September 8, Stephen D. Spangehl Vice President

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1 230 South LaSalle Street, Suite Chicago, IL Fax: ncahlc.org Serving the common good by assuring and enhancing the quality of higher learning September 8, 2011 Raymond Nadolny President Williston State College 1410 University Ave. Williston, ND Dear President Nadolny: Enclosed is a copy of Williston State College s. It begins with a concise Executive Summary, intended for those general readers that do not require a high level of detail. Your Systems Appraisal Team of quality experts provided extensive detail in the full report by identifying nine distinct groups of what they view as your institution s strengths and opportunities for improvement, one group for each of the nine AQIP Categories. We are also ing your institution s AQIP Liaison a copy of this full Systems Appraisal Feedback Report. To receive maximum benefit from your Systems Appraisal, you and your colleagues should plan to invest substantial time in discussing it, considering the team s observations and advice, and identifying which actions will best advance your institution. The enclosed After Your Appraisal details what lies ahead and how to use your Feedback Report most effectively, and explains when and how to register for your next Strategy Forum. To comply with federal requirements, we need the CEO of the institution formally to acknowledge receipt of this report within the next two weeks, and to provide us with any comments you wish to make about it. Please read the enclosed After Your Appraisal suggestions before you decide how to respond. Limit your acknowledgement and comments to a maximum of two typewritten pages, and understand that your response will become part of your institution s permanent HLC file, to be shared with future peer reviewers who review your institution (including the next Systems Appraisal team, the next Quality Checkup visit team, and the next Reaffirmation of Accreditation panel). your response to AQIP@hlcommission.org; call me or Mary Green (at x130) if you have any questions about it. We know you will gain real value from the Systems Appraisal Feedback and the activities it will stimulate within your institution, and we are proud to be working with you as you continue along the never-ending path to improvement. Sincerely, Stephen D. Spangehl Vice President

2 SYSTEMS APPRAISAL FEEDBACK REPORT in response to the Systems Portfolio of WILLISTON STATE COLLEGE 30 North LaSalle Street, Suite 2400 Chicago, Illinois ncahlc.org/aqip-home/

3 SYSTEMS APPRAISAL FEEDBACK REPORT In response to the Systems Portfolio of WILLISTON STATE COLLEGE Table of Contents Executive Summary... 1 Elements of the Feedback Report... 3 Strategic and Accreditation Issues... 5 Using the Feedback Report... 7 Critical Characteristics Analysis... 8 Category Feedback Helping Students Learn Accomplishing Other Distinctive Objectives Understanding Students' and Other Stakeholders Needs Valuing People Leading and Communicating Supporting Institutional Operations Measuring Effectiveness Planning Continuous Improvement Building Collaborative Relationships... 35

4 EXECUTIVE SUMMARY FOR WILLISTON STATE COLLEGE The following are summary comments on each of the AQIP Categories crafted by the Appraisal Team to highlight Williston State College s achievements and to identify challenges yet to be met. WSC s changed leadership has taken on many important projects since 2009 and has enhanced the quality improvement culture. Joining the Assessment Academy and linking assessment and learning improvement plans to budget and strategic planning is a sign of cultural innovation at WSC. General opportunities include making more explicit the actions at WSC in its processes, showing them explicitly and systematically. Showing how WSC practices not only follow state protocols, but exercising local leadership and implementation skill in addressing processes, and results is an opportunity. These include linking general education and course curricula, making explicit the WSC processes in General Education assessment and reporting benchmark data more publicly as it communally problem solves and prioritizes its actions to help students learn. Finally showing comparative results from the many good sources WSC has is an outstanding opportunity. These opportunities are the opposite side of the coin of many strengths at WSC, like collecting comparative benchmark data across the state and selfidentifying all or almost all of these opportunities for improvement. WSC has a system of assessing, analyzing and implementing improvements in the objectives related to TrainND and the Small Business Development Center. Applying the same approach to Athletics would serve to inform about opportunities for improvement in this objective. Comparative measures with peer institutions would provide additional insight into areas for improvement. In addition, while there is a team for Accomplishing Other Distinctive Objectives, it is difficult to determine how information will be used to make adjustments to goals and objectives for determining faculty and staff needs. Collecting and analyzing specific measures for other distinctive objectives will assist in finding opportunities for continuous improvement for the College. Williston State College is making progress in development of a systematic approach to determine the needs of its students, faculty, alumni, and stakeholders, particularly through a current action project and student service enhancements. The multi-level process of review of non-instructional objectives creates alignment and provides targets This report may be reproduced and distributed freely by [Institution]. 1

