May, 2009

The Lincoln Award for Performance Excellence

JUNE 2009 

Table of Contents

Application Forms…………………………………………………………………………………………………..i Organizational Profile…………………………………………………………………………………………......ix Application Report Category 1: LEADERSHIP………………………………………………………………...………..........1 Item 1.1: Senior Leadership………………………………………………………….....1 Item 1.2: Governance and Social Responsibility……………………………………...3 Category 2: STRATEGIC PLANNING……………………………………………………………………5 Item 2.1: Strategy Development…………………………………………..…………….5 Item 2.2: Strategy Deployment………………………………………………………….8 Category 3: LEARNER FOCUS………………………………………………………………………....12 Item 3.1: Learner Engagement………………………………………………………...12 Item 3.2: Voice of the Learner………………………………………………………….16 Category 4: MEASUREMENT, ANALYSIS & KNOWLEDGE MANAGEMENT……………………20 Item 4.1 Measurement, Analysis, and Improvement of Organizational Performance………………………………………………...20 Item 4.2: Management of Information, Knowledge and Information Technology………………………………………………...……21

Category 5: WORKFORCE FOCUS…………………………………………………………..………..24 Item 5.1: Workforce Engagement……………………………………………………..24 Item 5.2 Workforce Environment……………………………………………………..28 Category 6: PROCESS MANAGEMENT……………………………………..……….……………….30 Item 6.1 Work Systems…………………………………………….….………………30 Item 6.2 Work Processes………………………………………….…………………..32 Category 7: RESULTS……………………………………………………………………………..………………………….…35 Item 7.1: Student Learning Outcomes………………………………………………..35 Item 7.2 Leaner Focused Outcomes…………………………………………………38 Item 7.3 Budgetary, Financial and Market Outcomes……………………………...40 Item 7.4 Workforce Focused Outcomes……………………………………………..42 Item 7.5 Process Effectiveness Outcomes………………………………………….44 Item 7.6 Leadership Outcomes……………………………….………………………46 Glossary…………………………………………………………………………..…………………………………48

THE LINCOLN FOUNDATION FOR PERFORMANCE EXCELLENCE

2009 LINCOLN AWARDS APPLICATION PACKAGEPART 1 – INTENT TO APPLY DOCUMENTS

APPLICATION PACKAGE

STEP 1.1 - INTENT TO APPLY INSTRUCTIONS AND FORMS

 

General Instructions 

Before an Application for The Lincoln Awards can be considered, an “Intent to Apply” package must be received by March 23, 2009. The forms may be downloaded from The Foundation’s website (www.lincolnaward.org) or may be duplicated and submitted as single-sided pages.

 

Intent to Apply Checklist:   

The following items need to be included in your “Intent to Apply” packet:

Completed Intent to Apply Form (below) Site Listing and Description Form Applicant Profile (five pages maximum)

INTENT TO APPLY FORM Item 1. - Applicant – Provide the official name and mailing address of the organization applying for the Award. The Site Listing and Description Form (page 12) must also be completed.

1. Applicant Organization Name Black Hawk College Address 6600 34th Avenue, Moline Il 61265 Federal Employer Identification No. (FEIN) 36-2482309

Item 2. - Official Inquiry Point – Give the name, address, and telephone number of the official with authority to provide additional information or to arrange a site visit. If this official contact point changes during the course of the application process, please inform the Award Office. Please provide a contact number for this designee during the months of JUNE – DECEMBER.

2. Official Inquiry Point Name Kathy Malcolm Title Director of Planning and Institutional Effectiveness Mailing Address 6600 34th Avenue, Moline Il 61265 Overnight Mailing Address 6600 34th Avenue, Moline IL 61265 Telephone No. 309-796-5038 Fax No. 309-792-8127

E-mail Address: Malcolmk@bhc.edu_________________________________

Item 3 Recognition Award levels determined by the panel of judges pages 3- 5

3. Recognition Awards: The Lincoln Bronze Award for Commitment to Excellence

X The Lincoln Silver Award for Progress Towards Excellence

The Lincoln Gold Award for Achievement of Excellence

THE LINCOLN AWARDS FOR EXCELLENCE 2009

PART 1 – INTENT TO APPLY DOCUMENTS

Item 4 – Criteria Information – Indicate which criteria you will be using to complete the application.

4. Check the Criteria booklet you are using (check one): Business X Education Health Care

Item 5. - Award Category – Select the appropriate award category based on the Applicant’s size and the sector in which it operates.

5. a. Award Category (check one):

Industry Service Health Care X Education Nonprofit Government

If the Applicant is an educational institution, also indicate the category that best describes the institution.

b. For Educational Institutions only, Type of Applicant

K-12 School District Elementary School High School

Middle School/Jr. High Private K-12 University

X Community College Technical School Pre-School

Independent College College/School in a University Item 6. - Highest Ranking Official – Provide the name, title, mailing address, and telephone and fax numbers of the Applicant's highest ranking official.

6. Highest Ranking Official Name Dr. Gene Gardner Title Interim President Address 6600 34th Avenue, Moline IL 61265 Telephone No. 309-796-5001 Fax No. 309-792-8127

Item 7. - Size of Applicant – Give the estimated number of employees (and students, if applicable) of the applying unit as of the date the application is submitted. Check the appropriate sales/taxes/ budget range for the preceding fiscal year. (The Applicant is reminded that all information is confidential and a range is requested simply to provide an appropriate perspective for the examiners.)

7. Size of Applicant

a. Total number of employees 656 No. of students b. Revenues (e.g., sales, taxes and/or fees collected, budget) for the pre-ceding fiscal year (check one)

0 - $1M X $10M - $100M

$1M - $10M $100M - $500M Over $1B

Item 8. - Suppliers - Summarize the number of suppliers of goods and services used by the Applicant. If the Applicant relies on external sales organizations, indicate the approximate number of each type.

8. Suppliers Total number of suppliers 4,700 Number of external sales organizations (if applicable): Dealers Distributors Franchises Other (Type/Number)

THE LINCOLN AWARDS FOR EXCELLENCE 2009

PART 1 – INTENT TO APPLY DOCUMENTS

Item 9. - Subsidiary Designation – If the applying organization is a component of alarger organization, informationabout the parent organization andits highest official must besupplied.

9. Subsidiary Designation (check one): Is Applicant a unit, division, or like component of the parent organization?

X No (go to Item 10) Yes (Continue) Parent Organization Address Highest Official of Parent Organization Title Telephone No. Fax No. Number of Employees Website address

Also provide the number ofemployees in the parent organization and the percentageof business transactions (e.g.,sales, budget, and employees)or, for educational institutions, thenumber of students, as comparedto the parent organization.

Percent of Business Transactions (or, for educational institutions, the number of students) as compared to Parent Organization Transactions(or the number of students)

Provide documentation detailingthe parent's relationship to thesubsidiary.

Describe the parent’s relationship to the subsidiary. Use separate sheets, if necessary.

Item 10. - Description ofApplicant's Business –Describe the types of productsand services provided by theApplicant, an organizationalchart, and an Applicant Profile.Requirements for the Profile aredescribed on pages 16 through 18.

10. Description of Applicant's Business (Use separate sheets, if necessary.)

Black Hawk College (BHC) operates within the Illinois Community College District #503, an area encompassing 2,200 square miles in nine counties ofnorthwestern Illinois. As a comprehensive community college, BHC ooffffeerrss aavvaarriieettyy ooff ccrreeddiitt aanndd nnoonn--ccrreeddiitt eedduuccaattiioonnaall ddeeggrreeee pprrooggrraammss,, ccoonnssiissttiinngg ooffbbaaccccaallaauurreeaattee ttrraannssffeerr aanndd ccaarreeeerr pprrooggrraammss pprroovviiddiinngg aann eennvviirroonnmmeenntt aanndd tthheerreessoouurrcceess iinn wwhhiicchh iinnddiivviidduuaallss ccaann bbeeccoommee lliiffeelloonngg lleeaarrnneerrss.. TToo mmeeeett tthheettrraaiinniinngg nneeeeddss ooff tthhee llooccaall bbuussiinneessss aanndd iinndduussttrryy tthhee ccoolllleeggee pprroovviiddeessccuussttoommiizzeedd wwoorrkkffoorrccee ddeevveellooppmmeenntt//ccoorrppoorraattee ttrraaiinniinngg.. AAddddiittiioonnaallllyy,, tthheeCCoolllleeggee sseerrvveess lleeaarrnneerrss eenntteerriinngg tthhee ccoommmmuunniittyy ccoolllleeggee uunnpprreeppaarreedd ffoorr ccoolllleeggeelleevveell ccoouurrsseess wwiitthh aaccaaddeemmiicc aanndd ddeevveellooppmmeennttaall ccoouurrsseess aanndd ssuuppppoorrttpprrooggrraammss ttoo hheellpp pprreeppaarree tthheemm.. TThheessee iinncclluuddee:: DDeevveellooppmmeennttaall rreeaaddiinngg,,wwrriittiinngg,, mmaatthheemmaattiiccss eedduuccaattiioonn,, EEnngglliisshh aass aa SSeeccoonndd LLaanngguuaaggee,, GGEEDD aannddHHiigghh SScchhooooll CCoommpplleettiioonn BBHHCC mmaaiinnttaaiinnss aa vvaarriieettyy ooff ssttrraatteeggiicc aalllliiaanncceess wwiitthh KK--1122 pprrooggrraammss,, bbaaccccaallaauurreeaattee ttrraannssffeerr iinnssttiittuuttiioonnss,, ccoommmmuunniittyy bbaasseeddoorrggaanniizzaattiioonnss,, aanndd bbuussiinneessss aanndd iinndduussttrryy.. CCoommmmiitttteedd ttoo tthhee ddeevveellooppmmeenntt aannddeennggaaggeemmeenntt ooff aallll lleeaarrnneerrss tthhee CCoolllleeggee pprroovviiddeess ssuuppppoorrtt sseerrvviicceess ttoo eennhhaanncceetthhee lleeaarrnniinngg eexxppeerriieennccee ooff aallll lleeaarrnneerrss..

THE LINCOLN AWARDS FOR EXCELLENCE 2009

PART 1 – INTENT TO APPLY DOCUMENTS

Item 11. - Non-Refundable Fee –The Intent to Apply fee will becredited against the applicationfee. See the fee schedule on page9.

11. Fee (see instructions) Enclosed is $250.00 to cover the Intent to Apply Fee. Make check ormoney order payable to: The Lincoln Foundation for Performance Excellence. Arrangements have been made to process payment by College CreditCard.

Item 12. - Release Statement – Please read this sectioncarefully. A signed applicationindicates that the Applicant agrees to the stated terms andconditions.

12. Release Statement We understand that members of the Board of Examiners will review thisapplication. If a Site Visit is required, we agree to host the Site Visit and tofacilitate an open and unbiased evaluation. We understand that Site Visitexpenses will be due one week after the site visit ends in accordance withthe Site Visit Expenses section on page 9.

Item 13. - Authorizing Official –The signature of the Applicant'shighest ranking managementofficial or designee is required,and indicates the Applicant willcomply with the terms andconditions stated in the document.

13. Signature of Authorizing Official Date March 21,2009 Name Dr. Gene Gardner Title Interim President Address 6600 34th Avenue Telephone No. 309-796-5001 Fax No. 309-792-8127

Signature E-mail Address:GardnerG@bhc.edu______________________________________

Item 14. – Please give twoweeks for potential site visitstarting August 23-October 30, 2009 Please make sure that all top executives will be availableduring the site visit.

14. 1st Choice: October 19-23 2nd Choice: October 26-30

Item 15. - Eligibility Determination – The Award Office approves or disapproveseligibility and notifies the applicantby letter.

15. Eligibility Determination. For official use only.

 

THE LINCOLN AWARDS FOR EXCELLENCE 2009

PART 1 – INTENT TO APPLY DOCUMENTS

Site Listing and Description Form

Address of Site

Size Relative to Applicant

Description of Programs, Products, or Services

% of total # of employees,

and for educational

institutions the # of students

% of total operating budget

Quad City Campus 6600 34th Avenue Moline, Illinois 61265

67% 70.42% General Education, Liberal Arts and science curricula in transfer areas and more than 80 career track programs leading to degrees and certificate, learner support services, administrative services

East Campus 26230 Black Hawk Road Galva, IL 61434

15% 21.69% General Education, Liberal Arts and science curricula in transfer areas, career track programs specializing in automotive, horticulture, and nationally renowned agriculture programs.

Outreach Center 301-42nd Avenue East Moline, Illinois 61265

12% 5.55% Adult Basic Education, GED, ESL, Optional Education for High school students, Business, Professional & Career Training, Computer Training, Community Education programs, Seniors 55+Program

Illinois workNet Center 4703 16th Street Moline, Illinois 61265

3% 2.12% International Trade Center, Procurement Technical Assistance Center (helping business bid on government projects), Small Business Development Center, Business Training Center, GED (both in English and Spanish), ES, Family/Adult Literacy (LIFE), Workplace Literacy, Family Literacy (Moline, East Moline, Kewanee)

Rock Island Technology Center Watch Tower Plaza, 3930 11th Street, Rock Island, IL

1% .22% Adult Education , GED, English as a Second Language, Computer Applications for the Optional Education and GED students, Optional Education including the High School Credit and GED components, YouthBuild GED, Business and Community Education computer classes and Community Education classes, Business Training Center computer classes, College Credit Classes

Community Education Center 404 East Third Street, Kewanee, IL 61443

1% 0% College Credit Classes, Continuing Education, Business Training and Community WorkshopsAdult Education, GED Preparation Classes, Youth GED Preparation Classes, English as a Second Language Classes, Community Usage and Facility Rental

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P.1a Organizational Environment Black Hawk College (BHC) operates within the Illinois Coummity College District #503, an area encompassing 2,200 square miles in nine counties of northerwestern Illinois. In addition to full-service campuses in Moline and Kewanee, BHC owns and operates services at the Outreach Center and the Illinois workNet Center both in Moline, the Techonolgy Center in Rock Island and a Community Education Center (CEC) in Kewanee. P.1a(1) Educational Programs, Offerings, and Services BHC’s educational degree programs, consisting of baccalaureate transfer and career programs reflect BHC’s mission to provide an environment and resources in which individuals can become lifelong learners. BHC’s goals to provide the best atmosphere for successful student outcomes and to provide the best atmosphere for continued career learning provide further direction on how the mission becomes operational. The main educational offerings include: Transfer courses and programs/associate degrees, ccupational associate degrees and one and two year certificates and workforce development/corporate training. Additionally, BHC serves learners entering the community college unprepared for college level courses with academic and developmental courses and support programs to help prepare them. These include: Developmental Reading, Writing, Mathematics education, English as a Second Language, GED and High School Completion To assist learners in succeeding BHC offers: academic advisement and transfer services, financial aid, career and placement services, educational assessment and orientation , academic tutoring and study groups, disability services and library services

Committed to a learner development approach that focuses on a holistic developmental perspective, these various support services promote learning both inside and outside the classroom and assist learners with succeeding academically and in achieving their goals. BBHHCC ddeelliivveerrss tthheessee ccrreeddiitt//nnoonn--ccrreeddiitt iinnssttrruuccttiioonnaall pprrooggrraammss tthhrroouugghh ccllaassssrroooomm iinnssttrruuccttiioonn,, ddiissttaannccee lleeaarrnniinngg tteelleeccoouurrsseess,, oonnlliinnee,, wweebb eennhhaanncceedd ccllaassssrroooomm iinnssttrruuccttiioonn,, ccoommppuutteerr bbaasseedd//aassssiisstteedd iinnssttrruuccttiioonn,, lleeaarrnniinngg llaabbss,, sseerrvviiccee lleeaarrnniinngg aanndd lleeaarrnniinngg aabbrrooaadd.. IInn aaddddiittiioonn ttoo ttrraaddiittiioonnaall ssiixxtteeeenn wweeeekk ccoouurrsseess,, BBHHCC ooffffeerrss vvaarriioouuss eeiigghhtt wweeeekk ccoouurrsseess,, ffaasstt ppaacceedd mmiinnii--mmeesstteerr bbeettwweeeenn ffaallll aanndd sspprriinngg tteerrmmss,, iinnddeeppeennddeenntt ssttuuddyy aanndd iinn tthhee SSpprriinngg ooff 22000099 bbeeggaann ooffffeerriinngg 1122 wweeeekk ccoouurrsseess iinn rreessppoonnssee ttoo eeccoonnoommiicc pprreessssuurreess ffaacciinngg ssttuuddeennttss.. TToo mmeeeett tthhee nneeeeddss ooff lleeaarrnneerrss sseerrvviicceess aarree ooffffeerreedd

ffaaccee--ttoo--ffaaccee,, iinn ggrroouupp sseettttiinnggss aanndd aa ggrroowwiinngg nnuummbbeerr ooff oonnlliinnee ssuuppppoorrtt sseerrvviicceess ttoo mmeeeett tthhee nneeeeddss ooff ssttuuddeennttss.. P.1a(2) Organizational Culture The BHC culture and environment is one of engaging the learner and the employee workforce in becoming lifelong learners. The organizational Vision, Mission, and Core Values (VMCV) further define and support this culture of engagement. During FY2008 the student services division modified its purpose statement to better align with BHC’s culture of engagement and the workforce survey Personal Assessment of the College Environment (PACE) was customized to focus on key elements of employee engagement. The following statements are posted throughout the campuses, on the website, the community and student publications, and guide BHC in a common direction. Vision Total accessibility, quality

instructional programs, student-centered services, and strategic alliances position BHC as the preferred choice for education and training.

Mission BHC provides the environment and resources for individuals to become lifelong learners

Core Values

Appreciation for Diversity, Caring and Compassion, Fairness, Honesty, Integrity, Respect and Responsibility

Figure P.1-1 Vision, Mission, Core Values P.1a(2) Workforce Profile BHC employs approximately 634 full and part-time faculty and staff. The employee community is organized into four collective bargaining units; the support staff represented by the UAW Local 2282; adjunct faculty by AFT Local 4939; public safety officers by Police Chapter United Professionals of BHC IEA-NEA; and full-time faculty and professional technical employees are represented by IFT Local 1836. Administrators, professional staff, and some part time staff are not unionized. Of the total employed, 363 or 57% are full-time employees. College employees are clustered within the following classifications, as defined by statute of the Illinois Community College Board (ICCB):

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Classification Count %

1. Teaching Faculty (FT/PT) 328 51.7%

2. FT Academic Support 6 0.9%

3. FT Administrators 8 1.3%

4. FT Supervisors 42 6.6% 5. FT Professional-

Technical 96 15.1%

6. FT Clerical 56 8.8% 7. FT

Custodial/Maintenance 22 3.5%

8. Other 76 12.0%

Source: ICCB 2009 Salary Survey Figure P.1-2 Workforce Classifications Educational attainment of part-and full-time teaching faculty as well as full-time academic support, administrators, supervisors, and professional-technical staff (Classifications 1 – 5 above) are presented in Figure P.1-2. Additionally the capability of the College workforce are defines in Figure P.1-3. Doctoral 9.2% Master’s 40.2% Bachelor’s 19.8% Associate’s 7.5% Certificate 1.9% High School 2.3% None 0.4% Other 0.2% Unknown 18.5% Source: 2009 ICCB Salary Survey Figure P.1-3 Workforce by Highest Degree P.1a(4) Major Facilities, Technologies, and Equipment BHC maintains facilities at nine locations throughout the district. The Quad City Campus, located in Moline, Illinois, is a non-residential campus with four permanent buildings (337,704 square feet) housing classrooms, gyms, swimming pool and auditorium. BHC also maintains the Outreach Center in East Moline (28,291 square feet), the Rock Island Technology Center (8,496 square feet) and a leased facility at the Moline Illinois workNET Center. Twenty-five miles south of the Quad Cities is the BHC Aledo Center an (1,500 square feet) adult education center serving the southwest area of the District. Located sixty miles southeast of the Quad Cities is the East Campus, a non-residential campus located five miles south of Kewanee with ten permanent buildings totaling 160,000 square feet. Unique to this location is a world class Ag Pavilion and Ag Arena, a greenhouse and several classroom

facilities. Located in Kewanee is the BHC Community Education Center (12,500 gross square foot) that provides adult education, credit courses and serves as a community education center BHC uses technological resources in many ways to improve learning. BHC has over fifty data, application, and system servers supporting learners. As part of the Western Illinois Education Consortium (WEIC), BHC expanded its ability to deliver courses over live interactive television by transmitting compressed video over telephone lines instead of the previous system of using a wireless microwave system to transmit video. When WEIC disbanded, Black Hawk continued to support those partnerships with area high schools, offering courses via distance learning to primarily rural populations. BHC expanded its delivery systems to the Internet by offering its first online course in 1997 BHC maintains thirty-two computer labs, six distance learning classrooms and eighty-four (district wide average of 56%) classrooms that have been equipped with amenities such as computers, Internet connections, projection screens, and document cameras. BHC introduced a web portal in April 2005 providing students with integrated access to all online services offered by BHC in one simple interface, including student e-mail. BHC’s Student Information System and Enterprise Resource Planning software are one integrated application (Banner SCT) offering ease of information storage and data exchange. BHC has several wireless hotspots conveniently located in most public areas of BHC including both campus libraries, providing students with laptops immediate Internet access. P.1a(5) Legal and Regulatory Environment BHC operates under a wide variety of rules and regulations. The ICCB monitors state reimbursement for programs and financial regulations. Titles VI, VII and IX of the Civil Rights Act also provide specifications on how BHC operates. As BHC’s accreditation body, the Higher Learning Commission (HLC) sets standards for administration/faculty certification and for financial regulations. BHC also adheres to numerous state health, safety, and local governmental regulations. A number of occupational programs, most notably in the Health Careers, are independently accredited by state and/or national accrediting agencies P. 1b Organizational Relationships BHC BOT is comprised of seven individuals elected at large from throughout the Community College District #503. They serve staggered terms of six years each, as stipulated by state statute. Students elect an eighth trustee. This student serves for one

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year and the election of this student alternates between the Quad City and Kewanee campuses annually. The BOT reaffirmed its commitment to using Board “Ends” measurements, and agreed to review and revise those measurements in conjunction with other strategic planning and institutional effectiveness initiatives. Furthermore, the BOT also reaffirmed adherence to its Board Policy Manual, the collection of Board policies governing BHC. Finally, the BOT reaffirmed itself as a policy-making body and the President as the Board’s executive officer and chief executive officer of BHC. BHC Administration, as defined by the ICCB, includes nine positions. At BHC, common usage of the term “administrator” also includes directors and managers that report directly to the President. President Cabinet membership includes the President, Executive Vice President/Vice President for Instruction, Vice President for Student Services, Vice President for Finance, Vice President for East Campus, Director of Planning and Institutional Effectiveness (PIE) and the Director of Human Resources. P.1b(2) Student and Other Stakeholder Segments BHC serves nearly 4,584 non-credit students and 12,326 credit students in 56 degree and 48 occupational certificate programs. BHC’s credit student population is 23.8% minority with the additional non-credit student population comprised of 8.2% minority students. BHC segments its students into four primary categories, 1) prospective students, 2) enrolled credit, 3) enrolled non-credit, and 4) workforce development learners. Enrolled students are further segmented in six categories of full-time/part-time, transfer/career/course enrollee, developmental/ age, ethnicity, male/female, high school dually enrolled or adult. Prospective students are recruited from three key market segments, identified as: 1) still in high school/dual - credit, 2) recent high school graduates, and 3) adults returning to education Six key stakeholder groups expect BHC to use resources effectively to meet the educational needs of learners in district #503: 1) those that represent taxpayers (B=BHC BOT); 2) those that represent our taxpayers at a state and federal level (S=ICCB and the Illinois Board of Higher Education; 3) other educational entities (ED= K-12, universities); 4) local individual taxpayers (T= District #503 5) those who employ our graduates (EM= employers) and 6) BHC workforce (W= faculty/staff).

