2013-14 $0.00 $0.00 63,122.25 $112,564.45

Total Start Up Fund 988,353.84 FY 2014-15 $0.00 $0.00 14,964.27 $97,600.18

FY 2015-16 $0.00 $0.00 - $97,600.18

Total $783,954.02 $302,000.00 $988,353.84 $97,600.18

41

Belmont CollegeFund Balance Report

FYE June 30, 2016

(Unexpended Plant Fund)

Unexpended--Plant Fund

Total Appropriated Balance Appropriated Balance


Health Science Center 01/14 1,500,000 903,138.89 - 845,167.73 57,971.16

Main Renovations Phase 1 01/14 404,507 173,091.57 - 118,325.13 54,766.44

Main Renovations Phase 2 01/14 760,142 760,142.00 - 61,685.56 698,456.44

NC Parking Lots & Drives 01/14 50,000 50,000.00 - - 50,000.00

NC Renovations Phase 1 01/14 350,000 350,000.00 - - 350,000.00

Main Roof Replacement 01/14 301,197 301,197.00 - - 301,197.00

Polaris Retrofit 01/14 63,796 63,796.00 - - 63,796.00

TOTAL APPROPRIATED 3,429,642 2,601,365.46 - 1,025,178.42 1,576,187.04

UnAppropriated Income

Capital Component of the Operating Subsidy 267,560.51 840,821.60 - - 1,108,382.11

TOTAL 3,442,187.06 - 1,025,178.42 2,684,569.15

Repair & Replacement Plant Fund

Total Appropriated Balance Appropriated Balance


Replacement of Roofs 6/87 62,000 27,144.63 - - 27,144.63

Outdoor Recreation Area 3/90 40,000 26,248.93 - - 26,248.93

TOTAL 102,000 53,393.56 - - 53,393.56

42



43



Fall to Fall Retention

44

AGENDA ITEM C-2: DEGREE COMPLETION – FALL TO FALL RETNETION Board of Trustees Meeting Date: May 26, 2016

This report focuses on student fall-to-fall retention rates. The retention rate is based on

tracking cohorts of first-time full-time degree-seeking students who enroll in college for fall term

in the first year and return to Belmont fall term the next academic year. Fall-to-fall retention

rates are calculated by dividing the number of returning students in the second fall term by the

number of entering students in the cohort the prior fall term. The fall-to-fall retention rate for the

first-time, full-time, degree seeking 2014/2015 student cohort is 49%.

Presentation of Data

Chart I, Fall-to-fall Retention, 2006 through 2015, includes data for ten cohorts of full-time degree-

seeking entering students. For each academic year in the chart, there are paired vertical bars. The blue

bars represent the number of students who enrolled at Belmont for the first time in the original fall

cohort. The orange bars reflect the number of students who returned in the next fall term.

Table 1, Fall-to-fall Retention Rates, 2006 through 2015 Student Cohorts, includes the raw data for the

ten years along with the retention rates for each year. Chart 2, Fall-to-fall Retention Rates, 2006 through

2015 Student Cohorts, is a trend line of the retention rates over the ten years.

Chart 1, Fall-to-fall Retention, 2006 through 2015

0

50

100

150

200

250

300

350

400

2006 2007 2008 2009 2010 2011 2012 2013 2014 2015

Entering FT FT DS students 226 205 243 366 369 333 235 249 151 140

Returned next fall 109 116 153 204 200 155 141 130 107 68

45

Table 1, Fall-to-fall Retention Rates, 2005 through 2014 Student Cohorts

2006 2007 2008 2009 2010 2011 2012 2013 2014 2015 Entering FT FT DS students 226 205 243 366 369 333 235 249 151 140 Returned next fall 109 116 153 204 200 155 141 130 107 68 Retention rate for cohort 48.2% 56.6% 63.0% 55.7% 54.2% 46.5% 60% 52.2% 70.9% 49%

Chart 2, Fall-to-fall Retention Rates, 2006 through 2015 Student Cohorts

The data provided in the chart and table indicate that the fall-to-fall retention rate for the 2015

cohort of first-time full-time degree seeking students was 49%. This retention rate is a decrease of 21.9

percentage points below the 70.9% retention rate for the 2014 cohort. The 2015 cohort represents 140

students who enrolled for the first-time in a degree program in the summer or fall of 2014 and were

taking 12 or more credit hours.

Conclusions and Targets for Improvement

1. Last year’s retention rate of 70.9% is an anomaly. It was a time when laid-off Ormet employees returned to Belmont for short-term retraining and were required to complete the training within a specified period of time. These individuals were retained well in order to complete their training on time and before their funding ran out. Overall, the average retention rate over the ten years studied is 53%. The current year’s retention rate of 49% is below the average. The current retention rate may have been impacted by several variables:

- The Oil and Gas Industry was doing well and at that time jobs were reimbursing very

well. Students were opting to work and not go to college. The general

unemployment rate was at an all-time low.

2006 2007 2008 2009 2010 2011 2012 2013 2014 2015

Retention rate for cohort 48.2% 56.6% 63.0% 55.7% 54.2% 46.5% 60.0% 52.2% 70.9% 49.0%

40.0%

45.0%

50.0%

55.0%

60.0%

65.0%

70.0%

75.0%

46

- Belmont’s Financial Aid Department practices changed. If students had their financial

aid in place, they could charge books and supplies. If their financial aid was not in

place, they were not permitted to charge books and supplies in advance. They had to

front the dollars to purchase these materials until their aid came through. Belmont

has many late registrations and last minute financial aid applicants.

- In the face of a reduction in the workforce, it is possible that phone calls for the

spring-to-fall retention efforts were not occurring as usual. The focus was on new

students and there was not as much follow-up on continuing students at that time.

2. At Belmont our recruitment efforts appear to yield students who are not well prepared or

committed to their stated educational goals. It is recommended that we continue the Student

Success Leadership Institute goal of implementing the College Completion Plan which addresses

this and other student success issues.

3. Last year’s goal of sustaining the retention rate of 70.9% was not met. Next year’s goal will be

to increase the current overall retention rate by 4% and to disaggregate the retention data

according to the following student groups:

- M/F,

- Age,

- Race/Ethnicity,

- PT/FT,

- Those previously in developmental education verses those not in developmental

education,

- First generation college students verses not first generation college,

- Pell eligible,

- Veterans verses non-veterans,

- Graduates verses non-graduates.

Studying success rates in these student groups may assist us in determining who is dropping out when,

and why they are dropping.

47

TAB D CONSENT AGENDA

Board Items

48

TAB D-1 CONSENT AGENDA

Board Items

Heritage Tree Nominations

49

AGENDA ITEM: D-1 – HERITAGE TREE NOMINATIONS BOARD OF TRUSTEES MEETING DATE: MAY 26, 2016

The leaves on the Heritage Tree bear the names of those individuals who have made extraordinary

contributions to Belmont College. This tree celebrates our history and honors those groups and

individuals who have contributed to the creation, growth, development, and spirit of the College. These

individuals have provided leadership through the Board of Trustees and the administration, they have

been employed as faculty and staff and they have shaped Belmont College into the institution it is today.

Their names are etched on this tree as a dedication to the heritage they have provided us as we look

forward toward a strong and successful tomorrow.

The Board of Trustees will consider nominations for induction into the Heritage Tree 2016.

SUBMITTED BY: Elizabeth F. Gates, Chair 50

board of trustees meeting - belmont college · 9. faculty uploads the final program review reports...

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