5 for further improvement. The College has the opportunity to further assess services offered and compare itself with both peer and national data in order to establish targets for improvement. WSC is making progress in its use of data to drive improvements in Valuing People addressed in the action project. The College has opportunities to identify and utilize additional measures, beyond satisfaction surveys, to systematically determine health, wellness and wellbeing of employees. Comparisons with colleges outside of the NDUS and setting specific institutional targets will provide additional data to drive decisions. With new leadership, WSC has made progress towards establishing an HR department, taskforce teams using the AQIP categories, and units to continue to improve institutional processes and create performance results in the leading and communicating category. However, the College has an opportunity to further improve communications between and among internal and external groups at the College, centralize the system of program assessment and create a systematic process for training and developing campus leadership. WSC understands the importance of continuous improvement in support operations. Recent improvements in the budgeting processes, establishing a Campus Service Manager, and positive results on the 2010 Campus Climate Survey show that progress is being made. However, the heavy reliance on satisfaction surveys limits the College s ability to accurately access and measure performance results related to support services. Documenting processes to identify stakeholder service needs that include other measures, setting institutional targets and selecting external benchmarks will improve data-driven decision-making and enhance the quality culture. WSC is creating planning processes whose coordination is both top-down and bottomup with the Institutional Effectiveness Team acting as the hub for integration of planning processes. In addition, WSC has joined the Assessment Academy, is in the developing stages of assessment, identifying targets and measures, and has assigned AQIP Category Teams with the responsibility of aligning data with mission and goals. While both processes and improvements are occurring, WSC has opportunities to further clarify and identify processes for its institutional effectiveness activities at all levels of the College. 2 This report may be reproduced and distributed freely by Williston State College.

6 WSC is in the early stages of developing a systematic process of Continuous Quality Improvement with its alignment of planning process and the budget process to AQIP Teams. Further development of systematic processes for aligning action projects with the annual goals, addressing training needs for employees engaged in implementation of action projects, and, creating other direct measures for evaluating the process of quality improvement and its effectiveness, with specific institutional targets and external benchmarks, will build on the current quality improvement culture. The College is populating AQIP teams with people who are in positions to be able to provide information and assist in the decision-making process. The process diagrammed in 8I1 and 8I2 could be a model for describing other processes throughout the portfolio. WSC has a number of key partnerships that appear to be mutually beneficial to the institution. For example, the Western Start Career and Technology Center and TrainND programs are strong and have built in methods for two-way communications. Documenting a systematic process for prioritizing and maintaining relationships, establishing specific measures, setting targets for improvements, and determining benchmarks will provide greater benefits for WSC external relationships. Accreditation issues and Strategic challenges for Williston State College are listed in detail within the Strategic and Accreditation Issues Analysis section of the Appraisal Feedback Report. ELEMENTS OF WILLISTON STATE COLLEGE FEEDBACK REPORT The provides AQIP s official response to your Systems Portfolio by a team of readers trained in evaluation. After appraisers independently reviewed your document, the team reached consensus on essential elements of your institutional profile, strengths and opportunities for improvement by Category, and significant issues for your institution. These are presented in three sections of the Feedback Report: Accreditation Issues Analysis, Critical Characteristics Analysis, and Category Feedback. These components are interrelated in defining context, evaluating performance, surfacing critical issues, and assessing institutional performance. It is important to remember that the Systems Appraisal Team had only your Systems Portfolio to guide their analysis of your institution s strengths and opportunities for improvement. This report may be reproduced and distributed freely by [Institution]. 3