Requirements & Expectations B S ED T EM W

Accessible, affordable programs X X X X

Flexible class scheduling X X X

Course/program Transferability X X

Current Market Training X X X X

Job Placement X X X X X

Lifelong Learning X X X

Fiscal Stewardship X X X X X

Error Free Audits/Accreditation X X X X

Figure P.1-4 Stakeholder Expectations P.1b(3) Suppliers, Partners, Collaborators Key partners/suppliers are critical to accomplishing BHC mission and vision. Partners are considered those organizations or individuals that have a direct role in education or the delivery of support services and for which there are reciprocating relationships. Examples of educational partners include all the K-12 school systems in BHC District and workforce business and industry who partner in the provision of educational activities. These partners fulfill roles ranging from preparing college-ready high school students, accepting transfer students, hiring graduates, and providing students internships and service learning opportunities. Key Suppliers are those vendors of products and services procured at the best value that assist BHC in creating the environment and resources for individuals to become lifelong learners. The most important requirements for our suppliers include timeliness and reliability, competitive pricing and high quality products and services that assist BHC in maintaining service to learners in a cost effective manner. Collaborators are defined as those entities for whom no formal agreement is made but who support BHC. These tend to be individuals and businesses that serve in as guest speakers in various classrooms, who provide tours for students and who may judge student art contests and agriculture events. P.2a(1) Competitive Position BHC has three primary sources of competition: other institutions of higher education, local business and industry providing training; and online learning providers. Within the ICCB system, BHC is considered a medium to large community college and benchmarks against an ICCB defined peer

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group based on size and a peer group based on geographic location.

There are four small private vocational schools within BHC service area: Brown-Mackie, Hamilton Tech, Kaplan College, and Trinity School of Nursing. These institutions provide a level of competition within narrowly focused occupational training areas. Three private four-year institutions also serve the metropolitan Quad-City area: Palmer College of Chiropractic, St. Ambrose University, and Augustana College. The cost differential between BHC and these private institutions as well as the regional/national markets from which these institutions draw students minimize the level of competition between BHC and these institutions. The Quad-Cities is also served by an upper-division attendance center of Western Illinois University (WIU). BHC collaborates extensively with this attendance center. Oddly enough, many of the institutions one might consider competitors are in actuality educational partners. They partner with BHC to design and offer instructional programming that enable the Quad City community to complete baccalaureate degrees at an affordable cost by first completing general education coursework at BHC and then transferring to complete baccalaureate degree programs. Competition for non-credit students often comes from private businesses that do their own training or conduct public computer training. Increasingly,

Internet delivered education from institutions both

locally and outside the District’s area emerge as competitors for both credit and non-credit learning. P.2a(2) Principle Success Factors BHC addresses its principal competitive success factors directly through the Strategic Planning Process (SPP). The principle factors in BHC’s success are numerous and are identified in the vision statement. Key changes in the competitive environment include competitors expanding programming and marketing efforts in the BHC geographic district, new program development in response to workforce needs, and competitors raising rising tuition costs at a faster rate than BHC. Additionally continued economic issues face learners with unemployment and higher costs for gas and living expenses. P.2a(3) Comparative and Competitive Data BHC uses benchmarking data within the ICCB on key indicators as well as data from the National Community College Benchmark Project (NCCBP). BHC benchmarks against learner partners of the Conintuous Quality Improvement Netowrk (CQIN) and Baldrige Award winning organizations. These learning partners are external to the higher education environment. P.2b Strategic Context BHC addresses it strategic challenges through a strategic planning approach described in 2.1a. BHC aligns these challenges to BHC-Wide Objectives and action plans. P.2c Performance Improvement System

Factor Strategic Advantage BHC’s approach to performance improvement is through strategic planning and the deployment of IMPACT and Plan-Do-Check-Act (PDCA) methodology at the program and student learning level. A review of performance occurs at the institutional level, department/unit level and at the key process level utilizing the Integrated Unit Planning WEAVEonline process

Convenient and accessible location Accessibility Open-door admissions policy

Cost Lower tuition rates Experience & expertise

Faculty & Staff Continuity of purpose Relationship building Student engagement

Quality Instructional Programs

Performance of BHC as a whole is monitored and improvements driven through the Dashboard measurement system and Board Ends reports. The measurement system tracks performance relative to the strategic priorities of connecting with the learner, connecting with the community and connecting internally BHC has also integrated the Baldrige National Quality Program Criteria for Performance Excellence and assessment methodology as its systematic approach to organizational assessment and process-level monitoring. At the academic program level, an Academic Program Review process is conducted to determine the effectiveness

Discipline Faculty expertise World-class agriculture program

Student-Centered Services

Numerous engagement activities Student-centered design

Strategic Alliances

Strong community partnerships

Figure P.1-5 Strategic Advantages

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of programs and identify opportunities for improvement. Academic departments conduct annual fiscal reviews of the effectiveness of their department. A joint faculty and administration committee conducts an analysis based on these reviews and makes necessary improvement recommendations. Non-academic programs complete a Non-Academic Program Review process every three years. This review process was designed based on the principles of the Baldrige Criteria. As an accredited member of the HLC, BHC has adopted the Academic Quality Improvement Program (AQIP) as its model for accreditation. The AQIP model infuses continuous quality improvement

principles into the culture of BHC by providing an alternative process through which an already-accredited institution can maintain its accreditation from the HLC.

Success Factor College-Wide Objectives Strategic Challenges

Connecting with the Learner • Developmental course completion/ success • Under Represented Groups • Responsive curriculum to market demand • Transfer Student success

• Population demographics shifts • Increase in underprepared for college level coursework • numbers of special needs learners • limited English skills

Connecting with the Community • New academic collaborations • New funding streams • Workforce Training

• Providing community a pool of qualified job applicants

• Continued decrease in state educational funding

Connecting Internally • Skilled workforce to meet changing student

demographics • Affordable tuition • Enrollment increases by nontraditional and

minority learners • Cost effective delivery of instruction/services • Clear and open communication

• Populations shifts in age of faculty and staff retirements

• Declining state and county funding • Flexible 24/7 services and training expectations

Figure P.2.2 Strategic Challenges and Success Factors

Organization Nature of Benchmark Innovation Activity

St. Lukes Hospital Dashboard Goodwill Industries/Datatel

Core Values Cards

Ritz Carlton Daily Line Up Services Credo WOW Stories

Rochester Community and Technical College

Electronic Daily Line UP

Morraine Valley Community College

Student Life Cycle

Figure P.2-1 Benchmark Partners

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1.1 Senior Leadership BHC’s leadership system is the visionary catalyst and driving force for a culture that is focused on engagement by its students, faculty, staff and community. The system is designed to create and sustain a learning environment where students feel welcomed, faculty and staff feel valued and supported and both students and employees experience a state of being engaged. 1.1a (1) Senior Leaders Set/Deploy Direction The BHC senior leaders include the President and the President’s direct reports. Together with several identified leadership teams, they guide and sustain BHC through a well-defined leadership system. The leadership system is a structure characterized by two-way communication and collaboration between the BOT, Administrative Staff, Academic Staff, Labor, and Faculty Senate leadership. PC manages the operations of BHC through: the Performance Excellence Process (PES) that provides BHC an overall approach for achieving high performance, the SPP that establishes long-term direction for BHC, the Performance Excellence Assessment Process that creates an overall organizational assessment foundation to move BHC toward process improvement, innovation and reaccreditation and the College Dashboard that identifies key indicators that create a focus on results. The leadership system is clearly committed to creating an environment whereby students encounter exceptional learning experiences. The commitment is evident by the integrated relationship of each of the following leadership teams: Board of Trustees (BOT). This is the highest decision-making authority, which has fiduciary, and policy oversight for BHC as a publicly elected BOT. They are scheduled to meet ten months of the year in public session. To ensure two-way communication standing BOT agenda items include Public Comments from each of BHC’s employee collective bargaining units, the Student Government Association, and the public. President’s Cabinet (PC). The PC consists of the President, Vice President (VP) for Finance, Executive Vice President/Vice President for Instruction, Vice President for Student Services, Vice President for East Campus, Director of PIE, and the Director of Human Resources. The PC meets monthly to review College performance, improvement priorities, personnel and compensation, contract negotiations, and present issues facing BHC.

Labor Management Council (LMC) LMC is comprised of administrators and employee union group leadership. Leaders from each of the employee unions and one from the non-union professional staff work group meet monthly focusing on the development and on-going management of the operations of BHC, including planning, budgeting, health insurance, and labor related concerns. Faculty Senates The Quad City and East Campus Senates represent and act for the faculty primarily in academic matters affecting the welfare of BHC and act in consulting and planning capacities to the President and the Executive Vice President/Vice President for Instruction. The officers of both Faculty Senates, the President and the Executive Vice President/Vice President for Instruction meet monthly to discuss formal actions of the Senates, including Senate Committees, and to reconcile actions by both Senates. A common goal of these leadership teams is to collaborate on a regular basis with one another, to ensure two-way communication and a collaborative responsiveness to changing student and internal workforce needs. Senior leaders set organizational vision, values, and mission during the SPP, which culminates in these specific statements. The vision is based upon input from the various external constituencies of BHC, state and national data affecting trends in higher education and various professions, a SWOT analysis, and continued discussion and approval by the BOT. To provide the entire College a framework to achieve performance excellence, senior leaders established BHC Performance Excellence Process depicted in Figure 1.1-1. The Performance Excellence Process is the core of the leadership system and shows that overall direction for all activities stems from the mission, vision, and values of BHC. These guiding principles are operationalized through three learning-centered “connecting” strategies, BHC College Wide Objectives (CWO) and the action teams that are contained within them. The BHC mission, vision, and core values, shown in Figure P.1.1 are deployed throughout BHC through the management of the Performance Excellence Process, the Integrated Unit Planning WEAVEonline process and the focus on the Performance Excellence Assessment Process. This provides a framework of operational priorities that guide and shape BHC and the behavior of all staff on a day-to-day basis. The BHC vision, mission, and value statements are further communicated and

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emphasized in all BHC internal and external publications, websites, and the BHC Intranet. The vision and mission serve as the impetus for the development of long and short term institutional goals during the SPP. They are intended to endure over time but are reviewed as part of the SPP described in Category 2. They are communicated with new employees during orientation described in Category 5 and are reinforced by senior leaders actions. Senior leaders demonstrate their commitment to the vision, mission, and values by personally modeling behavior consistent with the core values and establishing high performance expectations. An example of this is their participation in the Core Values/WOW Stories Project. After a PC review of the Personal Assessment of the BHC Environment (PACE) survey results, senior leaders became more focused on their participation in recognizing and celebrating faculty, staff, and student behaviors consistent with the core values. PC adopted the Core Values/WOW Stories Project, designed after a Continuous Quality Improvement Network best practice, where they nominate individuals, events, and groups of faculty, staff, and students who exemplify the core value of the week. Additionally they begin each of their meetings with a brief reflection on the core value of the week, share a WOW story, and discuss how the value affects the PC’s ability to exceed the BHC vision.

1.1a (2) Senior Leaders Create Legal & Ethical Environment The BOT has established board policies, which are monitored monthly with the President who is required to report any infractions. Senior leaders further promote an environment that fosters, requires, and results in legal and ethical behavior by consistently modeling ethical behavior and by following and enforcing the administrative guideline outlining policies regarding compliance with all state and federal laws including but not limited to FERPA, financial audits, health and safety, and Affirmative Action/EEO requirements. 1.1a (3) Senior Leaders Create Sustainable Organization Senior leaders have the responsibility to continuously move BHC forward to attain even higher levels of performance and to sustain those levels over time. The SPP and Performance Excellence Assessment Process are designed to provide senior leaders the mechanisms to make this happen. The SPP produces CWO’s, action teams, Dashboard measures, and performance targets that when attained fulfill the mission and sustain BHC. Senior leaders use the Dashboard measurement system to assess performance. The SLS (SLS) described in Category 6, drives continuous learning, improvement, and innovation at the process level, and knowledge-sharing methods described in Category 4 promote sharing and best practices.

Figure 1.1-1 Performance Excellence Process

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Senior leaders are personally involved in the design of work system and the creation of a culture of engagement that supports innovation, agility, and performance improvement through the direct management of the level 1 processes described in Category 6 and by empowering faculty and staff to respond and innovate level 2 processes as needed and required by students and stakeholders. Senior leaders have an active role in the redesign of Faculty Assembly and Staff Development Days ensuring these events focus on innovative successes of faculty and staff, program performance and knowledge sharing. A recent redesign included eliminating external speakers and securing internal faculty and staff to share individual and departmental best practices. 1.1b Communication and Organizational Performance 1.1b (1) Senior Leaders Communicate, Motivate Open, clear communication among faculty, staff, and administrators occurs through conversations with and among the leadership teams and by providing opportunities for faculty and staff to ask questions during open employee meetings. The President addresses faculty and staff during Assembly and Staff Development Days and takes questions from the audience, modeling two-way communication. Two-way communications is also facilitated through monthly meetings between PC members, faculty, and staff via the Labor-Management Council. Faculty and staff provide the BOT a communication update, posing and responding to questions and concerns at each standard meeting of the BOT. BOT meeting summaries are posted to the web-based portal myBlackHawk. To communicate key decisions, PC utilizes the announcement function in the BHC web-based portal, myBlackHawk. Recognizing that myBlackHawk announcements may not reach all employees, senior leaders also utilize email; Intercom, an internal monthly e-newsletter where the President has a regular column sharing the news and activities of BHC; summaries of PC meetings; face to face communications during Assembly Days, Staff Development Days; team and departmental meetings and meetings with Leadership Teams. On an annual basis, PC recognizes faculty and staff for their years of service to BHC. To recognize and honor those staff and faculty who have provided commendable service to BHC and who have retired from BHC, PC reviews and recommends to the BOT Staff and Professor Emeritus/Emerita. 1.1b(2) Senior Leaders Focus on Action The Strategic Plan is the foundation for focusing on

actions to achieve BHC’s CWO’s and improves performance. PC members play a pivotal role in communicating and deploying the plan to the departments. They are able to do this through the management of the Integrated Unit Planning WEAVEonline process that requires all entities of BHC to develop annual plans aligned with the CWO’s. Through the documentation of unit level plans in WEAVEonline, a web-based tool, senior leaders have the responsibility to regularly review plans in their unit, to review their performance measured against the BOT Ends and Dashboard and to ensure that objectives are consistent with the strategic priorities of connecting with the student, with the community and connecting internally. 1.2 Governance and Social Responsibilities 1.2a (1) Organizational Governance The BOT provides overall governance and oversight for BHC. The BOT is a group of seven members selected through a formal election process and a student member selected by students. The BOT governance responsibilities fall into five categories: policymaking, community relations, personnel and organizational administration, financial administration and program and curriculum administration. The BOT reviews financial and purchasing reports during the regularly scheduled meetings. In addition, an external audit is conducted to assure the effectiveness of BHCs internal control structure. The BOT is transparent in its operations in order to confirm that its decision-making processes are objective, fair, and equitable to all stakeholders. In adherence with the Illinois Open Meetings Act, the BOT meeting agendas are published in advance, meetings are open to the public, and minutes, as allowed by law, are published and posted for public review on the BHC Website. Third party auditors are used to determine financial compliance with federal and state laws, reviews conducted by various program accreditation bodies ensure that academic, and support activities meet or exceed industry standards. To protect taxpayers and district constituents, the BOT approves the budget monitors fiduciary responsibilities throughout the year. BHC Administrative Guidelines are written directives and directions established by senior leaders and approved by the President. Before submission for the President’s approval, input is solicited from Labor-Management Council, PC, Faculty Senates, and affected departments. When appropriate legal counsel is sought. 1.2a (2) Performance of Senior Leaders The BOT annually evaluates the President’s performance. The evaluation is based upon

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achievement of the individual presidents’ objectives and overall organizational health. The President, through the Performance Appraisal Review System as described 5.1a(3), evaluates other PC members. Areas evaluated include a predefined set of core competencies required for the position and progress made towards annual goals. The BOT conducts a self-assessment at the conclusion of each regular Board meeting. BOT members are asked to respond to eight questions using a five point Likert scale. Questions include items such as to what extend the meeting agenda and decisions made are linked to the strategic plan, impartiality of board chair, discussion and action of the Board faithful to the BHC mission, and behavioral adherence to the core values. 1.2b Legal and Ethical Behavior 1.2b (1) Address Adverse Impacts on Society BHC has established numerous community “listening” avenues to understand potential adverse impacts on the community and public concerns about programs and services provided by BHC now or in the future. To anticipate, assess, and address public concerns, the BOT has a standing agenda

item at its open board meetings for public comment. Senior leaders participate on community boards and civic groups to obtain input on concerns from the community. When designing or evaluating programs and services, faculty and administration consult community advisory committees. BHC also takes into consideration risks, regulations and other legal requirements when planning, and setting education and support process requirements. These standards include both institutional and programmatic accreditation requirements. At the institutional level, the HLC accredits BHC. The last accreditation occurred in 2003. Since that time, BHC has applied to the Academic Quality Improvement Program (AQIP). AQIP is designed for institutions seeking a more continuous quality improvement approach to accreditation. Being a member of AQIP will require yearly activities and reaccreditation on a seven-year cycle. In addition, BHC has numerous career programs accredited by external entities that hold BHC to a high level of requirements established by specialized professions. Other standards and regulations come directly from regulatory entities such as those described in the

Profile. BHC manages regulatory and legal requirements through the enforcement of the Administrative Guidelines that outline specific

procedures for handling or preventing exposure to blood borne pathogens, emergency response, crisis communication, crisis intervention and the handling

Strategic Priority

Strategic Objective Key Community Importance

Connecting with Learners

2.1 Student Success • Degree

completion

African American Male Students

After reviewing student success metrics BHC learned that this group represents an enrollment rate much lower than the population percentage would suggest, and have a lower retention and lower success rate than other population groups.

Connecting with the Community

2.1 Access Literacy

BHC district is receiving thousands of newly arrived immigrant adults, some who whom come with low literacy skills in their home language, and little or nor fluency in English. College attendance data suggests adult literacy levels are below the national average.

2.2 Dual Enrollment

High School Students

Impacts Colleges ability to grow enrollment while providing services to high school students. Survey information from around the State and feedback from K-12 systems in this District indicate that BHC should support two groups of high school students through dual enrollment (dual credit) offerings: traditional college-bound students who are ready and able to complete some college-credit classes while still in high school and students who are on a career path who would benefit from taking some of the classes leading to a career or technical certificate or degree.