7 Consequently, their report may omit important strengths if you were too modest to stress them in your Systems Portfolio, or if your discussion and documentation of them was unconvincing. Similarly, the team may have pointed out areas of potential improvement that are already receiving the institution s attention. Again, the team used its best judgment in identifying improvement opportunities. If some of these areas of potential improvement are now strengths rather than opportunities because of your own focused efforts, that is all to your credit. If the team was unsure about an area, we urged it to err on the side of giving your institution the best possible advice about where investing your efforts might pay off. If some of their advice comes after the fact, after you ve already tackled an area, no harm is done. Executive Summary: Summative statements agreed upon by the Systems Appraisal Team reflecting the reviewers assessment of the institution s current status in relation to critical quality characteristics: robustness of process design; utilization or deployment of processes; the existence of results, trends, and comparative data; the use of results data as feedback, and systematic processes for improvement of the activities that the Category covers. Since institutions are complex, maturity levels may vary from one Category to another. Strategic challenges for the institution are listed in detail within the Strategic and Accreditation Issues Analysis section of the Appraisal Feedback Report. Strategic and Accreditation Issues Analysis: Strategic issues are those most closely related to your institution s ability to succeed in reaching its mission, planning, and quality improvement goals. Accreditation issues are areas where you have not yet provided evidence that you meet the Commission s Criteria for Accreditation, or where the evidence you have presented suggests you may have difficulties, now or in the future, in meeting these expectations. If accreditation is essential for your institution then any accreditation issues identified are, by definition, also strategic. The Systems Appraisal Team identified both of these kinds of issues through analysis of your Organizational Overview and the feedback it provided for each Category, as well as by reviewing the Index to the Criteria for Accreditation that you provided along with your Systems Portfolio. This list of strategic issues offers a framework for addressing ongoing improvement of processes and systems, serving as an executive summary of the Report s key findings and recommendations. Critical Characteristics: Your Systems Portfolio s Organizational Overview provides context for the team s knowledge of your institution s identity, mission objectives, strategic goals, and 4 This report may be reproduced and distributed freely by Williston State College.

8 key factors related to improvement. Critical Characteristics are those features most important for understanding the institution s mission, environment, stakeholders, competitive position, goals, and processes. Characteristics having the greatest relevance to each Category are identified in the Report. Category Feedback: The Report s feedback on each of AQIP s nine Categories specifically identifies strengths and opportunities for improvement. An S or SS identifies strengths, with the double letter signifying important achievements or capabilities upon which to build. Opportunities are designated by O, with OO indicating areas where attention may result in more significant improvement. Comments, which are keyed to your Systems Portfolio, offer brief analysis of each strength and opportunity. Organized by Category, and presenting the team s findings in detail, this section is the heart of the Report. STRATEGIC AND ACCREDITATION ISSUES In conducting the Systems Appraisal, the team attempted to identify the broader issues that present the greatest challenges and opportunities for your institution in the coming years. These are all strategic issues, ones you need to grapple with as you identify your institution s strategies for confronting the future and becoming the institution you want to be. The team also examined whether any of these strategic issues put your institution into jeopardy of not meeting the Higher Learning Commission s accreditation expectations. Issues Affecting Compliance with the Criteria for Accreditation. An important goal for the Systems Appraisal was to review your institution s compliance with the Higher Learning Commission s Criteria for Accreditation. The peer quality experts who served on the team were all trained in evaluating colleges and universities using the Commission s Criteria, and the Systems Appraisal process they followed included careful steps to ensure the team used the Criteria as a major factor in their review. As the team reviewed your presentation of your institution s systems and processes under each AQIP Category, it searched for accreditationrelated issues and concerns. In addition, the team used the Index to the Criteria for Accreditation that you provided with your Portfolio to perform a comprehensive review of the Criteria and each Core Component to ascertain whether you presented compelling evidence that your institution complies with each of these Commission expectations. This report may be reproduced and distributed freely by [Institution]. 5

9 The Systems Appraisal team concluded that Williston State College has presented evidence that it complies with each of the Five Criteria for Accreditation and each of their Core Components. Although the Systems Appraisal does not in itself constitute a review for continued accreditation, the team s conclusion upon reviewing your Portfolio against the Criteria will serve as a telling piece of evidence during the Commission s next scheduled AQIP review of your institution for Reaffirmation of Accreditation. Issues Affecting Future Institutional Strategies. The Systems Appraisal Team identified the following strategic issues to assist WSCInstitution] in prioritizing and taking action on the important broad challenges and opportunities it faces. From these you may discover your vital immediate priorities, shaping strategies that can lead to a quantum leap in the performance of your institution. Implementing these strategies may call for specific actions, so AQIP s expectation that your institution be engaged in three or four vital Action Projects at all times will help encourage your administrators, faculty, and staff to turn these strategic goals into real accomplishments. Knowing that WSC will discuss these strategic issues, give priority to those it concludes are most critical, and take action promptly, the Systems Appraisal Team identified: With new leadership in the system, WSC has made progress through the establishment of an HR department, AQIP teams, and planning activities, toward creating and improving institutional processes and performance results related to key AQIP Categories. However, the College has an opportunity to assess the effectiveness of communication between and among internal stakeholders and develop a process to ensure that the work being done through teams is aligned with the overall planning processes of the institution. WSC has identified some data sets and tools for data gathering in each of the Categories, but the relevance to some of the described processes is not apparent. As an example, the Campus Quality Survey is listed as a primary source of data for most of the Categories, but specific data within the survey is not identified for specific category items. Further, an opportunity exists for the College to clearly identify its systematic and comprehensive processes for each of the Categories. Once processes have been recognized, then key performance indicators can be identified and results related to those indicators could be documented and acted upon. Improvements can then be 6 This report may be reproduced and distributed freely by Williston State College.

10 documented and aligned with the processes, key performance indicators, and the actual results obtained. It will then be easier to determine which processes need further work. Many of the measurements used by WSC to evaluate effectiveness are based on either internal data or data from the statewide system, with heavy reliance on satisfaction surveys. The College has an opportunity to determine how it selects and prioritizes measures of performance. Additionally, identifying direct measures of performance, clarifying how collected data is used in decision-making processes, and identifying benchmarks from outside the state will enhance the culture of quality improvement. Data collection and analysis in building collaborative relationships is essential, as it is a part of the College mission. The College will benefit by further identifying and examining processes related to key internal and external collaborative relationships, identifying additional key measures to determine the effectiveness of these relationships, and setting specific targets for improvement. Although WSC has various planning processes to develop strategies and action plans to accomplish its mission and values, it is critical that these planning processes stay integrated and aligned. Additionally, there is a need to address institutional short- and long-term strategies and processes for selecting measures and setting performance targets. This will ensure that planning will be comprehensive and systematic. USING THE FEEDBACK REPORT The AQIP is intended to initiate action for improvement. It is therefore important that the Report produced by the Systems Appraisal Team stimulate review of organizational processes and systems. Though decisions about specific actions are each institution s, AQIP expects every institution to use its feedback to stimulate cycles of continual improvement. At the next Strategy Forum an AQIP institution attends, its peers will examine in detail how it is using the feedback from its Systems Appraisal. An organization needs to examine its Report strategically to identify those areas that will yield greatest benefit if addressed. Some key questions that may arise in careful examination of the Report may be: How do the team s findings challenge our assumptions about ourselves? Given our mission and goals, which issues should we focus on? How will we employ results to innovate, grow, and encourage a positive culture of improvement? How will we incorporate This report may be reproduced and distributed freely by [Institution]. 7