Connecting with the Community

2.4 Workforce Development

Manufacturing & industries with a shortage of skilled welding applicants

BHC supports and strengthens workforce development by training and therefore creating a pool of trainable workers to meet the critical skills shortage of welders due to workforce retirements. Approached by John Deere, BHC collaborated with them to create a customized training program to meet their welding skill shortage and provide on-time delivery of such training.

Figure 1.2-1 Key Communities

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and disposal of hazardous chemicals and materials. Responsibility for health, ethics, workplace safety, affirmative action, and equity are co-managed by the Human Resource office and designated departments. 1.2b (2) Ethical Behavior BHC promotes and ensures ethical and responsible practices by means of its Board Policies and Administrative Guidelines. The Illinois General Assembly enacted the State Officials and Employees Ethics Act, which revises the State statues regulating ethical conduct, political activities, and the solicitation and acceptance of gifts by State

officials and employees. The BOT adopted a resolution that includes provision for a gift ban, prohibited political activities, “revolving door prohibitions,” and many other items. The adopted institutional Core Values are integrated throughout BHC’s goals and objectives, to improve services to our constituents. BHC processes for monitoring adherence to the core values is one of self-regulation. Self-regulation processes are strengthened by an open environment, which provides employees with the opportunity to bring infractions forward through various complaint and appeal procedures.

BHC has outlined requirements for faculty and staff

Pertaining to legal and ethical behavior in the following areas: purchasing, harassment, alcohol and drug use, acceptable use of technology, academic freedom, conflict of interest and zero tolerance. The policies are documented and distributed in appropriate employee handbooks, contracts, and administrative guidelines all with the purpose of providing faculty, staff and BOT members guidelines on how to conduct business consistent with the BHC core values of honesty, fairness, integrity, and responsibility. These policies and guidelines are reviewed with new staff at the New Employee Orientation described in Category 5. 1.2c Support of Key Communities Consistent with BHC’s vision to have strategic alliances that position BHC as the preferred choice for education and training, senior leaders encourage a diverse approach to engaging and supporting community organizations service organizations, and initiatives targeted at supporting populations of people with identified needs. PC identifies, in the SPP and throughout the year, key communities. Current key communities that benefit from collaborative programming and support are reflected in Figure 1.2-1 2.1 Strategy Development 2.1a Strategy Development Process The BHC SPP is shown in Figure 2.1-1. The BOT, Senior Leaders and members of other Leadership Teams have a role in carrying out this process. The SPP integrates the direction established by the BOT in the vision, mission, and goals with the strategy development process that prioritizes, allocates resources, and selects CWO and measures regarding the future direction of BHC. BHC adopted the current SPP in 2004. PC evaluates the SPP. The last evaluation found that the process did not integrate strategic and annual

planning as it was determined that the process was not flexible enough to meet the rapidly changing needs of BHC and too few faculty and staff were involved in the development of the plan. Several refinements have been made to the SPP. The first major refinement was the assignment of a full-time position, Director of PIE responsible for facilitating the process and demonstrating BHC’s strongest commitment of resources to planning.

A second refinement was the alignment of strategic and annual operating plans. The figure 8 SPP produces the following strategic plan components: Mission and Vision statements, Core Values that

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guide the behavior of the organization, goal statements that reinforce the comprehensiveness of BHC offerings, strategic priorities which are high level areas of emphasis critical to BHC’s success, CWO’s that provide performance expectations in each of the strategic priority areas, action teams that identify what actions are to be taken to achieve the CWO’s, Dashboard measures and Board Ends that are linked to the CWO’s, and targets to establish specific performance expectations and projections as compared to appropriate benchmarks. When the strategic plan is complete, it is deployed to the SLS through the Integrated Unit Planning – WEAVEonline Process. This enables each level 2 process/unit to identify content specific actions supporting the achievement of the Plan. The third refinement was the focused approach to planning that resulted in a five-month planning process versus an eighteen-month process and the movement away from a 10-year long-range plan to a three-year strategic plan. The three-year time horizon was chosen based upon the dynamics of higher education and the experience BHC had in a long range planning not being flexible enough to meet the rapid changes in education and the BHC market area. A fourth refinement was the elimination of the Commission structure designed to develop the 2003-2005 Strategic Plan to that of a Strategic Planning Team. The Commission Structure consisted of five Commissions: Diversity and Cultural Integration, Access and Service Enhancement, Information Technologies, Leadership Development and the Commission on College Growth and Progression. Commissions met sparingly, experienced high turnover in membership and leadership, refocused their original purpose based on feedback received from its membership and ultimately discontinued in fall 2005. When PC evaluated the Commission structure in preparation for the 2005 planning cycle it accepted the recommendation by the Commission members to disband the multiple team approach to planning and adopted the figure 8 planning process. The current SPP convened with a core planning team that included representatives from diverse constituencies of BHC community including Faculty Senate presidents, department chairs, deans, directors, and PC members. The work of the committee commenced in early October and concluded in January. Minutes and materials used in the planning process were communicated through

myBlackHawk. The committee was charged with the following two tasks: Develop objectives that will enable BHC to fulfill its vision and mission previously approved by the BOT. Recommend strategic measurable objectives that will drive College improvement efforts, use data to inform planning decisions, tie planning to budget, and communicate planning to the BHC community. The Committee used the first five-steps (SD1-5) in the SPP outlined in Figure 2.1-1 to arrive at the strategic plan known as the CWO. The first three steps in the SPP utilized considerable data that the committee then synthesized to use in identifying core competencies, strategic challenges, strategic advantages, draft strategic priorities, objectives, and potential College-wide action teams. Additionally, during the faculty and staff feedback forums, more than 70 faculty and 44 staff provided input to the Plan. Faculty and staff feedback provided information about the plan itself and the process by which the plan was developed. The Strategic Planning Committee amended the draft strategic plan in light of the faculty and staff feedback.. Faculty and staff requested detail on how BHC would achieve the objectives set forth in the strategic plan. Based on that request the Strategic Planning Committee identified several Action Plan Teams charged with the task of creating and implementing specific initiatives as set forth in the plan. Members of PC serve as Action Plan Team champions ensuring the accomplishment of objectives, and report progress toward goal completion to the PC and BHC community as a whole. In contrast to the 3-year long-term objectives, operational objectives are one year and align with the Integrated Unit Planning WEAVEonline Process and the annual budget process. The fifth refinement included the development of appropriate indicators of effectiveness and a Dashboard to aid BHC in evaluating the progress of the plan. Through combined efforts of the Office of PIE and members of several units, indicators were identified and aligned with the BOT Board Ends and the Illinois Community College Common and Mission specific indicators to effectively evaluate the progress made towards the achievement of the 2005-2009 Strategic Plan. 2.1a(2) Addressing Key Factors Strategic planning is an institution-wide behavior, using CWO’s and the Dashboard to guide action planning at all levels.

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A key improvement over the past three years is the gathering and using of information from students, stakeholders and the internal workforce. Step SD1 of the SPP provides for the gathering of information signifying early indicators of educational reform (economic/political trends, national trends in community colleges, legislative mandates), major shifts in technology (SWOT), student and community demographics (environmental scans, community demographics), markets ( environmental scans, community demographics) student and stakeholder preferences (environmental scans, SWOTS, competition (environmental scans), regulatory environment (legislative mandates). The Strategic Planning Committee uses these planning inputs to understand the environment, design new programs and services, plan strategies, and understand the changing requirements of the College workforce. In executing the strategic plan, BHC allocates resources through an annual budgeting process

aligned with the Integrated Unit Planning WEAVEonline Process. 2.1b Strategic Objectives The key CWOs are identified in Figure 2.2-2. The most important objectives are determined by the BOT and are identified as Board Ends (B). PC and supervisors/managers review the CWO quarterly. Additionally, the BOT reviews Board Ends during each regularly scheduled public board meeting. Each CWO has performance indicators established by the Strategic Planning Committee. CWO’s also have specific Action Teams (Figure 2.2-1) addressing specific performance areas that need improvement in order to accomplish the strategic objective. These Action Teams establish their performance indicators in the early stages of the team’s development.

STRATEGIC MATRIX BHC Values Diversity Caring and

Compassion Fairness Honesty Integrity Respect Responsibility

Strategic Challenges

Strategic Advantages

BHC Strategic Priorities

College Wide Objectives Measurement

• Demographic Shifts

• Faculty & Staff • Quality

Instructional Programs

• Student Centered Services

• Connecting with the Learner

1.1 Student Success- FT, first time students will complete their Certificate/Degree program, be still enrolled or transferred within 150% of program length 1.2 Student Satisfaction- Students will be satisfied with their overall experience at the College

• Time to Degree Completion

• Educational Experience

• Decreased funding

• Declining enrollment

• Accessibility • Strategic

Alliances

• Connecting with the Community

2.1 Access- Ensure that all district high school students have access and an opportunity to participate in higher education.

2.2 Student Employment- Career and technical education program completers will be employed in a related field.

2.3 2.4 Workforce Development- Strengthen and promote BHC as a premier workforce training enterprise

• Dual Enrollment

• Businesses/Ind Served

• Demographic shifts

• Declining Funding

3 Faculty & Staff 4 Connecting Internally

3.1 Fiscal Planning- Balance the College Budget 3.2 Recognition/Innovation – Support faculty and staff

through recognition and development activities. 3.3 Collaboration – Create environment of teamwork,

collaboration, trust and accountability 3.4 Communication- Create environment for open and

transparent communication.

• Balanced Budget

• Leadership support

• Teamwork • Open

communication

College Core Competencies

Signature Statements

Vision: Total Accessibility, quality instructional programs, student-centered services, and strategic alliances position Black Hawk College as the preferred choice for education and training.

Mission: BHC provides the environment and resources for individuals to become lifelong learners.

Goals: Providing the best atmosphere for • Successful academic student

outcomes • Providing local and global community

with continuing education and personal and professional development

• Operating within the framework of our identified institutional core values

• Providing leadership in community and economic development.

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2.1b(2) Strategic Objectives, Advantages & Challenges Figure 2.1-2 summarizes the initiatives included in the BHC Strategic Plan and addresses the key challenges and advantages faced by BHC. BHC balances the short and long-term challenges and opportunities as well as the needs of all students during the Strategic Planning SWOTS analysis. Utilizing the SWOTs methodology the Strategic Planning Team carefully discusses the strengths, weaknesses, opportunities, and threats with a view of identifying innovative initiatives to address them. Inherent in the process is discussion around student and stakeholder performance relative to their needs, expectations and overall performance. During the SPP Step SD4 step, student feedback is solicited through conversations with the Student Government Association. This ensures the planning process has not overlooked current issues and concerns by the current student body.

2.2 Strategy Deployment 2.2a (1) Action Plans Key action teams to support the institutional strategy are initially identified during the SPP and are continuously updated during the annual planning process. The Action Teams are identified based on the data and information that emgerges from the SPP. This improvement to the SPP was successfully introduced in the 2007-2009 SPP. Each Action Team leader and assigned team reviews the data and information and begins to discuss the plans for the project, developing a project charter, milestones, deliverables, needed resources and outcomes. The teams utilize the IMPACT methodology to guide its work. Members of each action team are selected on criteria such as expertise in specific areas, position within the intistiution, availability to serve and Faculty Senate and or administration recommendation. Each action team is assigned a PC member as the champion.

College Wide Action Teams & Timelines

2006

/ 20

07

2007

/ 20

08

2008

/ 20

09

CO

NN

ECTI

NG

WIT

H T

HE

LEAR

NE

R

Student Success Teams Developmental Education Student Course Completion X X X Minority Student Persistence to Completion X Transfer Student Success X Student Satisfaction Teams Academic advising X Course schedule and support services to nontraditional and part-time students X Access Team Collaborative Relationships with K-12 systems X X X

CO

NN

ECTI

NG

WIT

H

THE

CO

MM

UN

ITY

Student Employment Team New Program Development X Partnership Teams New Articulation Agreements X Western Illinois– Create proactive strategies to strengthen communication X Improve internal and external awareness of articulated agreements X X X Workforce Development Team Credit and noncredit programming X

CO

NN

ECTI

NG

INTE

RN

ALL

Y

Fiscal Planning Teams Increase non-traditional student enrollments through recruitment activities”. X Business Process Improvement X Increase alternative funding resources X Conduct a District-wide Master (Facilities) Planning process X Recognition and Innovation Team Employee recognition X Encourage and promote innovation in what and how work is done X Revitalize faculty and staff training and development X Collaboration Teams Action Team Structure X Revise the Strategic Planning process X

Communication Teams Structure avenues of communication that are open and transparent X Sharing of information X

Figure 2.2‐1 Action Plan Teams 

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2.2a(2) Develp and Deploy Action Plans BHC has two approaches for deploying its action plans. One at the SLS level (Action Teams) and one at the operational level of the SLS level 2. During the SPP, the strategic plan identifies content action teams to address how BHC will succeed at its identified objectives. These SLS wide Action Teams are identified in Figure 2.2-1. Each year, PC reviews and modifies the strategic action teams and charges to ensure their appropriateness and alingment with the CWO and the overall operational work plans. At the SLS level 2, the BHC strategic plan is deployed through the Integrated Unit Planning WEAVEonline process which was introduced in 2004 and has since undergone many refinements including moving from a Microsoft Word template approach to a web-based interface. Level 2 process units are integrated into the process.BHC migrated to the web-based WEAVEonline approach in response to several evaluation comments regarding the overall approach to reporting that utilized several unconnected methods for generating reports such as Curriculum Review, Program Review and annual performance reports. Deparatments submitting unit performance improvement objectives do so by first aligning those objectives with the CWO’s. WEAVEonline allows SLS mangers annual input and report on continuous improvement plans. The process by which BHC assess student learning is now being piloted and will be included in the Integrated Unit Planning WEAVEonlinen process. BHC integrates its annual Level 2 unit planning process with the budgeting process and with the CWO throughtout the Integrated Unit Planning WEAVEonline Process. The purpose of annual unit level planning is to support continuous improvement, keep units focused on the CWO, identify gaps where services may prohibit BHC from achieving its CWO, and to allocate resources effectively. 2.2a(3) Support Accomplishment of Action Plans BHC combines planning and budgeting to assist units in developing budgets that are consistent with their unit objectives as well as the CWO’s. Every budget manager critically reviews the programs, services, and resources in their respective areas and submits requests to fullfill only those necessary to meet departmental performance improvement objectives, highest priority requirements and the CWO. Any additional funding requested must be supported with a Special Project Funding request that recaps the funds needed to implement the innovative initaitve. All budgets are reviewed by the respective PC member prior to being submitted to the Finance Office. The Finance Office is responsible for the development of the temporary budget that is then reviewed by the BOT prior to

being put on public display. Once on public display the budget is available to any interested party for 30 days and final approval is made by the BOT 2.2a(4) Modified Action Plans To empower units to review performance and adjust accordingly in a timely matter BHC has each level 2 unit complete their performance findings as they occur throughout the year. This allows them to make adjustments and as unexpected circumstances require a shift in focus. Additionally each SLS level 2 unit completes an end-of-year analysis of the improvement and learning that occurred throughout the year and therefore establishing the basis for their next year’s improvement plans. BHC implemented WEAVEonline, a web-based assessment management tool to further enable the units to track assessment findings and improvement activities. The tool also enables BHC to deploy the CWO to all units and to allow for rapid changes through the development of modified action plans. 2.2a(5) Key Human Resources to Accomplish Strategic Objectives The CWO Connecting Internally includes a fiscal planning objective of achieving and maintaining a balanced budget. To this end, a review process was implemented for new and vacated positions prior to opening or refilling a position. The CWO Connecting with the Learner and Connecting with the Community require BHC to be intentional about its educational offerings. A periodic review of instructional program allows BHC to identify those that are no longer serving the learner and/or community needs and departments may undergo reorganization in order to meet the objectives. When new programs are identified and developed, resources are allocated to hire faculty and staff accordingly. The strategy of Connecting Internally also includes a CWO of supporting faculty and staff through training and development activities. A human resource position was created to develop and manage staff development and new employee orientation. BHC also has a position dedicated to faculty development. Any reorganization resulting from the pursuit of CWOs has workforce consequences. BHC complies with federal labor law and all collective bargaining agreements when these occur. Whenever possible, to minimize negative impact on affected individuals, staff and faculty whose positions have been eliminated are reassigned or can apply for vacant positions as their credentials and collective bargaining agreements allow. When there is a reduction in force, BHC has offered a Voluntary Employee Termination Plan for qualified employees and severance packages for those who choose not to exercise their bumping rights under collective

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bargaining agreements. The Human Resources Department works closely with administrators to address any changes in capability or capacity needs brought about by workforce changes, with options such as revising job descriptions and reclassifying employees and facilitating training and development for individuals whose responsibilities have changed. 2.2a(6) Key Measures College Key measures as shown in the Dashboard in Figure 2.2-2. These measures depict performance against previous years’, a performance target, and an appropriate benchmark. The Dashboard measurement system is structured to address the student segments and stakeholders identified in the SPP (learners, community, and workforce) and keep BHC focused on these key constituents. In addition, SLS level 2 units establish action plans that are aligned with the Dashboard measures. 2.2b Performance Projections BHC compares its CWO’s measures against past performance and relevant benchmarks wherever possible. When performance is not at the desired level, strategies and plans are created to improve performance. Performance projections are referred to as targets in the Dashboard. The key performance projections are identified in Figure 2.2-1. During the SPP, the team determined that targets were to be one standard deviation above the previous performance unless otherwise directed by the PC. The measurable indicators, with targets established based on past performance and in relationship to benchmarks was a significant improvement in the 2007-2009 planning cycle .

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LEARNER FOCUS

[

MEASURES ACTUAL PERFORMANCE

2005 2006 2007 2008 2008 2009 Benchmark

1.1

1.1.1 Time to Degree Completion 70.2% 72.6% 69.0% NYA 70.49% 71.20% 75.1%1.1.2 Retention to Next Term 59.6% 61.9% 63.78% NYA 69.52% 69.98% 74.6%1.1.3 Persistence Fall to Fall 46.4% 46.8% 46.15% NYA 47.60% 47.72% 53.9%

Β 1.1.4 High School Completers 219 279 188 NYA 138.36 361.92 132Β 1.1.5 Disability Students Receiving Accomodations 91 93 120 NYAΒ 1.1.6 Grade Point Average of Transfer Students (vs WIU) 3.13 3.06 3.08 NYA 2.88Β 1.1.7 Degrees Earned AA, AS, AAS 512 538 531 491 489 532

1.2

1.2.1 Overall Education Experience 3.06 3.06 3.06 NYA 3.08 3.09 3.091.2.2 Overall Experience Met Expectation 4.56 4.70 4.87 4.67 4.68 5.001.2.3 Would Enroll Here Again 5.81 5.80 5.88 5.83 5.86 6.00

2.1Β 2.1.1 Dual Enrollment 278 339 745 404 427 708Β 2.1.2 International FT Student Enrollment 23 22 18 20 19.42 28.58 Β 2.1.3 High School Honors Enrolled 7.7% 11.4% 14.2% 8.1% 9.3% 14.5%Β 2.1.4 Student Enrollment per 1,000 inhabitants 28.79 28.39 27.34 28.2% 27.04 28.44 29.17Β 2.1.4 Tuition & Fees Comparable 2,190 2,430 2,430 2,685 2,261Β 2.1.6 Student Enrollment by Ethnicity 22.10% 22.90% 23.10% 23.6% 22.08% 23.26% 15.99%Β 2.1.7 Positive Public Awareness of Programs & Services - - 81.0% - -

2.22.2.1 Graduates Employment/Continued 76.00% 46.20% 73.30% 71.40% 89.4%

2.4Β 107 132 434 866 319 333 261Β 1094 1092 1231 3076 2372 2453 3449Β 840 631 538 663 596.39 790.47 Β 3.4.4 Number of Continuing Education Enrollments 6080 5763 4829 5339 5,161.49 5,976.51 Β 3.4.5 Fullfillining needs of Small Businesses 332 348 NYA 328.69 351.31

3.13.1.1 Balanced Budget - - - - Balance Balance Balance

3.23.68 - 3.67 3.69 3.69 3.63

3.3

3.76 - 3.79 3.78 3.80 3.683.4

2.84 - 2.81 2.85 2.85 2.89Communication

3.2.1 Leadership support of recognition, innovation/

3.3.1 Environment of teamwork collaboration, trust and accountability

2.4.1 Number of Businesses Served-Customized Training3.4.2 Number of Individuals Served -Customized Training3.4.3 Number of Continuing Education Courses

Recognition/Innovation

Collaboration

Strategic Priority 1: Connecting with Learners

Strategic Priority 2: Connecting with the Community

Strategic Priority 3: Connecting Internally

Student Employment-86% of BHC career and technical education program completers will be employed in a

Not ApplicableNot Applicable

Targets established using 1Standard Deviation, Purple- exceeding target, Grenw wit

B= Board of Trustees Board Ends Measurement

DASHBOARD

3.4.1 Environment of open communication and timely sharing of information and feedback

TARGET GOAL

Student Success- FT, first time students will complete their Certificate/Degree program, be still enrolled or transferred within 150% of program length

Student Satisfaction- BHC students will be satisfied with their overall experience at the College as reflected by a Community College Survey of Student Engagement mean score of 3.15 for their overall educational experience.