11 lessons learned from this review in our planning and operational processes? How will we revise the Systems Portfolio to reflect what we have learned? How an organization interprets, communicates, and uses its feedback for improvement ought to support AQIP s core values, encouraging involvement, learning, collaboration and integrity. Based solely upon an organization s Systems Portfolio, the Report reflects a disciplined, external review of what an organization says about itself. The report should help an organization identify ways to improve its Systems Portfolio so it functions better to communicate accurately to internal and external audiences. But the Report s chief purpose is to help you to identify areas for improvement, and to act so that these areas actually improve. These improvements can then be incorporated into an updated Systems Portfolio, guaranteeing that future Systems Appraisals will reflect the progress an institution has made. Within a year following the Systems Appraisal, an institution participates in another AQIP Strategy Forum, where the focus will be on what the institution has learned from its Appraisal (and from its other methods of identifying and prioritizing improvement opportunities, and what it has concluded are its major strategic priorities for the next few years. AQIP s goal is to help an institution to clarify the strategic issues most vital to its success, and then to support the institution as it addresses these priorities through Action Projects that will make a difference in institutional performance. CRITICAL CHARACTERISTICS ANALYSIS The purpose of this section is to identify what team members understood to be the critical and distinguishing characteristics of your institution. They are the shared understanding of the most important aspects of WSC, its current dynamics and the forces surrounding it, and its internal momentum and aspirations, at least as team members understood them. This section also demonstrates that the Systems Appraisal Team recognized and knew what makes WSC distinctive. Should you find some characteristics that you think are critical and missing from this list, you may want to clarify and highlight these items when you revise your Systems Portfolio and other literature explaining your institution to the public. 8 This report may be reproduced and distributed freely by Williston State College.

12 OV1a WSC is a public, rural two-year college serving populations in one of the fastest growing areas of North Dakota and Montana and provides the only access to higher education for many citizens. OV1b Williston State College is part of the North Dakota University System and is governed by the chancellor and State Board of Higher Education. OV1c WSC s mission statement, Where People Make The Difference, is supported by the four learning objectives of learning skills, personal development, social awareness, and higher order thinking skills. OV2a WSC has identified three other distinctive objectives: Workforce Division, Athletic Department, and Small Business Development Center that are addressed in campus planning and goals documents. OV2b Williston and the surrounding area are going through an economic growth as a result of oil expansion. OV3a As the only college within 120 miles serving a rural community, WSC is aware of its responsibility to provide quality educational opportunities for its stakeholders. OV3b WSC will open a new residence hall, in addition to the current six, that are used to house students as well as faculty and staff who need temporary housing. OV4 WSC has approximately 133 employees that are qualified by experience and education. OV5a WSC has three planning processes in the system to revise mission and values: Annual Plan, Strategic Plan, and Facilities Master Plan (every five years). OV5b WSC instituted structures as part of its reinvigorated leadership changes: Executive Cabinet, an Institutional Effectiveness Team, AQIP Action Teams, a New Website, and a budget team. OV6 OV7 WSC has seen growth in employees supporting institutional operations and has identified eleven primary vehicles for offering support services to students and other key stakeholders. WSC has joined the Academy for Assessment of Student Learning to tie outcomes assessment to the institutional effectiveness process. This report may be reproduced and distributed freely by [Institution]. 9

13 OV8a Emphasis on institutional effectiveness highlights WSC s efforts to improve communication and wiser use of resources relative to the College s mission and goals. OV8b WSC is creating active documents as a component of its interlocking planning processes whose coordination is both top-down and bottom-up with the Institutional Effectiveness Team as the hub for integration of planning processes. O9 WSC is committed to its leadership role in the growing community through creation of the Western Star Career and Technology Center and collaborative relationships through the College s outreach vehicles including TrainND and the Small Business Development Center. CATEGORY FEEDBACK In the following sections, each of which deals with strengths and opportunities for improvement for one of the nine AQIP Categories, selected Critical Characteristics are again highlighted, those the Systems Appraisal Team believed were critical keys to reviewing that particular AQIP Category. The symbols used in these strengths and opportunities sections for each Category stand for outstanding strength (SS), strength (S), opportunity for improvement (O) and pressing or outstanding opportunity for improvement (OO). The choice of symbol for each item represents the consensus evaluation of the Systems Appraisal Team members, and deserves your thoughtful consideration. Comments marked SS or OO may need immediate attention, either to ensure the institution preserves and maximizes the value of its greatest strengths, or to devote immediate attention to its greatest opportunities for improvement. AQIP CATEGORY 1: HELPING STUDENTS LEARN Helping Students Learn identifies the shared purpose of all higher education organizations, and is accordingly the pivot of any institutional analysis. This Category focuses on the teachinglearning process within a formal instructional context, yet also addresses how your entire institution contributes to helping students learn and overall student development. It examines your institution's processes and systems related to learning objectives, mission-driven student learning and development, intellectual climate, academic programs and courses, student preparation, key issues such as technology and diversity, program and course delivery, faculty 10 This report may be reproduced and distributed freely by Williston State College.

14 and staff roles, teaching and learning effectiveness, course sequencing and scheduling, learning and co-curricular support, student assessment, measures, analysis of results, and efforts to continuously improve these areas. Here are the Key Critical Characteristics of Williston State College that were identified by the Systems Appraisal Team as most relevant for its interpretation of its Systems Portfolio section covering Category 1, Helping Students Learn: Item Critical Characteristic OV1a WSC is a public, rural two-year college serving populations in one of the fastest growing areas of North Dakota and Montana and provides the only access to higher education for many citizens. OV1b Williston State College is part of the North Dakota University System and is governed by the chancellor and State Board of Higher Education. OV1c WSC s mission statement, Where People Make The Difference, is supported by the four learning objectives of learning skills, personal development, social awareness, and higher order thinking skills. OV7 WSC has joined the Academy for Assessment of Student Learning to tie outcomes assessment to the institutional effectiveness process. Here are what the Systems Appraisal Team identified as Williston State College s most important strengths and opportunities for improvement relating to processes encompassed by Category 1, Helping Students Learn. Item S/O Comment 1P1 SS WSC follows various procedures for determining curriculum and has identified four common learning objectives that align with the North Dakota University System (NDUS). 1P2 S Both internal and external stakeholders are involved in selecting or setting objectives including: The Helping Student Learn Committee, advisory committees, and external accrediting agencies. 1P3 S There is a six-stage process including mandated state coordination and approval for new course and program approval. WSC starts with This report may be reproduced and distributed freely by [Institution]. 11

15 community input helping to ground whatever changes it makes to address the needs of its communities. 1P4a S WSC assures alignment with state priorities and minimum requirements for business and industry as identified by advisory boards for changing courses and programs. 1P4b O While it is likely that the needs of the local and national employment markets and other relevant needs are accounted for in the multi--stage process, WSC has the opportunity to state more explicitly how it manages and communicates with its stakeholders about meeting their needs, while developing responsive programming within its mandated guidelines. 1P5 S WSC assures placement through statewide processes. 1P6 S A cross institutional team communicates objectives through the catalog, website, and syllabi in addition to the recruitment and advising process. WSC has a quality check when students misunderstand objectives or there is a needed change. 1P7 S Campus visits, advising, and testing are primary avenues for WSC to help student select programs. 1P8 O Although WSC has advising and services of the Academic Success Center for underprepared students, a systematic process for connecting students to these services will promote student retention. 1P9 O While a variety of offices are described that deal with student learning, a systematic process for detecting student learning styles through advising, orientation, or in course work will enhance student learning. 1P10 O WSC could more explicitly state processes through which it identifies student groups with special needs so that learning and satisfaction of those students could increase. 1P11 S The Faculty Handbook, faculty mentoring, and faculty evaluation help WSC communicate expectations for teaching and learning. 12 This report may be reproduced and distributed freely by Williston State College.

16 1P12a S WSC has many delivery units and locations such as Western Star Center, TrainND, and others to help it meet the needs of students through designed instructional experiences. 1P12b O WSC has an opportunity to more clearly define how its different units, departments, and areas work together to design quality courses and training experiences, and make an effective and efficient course delivery system that addresses students needs and organizational requirements. 1P13 S WSC uses the state s common course numbering system, professional development, advisory committees, and accreditation policies to ensure courses/programs and any changes made are in compliance with processes and protocols. 1P14 S WSC uses program review to help determine the direction that the program should take to be successful. Consideration of low enrollment, financial burden, and accreditation status has been used as guiding factors in the decision-making process for discontinuing programs. Decisions are based on the state-specified process using the Academic Affairs Council. 1P15 O WSC has an opportunity to explicitly state the process through which it determines that existing support services are the right ones given the needs of the students and the faculty. 1P16 OO WSC has the opportunity to align its four institutional learning objectives across the campus in co-curricular activities and services. 1P17 O Although WSC verifies graduates meet basic degree, diploma, and certification course requirements, the College acknowledges that data collection and assessment of general education and the four institutional learning objectives has been insufficient. 1P18 O While a number of entities are involved in developing student assessment, it is unclear how advisory boards, certification boards, and faculty professional development work together to design processes to This report may be reproduced and distributed freely by [Institution]. 13