Access

Fiscal Planning

Workforce Development-Strengthen and promote BHC as a premier workforce training enterprise

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3.1 Student and Stakeholder Engagement 3.1 Student and Stakeholder Engagement BHC continually seeks to engage learners and stakeholders by building and maintaining quality relationships throughout their experiences. These initiatives are driven by the Mission statement “to provide the environment and resources for individuals to become lifelong learners. In relationship to one of BHCs core competencies of being a comprehensive community college, BHC has designed opportunities to engage learners and expose them to positive experiences ‘ at every stage of their educational life span. BHC begins building relationships with learners several years before they enroll. Parents and their preschool-age children are engaged in learning activates while practicing parenting skills through family literacy programs, Through community outreach the youngest learners enjoy interactions with faculty and staff through events such as Junior Achievement and participating in the Visitor Reading Project. Elementary and middle school youth are introduced to BHC through pre-college programs such as the Illinois Mathematical and Science Academy, College for Kids and Digital Divas Technology Camp for young women; high school learners get exposure through College visits, dual enrollment/dual credit and recruitment initiatives. Adult learner experiences are designed to meet the needs of learning in three subgroups. To meet the needs of those enrolled in credit courses, BHC modified its evening schedule to maximize the courses offered. Secondly, ESL, and pre college basic/academic skills development courses are offered on a schedule that mirrors the local K-12 school systems as these learners tend to be parents of children in those systems. Thirdly, BHC provides customized workforce training for the employed adult. To conclude the life span of 3.1a(1) Identify and Innovate Educational Programs, Offerings, and Services to Meet Learner Expectations In order to determine what current and future educational offerings will be pursued BHC utilizes the New Program Development Process (Category 6) for on-time delivery of needed programs and services. This process identifies and evaluates possible new workforce training and certificate and degree programs. New educational programs developed utilizing the New Program Development Process require final approval by the ICCB. 3.1a(2) Key Mechanisms to Support the Use of Educational Programs, Offerings, and Services BHC uses a number of mechanisms that support the enrollment in programs and the use of support services by learners. The key communication

mechanisms are listed in Figure 3.1-1. There are two approaches, the College Website, and the College’s portal myBlackHawk, that are used for general information sharing. Additional communication mechanisms are developed to meet the needs of specific learners and stakeholders as they move through the student life cycle described in 3.1b(1). Prospective learners and interested stakeholders can go to www.bhc.edu and access information about BHC’s academic schedules, cultural events, employment opportunities, voter registration forms, and more. Moreover, the website allows learners and stakeholders the opportunity to contact any member of the College’s staff and faculty via an email address. Prospective learners can download the College’s catalog and current and/or future schedules. There are directions on how to enroll at BHC and information regarding student support services. Once a student has made application to BHC, they receive a ‘welcome letter’ and a username and password that grants them access to myBlackHawk myBlackHawk allows an individual access to a plethora of information and online services. All of BHC’s student services (Advising, Career Services, Counseling, Financial Aid, TRIO, Disabilities Services, Testing, Tutoring, and Work Study) have links in myBlackHawk. Throughout the academic term, learners are able to have two-way communication with faculty and staff, regarding such things as assignments, changes in schedules and special events. Two-way face-to-face communication is the primary communication method found to work best with nontraditional learners enrolled in Adult Education and ESL. Learners who are typically not on campus during normal working hours, such as dual enrollment learners and on-line learners have myBlackHawk to correspond with BHC departments. WebCT is an electronic course management tool utilized to communicate with online learners. Until recently, the primary method for trying to meet the learner and stakeholders needs was a suggestion box outlined in 3.1a(3). However, in May of 2009, to gain greater clarity of the learners needs, BHC has conducted several focus groups with learners, faculty and staff around topics such as how to improve myBlackHawk, and alternative course scheduling. BHC’s BOT, staff and faculty members also have access to myBlackHawk. myBlackHawk provides employees with access to, needed forms, data and information, communications from the President and from various committees and departments, and a link to enter Banner, the student database.

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3.1a(3) Keep Your Educational Programs, Offerings, and Services Current The level 2 process owners are responsible to evaluate program and support services on an annual basis, including various methods for collecting data and information. With the implementation of the Integrated Unit Planning WEAVEonline process and the documentation of assessment in WEAVEonline, each process owner can modify their programs and services to meet learner’s needs and communication mechanisms. In order to keep myBlackHawk relevant to learners and stakeholders, BHC has a virtual suggestion box for myBlackHawk usage. A committee made up of employees and a current student reviews the suggestions. To communicate decisions to the portal users, BHC publishes the status of all the suggestions. BHC surveys learners, faculty, and staff with quick surveys utilizing the online tool called Zoomerang and or through focus groups. A standing question now asked in these listening and learning methods is, “Is there anything we didn't ask that we should have asked?” and, “Is there anything we did ask that is not important to you?” These two questions in either a survey or focus group provide needed information on whether approaches are working for the population we are listening to. Lastly, in order to determine if existing academic programs and services are still meeting the College’s market and student segment needs, BHC performs an evaluation of that program or service using the Program Review Process detailed in 6.1. 3.1b Building a Student and Stakeholder Culture 3.1b(1) Create an Organizational Culture As mentioned earlier, the mission of BHC is about creating the environment and resources for district residents to become lifelong learners. Through the Student Learning Work System, the mission is cascaded down to level 2 process units. As BHC reviewed and analyzed the results of the 2004 Noel Levitz Student Satisfaction (SSI) and Community College Survey of Student Engagement (CCSSE), it became apparent that BHC needed to focus its student services processes on creating a welcoming environment for learners. BHC has made improvements in the SLS level 1 and level 2 work processes addressing student services by realigning services, conducting training and the development and deployment of a Student Service’s Credo. The Student Services Credo is benchmarked after the Ritz Carlton behavior standards and approach to engaging its employees to serve its guests.

The Student Services Credo developed through conversations with student services from the various College sites is “To create a welcome community for learning.” From this, Student Services and instructional approaches are focused on behaviors that welcome learners and create processes that support learners.

Relationship Building Approaches

Targeted Learners/Learner Life Cycle

Frequency

Website

Student Services has four methods by which it cascades the Credo throughout level 2 work

Prospective and all Learners and Donors Ongoing

MyBlackHawk All Learners Faculty and Staff Ongoing

Fall Festival 1st Semester/Continuing Learners

Annually

Spring Fling Picnic 1st Semester/Continuing Learners

Annually

Kiosks and Message Boards

1st Semester Continuing Learners and Guests to the Campuses

Daily

The Chieftain 1st Semester/ Continuing Learners Monthly

Message Board at various health and social services agencies. Grocery stores, laundry mats libraries

Prospective Learners from a nontraditional population

Ongoing

WebCT 1st Semester Continuing Learners Ongoing

Recruiters Prospective Learners Ongoing Welcome Letters/Packets Applicants Ongoing

Invitations Applicants Ongoing

Facebook

All Learners- primarily traditional age learners/ potential donors

Ongoing

Orientation Applicant Learners Honors Organizations/ Societies Induction

Continuing Learners Bi-annual

Graduation Fair Continuing Learners Annual Congratulatory Letters

Continuing Learners/ Potential Donors Annual

Fall Back to School Letter

Donors and Potential Donors Annual

Figure 3.1-1 Relationship Building Approaches

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processes. Staff Meetings are held twice annually with all personnel who serve in a student services functional manner. Each meeting begins with the reading of the College Mission statement and Student Services Credo followed by discussion on how the delivery of services to learners can emulate the Credo. Student Services Directors meet monthly and similarly begin each of their meetings with conversation directly linked to the Credo and how best to ensure their respective areas provide services consistent with the Credo. Each student services unit details their performance as it relates to creating a welcoming environment for learners in their Integrated Unit Plan. Finally the Vice President for Student Services distributes email messages to the employees with reminders at critical times throughout the year focusing the workforce on things like “raising the bar,” utilizing listening and problem-solving skills, anticipating needs, and using proactive strategies to create an opportunity for success. Additional themes in these messages include reminding the workforce to take the time to teach a process, explain a policy, treat each and every student like we would want to be treated if we were not as knowledgeable about college ins and outs as we are… treating them as we would want our family members to be treated if they were dealing with an issue or were new to BHC or unsure of their next steps. This culture of engagement is further reinforced through training conducted both in the level 2 processes of the SLS and during New Employee Training. The BHC Advisor Training Program has become a model for other colleges to follow. Currently, the Advising Department utilizes a 77-page manual that guides the trainees through the entire training process step-by-step. The new Advisor training outlines the competencies of an advisor and includes topics such as understanding the College Mission, Vision, Core Values, and the Student Services Credo. The new Advisor receives training in several formats; however, the didactic portion of the advisor training is done online, interactively using a wiki: http://advisortrainingmanual.pbworks.com/ . This training manual is designed to provide access to articles, forms, advising tools and summaries of advisor training content. In addition to new Advisor Training, all personnel who serve in the capacity of advising learners are invited to attend the Advisor Symposiums. Symposiums are held the third Thursday of each month. Meetings are held via distance learning for East Campus participants. Regular agenda items covered in every meeting are a discussion of the College Mission, Core Values, Student Services Credo and New Policies/Procedures and Upcoming Alerts.

To ensure Advisors are current with the needs of learners pursuing new academic program credentials or general education issues the Advising Center conducts Faculty In-Service for Advisors. Each fall and spring semester, all full-time faculty are invited to present to Advisors (district-wide). Advisors benefit by hearing from faculty about new programs and changes to current programs/courses. In addition, any information shared regarding the local job market and how Advisors may better promote degree and certificate programs is communicated. 3.1b(2) Build & Manage Relationships The relationship between a student and faculty member in the classroom is the most important relationship within the College structure. To this end, BHC has several approaches to encouraging and reinforcing faculty in their role of creating a positive learning environment in their classroom. The classroom syllabus plays a critical role in supporting a learning-centered curriculum. It is often the point of first contact between the student and the instructor, where it serves as an introduction to the course material, the instructor’s commitment to learning, and the instructor’s expectations for student learning. Most importantly, however, the syllabus serves the student as a roadmap to successful learning and serves the instructor as a master plan for meeting the student learning outcomes. The syllabus is the first step in engaging the student in the learning process. Therefore, a learning-centered syllabus will meet the following criteria: 1) clearly define the student’s role and responsibilities and the instructor’s role and responsibilities; 2) unambiguously state the expected student learning outcomes; 3) provide consistent and fair standards and procedures for evaluation that are closely connected to the learning outcomes; 4) acquaint learners with course logistics; and 5) establish a pattern for communication between the instructor and learner. Additionally Faculty participates in academic activities with learners outside the classroom as sponsors and faculty advisors to clubs, organizations, honor organizations/societies, and judging teams. The Teaching/Learning Center facilitates many approaches to reinforcing a welcoming and positive learning environment by focusing training initiatives on topics such as active and engaged learning, learning centered teaching and handling emergencies in the classroom. The Excellence in College Teaching Certificate program is designed to help new and experienced faculty pursue teaching excellence through a series of courses aimed at providing sound pedagogy, student centered

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learning strategies, principles of instruction, and techniques to meet the needs of 21st century learners In order to manage relationships and exceed their expectations, BHC has defined a six-phase learner life cycle. (Figure 3.1-2). The goal in each phase is to ensure a positive educational experience for learners and during their experiences teach them the appropriate College vocabulary, the tools of educational planning and implementation, and strategies for success. Goal-setting, problem-solving, time planning, fiscal responsibility and self-motivation are skills we seek to foster in all learners in any educational life phase. The learners educational experience span over the following phases: awareness, inquiry, application, 1st semester experience, continuing learner and life-long learner. The Awareness Phase represents all the activities serving to enhance and brand the image and top of mind awareness among target markets segments for BHC. The focus of this phase is to create an inquiry that leads to an application and ultimately an enrolled learner. Activities include community outreach activities, advertising, Community Perception Survey, market research, recruiting, and event sponsorships.

Through the distribution of marketing materials, printed publications, and public relations information, BHC maintains a professional image in the community, and communicates a message of quality. In addition, over the course of a year, the media advertising campaign results in more than 15 million gross impressions (the number of individuals seeing or hearing an advertisement multiplied by the number of times the message is received). The Inquiry Phase is the point in which a prospective learner initiates contact with BHC by requesting information. All activities in this phase are designed to convert an inquiry into an application. Relationship building with the high school student market has been a particular focus of the College. BHC’s Recruitment Services personnel have implemented a series of processes to increase the awareness of BHC programs and services and to increase contacts with prospective high school learners and their families, as well as high school counselors

Figure 3.1-2. Learner Life Cycle The following are among the process improvements developed by the Recruitment Office: • increased recruitment activities/events in the

community, i.e., VIVA Quad Cities; • increased individualized tours (one-on-one) on

campus, being flexible in meeting learners on a drop-in basis, after hours, and on weekends, as demands warrants;

• building relationships with the high school parents through programs, phone calls, and community events, i.e., sending packets to the parents and informing them about College admission processes;

• building relationships with high school counselors throughout the year, thereby fostering referrals from counselors and requests for individual school visits;

• building stronger working relationships with four-year institutions, such as Western Illinois University, in order to encourage the institutions to refer learners to BHC when appropriate; and

• increasing additional COMPASS testing in high schools.

The Application Phase represents all activities that begin when a learner applies to BHC. The goal of this stage is to convert the applicant into an enrolled student. Activities include two-way communication regarding the on-line application, admissions, advising, assessment and placement, financial aid and individualized communication with applicants to ensure actual matriculation. The 1st Semester Experience Phase focuses on student success by assisting the learner in understanding what is required to be successful in their first semester and throughout their educational experiences with BHC. This includes two-way communication about resources and services to support their learning including how to utilize the technology to register for classes online, receive

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email and correspondence through myBlackHawk, access online tutoring services, attend new student orientation, and interpret a course syllabus and how to connect with faculty. The Continuing Learner Phase focuses on continuing success for the student and ensuring they increase their self-sufficiency toward attaining their educational goals. Activities include tutoring services, student life activities, Student and Agriculture Ambassadors, student clubs and organizations, special events, concerts, theatre productions, athletics, scholarship banquets, transfer and articulation services, understanding graduation requirements and career and job fairs. For specific learner segments and learners with special needs, relationships are also built and maintained through appropriate support services and peer organizations. The Lifelong Learning Phase focuses on laying the foundation for a life-long relationship with the learner. Activities include resume and job seeking assistance, workforce, and continuing education, professional education and certification and educational programming for seniors. Additionally BHC Foundations are engaged with learners with the intent to create a lifelong relationship and potential donor through congratulatory letters at commencement, supporting continuing learners through financial means such as learner scholarships, and support for activities sponsored by clubs and organizations. 3.1b(3) Keep Culture and Relationship Current BHC evaluates its relationship building and culture focused on engagement through regular evaluation and improvement activities documented in the Integrated Unit Planning WEAVEonline process. The Vice President for Student Services evaluates student service-related processes by reviewing Findings in the level 2 process unit plans. Additionally, on a five-year rotating basis, Student Service Units undergo a Non-Instructional Program Review similar to that of the Academic Programs. The Non-Instructional Program Review is designed after a Baldrige like self-assessment. Several surveys and reports provide input into these evaluation activities. They include SSI, CCSSE, Survey of Entering New Student (SENSE), Graduate Follow-up, internally designed Zoomerang Surveys, Underrepresented Groups Report, and performance on the Student Success measures in the Dashboard. 3.2 Voice of the Student and Stakeholder 3.2a(1) Student and Stakeholder Listening BHC is continually assessing student and stakeholder satisfaction and actively solicits information on learner satisfaction and suggestions

for improvement throughout the educational life cycle of the learner. BHC employs a number of tools to obtain actionable information and feedback from learners and stakeholders. Advisory Committees: Each occupational program has an Advisory Committee composed of employers and practitioners within that specific occupational area which meets regularly with the occupational program faculty to review industry trends and expectations for graduates. Satisfaction Surveys: (All Learners) During the fall terms of 2002, 2004, 2006 and 2007, BHC has conducted the Noel-Levitz Student Satisfaction Inventory for community colleges. The survey asks learners questions regarding the following topics: admissions and financial aid effectiveness, campus climate, instructional effectiveness, registration effectiveness, safety and security, academic advising effectiveness, campus services, student centeredness, and ten customized questions. This data and information are shared with the appropriate SLS Level 1 and Level 2 process owners. Opportunities for improvement are identified and tracked through the Integrated Unit Planning WEAVEonline process. Student Engagement Survey: (All Learners) In addition to the SSI survey, in 2003, 2005 and 2006, BHC conducted the Community College Survey of Student Engagement (CCSSE). This survey examines the level of student engagement BHC’s learners have with faculty, staff, college facilities, and one another. Like SSI, the results of this report are shared with the appropriate SLS process owners. Finally, department chairpersons examine this data to determine its relevance to their respective departmental needs. New Student Experience Survey (1st Semester Learners) In order to better understand the needs of learners in the 1st Semester life-cycle phase, in 2008 BHC moved to administering the SENSE survey, which is a derivative of the CCSSE survey. Community colleges tend to typically lose about half of their learners prior to the student’s second year of college. To improve retention and persistence (Dashboard metrics for student success) BHC investigated methods in which it could learn more about the experiences of those 1st semester learners and moved to administering the SENSE survey. Nontraditional Learner Satisfaction: Learners enrolled in programs such as Adult Education, ESL and Business and Community Education participate in periodic focus groups that assist BHC in better understanding their expectations and support needs. Additionally, because this population tends not to

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have access to online resources paper surveys are often conducted, aggregated and data are used to improve services.

Point of Service Surveys: To ensure immediate feedback is obtained and acted on, Level 2 processes continually survey learners at the point of service. This allows the level 2 process owner to determine if services are meeting the needs of learners and make modified adjustments to unit plans. Based on these survey results the Advising Center now offers learners’ appointments rather than strictly walk-in. For those who do walk in, learners now experience the Interactive Advising Area. This area was developed in response to wait times to see an Advisor, and the need to better engage learners in the enrollment process, the Quick Advising Desk (QAD) and Interactive Advising Area (IAA) were created. BHC uses professional Educational Advisor year round from 9 am – 5:00 pm staffs the QAD. The QAD Advisor assesses student needs and determines which service approach will best serve the learner, the QAD Advisor, in a group setting in the IAA or one-on-one with another professional Advisor or Counselor. Suggestions Boxes: BHC has suggestion boxes; one real and one virtual. Student feedback in the virtual suggestion box is evaluated and forwarded to the appropriate level 2 process owner. With the increased use of technology tools and the larger volume of suggestions regarding technology, BHC provides learners feedback on their suggestions by posting the suggestion and the status of the suggestion in myBlackHawk. 3.2a(2) Listening to Former, Potential, and Competitor’s Learners BHC utilizes two primary methods of listening to learners considered former or potential learners and those of our competitor. To acquire feedback from potential and competitors learners, BHC conducted a market research phone survey by Personal Marketing Research, Inc.’s phone survey detailed in section 3.2b(1) Every spring, the Office of PIE administers the Follow-up Study survey to a prescribed set of graduates from the previous fiscal year. The survey asks recent graduates about their current educational and/or employment status, satisfaction with various aspects of their programs of study, satisfaction with various aspects of their courses outside their programs of study, and satisfaction with various departments at BHC. The results from the surveys are aggregated and shared in report form with level 2 academic departments who then apply their learning to process improvements in the Program Review Process and track improvements in

the Integrated Unit Planning WEAVEonline process. They are also posted to myBlackHawk for the BHC community to access. 3.2a(3) Manage Complaints BHC recognizes that learners may at times have a need to resolve a particular issue regarding a College policy, procedure, or other matter. All faculty and staff are encouraged to resolve complaints on the spot, if possible. If an employee is unable to resolve a complaint it is forwarded per the appeals process outlined in the BHC Student Handbook. When a student has a complaint involving academic matters other than grades, the student is directed to first attempt to resolve the complaint with the faculty member.

If a resolution is not reached, a written appeal is forwarded to the Department Chair who must reply within 30 days of the incident. If the issue remains unresolved, the learner has the option to submit a written appeal to the appropriate Associate Dean/Dean who must respond within 60 days of the incident and in the rare occasion that it remains unresolved; a written complaint may be submitted to an appeals committee who must respond within 90 days of the alleged incident.

Figure 3.2-1 Appeals Process

3.2b Determination of Student and Stakeholder Satisfaction and Engagement 3.2b(1) Determine Student and Stakeholder Satisfaction and Engagement In addition to the various listening and learning surveys (CCSSE, SENSE, SSI which were detailed in 3.2a(1)), BHC uses additional tools to determine student and stakeholder satisfaction, dissatisfaction and loyalty BHC obtains community satisfaction information by means of the Community Perception Survey and employer satisfaction through the Advisory Team process or through direct input to the President or other staff members engaged in community and civic organizations. BHC also surveys alumni to obtain their perspectives on their college experiences in the Graduate Follow-up Survey

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3.2b(2) Student and Stakeholder Satisfaction Relative to Competitors BHC obtains information relative to other educational institutions through the analysis of survey reports that include comparative performance to peer group colleges and all colleges participating in the survey process. One variable utilized in the selection of a survey is the availability of relevant performance as compared to other like colleges. For each of the surveys administered by BHC, the College is able to compare data and findings with Illinois and/or national norms. Since all the community colleges in Illinois administer the ICCB’s Career and Technical Education Follow-up Study survey for the same programs during the same year, BHC is able to acquire comparative data with peer institutions. Noel-Levitz provides national benchmarks as well as historical comparative data. CCSSE and SENSE provide national benchmarks for community colleges, in addition to comparative data for those Illinois community colleges that participated in their surveying process. For those questions relating to satisfaction on the Benchmark Survey, BHC has comparative data for like size community colleges. The essential questions from these surveys are included on the Dashboard or in the student services unit plan in WEAVEonline. 3.2b(3) Determining Student and Stakeholder Dissatisfaction When analyzing the data output from the various listening and learning approaches BHC looks for significant gaps in what learners indicate are important factors to them and their level of

dissatisfaction. The challenges/gaps are then defined as the items that learners identified as highly important, however, BHC is not satisfying them, thus creating a large performance gap (importance level minus satisfaction level). The identified gaps provide BHC with direction in what creates the greatest dissatisfaction and largest opportunity for improvement. 3.2c Analysis and Use of Student and Stakeholder Data 3.2c(1) Use Information on Student, Stakeholders, Market, Programs, Offerings, and Services Learner segments and their associated requirements are determined by BHC senior leaders and finalized as part of the SPP described in Category 2. Additionally the review and refinement of the BOT Board Ends may drive a change in either market or learner segmentation. During the SD1 Step of the SPP (Analysis of Internal External Environment) BHC learns about emerging education needs, industry needs and current learners’ preferences and satisfaction. In assessing this information BHC determines if special needs exists for a certain group of learners that are significantly different than all learners, do satisfaction and student success results indicate a need for segmentation and do the services and accommodations provided differ significantly to warrant a new segment. Decisions around these questions result in the identification of differing requirements and new program and service developed to address them. BHC assesses community education needs through

Listening and Learning Approaches

Student and Stakeholder Segments Survey Cycle

Market Research Community residents Potential learners Annual

Focus Groups All Learners As needed

Online Feedback All Learners Community residents Potential Learners

Continuous

Sense Survey 1st semester Learners Annual Noel Levitz CCSSE

1st Semester Learners Continuing Learners Alternating years

Orientation Evaluations Applicants/1st Semester Learners Continuous

Program Review All Learners Potential Employers Potential Transfer Institutions

Annual

Enrollment Trend Data All enrolled college credit learners Daily, weekly, monthly, term Learner Evaluations All learners Daily Email/Website suggestion box All learners Daily Graduate Follow-up Survey Alumni 1 year post graduation Figure 3.2-2 Key Listening and Learning Approaches

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a variety of means. Advisory Committees, conversations during community and civic organization meetings, networking with Chamber of Commerce members and business and industry contacts regarding needs for current employee training. BHC monitors enrollment data trends. These include a determination of the number of high school learners available to attend BHC and the actual number who enroll and the number of HS graduates in the top 10% of class enrolling. These data also identify primary feeder high schools, compute market share and calculate the market potential for learners who may attend BHC. On a daily basis, credit hour and headcount data are collected and shared with BHC recruiters. This data compares the current term’s data to the previous year’s data for the same point in time to provide context to the College registration efforts to date. On a weekly basis, student demographics for learners that have registered and credit hours by department are collected, aggregated, and analyzed. PIE examines the data to identify positive or negative trends in registrations, changes in the registration patterns based on student segments and academic departments whose registrations are lagging behind the College’s as a whole. This information is communicated to the academic Deans, marketing, recruiting and certain student service personnel. On a monthly basis, credit hours by discipline are collected, aggregated, and analyzed. PIE examines the data to identify academic disciplines whose registrations are lagging behind the College’s as a whole. This information is communicated to academic Department Chairs, Deans, marketing, recruiting, and student service personnel. At the end on each registration period (the term’s tenth day), PIE does all of the above, plus collect data by the College’s key market segments. Student demographic data for online, and evening and weekend learners are aggregated and analyzed for both positive and negative trends. Any significant findings are communicated to the same individuals already indicated.

The Marketing Department and the academic Department Chairs and Deans have used the aforementioned data and information to affect changes to marketing strategies and to meet the scheduling needs of potential and current learners. After examining the registration trends based on student demographics, it was discovered that females register earlier in the registration period than males. Based on this trend, marketing strategies were developed to target potential male learners. When examining registration data by department and discipline, the Marketing Director contacts the department chair or lead instructor of that area and inquires to any possible reasons for the negative registration trends. In most cases, the Marketing Department is then able to assist the area with improving their marketing plan and/or message. 3.2c(2) Identify and Anticipate Key Requirements BHC uses a wide variety of approaches to gather data and understand learners’ requirements, relative importance of those requirements and learner satisfaction. These methods are highlighted in Figure 3.2-2. This data are analyzed and utilized by the SLS Level 1 and Level 2 work processes tasked with the responsibility of understanding learners’ needs and identifying methods to enhance a welcoming environment. Faculty and staff continue to reinforce a welcoming community for learning by personally being active with learners, spending significant time interacting with learners to understand the progress they are making and how they feel about their educational experiences. 3.2c(3) Improve Marketing, Build Culture, Identify Innovation Data gathered through the above forms of listening and learning are continuously used by appropriate teams for the purpose of better understanding learners needs and improving services and programs designed to meet those needs. Once a new program has been accepted, BHC uses a multi-tiered marketing strategy. The strategy may include mass marketing for new transfer and occupational programs, niche marketing for specific certificates including marketing to advisory groups or postcards to a specific group of learners, or targeted marketing such as placing advertising in the jobs sections of local newspapers

In order to attract learners that are currently enrolled at other institutions of higher learning, BHC uses targeted direct-mailing campaigns. In the past, BHC had advertised in four-year universities’ newspapers and district newspapers to attract these learners. Due to low responses, BHC now sends direct mailings to the homes of recent graduates

advertising courses offered during minimester (winter break), summer term and online. In response to disappointing enrollment in the 2008 summer terms, an adhoc team met, in order to improve how BHC communicates the summer schedule to learners. Through various listening

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tools, BHC learned that the multiple start times for the summer sections created confusion for learners. Due to this inconsistency, the adhoc team created two summer terms (June Summer and July Summer). Most sections in the June and July Summer terms now start in the same corresponding week. 3.2c(4) Keep Approaches Current The SLS Student Support Services managers and PIE are responsible for evaluating the processes by which the voice of the learner is analyzed and interpreted. Various SLS level 1 and level 2 process owners provide input on how well the student and stakeholder data collected serve their needs through focus groups and debriefing meetings facilitated by the Office of PIE.

Category 4: Measurement, Analysis, and Knowledge Management The SPP and the Dashboard measurement system drive the improvement of organizational performance while the measurement requirements to track daily operations and SLS process improvements is managed with the Integrated Unit Planning and WEAVEonline cycles described in Category 6. 4.1a (1) Select, Collect, Align and Integrate Data and Information BHC selects data, information and knowledge assets based on their identification as key performance indicators and core measures of achievement. BHC has implemented a Dashboard approach to tracking performance and linking performance to strategic priorities and CWO. The BHC Dashboard includes a series of interconnected measurements aligning BOT Board Ends, CWO and Action Plan metrics. The Dashboard has three priorities (learners, community and internal) aligned with 27 key performance indicators. Figure 2.2-2. The Dashboard implemented in 2007 was developed to better use data and information to make improvements and manage institutional effectiveness and was benchmarked against Northwest Missouri State University and St. Luke’s Hospital. The process to identify performance indicators included input from subgroups of internal strategic planning team members, PC and BOT. In addition to the Dashboard, each SLS level 2 process has or is in the process of developing key performance measurements tracked in the Integrated Unit Planning process in WEAVEonline. At this time BHC has charted performance and trend data and comparative and benchmark data for most CWO measures.

A color coding system is in place to allow any member of BHC community to easily identify and interpret the performance of any one indicator. Student learning is supported through implementation of several data collecting processes. The academic program review process includes demographic data, external market needs analysis, graduate student satisfaction with the program and student learning outcomes. The Faculty Senates have a standing committee that focuses on assessing student learning by using a Senate approved tool that assess learning at the class/program and general education level. This tool enables faculty to organize assessment strategies, document student learning and state changes to pedagogy. The Assessment of Student Learning is currently being integrated and aligned with the Integrated Unit Planning Process-WEAVEonline. 4.1a (2) Comparative Data BHC has sought a variety of relevant comparative data based upon numerous predetermined criteria. One such criterion is comparison to similar or like institutions, BHC utilizes ICCB comparison data in three manners: comparison to performance against the state average, peer like ICCB determined group and a geographic peer group. Another source of benchmarking is through vendors providing nationally normed surveys. BHC chooses several surveys to meet its needs in part because of the access to normed benchmark data. For example, CCSSE and SENSE provide BHC with student engagement comparative benchmarks and the PACE survey provides workforce engagement comparative data. BHC recognizes the value of considering best practices from non-education sources. BHC is actively involved in two organizations that share their pursuit of continuous quality improvement. This includes CQIN (Continuous Quality Improvement Network) which is a membership-based organization, comprised primarily of two-year educational institutions throughout the United States and committed to quality improvement. Through involvement with CQIN, BHC has been exposed to several Baldrige award-winning organizations and has benchmarked against the relevant components of their processes. The second is the National Community College Benchmark Project (NCCBP) that obtains and shares comparative data from peer institutions nationwide. Finally, BHC continues its quest for excellence through the application of structures and practices that require a disciplined approach to continuous improvement such as the Academic Quality

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Improvement Program (AQIP). AQIP is a program, for institutions already accredited by the HLC, to seek reaccreditation utilizing a quality Baldrige based process. BHC has made application to AQIP to utilize this process in their upcoming reaccreditation cycle. AQIP serves as a natural benchmarking group as it encourages institutions to share best practices. 4.1a(3) Keep Performance Measurement System Current To stay current with educational needs PC evaluates and makes changes to the Performance Excellence Process and the Dashboard during the SPP and when the PC and or BOT Board Ends reviews determine a change is necessary to further guide BHC. SLS level 1 and 2 measures are also evaluated as part of the Integrated Unit Planning - WEAVEonline process on an annual basis or when the SLS determines there is justification to changing the measurement. 4.1b(1) Review Sytem Performance & Capabilities Prior to the development of the CWO and Dashboard, BHC reviewed performance soley through BOT Ends. Most performance was reported in lagging indicators and with no available benchmark data. In 2006, BHC benchmarked its SPP with several Baldrige applicants and developed CWO and performance indicators communicated through a Dashboard. PC reviews performance at the strategic level, SLS level, cross departmentally and at the unit process level. To support these reviews, PIE tracks and trends comparable data from the ICCB Peer Groups, ICCB Performance Indicators, CCSSE, SSI, and NCCBP. BHC sets targets and compares progress to benchmarks through the appropriate cycle of monitoring for the BOT Ends and quarterly monitoring of performance on CWO. BHC is able to rapidly identify and responds to changing needs of learners, the community and the internal workforce by just-in- time monitoring of SLS process measurements. 4.1c Performance and Priority Improvement Priorities for improvement are established in three ways. The BOT establishes priorities upon the conclusion of Board End reviews and strategic planning retreats. PC establishes priorities upon the review of the organizations performance relative to the Dashboard, Underrepresented Groups Report and Performance Report. Finally, through the Integrated Unit Planning WEAVEonline process, the SLS level 1 and 2 processes can monitor

performance relative to their initiatives. PIE staff attend SLS unit meetings, give presentations to targeted groups, and meet individually to facilitate the understanding of SLS data, assist in the analysis of the data and increase understanding of the continuous improvement opportunities. For example, at the conclusion of each state reporting process, PIE staff meet with the report stakeholders to review the findings, evaluate the process and develop process improvements when necessary. PIE staff are members of ad-hoc committees reviewing and preparing continuous improvement reports to the state such as Program Review and the Under Representative Groups Report. In these reports, PIE assists members in “drilling down” into the data to support hypothesis and understand the content being evaluated. 4.2a(1) Ensure Accuracy, Integrity, Reliability, Timeliness, Security and Confidentiality BHC is committed to protecting information and the systems that contain them. Accuracy, integrity and reliability, timeliness, security and confidentiality are all dependent on both the effectiveness of staff and the various data management systems maintained by the College. Staff effectiveness is ensured through the hiring process, various education and development activities and through the development and debrief of specific reporting processes. Debriefing state reporting processes and outputs generates staff learning regarding process errors, data entry errors and rework resulting in corrective action development plans. 4.2a(2) Data and Information Availability All faculty and staff have access to the BHC Intranet site through the College portal myBlackHawk. In the event that an employee does not have a desk or laptop computer station, computer workstations are made available to them.

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Faculty and staff can request customized reports via an electronic data request system that funnels request to a team of IT professionals, student services data base management personnel and the PIE staff. The Dashboard, FactBook, state required reports (Program Review, Performance Report, Underrepresented groups report) along with executive summaries of listening and learning surveys are available in myBlackHawk. During the new employee-training program, new employees are given a tour and instructions in how to find data and information relevant to their positions. In addition to printed information (reports, brochures, catalogs, and course schedules), BHC uses a variety of electronic methods to provide and increase access to data and information. Levels of access to data and information systems are granted through Banner user accounts and role definitions. The BHC web portal system has a navigable interface and delivers single site access to most information including campus news, events, academic programs, student registration, financial aid, online classrooms, payments, and grading and administrative functions. In addition, the classroom management system, WebCT, provides a conduit for distance learning students and faculty to access class information, assignments, class chat rooms and other academic information. 4.2a(3) Collection and Transfer of Workforce Knowledge Several knowledge sharing and best practice sharing is facilitated through the Teaching/ Learning Center. Teaching/Learning Circles as described in 5.1a(1) are designed to have Faculty share their expertise in an environment by which four faculty from four varied disciplines present how they apply particular instructional strategies in their classes and then promote additional sharing and discussion with the Circle audience around these ideas. Additional sharing and best practices occur during new faculty mentoring, Faculty Resource Bank (faculty volunteers agree to serve as an informal consultant to their peers on a piece of software or process) and semi-annual symposiums that enlist faculty and staff who have relevant expertise to share skills and insights while engaging symposium participants environment). BHC has begun to create a knowledge repository with the implementation of WEAVEonline in the Integrated Unit Planning Process. WEAVEonline is an assessment management tool that stores and provides access to data, information, and analysis findings by the SLS.

Knowledge from stakeholders, suppliers and partners is communicated primarily through advisory group meetings and surveys. Community partners typically meet once to twice annually to review current program course offerings, competencies needed in a specific occupational field, new occupational skills needed and to provide feedback for future programming. Communication with major universities that receive the majority of the College’s transfer students occurs through articulation agreements and innovative transfer initiatives and less formally through advising center staff connections with university liaisons.

4.2b. Management of Information Resources and Technology 4.2b(1)Hardware, Software Reliability, Secure and User Friendly The ITS Technical Services and Client Services (a SLS level 2 process) units maintain the technological infrastructure for BHC to function at maximum capacity. This ensures that district wide hardware and software are reliable, secure and user friendly.

Data & Information Integrity Factors Factor How Integrity Factors Assured Integrity Reasonableness checks, data

scrubbing, department integration test, Banner Support Team review and then approve the migration to production of any system changes

Timeliness Timeliness is determined by priority and resource availability. Mission critical data and processes are prioritized first. For instance, 24-hour turnaround is provided for information requests during the financial audit of the College.

Reliability Data scrubbing, 24/7 monitor process and equipment

Security Servers secured in climate controlled room, anti-spam & virus tools, network password protected; wireless access locked down, firewalls in place, security and appropriate use policy, VLAN’s in place, backup tapes stored in fire safe cabinets as well as offsite.

Accuracy Audit reports on selected data entry fields, data reasonableness checks, controlled data fields

Confidentiality FERPA guidelines enforced, data field protection – ID numbers in place, passwords not given over phone

Figure 4.1-1 Data & Information Integrity Factors

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Refresh Cycle Client Services has a five to ten year refresh cycle in labs and instructional computers and for employee desktop computers. As a part of this refresh, Client Services requires that all computers have a minimum level of software (e/g. Microsoft Office 2003) in order to provide appropriate security and support. Uninterruptible Power Supplies Uninterruptible Power Supplies (UPS) support technology systems. BHC continually monitors the network and an electronic notification system monitors and notifies ITS staff of emergencies with technology systems. ITS Maintenance Days are scheduled periodically throughout the year for administrative system updates and upgrades. Software upgrades and new releases are thoroughly tested by client areas before implementation and are performed on an as necessary basis. Virus Protection. All computers connected to the Network must have current virus protection installed and activated. Workstations with the standard image automatically receive virus software updates as they become available. SPAM Protection. All email coming into BHC goes through a SPAM filter. Network Availability. Faculty and staff have password-protected access to email and their network profile (file storage). Students also have

password protected access to email and student roles in myBlackHawk. BHC Electronic Data and Information Access Mechanisms

Group Access A Few examples of Information

Learners

File/Document Management. Files/documents stored on the hard drive are the responsibility of the user. Users are expected to back up files stored on the local computer themselves. All users are provided a home directory on the network to store data. These directories are backed up daily to an off-site location. This helps ensure efficiency and integrity in the unlikely event of an emergency.

MyBlackHawk On-line courses, register, pay Fees, campus news and announcements

Website Program offerings, class schedules, application

Email Remote and on campus access

Employees MyBlackHawk

Redundancy. Many systems also include redundancy when it comes to power, connectivity, and access to prevent a single point of failure. For example, redundant Internet connectivity and interconnectivity between campuses thus ensuring Internet access is not reliant on a single point of failure.

Policies/procedures/job postings/BOT Minutes, campus news and announcements, Dashboard, CWO

Banner Student, financial data Email Student inquiries, external

communication, technology related problems

Business & Industry

Website General data about College programs/services

General Community

Website General data about College programs/services

K-12 Schools User Support. Client Services provides a Help Desk for employees who need computer assistance with hardware and software issues.

Website Dual Enrollment Figure 4.2-1 Access Mechanisms

The Banner Support Team meets monthly to plan upgrades and testing to ensure software releases are reliable. Banner software is always at the current major release or one release back. Hardware devices such as a firewall as well as user accounts secure the infrastructure network. Physical security also keeps unauthorized individuals from accessing the equipment and thus the data. A suggestion box is maintained in myBlackHawk and reviewed monthly by MAG (myBlackHawk Advisory Group). This group reviews portal design and responds to suggestions. A continuous improvement was the, secure, self-service username and password tool built into myBlackHawk. The quality of needed data is ensured through the security measures listed above as well as through the disaster recovery and business continuity plan. Data and information are backed up nightly to tapes and are stored both onsite (in fire-safe cabinets in a separate building) and offsite. 4.2b(2) Emergency Preparedness and Continuity of Systems Central computing systems, including all Production servers, networking infrastructure, telephone systems and firewalls are powered through an uninterruptible power supply (UPS). In addition to the UPS, the phone system at the main Moline campus has a generator backup. Data storage is supported either on a highly redundant storage area

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network (SAN) system or have highly redundant internal disk storage on the system; all are powered through the UPS. All systems are backed up to tape on a regular schedule. PC backup storage space is provided for faculty, administrative, and select student PC users on a centralized data storage system, which is also backed up to tape on a regular basis. Backup tapes are stored in another building a quarter of a mile from the computer center. Redundant internet connection between campuses from multiple providers provides high availability and access to our external website. In the event of extended outage, emergency or disaster situations, multiple alternative sites have been identified in Kewanee for establishing a replacement computer center with appropriate power and high-speed network access. A repair or replace disaster recovery service is maintained for Banner database system hardware. Through a vender agreement other hardware is readily available to BHC. 4.2b(3) Data & Information Systems Current Research is performed to ensure existing, as well as any future, systems are providing the needs of the institution as addressed in the Strategic Plan. Evaluation and testing of data and information mechanisms ensures the systems align with the direction and needs of the institution. Conferences, seminars, directives, state associations, peer institutions and other such resources are utilized to keep the data and information mechanisms in line with the strategic plan. 5.1 Workforce Engagement BHC is committed to establishing, developing, and supporting a workforce engaged in accomplishing its strategic priorities and supporting its mission. Assessment of workforce capacity and capability needs and creating plans to address them is a regular part of the College’s SPP as well as a routine topic for PC discussion. BHC routinely assesses employee satisfaction and engagement by formal and informal methods and utilizes the information gained to develop and retain a high performing workforce. 5.1a(1) Workforce Enrichment BHC systematically utilizes a variety of listening and learning approaches to gather information to assess the culture and determine the key factors that affect workforce engagement and satisfaction. BHC uses the Personal Assessment of the College Environment (PACE) survey to measure employee satisfaction and engagement. The PACE is a standardized, nationally normed measure of

community college employee satisfaction and engagement, which measures employee responses to questions associated with four climate factors: Institutional Structure, Supervisory Relationships, Teamwork, and Student Focus. The PACE is administered every other year. Results are segmented by collective bargaining units, gender, FT or PT, length of employment, and work site. These results are analyzed and acted upon by PC and LMC. The results of the PACE survey are analyzed and integrated into the SPP. Based on the 2004 and 2006 survey results the Strategic Planning Committee focused the College on objectives addressing the internal work environment and established the strategic priority “Connect Internally.” During the 2008 survey design process, the PACE survey questions were compared to those research questions that identified factors of engagement. Based on this knowledge, BHC redesigned 10 custom questions to focus on engagement. This process was benchmarked against the Ritz Carlton and the 2007 CQIN Institute. The added questions come from the Gallup Q12, a twelve-question survey that identifies strong feelings of employee engagement that are shown to correlate with superior job performance. 5.1a(2) Organizational Culture An organizational culture of engagement that encourages commitment to high performance is reinforced through a SLS structure and the collaborative relationships among the leadership teams. BHC’s workforce is organized to promote communication and collaboration, engaging employees to contribute in various ways and take advantage of the diversity of ideas and cultures present in all levels of the SLS. Faculty are organized by department and discipline and are professionally supported by each other and a department chair. Two Faculty Senates (QC and East Campus) provide representation for faculty constituents and a means to communicate with BHC administration on academic issues. Senators are engaged through a variety of committees that are assigned annual charges related to the academic work of the College. A collaborative decision regarding these charges is made with the Senates’ leadership and the Executive Vice President/Vice President for Instruction. Senate committees include academic advising, academic affairs, education innovations, ad/hoc research, alternative delivery, curriculum, faculty development professional growth, promotion review, records and procedures, student learning, cultural events, special events and student services.

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Several systems, processes, and structures are in place to ensure effective, two-way open communication at all levels of the College. Employee Communication Guidelines are established to empower faculty and staff to utilize appropriate communication avenues. Information is shared electronically through an employee portal (myBlackHawk), e-mail, and the Intercom employee e-news, which is mailed to all employees weekly. The ITS department supports effective communication by maintaining electronic communication systems, and by utilizing employee and department input in the design and update of these systems. myBlackHawk contains links to many types of information used by employees, and the interface can be customized by the employee to meet their individual needs. Communication between faculty and administration is accomplished through monthly meetings between the Faculty Senate officers, the President and the Executive Vice President/Vice President for Instruction. A variety of knowledge sharing opportunities exist that engage faculty including department meetings every four to six weeks where department faculty collaboratively address assessment of student learning, program assessment, curricular review, career planning and advising, instructional methodologies, unit planning and other participative planning efforts that directly impact student learning; academic discipline meetings across the district where faculty who teach similar courses share best practices and new resources; and the all faculty fall and spring assemblies that now focus on the internal sharing of knowledge by faculty and staff. Staff are organized by functional unit and have opportunities to participate on various committees. Examples include Staff Development, Wellness, Recycling, and Banner Support. This use of cross-functional teams capitalizes on the diversity of the workforce. At BHC, cross-departmental teams regularly share responsibility for improving processes and collaborating to achieve common goals, especially those expressed in the College’s strategic plan. Regularly scheduled supervisory meetings and employee Ambassador Cross-Training provide opportunity for employees from different work groups to meet together and learn about the core functions and key challenges of other departments, share information and gather feedback on important issues, and help each other provide excellent service to learners. To benefit from diverse ideas and cultures, BHC created and monitors the employee workforce to

ensure it represents the diversity of the external community and the student body. When institutional committees and teams are formed, PC invites members who represent the diversity that exists in the characteristics of the faculty and staff, location in which they primarily work, bargaining unit representation and the functional role the individual has within the College. Finally, opportunities for faculty and staff to formally and informally share knowledge and skills are facilitated by the College culture of engagement. Learning communities organized around common interests (e.g., online teaching, distance learning, developmental education) meet periodically face-to-face to share skills and expertise, but also utilize the College’s portal to share ideas and resources electronically in a just-in-time format. Professional development opportunities through the TLC encourage faculty to share their expertise with each other through such formats as Teaching & Learning Circles, in which four faculty from four varied disciplines present how they apply particular instructional strategies in their classes. This promotes additional sharing and discussion with the Circle audience around these ideas (e.g., grading writing in non-composition classes, employing small group projects, student presentations, plagiarism). Additional skill-sharing opportunities among faculty include: • new faculty mentoring (a formalized program

with targeted outcomes each month); • annual adjunct academy (an all-day learning

event in which adjunct faculty network with each other and present/discuss teaching or learning best practices in roundtable and workshop formats);

• Faculty Resource Bank (faculty volunteers agree to serve as an informal consultant to their peers on a piece of software or process;

• semi-annual symposia that enlist faculty and staff who have relevant expertise to share skills and insights, and then invite informed conversations with symposium participants;

• just-in-time learning resources through the TLC Web site, including tutorials, annotated resources, sample learning objects, on-demand lessons, etc.; and

• formal learning events that encourage sharing (see on-demand area of TLC Web site.

• 5.1a(3) Workforce Performance Management BHC’s performance evaluation system emphasizes the value and necessity of feedback to achieve results. Evaluation focuses on enhancing the ability of the employee to contribute to achievement of the College’s Mission, Vision and strategic objectives.

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Multiple approaches are used based on the specific needs of an employee-segmented group. The faculty evaluation process of Academic Rank and Promotion allows for the improvement of instruction and serves as the basis for decisions related to tenure, retention, academic rank, and promotion. New faculty receive an annual contract for their first three years, during which they participate in an annual evaluation, including classroom observations by the dean and a department chair. Upon successful completion of three consecutive years, the faculty member is eligible for tenure and performance evaluation is tied to a higher level of expectations defined in the Academic Rank and Promotion Process. The evaluation of academic rank is a measurement of instructional excellence and is based on the extent to which a faculty member meets or exceeds the legitimate expectations that BHC has of him or her. Academic rank exists for the purpose of encouraging, recognizing and rewarding those faculty members who excel in fulfilling their responsibilities to their students, to their departments, to BHC as a whole, and to the larger community. These expectations focus on the student by including the responsibility to create an appropriate learning environment, engage students in appropriate activities outside the classroom, participate in sharing knowledge and skills with the academic department, contribute to the growth and development of BHC as a whole and to promote the values of the institution and its commitment to quality, accessibility, service, flexibility and teamwork. The Performance Appraisal Review system designed especially for non-faculty employees creates a partnership between supervisors and those they supervise, to foster personal and professional growth, recognize achievement and enhance the team environment within their working environment. Supervisors annually evaluate each non-faculty employee based on a set of factors (competencies) specific to his or her position. These factors are shared with each staff member as a way of communicating performance expectations. Knowing what is expected is one of the factors identified by the Gallup organization as positively correlated with employee engagement. To ensure calibrated performance reviews BHC implemented Performance Pro, a web based tool utilized by all non-faculty employees. Performance Pro incorporates the use of employee goals and goal achievement is reflected in the employee’s overall performance score. Staff members can access the system at any time through myBlackHawk to check on established goals. Annual salary schedules for faculty, staff and administrators are dictated by the

various schedules agreed upon through the appropriate collective bargaining process or are determined by the BOT. BHC recognizes staff members for length of service at a service award programs during the annual Staff Development Day, to which all staff are invited. Faculty members are recognized for length of service at the annual Assembly Day, to which all full-time faculty are required to attend. Additionally, the Staff Development Committee sponsors two annual appreciation events. These are conducted during the fall and spring semesters at all College sites and are tailored to meet the specific needs of the segmented workforce. Events have included ice cream socials and the distribution of candy bars with customized thank you wrappers. 5.1b(1) Workforce and Leader Development The Manager of Training and the Director of the Teaching/ Learning Center collaborate to publish an Employee Learning Calendar for each semester. This training calendar contains a schedule of employee learning events along with descriptions and is distributed to all employees. Employees can register for events online through a Quick Link in myBlackHawk. The T/LC website contains links to information and tutorials that employees can access to increase knowledge and improve skills. The Orientation to BHC for new employees includes an overview of the College’s strategic priorities and College-wide Objectives and the Dashboard, as well as a presentation on the College’s philosophy and approach to the student as a learner. BHC’s Supervisor Development series incorporates training in the use of WeaveOnline, the web-based platform used to develop annual Integrated Unit Plans related to the CWO and to track progress toward achievement of improvement goals established in the plans. The Supervisor Development series contains a Human Resources Module that incorporates information on coaching employee performance. A Quarterly Supervisor/Department Chair Update provides supervisors with current information on College priorities, legal issues, and leadership best practices. A periodic Director’s Leadership Circle offers the opportunity for high-level leaders to discuss leadership theory and current challenges and share best practices and innovative ideas for management and supervision These leaders then coach the supervisors who report to them in effective management and supervision.

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New faculty members are assigned a faculty mentor. BHC faculty retirees also serve as mentors for new faculty. BHC encourages life-long learning and professional development by providing tuition waivers for employees to take BHC classes and tuition reimbursement for classes taken at other institutions. BHC encourages professional development by financially supporting membership in professional organizations and attendance at professional conferences as well as the training and development required to maintain professional certifications. BHC is committed to protecting the privacy rights of its students. All employees of BHC are required to take an online training on the Family Educational Rights and Privacy Act (FERPA). It is included in the Orientation to BHC program. To ensure a harassment-free working and learning environment, all employees are required to complete an online Preventing Sexual Harassment Training annually. This training includes content on sexual harassment and other discriminatory harassment. Additionally, the Supervisor Development Series includes training on the supervisor’s role in preventing harassment and addressing any incidents that occur. 5.1b(2) Learning & Development Systems The Teaching/Learning Center conducts surveys of faculty development needs. The Faculty Development Committee guides this process. The Staff Development Committee is an employee committee that provides input to the Manager of Training regarding staff training and development needs. This committee also incorporates the development needs and desires of staff members into the planning and implementation of the annual

Staff Development Day. Function specific trainings are offered to employees within their departments. For example, employees of the Facilities department attend sessions specific to their job requirements and safety considerations. Advising Center employees complete an internally developed advising training course. BHC is a founding member of the Quad Cities Professional Development Network (QCPDN), a local consortium of higher education institutions, whose mission is to share resources to provide Staff and Faculty Development that addresses professional development needs common to member institutions. The QCPDN has developed and implemented an Excellence in College Teaching Certificate and a Professional Supervisor Certificate, with courses that employees of member institutions can attend free of charge. 5.1b(3)Evaluate Learning Systems BHC utilizes pre- and post-tests for faculty and staff training events as well as satisfaction surveys to evaluate its professional development events. The Faculty Development Committee monitors faculty development activities and resources to regularly provide feedback and input. 5.1b(4) Career Progression BHC senior leaders currently identify faculty and staff members who have the skills and capabilities to serve in higher-level roles and provide those individuals with training and development opportunities. BHC also generates opportunities within BHC for faculty and staff to assume various leadership roles for specific projects like Senate committee work, Strategic Plan Action Teams, internal train the

Program Description Continuous Quality Improvement Network Team

One-year commitment to serve on the team to develop strategies to enhance learning and drive innovation. On year commitment to AQIP, serving in the capacity of an AQIP Reviewer most commonly serving as panelists, site visitors, appraisers/reviewers, and facilitators in the AQIP reaffirmation of accreditation process.

AQIP Peer Reviewers

One-year commitment to serve on the Board of Examiners for the Lincoln Foundation for Performance Excellence designed to enhance the understanding of what factors drive performance excellence.

Lincoln Performance Excellence

Activities intended to further develop faculty members professional strengths in areas of needed growth Professional Development Plans

Opportunity for leave to engage in activities designed to increase scholarly competence Professional Development Leave

Course work for development of necessary skill sets for those in supervisory functions. Supervisor Development

Directors Leadership Circle Theoretical discussions on leadership and management innovative practices Figure 5.1-1 Workforce and Leader Development Opportunities

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trainer, ad hoc assignments and special initiatives. BHC encourages promotion from within (to the extent Union contracts allow) and posts many positions internally prior to external posting. Internal candidates can then apply through the formal application and interview process or the work may be assigned to staff based on skills or leadership in the particular area of need. BHC recognizes the importance of continued professional development for its faculty and has provided opportunities, including the granting of professional leave, to encourage development of increased scholarly competence for the mutual benefit of the faculty member, the students and the College. The major purpose of professional leave is to provide the opportunity to enhance faculty knowledge in research, creative work or a program of professional development. Faculty prepare a professional development plan that articulates his/her professional strengths and areas of growth, notes activities that exemplify professional growth, indicates how they will enhance insturction and communicates activities tht deomonstrate that demonstrate community involvement aligned with the BHC mission. The Human Resource hiring process ensures that faculty and staff are appropriately certified and licensed per the job posting. 5.1c Assessment of Workforce Engagement Workforce engagement is assessed formally by means of surveys and workforce performance indicators in the Dashboard and informally by workforce involvement and participation in various activities and communication shared through the various leadership teams. The PACE survey referenced in 5.1a(1) is administered to College employees bi-annually to measure employee satisfaction. The 2008 PACE survey included an engagement scale consisting of ten questions from the Gallup Q12 engagement questions. Results are reported in aggregate and segmented by various workforce groups as referenced in 5.1a(1). BHC utilizes a standard Full-Time Employee Exit Interview form, which provides a space for Employee Comments. The Benefits Administrator shares any positive and/or negative comments related to specific co-workers or supervisors with the Director of Human Resources and may share with the individual(s) referenced in the comments. BHC also surveys employees to gather information regarding various programs, services and satisfaction using the “Zoomerang” survey approach. Zoomerang is an email based, rapid turnaround survey method to gather data quickly. This

approach has been used to determine satisfaction with programs such as new employee orientation, blackberry user satisfaction, staff development opportunities, faculty professional development and communication technology methods. 5.1c(2) Workforce Engagement Results Faculty and staff engagement results are integrated on the Dashboard and are analyzed in relation to what impact the workforce performance has on other key organizational results. When performance adversely impacts the College’s ability to achieve its mission, actions are identified and taken to make improvements resulting in greater employee engagement and commitment to BHC. 5.2 Workforce Environment 5.2a(1)Workfroce Capability & Capacity Workforce capacity needs are assessed annually during the development of department budgets in order to assure sufficient financial resources to support needed faculty and staff. Skill sets are monitored by supervisors and documented in job descriptions. The assessment of competencies is initially completed through the hiring process beginning with the review and revision of the job descriptions, application screening, interviewing, teaching demonstrations, reference checking, and skills testing for some positions. The PC assesses staffing levels when a request to fill or create a position is made. Staffing needs are also considered as part of the SPP once strategic objectives have been identified. For example, BHC created the position of Manager of Training in order to support its CWO of Connecting Internally, which has a staff-training objective. The Performance Appraisal Review Process is intended to review competency levels and follow up on development needs. In addition, the Teaching/Learning Center conducts a periodic professional development needs assessment with full-time and adjunct faculty. This feedback provides the foundation by which the Center designs it training programs. 5.2a(2) Recruit & Hire BHC has Administrative Guidelines outlining the formal procedure for recruitment, screening, and hiring of employees. Multiple methods are used for recruitment, including job fairs, targeted advertisements, and sending vacancy notices to key community organizations. Applications are accepted via the online PeopleAdmin system. Hiring committees made up of employees screen applications, select applicants for interviewing, conduct interviews and recommend candidates for hire. To ensure a fair and legal hiring process that encourages the development of a diverse workforce,

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employees who serve on hiring committees participate in training that covers the legal aspects of hiring as well as ways to counteract bias during the process. A three-month Orientation to BHC for new staff members increases retention by providing information and skills that help the new employee feel comfortable and become productive quickly. New faculty members are assigned a faculty mentor to assist in the onboarding process. BHC maintains an Affirmative Action Plan (AAP), which describes recruiting practices that are designed to generate diverse pools of applicants for all open positions. For example, vacancy notices are sent to several community organizations that provide services to diverse populations. A recent improvement in the recruiting process was to place advertisements in a local Spanish language newspaper in order to generate pools with more Latino applicants. The AAP describes hiring practices that provide for a fair and legal screening and selection process. For example, all employees who serve on hiring committees and all others involved in the screening and hiring process are required to participate in training that informs them of equal opportunity and affirmative action laws and regulations. This training includes content related to addressing issues of bias that could potentially affect applicants belonging to classes of people protected by federal and state EEO laws. The Hiring Committee Training is evaluated by participants and improved accordingly. A recent improvement based on participant feedback was the lengthening of the training to include more specific examples of cultural differences that might be encountered. The AAP provides for an annual utilization analysis that compares the composition of the BHC workforce to census data concerning the availability of minorities and women in corresponding job groups in the relevant geographic recruitment areas. Additionally, the AAP requires periodic auditing of recruiting and hiring data to check for any adverse effect that BHC’s recruitment and hiring processes may have on specific population groups. 5.2a(3) Organize/Manage the Workforce BHC’s workforce is organized to promote accomplishment of its mission and achievement of its strategic priorities, with a central focus on the core competency of teaching and learning. The SLS (Figure 6.1-1) reflects BHC organized around

six major level 1 processes: Leadership, PIE, Student Support Services, College Support Services, Human Resources, Finance, and Facilities. PC and its senior leadership provide direction for these level 1 processes. Each area includes level 2 processes with unique functions and responsibilities. Deans, Associate Deans, and Directors lead these areas and are charged with ensuring the mission, vision and values are brought to life in their respective units. Each unit has a defined purpose, goals, and objectives that are aligned with the CWO’s and track performance in the Integrated Unit Planning WEAVEonline process 5.2a(4) Prepare Workforce for Changing Capability/Capacity Needs Changing workforce capability and capacity needs are addressed as explained in Area 5.2a(1). PC, of which the Director of Human Resources is also a member, discusses changes in capacity needs and makes workforce adjustments as needed to prevent reductions in force. Occasionally, a reduction in force is necessary. When the unfortunate but sometime necessary workforce reduction needs to occur, BHC uses attrition to the maximum extent possible to minimize the impact on the workforce. Each reduction in force is unique and requires considerable focus by the PC to ensure fairness and compassion. To reduce the impact on the workforce in 2007, BHC offered an early retirement package to reduce the number of employees affected by layoff. BHC complied with all collective bargaining agreements during this process, giving sufficient notice, and offering a severance package to affected employees. When an academic program is identified for potential elimination, the collaborative decision occurs with the Executive Vice President/Vice President of Instruction and the 5.6 Committee. 5.2b(1) HSS—Health, Safety, Security BHC emphasizes the importance of the general physical health of faculty and staff through the Employee Wellness Committee which is open to participation by any employee. The committee meets monthly to discuss wellness issues and activities of interest to employees. Subcommittees take responsibility for specific topics and tasks. These include Health & Wellness Fair, Healthy Lifestyles, Education, Recurring Events, East Campus Recurring Events & Wellness Fair, and Tobacco Issues. The committee arranges for flu

shots to be available for purchase at both campuses in the fall, hosts an annual Health and Wellness Fair (open to BHC employees, students, and broader community), sponsors periodic fitness programs and wellness lunch–and-learn opportunities and maintains an electronic resource site for all

employees in myBlackHawk. The Committee sets aside funding each year to reimburse expenses for employees who wish to participate in smoking cessation programs.

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To focus on faculty, staff, and student safety, BHC has formed the Safety Committee that considers safety issues throughout BHC. This committee addresses safety-training needs, ensures OSHA compliance, and reviews accident reports to identify changes necessary to prevent future incidents. This committee has representatives from the facilities department, the public safety department and each bargaining unit. Furthermore, the Public Safety Department is a campus police department. It has responsibility for enforcement of laws and ordinances at all College sites. It maintains an emergency response plan to enhance the protection of lives and property through effective use of College and campus community resources. Additionally, the Supervisor Development Series (5.1b(1) includes content on the supervisor’s responsibility in reporting employee accidents and injuries. BHC has a Crisis Intervention Team with members from all College facilities and BHC counseling department. The team developed a crisis intervention manual that is periodically distributed to all employees and is available in myBlackHawk at any time. The Orientation to BHC includes a session on Crisis intervention, safety, and security, presented by the Chief of Public Safety and two College counselors. BHC continues to assure that all college facilities are compliant with ADA standards and conducts routine fire drills. Public Safety, custodial, maintenance and grounds staff participate in regular safety trainings and all new employees participate in hazardous materials training. Measures to monitor health, safety and security are OSHA recordable injuries, Workmen’s Compensation costs and campus police crime report statistics. 5.2b(2) Policies, Services and Benefits BHC offers a wide variety of services and benefits to faculty and staff. These services are further detailed in the appropriate employee handbook or negotiated union contract. BHC offers a comprehensive benefits package for full time employees that include health insurance, including dental and eye care coverage, life insurance, disability insurance, sick leave, personal days and vacation leave.

All regular full and part-time employees earn vacation and sick leave in accordance with the various agreements. Other benefits include tuition reimbursement, tuition waiver, and a Section 125 Plan, which allows participating employees to pay allowed expenses with untaxed dollars. Employees may also elect to contribute to a 403(b) retirement plan through a vendor contracted by BHC In order to tailor these benefits to the needs of the diverse workforce and to ensure consistency and cost containment, BHC has formed an Insurance Oversight Committee which has a representative from each work group/union. This committee reviews the health plan options and employee utilization is reviewed quarterly. The group meets with the third party administrator and the prescription plan representatives to analyze BHC plan and discuss ways to reduce costs or offer benefits to help improve the health of the College workforce. 6.1a Work System Design Work system design is based on the organizational structure of BHC with the President and PC coordinating the design in such a way that there is support to accomplish the work of BHC. Each PC member is responsible for the design of work within his or her respective area. Significant changes to the assignment of work to any one individual or to any one unit are brought forward to PC for discussion. BHC maximizes the use of internal employees to perform work they are qualified and able to perform. However, there are situations where needed expertise is not available internally such as lack of skills or state or federal licenses or certificates to perform the work, lack of appropriate equipment to perform the work efficiently or cost savings. These decisions are made either during strategic planning or at other periods during the year in various leadership team settings based on issues or opportunities that might arise. Any substantial work that will incur costs of $10,000 or more are presented to PC for recommendation for BOT approval. BHC further acknowledges that collective bargaining agreements/external grant programs and general state environment may provide incremental and direct influences on the College’s control and flexibility to design the work system.

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6.1a(2) Work System and Core Competencies BHC organizes its work directly and indirectly to support the core competency of Teaching and Learning, which in turn, supports the College’s ability to provide the environment and resources for individuals to become lifelong learners. The organization of work is depicted in the SLS in Figure 6.1-1. The SLS includes six level 1 processes focused on Teaching and Learning. Each Level 1 processes are further defined and accomplished by sublevels of the organization. These level 2 processes are then aligned with a second core competency creating experiences for prospective and current learners that engage the learner and promote success. The relationships and experiences the learner has with the overall SLS enables BHC to provide lifelong learning opportunities in a comprehensive community college system. 6.1b(1) Key Work Processes By linking the key work processes directly to the core competencies, each contributes to and supports the overall mission and vision of BHC, and

leads to accomplishment of the overall college-wide objectives. Each process creates a level of value to the learners and other stakeholders and each is directly or indirectly supportive of teaching and learning. The respective level 1 process owner monitors all key level 2 work processes through the Integrated Unit Planning-WEAVEonline process. This ensures that processes are held accountable for improvement and innovation leading to greater learner and stakeholder value.

Figure 6.1-1 Student Learning System

Key work processes all have the core objective of providing a welcome and supportive community to meet the identified needs of the learners and stakeholders. These processes are designed to create sustainability for BHC providing a high-quality learning environment that is accessible and affordable, thus becoming the college of choice for the community. 6.1b(2) Key Work Process Requirements Key work process requirements are determined through a number of listening and learning strategies (Category 3) to obtain input from learners and

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stakeholders, including research, benchmarking and review of regulations and guidelines that may govern the process. Each academic and non-academic process within BHC takes part in the Integrated Unit Planning – WEAVEonline process. Input from learners is gathered annually through the administration of the SSI, CCSSE and SENSE survey tools, which gather data on learner engagement and satisfaction. BHC analyzes survey results identifying trends and/or gaps that are then used to drive changes in services provided to learners. BHC administers a similar survey to staff and faculty called PACE. This survey measures satisfaction of employees in a number of areas, including satisfaction with the work environment, leadership etc. Input is also gathered from suppliers, community partners, advisory committees and other stakeholders and used to drive both service provisions at the learner level as well as curriculum development to meet the needs of the community workforce. ICCB and HLC provide regulatory guidelines that influence how BHC determines its key process requirements as do other statutory and accreditation standards. These are taken into consideration during the SPP as well as at the unit planning and curriculum development levels. 6.1c Emergency Readiness The BHC Emergency Response Plan detailed in the Administrative Guidelines address preparedness and processes for disasters and emergencies. The approach used by BHC addresses the direction and coordination of information, resources, and persons and the establishment of an emergency command post during emergencies. The Campus Emergency Resource Team is identified along with the roles and responsibilities of that team and others. BHC is in full compliance with the National Incident Management System (NIMS) requirements and has coordinated emergency response plans with all area emergency service providers. The emergency procedures guide is designed as a contingency manual for BHC administrators to use in the event of an emergency. While the guide does not cover every conceivable situation, it does supply the basic administrative guidelines necessary to cope with most emergencies (fire, earthquake, chemical or radiation spill, explosion, bomb, civil disturbances or demonstrations, utility failure, violent or criminal behavior, medical and first aid, media relations, psychological crises and tornado and severe storms). The procedures outlined in the guide are utilized when the emergency affecting the campus reaches proportions that cannot be handled

by routine measures. At that time, the President or his/her designee may declare a state of emergency and implement the plan. The procedures are designed to be flexible in order to accommodate contingencies of various types of magnitudes. In order to determine the appropriate level of response, emergencies are defined as “minor” or “major” emergencies. BHC has an identified Crisis Response Team of counselors who are trained and ready to deal with issues related to psychological and behavioral crisis. Periodic drills are conducted for emergencies related to fire and other causes for evacuation of the building, and the results of these practice drills are reviewed and modifications and necessary changes to procedures made as a result. In January of 2009, BHC implemented the 3N Emergency Notification System, a mass notification service in which learners and College employees may enroll to receive emergency notifications through email, cell phone, and other designated phone numbers. In the event of an emergency, the BHC Public Safety will issue and alert that will go out to all phone numbers and email registered in the system at the time of the alert. 6.2 Work Process Design 6.2a Work Process Design Work process design approaches may differ depending upon the nature of the products and or services being designed. These approaches include New Program Development Process, Program Review and IMPACT The design processes are reliant on a review and analysis of external labor market and occupational data, enrollment trends, satisfaction surveys, current evaluations of an academic or non-instructional program, advisory committee recommendations, Student Government Association (SGA) feedback, complaint and gap analysis and other listening and learning strategies detailed in Category 3. New Program Development Process – BHC is committed to providing quality curricula that prepare graduates for successful transfer or employment in current and emerging occupations. Developing new curricula, reviewing existing programs and making effective use of current programs and facilities is an ongoing process as BHC responds to new job markets, changes in technology and shifts in learner populations. The New Program Development Process is utilized when a new course or curriculum is identified, lead faculty design the course/curriculum, including desired learning

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outcomes, delivery modes, objectives, learning materials and evaluation. Faculty develops a syllabus incorporating the course outline, calendar, class policies, and contact information and evaluation methods consistent with the ICCB generic course syllabi. The office of the Executive Vice President/VP for Instruction maintains a syllabus guideline that faculty use to ensure they address all key course requirements. The Faculty Senates Curriculum Committee reviews program design, course syllabi and title changes. The purpose is to make recommendations to the Senates and administration regarding changes in curricular and course review procedures, ensure compliance with ICCB record-keeping mandates, and to review proposed course changes, additions, and deletions. This rigorous design model includes standards, required research, and review by College curriculum and industry advisory committees. Program Review - BHC requires each instructional program to conduct a five year Program Review Self Assessment. Program Review has a common profile of measures for each academic program... These data are distributed for analysis and trend line study. The Program Review process is used by administration and academic departments to accomplish the required self-study, assess the achievement of program level learning outcomes, measure program against industry standards and plan for program improvements. The Instructional Services Council reviews these data to determine how well programs are performing and meeting the needs of learners and the community. Identified and approved program improvements are then integrated into the academic departments Integrated Unit Plan and tracked through WEAVEonline. For significant design projects BHC utilizes the IMPACT model. This model uses the following stages:

I Initiate the Project: define and describe current situation and desired outcome, identify team members, develop timeline.

M Map & Measure: identify quantitative and qualitative measurements, collect and analyze the data, document the baseline.

P Process Development: create solutions and select, develop process and plan implementation.

A Achieve Results: implement process and standardize.

C Control Performance: review performance utilizing established measurements and initiate corrective action as needed based on data.

T Team Recognition: share lessons learned and best practices, acknowledge team efforts.

6.2b Work Process Management Work processes are implemented through the SLS structure with two primary approaches to managing the various work processes. These include the Integrated Unit Planning-WEAVEonline and Assessment of Student Learning. Integrated Unit Planning WEAVEonline BHC empowers supervisory staff responsible for SLS Level 2 work processes to manage with the knowledge and understanding of the day-to-day operational needs of their unit. The Level 2 process owners assure that the workforce within their unit is meeting the key requirements of their work processes through monitoring of work output, evaluation of unit data and the supervision and direct contact with the individuals within the unit. Each work process determines key process requirements by input from many sources including learners, employers, other higher educational institutions, partners, suppliers and other stakeholders. The CWO developed through the SPP also helps determine the specific requirements. In many areas of the college regulatory and third party accreditation organizations set requirements to consider. WEAVEonline WEAVEonline Unit plans are one way that work processes are implemented and managed. Key process managers develop annual plans in conjunction with the annual budget and resource allocation process. Key areas of improvement are identified and associated with the CWO, general education learning outcomes, third party accreditation standards and other BHC priorities. Each key process is required to design a management and assessment plan using the WEAVEoneline structure of: 1) identifying a mission/purpose statement, 2) Identifying goals that are associated with the CWO, 3) Establishing Outcomes/Objectives that align with goals and 4) determining expected performance by establishing the measurement and target achievement levels. Every process improvement objective that a unit develops relates to a college wide priority and objective and meets the key requirements outlined by the SPP. Senior Leader responsible for the Level 1 processes identifies corrective Action Plans when an expected performance significantly fails to meet its target achievement. The affected process then identifies clear and measurable objectives that describe the desired and observable expected improvement and

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transfer (AA and AS) level. require activities and tasks that will be conducted in

order to accomplish the objectives, including who is responsible for the activities and start and end dates.

6.2b(2) Prevent Variability in Process Implementation BHC utilizes multiple processes to prevent variability in implementation of some work processes.

Assessment of Student Learning BHC defines assessment as “…the process of gathering and discussing information from multiple and diverse sources in order to develop a deep understanding of what learners know, understand, and can do with their knowledge as a result of their educational experiences. The process culminates when assessment results are used to improve learning’ (Revised statement, adopted by the Student

To prevent variability in teaching and learning, yet maintain academic freedom, faculty utilize Generic course syllabi, which provides consistency in course outlining and expected learning outcomes. Because the innovation of work process is often reliant on the managers of sub level processes all new employees participate in a structured New Employee Orientation training. The training provides each new employee an understanding of college processes and procedures. New supervisors attend a comprehensive training on policies and procedures, supervision, employee management, budgeting and other management topics. Both the new employee and the new supervisor training deliver the expectations of the College in regards to policies, procedures, ethics, and behavior consistent with the Colleges Core Values.

Figure 6.2-1 Student Learning Assessment

 

Mission:  Black Hawk College provides the environment and resources for individuals to become 

Course/Class Level  Program Level  General Education Level

Develop Mission‐Derived Goals and Objectives. 

Collect, Analyze, and Evaluate Information 

Determine and Report Recommendations through Student 

Learning Reports 

Course/Class, Program, and General Education Feedback is Incorporated into Institutional 

Reports 

Reporting Out and Application of Recommendations are used in Continuing 

Cycles of Student‐Learning Process Improvements 

Student Learning Planning Process: 

Assessment is the process of gathering and discussing information from multiple and diverse sources in order to develop a deep understanding of what students know, understand, and can do with their knowledge as a result of their educational experiences.  The process culminates when assessment results are used to improve student learning. 

“The Union and College support a process that will encourage faculty participation in student learning assessment.  The sole purpose of this process is to focus on 

Various processes within BHC are in place at the unit level to prevent rework and errors. Shipping and Receiving have processes to examine products upon delivery to identify any defects or inaccurate products prior to distribution of the products. This prevents what can sometimes be time-consuming issue for returns of products that have already reached the classrooms or gone through mass distribution across campus. The Safety Committee is responsible for reviewing all safety violations of incidents and making necessary changes that will prevent future similar incidents or violations from occurring. BHC also conducts safety and security audits to identify gaps and establish processes for management of information and to prepare for any inspection by a regulatory body. Advance preparation for the annual audit of BHC allows for identification of concerns that can be addresses and eliminated or adjusted prior to the actual audit occurring.

Learning Committee, approved by the Faculty Senates, and endorsed by the administration fall 2001). Assessment of learning is an ongoing process that occurs at four level, the class, course, general education and degree programs and certificates/ career (AAS and certificates)

6.2c Work Process Improvement BHC uses a three-pronged approach to improve its work processes. The first empowers faculty and staff at the point of service delivery to draw upon their connection to the Core Values seeking ways to

improve their own work processes and generate innovation and improvements. Faculty and staff work to analyze and redesign their processes, do research on scientifically supported innovations, benchmarking better practices or simply brainstorm new ideas. The formation of informal teams to

pursue improvements also occurs as individuals work collaboratively to improve services. The second approach involves the regular review of process performance at the PC level. Each key process, during the annual unit planning cycle, identifies and tracks key process performance

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measures that represent indicators of quality in their respective area. The process measures are tracked and continually evaluated at the department level to determine if processes are consistently producing the quality instruction and an environment for individuals to become lifelong learners. The third approach to work process improvement is the participation in structured improvement initiatives such as CQIN. CQIN is a network of colleges, universities, and corporations collectively building the capacity to develop and manage quality systems in higher education. Each annual institute focuses on best practices on quality improvement and enables BHC to apply those leanings to College improvements. 7.0 Results 7.1a Student Learning Results According to CCSSE students learn more when they are actively involved in their education and have opportunities to think about and apply what they are learning in different settings. BHC uses two CCSSE measures to determine how actively engaged learners are in their academic experiences: Active and Collaborative Learning and Academic Challenge. Active and Collaborative Learning measures how actively involved the learner is with their education, mastering challenging content and developing valuable problem solving skills for the workplace.

Figure 7.1a-1 Active and Collaborative Learning Academic Challenge (Figure 7.1a-2) measures student response to the academic challenge including the nature and amount of assigned

academic work, the complexity of cognitive tasks presented to students, and the standards faculty members use to evaluate student performance. Figure 7.1a-3 shows program completers with full-time and part-time program-related jobs in programs being reviewed by the ICCB Career and Technical Program Graduate Follow-Up Study. Figure 7.1a-2 Academic Challenge The placement of the completers in both full-time and part-time program-related jobs is comparable to the same in the ICCB Peer Group. Program mix, local job market and individual choice are variables that influence that overall outcome. BHC surveys all occupational graduates and learned that nearly 80% of BHC’s career and technical program graduates report being employed in a field related to their certificate or degree.

Figure 7.1a-3 Occupational Graduate Employment Like most community colleges, students at BHC can and do earn more than one degree or certificate within an academic year. In FY2008, 8.24% of the graduates earned more than one degree and/or certificate. Figure 7.1a-4 reflects the total number of degrees and certificates awarded by fiscal year. Figure 7.1a-5 reflects the graduates by student demographics in order to identify possible trends. Fall-to-Spring and Fall-to-Fall retention are important measurements to the College, thus they are presented in the Dashboard (Figure 2.2-2) as an in-process measurement. BHC examines the course level retention and success as a barometer of overall retention. According to the National Community College Benchmark Project, course-level retention is the number of students receiving a grade divided by the number of students enrolled at 10th day. Course-level enrollee success is the number of students receiving an A, B, C, or P divided by the number of students enrolled at 10th day. Course-level completer success is the number of students receiving an A, B, C, or P divided by the number of students receiving a grade. The Director of the

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Teaching/Learning Center has been using this data in order to track the effectiveness of online learning versus the classroom setting.

Figure 7.1a-4 Number of Degrees/Certificates

Figure 7.1a-5 Degrees/Certificates by student segmentation Comparative mean grade point averages focuses on a comparison of the grade point average (GPA) of “native” Illinois public university students to the GPA of BHC students who transfer to public Illinois universities. The grade averages earned by BHC students who transferred reflect the quality of instruction and academic preparation that occurs at BHC. The data presented in Figure 7.1a-7 are indicators of student success or readiness to succeed at the public university after transferring. Results from the data show that when

Figure 7.1a-6 Course Retention and Success

compared to native students, BHC’s transfer students perform well in terms of the aggregate average GPAs at public universities. In general, BHC students are maintaining grade point averages higher than students transferring from other Illinois community colleges. Since the Fall 2001 semester, BHC students attending WIU have outperformed the GPA by native WIU students, as well as other community college students attending WIU. The mean GPA for BHC students attending WIU has ranged from 6.9% to 12.7% higher than the mean GPA for native WIU students. In addition, the mean GPA for BHC students attending WIU has ranged from 5.8% to 11.5% higher than the mean GPA for other community college students attending WIU.

Figure 7.1a-7 Transfer Grade Point Average Developmental education at BHC prepares students for college level work. These developmental courses are offered and assessed through the following disciplines: English, Mathematics, English as a Second Language and Reading. Enrollee Success, (Figure 7.1a-8) as defined by the Benchmark Project, is the percentage of students receiving an A, B, C, or P grade divided by the number of students enrolled at 10th day. If a student is successful in their respective remedial courses, they will more likely succeed in college-level coursework. This is an important part of the College’s goal to retain students and make them life-long learners. Unfortunately, both the College and the National Benchmark data have experienced declines over the last three years. However, of the three remedial courses, remedial reading has had the highest enrollee success rate for FY2006 through FY2008. This is important because studies have shown that success in remedial reading courses is a positive predictor of college-level coursework success. Figure 7.1a-9, the Advancement to College Level work for Remedial student’s data reports that 63.9% of BHC’s remedial students advance to college level work. Because the BHC performance has been at or exceeded both the ICCB Peer group and the state

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average, BHC now benchmarks against the Illinois community college that is considered best in class.

Figure 7.1a-8 Developmental Enrollee Success

Figure 7.1a-9 Remedial Advancement to College Level Work In FY2008, BHC’s Adult Education and Family Literacy (AEFL) Program provided instructional assistance to 161 secondary school non-completers who received a GED, an increase of 8.8% from FY2007. In addition to the GED completers, BHC’s Optional Education Program assisted 51 non-completers in fulfilling their high school requirements, a decrease of 1.9% from FY2007. The GED and High School Attainment data indicates BHC had 34.3% more students attain a GED or a high school diploma than the average for the ICCB Peer Group. BHC had 83.9% more students attain a GED or a high school diploma than the FY2007 State average. (Figure 7.1a-10) In FY2007, BHC had 30.5% more GED completers enroll in college-level coursework than the average for the ICCB-determined Peer

Figure 7.1a-10 GED/High School Attainment Group.In addition, BHC had 69.2% more GED completers enroll in college-level coursework than the FY2007 State average. Moreover, the number of GED completers enrolling in college-level coursework at BHC in FY2007 increased 7.0% from FY2006.

Figure 7.1a-11 GED Transition While GED and diploma attainment illustrate student success, they are not the only measures that represent learning gains made by Adult Education, ESL students and by many ABE/ASE students. Test Score and Level Advancement measures are included to provide a broader understanding of AE student learning. BHC students demonstrated learning gains that significantly exceeded those of adult education students in the ICCB Peer Group as well as those demonstrated statewide. FY 2007, BHC had 34.8% better test score gains than the average for The ICCB Peer Group. In addition, BHC had 24.0% better test score gains than the FY2007 State average. (Figure 7.1a-12) The percentage of BHC graduates either employed or enrolled in further education within one year of graduation has continued to perform above the state average since 2005 (Figure 7.1a-13). In 2007, BHC surpassed its goal of 93% by attaining a 93.3%.

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-FY2001 FY2002 FY2003 FY2004 FY2005 FY2006 FY2007

Fiscal Year

5,000.00

10,000.00

15,000.00

20,000.00

25,000.00 Te

st S

core

Gai

ns

Measure 6M4: Number of Adult Education Test Score Gains (ABE/ASE)

Black Hawk College

ICCB Peer Group Average

State Average

Figure 7.1a-12 ABE Test Score Gains BHC has made consistent strides in focusing the curriculum on what is required by industry for graduates to be employed in the workforce or successful at transferring to senior institutions.

Figure 7.1a-13 Employed, Transferred Within One Year of Graduation The Fall 2004 cohort of first-time, full-time, degree-seeking students who graduated, transferred or who were still enrolled at 150% of program length was slightly below the state average of 69.9%. Although the number enrolled in the Fall of 2004 (710) was higher than the cohort enrolled in 2003 (636), fewer students persisted. The preparedness of the incoming students was significantly lower as evidenced by 2,206 students placing into remedial classes in Fall of 2004 as compared to only 2,093 students placing into remedial classes in Fall of 2003. Between 2003 and 2004, 16.8% fewer students advanced from remedial coursework to the corresponding college level coursework. The course placement test required of all students enrolling for six or more credit hours transitioned from the ASSET test to COMPASS in 2004. It is believed that the cut scores for placement into remedial courses were normed too low at this time, thus partially contributing to the lower success/persistence of students. These cut scores were adjusted and have resulted in an increase in the number of students advancing over the next two years. 7.2 Student and Stakeholder Focused Results BHC uses many instruments that measure student satisfaction and engagement. These include

nationally normed satisfaction surveys, locally developed student surveys and several student services unit plan measures. 7.2a (1) Satisfaction Figure 7.2a-1 reports BHC career and technical education graduate satisfaction survey data indicating 86.1% (in FY2007) of survey respondents were satisfied/very satisfied with course components within the program major, course components outside the program major and BHC’s support programs and services. This performance has been consistent with both the ICCB peer group as well as the state average.

Figure 7.2a-1 Graduate Overall Satisfaction From 2002 through 2007, BHC administered the Noel-Levitz Student Satisfaction Inventory to a random sample of the student body. One of the three “summary” questions the survey asks the students is how do they rate their overall satisfaction with their experience at BHC. Figures 7.2a-2 and 7.2a-3 display the students’ overall responses to that question and the responses for some of the College’s student segments. Overall, in the Fall 2006 and Fall 2007 surveys, BHC had a higher mean satisfaction score than the National Group. BHC’s minority students, specifically African-Americans and Hispanics, had the College’s higher mean satisfaction scores. 7.2a (2) Relationship and Engagement The more contact student learners have with faculty the more likely they learn effectively and persist toward achievement of their educational goals. Personal interactions with faculty strengthen students’ connections to BHC and help them focus on

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4.50

5.00

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6.00

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7.00

Satisfaction

 (Out of 7

)

How Do Students Rate Their Overall Satisfaction with Their Experience at Black Hawk College Thus Far, Segmented by Student Group

Scale: 1=Not Satisfied at All through 7=Very Satisfied

Fall 2004 Fall 2006 Fall 2007 Projected Fall 2009Survey Term

Male

Female

African‐AmericanCaucasian

Hispanic

Full‐time

Part‐time

Figure 7.2a-2 Current Student Satisfaction by Segmented Group

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How Do Students Rate Their Overall Satisfaction with Their Experience at Black Hawk College Thus Far

Scale: 1=Not Satisfied at All through 7=Very Satisfied

Fall 2002 Fall 2004 Fall 2006 Fall 2007 Projected Fall 2009

Survey Term

Black Hawk  College National Group

GOOD

Figure 7.2a-3 Current Student Overall Satisfaction with Experience at BHC their academic progress. One approach to engaging learners and creating a welcoming community is to build relationships among faculty and learners. One measure of student engagement is the perceptions learners have regarding their interactions with faculty. Figure 7.2a-4 indicates students perceive their faculty interaction as positive with an upward trend.

Figure 7.2a-4 Student-Faculty Interaction A second measurement of student engagement, (defined as learners willing to advocate for BHC), is if learners recommend their program of study to others (Figure 7.2a-5).In FY2008 according to the graduate follow-up survey, 91% of BHC occupational graduates and 94% of transfer graduates would recommend their program to others interested in attending BHC.

Figure 7.2a-5 Graduates Recommend Program Another of the “summary” questions from the SSI asks learners if they had to do it over, would they enroll at BHC again. The following two graphs display the learners’ overall response to that question and their responses for some of BHC’s student segments. Overall, in the Fall 2006 and Fall 2007 surveys, BHC had a higher mean satisfaction score than the national group. Once again, BHC’s minority students, specifically African-Americans and Hispanics, had the College’s higher mean satisfaction scores

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Fall 2002 Fall 2004 Fall 2006 Fall 2007 Projected Fall 2009

Enroll Again? (Out of 7

)

Survey Term

If Students Had To Do It Over, Would They Enroll at Black Hawk College Again?

Scale: 1=Definitely Not through 7=Definitely Yes

Black Hawk College National Group

Figure 7.2a-6 Would Enroll Again

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Fall 2004 Fall 2006 Fall 2007 Projected Fall 2009

Enroll Again? (Out of 7

)

Survey Term

If Students Had To Do It Over, Would They Enroll at Black Hawk College Again?

Scale: 1=Definitely Not through 7=Definitely Yes

Male

Female

African‐American

Caucasian

Hispanic

Full‐time

Part‐time

Figure 7.2a-7 Would Enroll Again by Student Segment For the FY2006 graduate follow-up survey, BHC added a new question, “Did you achieve your educational objective while at BHC?” In FY2008, 96% of BHC transfer graduates and 94% of occupational graduates stated that they were

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satisfied with their achievement of their educational objectives.

Figure 7.2a-8 Achieved Educational Objective Learners perform better and are more satisfied at colleges that are committed to their success and cultivate positive working and social relationships among different groups on campus. As BHC continues to live its Student Services Credo to “create a welcoming community for learning”, the College monitors the measurement of student engagement with support services. Figure 7.2a-9 shows BHC is slightly below average in how well the College encourages learners to succeed, to use academic planning services and in supporting the learner with non-academic responsibilities.

Figure 7.2a-9 Support for Learners With the first administration of the Survey of Entering Student Engagement (SENSE), BHC is learning about the experiences of the first semester student versus those of the continuing student in an attempt to improve services to engage learners earlier and support them in their academic goals. A measurement of how well BHC is creating a welcoming first impression on learners BHC monitors the factors in the Personal Connections Scale. BHC is outperforming the benchmark for both the first visit felt welcoming and the perception that Faculty do want students to succeed.

Figure 7.2a-9 SENSE Personal Connection 7.3 Budgetary, Financial and Market Results

7.3a (1) Budgetary, Financial Performance The BOT to ensure the financial viability of BHC review tuition and fees annually. To balance the stakeholder needs and College needs the BOT compares tuition to those of the ICCB Peer Group and community colleges in close proximity to BHC. BHC’s FY2009 tuition and fees are $2,535 ($77.00 per credit hour for in-district tuition and $7.50 in mandatory fees for 30 credit hours). There are three universities and two technical colleges on the Illinois side of the Quad City metropolitan area. However, those institutions’ tuition and fees range from $7,000 a year to as much as $30,000 a year. Figure 7.3a-1 shows BHC’s FY2009 tuition and fees are the lowest in the area allowing BHC to meet learners’ financial accessibility requirements for a cost effective alternative to higher education.

Figure 7.3a. 1 Tuition and Fees At the conclusion of every term, BHC produces an ICCB Course Enrollment Data report that details the number of credit hours that are eligible for reimbursement by the State of Illinois. Figure 7.3a-2 presents the distribution between apportionment eligible credit hours and those credit hours that are not eligible for state reimbursement. BHC generates more credit hours than it receives reimbursement for, is below the ICCB Peer group, but above the state average. BHC continues to review courses to

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maximize the number of apportionment eligible courses

Figure 7.3a- 2 Generated Apportionment Although not generating apportionment funding, non-credit programs provide a service to the community in areas such as personal development, hobbies and computing skills. These courses generate tuition and fees for BHC.

Figure 7.3.a-3 Enrollment in Non-Credit Courses BHC cost of instruction per credit hour rate of $214.21 remains below the state median of $214.92 and has only grown 6.2 % over the previous year. With the cost of health care increasing and an institution rich in senior faculty, instructional cost containment has been a priority for BHC.

Figure 7.3a-4 Cost of Instruction Per Credit Hour

During the most recent ICCB Recognition Visit, one of the quality recommendations was to adopt the Government Finance Officers Association (GFOA) guidelines for developing the budget. July 1, 2008, BHC was awarded the Distinguished Budget Presentation Award for meeting the criteria of a budget that functions as a policy document, operations guide, a financial plan and a communication mechanism. 7.3a (2) Market Performance A key market segment of BHC’s student population comes directly from the district’s high schools. In FY2009, 1,675 high school students sent BHC their ACT scores. Of those 1,675 high school students, 38.2% enrolled at BHC with an average ACT score of 19.7 compared to the 17.9 of those that did not enroll. Regarding the district’s honor students as defined by BHC as being in the top ten percent of their respective classes, for the Fall 2008 term, the percentage of honors graduates attending BHC from the large district high schools (Alleman, Geneseo, Kewanee, Moline, Rock Island and UTHS) was 6.0%. The percentage of honors graduates attending BHC from small district high schools (Aledo, Alwood, Annawan, Cambridge, Erie, Galva, Orion, Riverdale, Rockridge, Sherrard, Stark County, Westmer, and Wethersfield) was 12.4%. Overall, in FY2009, 24.5% of BHC’s district high school graduates and 8.1% of the honor graduates attended BHC

7.6a-5 High School Graduates Attending BHC Dual Enrollment and Dual Credit options for high school students has grown over the past few years. The students enrolled in these sections typically would not enroll at BHC after graduating from their respective high schools.This has created a new market for generating credit hours. In FY2008, almost 6% of the annual enrollment was students enrolled in dual enrollment or dual credit sections. In FY2009, BHC is focusing on maintaining high school

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relationships that continue to provide access to BHC programs and reinforce the high standards for teaching and learning. (Figure 7.3a-6)

Figure 7.3a-6 Dual Enrollment The minority population of BHC and the College’s District is growing at a faster rate than that of the Caucasian population. BHC reviews minority enrollment as compared to the minority representation in the census. When examining the population distributions by ethnicity, a greater percentage of minority students attended BHC than resided in the College’s District 23.6% and 16.4%, respectively.

Figure 7.3a-7 Enrollment by Minority Students In order to assess the market position in the BHC District, BHC conducts the Community Perception Survey. Figure 7.3a-8 illustrates the market position or recognition as expressed by the percentage of district residents who reported having a positive opinion of BHC. When the marketing company asked respondents their perception of BHC, the older respondents were the most positive; 81% of respondents 55 years of age and older had a positive perception of BHC. The 18-24 year olds had the highest neutral perception at 25%, the highest negative perception at 3%, and highest No Opinion at 17%.

Figure 7.3a-8 Community Perception To ensure that residents of all ages in BHC’s District have access to quality education and training, BHC monitors the number of individuals enrolled at BHC versus the number of individuals enrolled at the community colleges in BHC’s ICCB Peer and Geographic Groups. For this analysis, the enrollments were standardized and placed into ICCB age categories. The measurement, students per 1,000 inhabitants, is used to standardize the data. Standardizing the data allows unequal populations to be compared with one another. For the fall 2007 BHC had the fourth most students per 1,000 inhabitants among the eight community colleges in BHC’s ICCB-determined Peer Group with 28.16 students enrolled per 1,000 inhabitants. This was an increase of 3.0% from the Fall of 2006. When compared to the ICCB Peer Group, BHC enrolled 2.6% more students per 1,000 inhabitants. When compared to the Geographic Peer Group, BHC enrolled 3.0% fewer students per 1,000 inhabitants. When compared to the state average, BHC enrolled 4.6% more students per 1,000 inhabitants. For fall 2006, BHC enrolled 27.34 students per 1,000 inhabitants.

Figure 7.3a-6 Students per 1,000 Inhabitants 7.4 Workforce Focused Outcomes 7.4a (1) Workforce Engagement/Satisfaction (1) The primary tool for gauging faculty and staff satisfaction is the Personal Assessment of the College Environment (PACE). In the PACE model, the leadership motivates the Institutional Structure,

RESULTS

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Supervisory Relationships, Teamwork and Student Focus climate factors toward an outcome of student success and institutional effectiveness. Respondents are asked to rate various statements on a scale of 1 to a high of 5. Results are categorized into four climate scales seen in Figure 7.4a-3 and responses are synthesized into one of four leadership systems (Coercive (1), Competitive (2) Consultative (3) and Collaborative (4). For the past three survey years, BHC employees have performed above the identified benchmark with 74%, 95% and 81% of BHC survey respondents indicating they would recommend BHC as a great place to work. The benchmark used is a December 5th, 2008, article on socialmediatoday.com reporting 74% of 17,366 respondents stated they would recommend their current company as a great place to work. (Figure 7.4a-2)

7.4a -2 Would you Recommend BHC? The overall PACE results (Figure 7.6a-3) indicate a healthy campus climate yielding an overall 3.57 mean score or mid-range Consultative system. The Student Focus category received the highest mean score (3.80), whereas the Institutional Structure category received the lowest mean score (3.21). When respondents were classified according to personnel classification, the composite ratings are presented in Figure 7.6a-4

Figure 7.4a-3 College Climate (PACE)

Figure 7.4a-4 Climate by Employee Group Another measure of employee engagement is the number of employees willing to contribute money to the Quad City BHC foundation. Figure 7.4a-5 illustrates an increase in the number of employee donors during the FY2009 campaign.

Figure 7.a- 5 Employee Foundation Donors 7.4a (2) Workforce Leader Development The hiring of the Manager of Training and the collaborative initiatives between this position and the Teaching/Learning Center has resulted in an annual training agenda for faculty and staff. A measure of success is assessed in the results presented in Figure 7.4a-5. Employees are asked during the PACE survey the extent to which professional development and training opportunities are available to them. In 2009 all six employee groups rated this metric higher than the previous two survey years.

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RESULTS

Figure 7.4a-5 Development Opportunities While advancement in the College is limited based on negotiated terms of Union Contracts, BHC provides faculty and staff opportunities to advance by inviting employees to serve on committees and other initiatives described in Category 5. Four of the employee groups are performing at or above the benchmark with two employee groups (Professional Technical and UAW) performing below. 7.4a (3) Workforce Capability/Capacity BHC typically sells between 55% and 65% of their available seats by the tenth day of the respective term as presented in Figure 7.4a-7.

Figure 7.4a-6 Advancement Opportunities In the last year, Academic Deans have been working on a process to modify (in most cases reduce) the number of available seats for a course or set of courses based on historical capacity for a given semester. The goal is to increase the capacity of a course without negatively affecting the students.

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College Term Figure 7.4a-7 Course Capacity A second measure of capability is the level of competence as measured by the percentage of faculty and staff possessing an advance degree as presented in Figure P.1-3. 7.4a (4) Workforce Climate, Health, Safety, Security BHC is intent on creating a welcoming environment by which faculty and staff are empowered to create a welcoming environment for learning. One measure used by BHC is the number of grievances filed in a particular year. The benchmark for this metric is to

have no grievances or harassments in the workforce environment. 7.5 Organizational Effectiveness Results 7.5a (1) Work System Performance BHC seeks to design its work systems to ensure the maximum efficiency and effectiveness in its operations and uses two measures: Cost per Credit and the overall experience a learner has with the SLS, to determine that the overall System is effective.

Figure 7.a-8 Grievances-Harassments The cost of instruction per credit hour is also used as a measurement of efficiency of the management of programs and services. (Figure 7.3a-4) With escalating health care costs and general operating expenses, BHC continues to tighten financial resources and do so in a manner that does not impact the quality of instruction occurring in the classroom. Figure 7.5a-1 is a self-reported measure by currently enrolled learners indicating their overall satisfaction with their entire experience with the SLS. With seven being very satisfied, the BHC performance is relatively high. For the most recent two years, BHC has performed higher than the national benchmark in the NCCBP. African American, Hispanic, Female and part-time students have consistently, for four survey years, indicated a level of satisfaction higher than the national benchmark. Female learners and full-time learners have been above the national benchmark two of the four last surveys.

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Figure 7.5a-1 Overall Satisfaction with Experience at BHC 7.5a (2) Process Effectiveness (Productivity, Cycle Time) BHC measures the performance of its processes using a combination of learner satisfaction and quality measures and process prescribed measures tracked in the Integrated Unit Planning WEAVEonline Process. (Category 6). All process level measures cannot be displayed due to space limitations and are available for review on site. Student learning process performance is reflected in the results presented in Item 7.1. Additional classroom assessment results are documented in a Student Learning Report and in WEAVEonline. Figures 7.5a-3 through 7.5a-6 reflects the performance of selected Student Services processes. The first presents the performance gap for several SSI surveys. SSI asks respondents to indicate both the importance and satisfaction of key services. The gap is the importance score minus the satisfaction score. SSI defines challenges as those areas identified as important to learners that BHC is providing a low level of satisfaction, thus producing a high performance gap usually more than 1.00.

Figure 7.5a-2-Student Service Performance Gaps BHC surveys its graduates to determine satisfaction with specific BHC support services Transfer and occupational graduates segment the data. On a scale of 1 to high satisfaction of 5, the 2008 satisfaction by both groups for all services ranges from 3.5 to 4.5.

Figure 7.5a-3 Transfer Graduate Satisfaction 7.6a Leadership and Social Responsibility The performance of the Strategic Objectives are measured and reflected in the results that meet or exceed performance targets and are shown in the Dashboard in Figure 2.2-2

Figure 7.5a-4 Occupational Graduate Satisfaction Twenty-One of 26 six have met or exceeded performance expectations. The current strategic plan includes 22 Action Teams of which 12 teams have completed their tasks. Figure 7.6a-1 indicates that the BHC workforce perceives the administrative leadership to be focused on the needs of learners. The 2009 PACE survey results show three of the five employee groups showing improvement. Adjunct Faculty were surveyed for the first time in 2009.

7.6a-1 Administrative Focus on Learners

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7.6a (2) Governance It is important that the mission of BHC be central to the governance and overall management actions of BHC. Employee perception on how well the actions of the College reflect its mission is reflected in Figure 7.6a-2. Three of the six employee groups show an improvement over the previous year. The adjunct faculty were surveyed for the first time in 2009. (Figure 7.6a-2) Each year, BHC conducts a financial audit using an external auditor on behalf of the BOT. The last three audits have been unqualified clean audits with no significant findings.

7.6a-2 Leadership Action Reflect Mission 7.6a (3) Regulatory, Safety, Accreditation, Legal Compliance The laws and financial regulations of the State and the ICCB system govern BHC. BHC policies fully comply with ICCB and state law. The ICCB Recognition Visit ensures the taxpayers and the State of Illinois that BHC is adhering to all rules and regulations established by the State. ICCB conducts reviews every five years. For each standard evaluated, the ICCB provides BHC three types of feedback recommendations:

a) None(BHC is in compliance ) b) Quality (BHC is in compliance , ICCB

suggests action that would further improve the operations of the College)

c) Compliance (BHC is not in compliance Action is required.)

In the last Recognition cycle, BHC was found to be non-compliant with two standards (down from 10 the previous cycle). All compliance recommendations have been insignificant and BHC was been granted full Recognition in every review cycle.

Figure 7.6a-3 ICCB Recognition 1 (2) BHC is accredited by the HLC every 10 years. BHC has maintained its accreditation in each cycle of Reaccreditation. Additionally several academic programs are also accredited by external accrediting agencies for their field. 7.6a (4) Ethical Behavior Stakeholder Trust BHC utilizes two comparative measures to assess the level of ethical behavior and trust. Both measures are presented in the PACE survey findings. The extent to which the employee workforce perceive a level of trust within BHC Five of the six employee groups rated this item in the Competitive Leadership System.

Figure 7.6a-4 Level of Trust Before a high level of trust can occur within BHC, the employee workforce must perceive that communication is open and ethical. The performance of this measure has improved over the 2007 survey findings. Five of the six employee groups rank the measure near or in the consultative leadership system. This system is characterized by confidence and trust in its employee, decision-making is shared at appropriate levels and moving towards cooperation toward accomplishment of goals.

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Figure 7.6a-5 Open & Ethical Communication 7.6a (5) Societal Responsibilities BHC surveys its PC regarding the type and extent of volunteerism in the community. (Figure XXX). Being a sound citizen in the communities that surround the College is important to the College. • American Association of Women in

Community Colleges • Big Brothers Big Sisters Lunch Buddy • Bishop Hill Old Settlers Association • Chamber of Commerce - Moline • Chamber of Commerce Kewanee Board of

Directors • Junior Achievement • Kewanee & Moline Rotaries

• Quad City Manufacturing Laboratory Board Member

• Seton School Board of Trustees • The Women’s Connection • United Way Fund Distribution

BHC contracted with an external provider to conduct a comprehensive economic model developed to capture and quantify the economic and social benefits of community colleges. The 2004 and the 2006 results of this study demonstrated that BHC is a sound investment from multiple perspectives. For every credit earned by BHC students, the state and local community will see social savings amounting to some $12 per year,(up from $11.5 in 2001) including savings associated with improved health, lower crime costs, and reduced welfare and unemployment. When aggregated across all exiting students, the State of Illinois will benefit from $1.3 million worth of avoided costs each year over the next 34-year period. Students benefit from higher earnings, thereby expanding the tax base and reducing the tax burden on state and local taxpayers. When aggregated together, students generate about $10.6 million annually in higher earnings due to their BHC education.

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Glossary

AE / Adult Education AA/EEO / Affirmative Action – Equal Employment

Opportunity

AQIP / Academic Quality Improvement Program

BHC / Black Hawk College

BOT / Board of Trustee

CCSSE / Community College Survey of Student

Engagement

CWO / College Wide Objectives

ESL / English as a Second Language

HLC / Higher Learning Commission

ICCB / Illinois Community College Board

PC / Presidents Cabinet

LMC / Labor Management Council

PACE / Personal Assessment of College

Environment

PIE / Planning and Institutional Effectiveness

PEP / Performance Excellence Process

myBH / myBlackHawk Portal

SENSE / Survey of Entering New Student

Engagement

SPP / Strategic Planning Process

SSI / Student Satisfaction Inventory

SLS / Student Learning System

myBHC / myBlackHawk Web Portal

Glossary