17 assess student learning. It is likely that the Academy project will aid in making this articulation explicit. 1R1a S The College collects a variety of data pertaining to student learning through course and faculty evaluations, CAAP, and satisfaction surveys. 1R1b O Although WSC uses eight documents to evaluate student learning, no measures are provided. It is not clear how faculty evaluations, student satisfaction surveys, and course evaluations measure student learning and development. The Academy project will help the College better articulate the connections between these eight processes and student learning. 1R2a S WSC reports results for specific program outcomes are positive for the automotive and nursing programs. 1R2b O WSC recognizes areas of opportunity from the CCSSE data in areas of active learning and academic challenge. 1R3 OO Although WSC reports specific actions taken in a variety of programs, particularly when results were below expectations, additional data including transfer student success and results specific to Gen Ed and program outcomes can be included will inform further quality improvements. 1R4 O WSC has the opportunity to publish the actual results in areas of comparative leadership and comparative opportunities for improvement so that faculty, staff, and community can evaluate and consider those results when making planned changes. 1R5 O The College acknowledges opportunities for improvement in specific areas of support for student learning and will benefit from a systematic process of data collection for these services. 1R6 O WSC comparative measures are not presented. Development of a systematic process for setting institutional targets for improvement and incorporating comparative data will advance the culture of quality improvement. 14 This report may be reproduced and distributed freely by Williston State College.

18 1I1 SS WSC leadership has launched an improvement effort in helping students learn by joining the Assessment Academy. 1I2 S The change in leadership in 2009 has already made evident impacts in the areas of employee moral and salaries, expanded academic oversight, and student services. AQIP CATEGORY 2: ACCOMPLISHING OTHER DISTINCTIVE OBJECTIVES Accomplishing Other Distinctive Objectives addresses the processes that contribute to the achievement of your institution s major objectives that complement student learning and fulfill other portions of your mission. Depending on your institution s character, it examines your institution's processes and systems related to identification of other distinctive objectives, alignment of other distinctive objectives, faculty and staff roles, assessment and review of objectives, measures, analysis of results, and efforts to continuously improve these areas. Here are the Key Critical Characteristics of Williston State College that were identified by the Systems Appraisal Team as most relevant for its interpretation of its Systems Portfolio section covering Category 2, Accomplishing Other Distinctive Objectives: Item Critical Characteristic OV2a WSC has identified three other distinctive objectives: Workforce Division, Athletic Department, and Small Business Development Center that are addressed in campus planning and goals documents. OV2b Williston and the surrounding area are going through an economic growth as a result of oil expansion. Here are what the Systems Appraisal Team identified as Williston State College s most important strengths and opportunities for improvement relating to processes encompassed by Category 2, Accomplishing Other Distinctive Objectives. Item S/O Comment 2P1 S WSC provides its non-instructional services through three primary divisions, Workforce Division, Athletic Department, and Small Business This report may be reproduced and distributed freely by [Institution]. 15

19 Development Center that design services in light of state directives, as well as stakeholder needs, and operate within the College planning structure. 2P2a S Major objectives for non-instructional services at WSC are determined as a result of state directives, advisory committees, and college planning processes and are reviewed and grouped according to the annual goal setting process. 2P2b O Although WSC has processes to determine major objectives through input from state directives, advisory committees, and college planning processes, it is unclear how the processes are developed and operated for significant stakeholder groups. 2P3 S WSC communicates its expectations for non-instructional services through six specific planning processes and documents: NDUS Strategic Plan, WSC Master Plan, WSC Strategic Plan, WSC annual goals, Train ND business plan, and SBDC Annual Plan. 2P4 SS WSC has three levels of assessment and reviews of its non-instructional objectives: the system, the College, and the advisory committees. These reviews ensure alignment with the state objectives, cross-divisional AQIP team needs, college needs, and advisory group needs. 2P5 S The AQIP action team helps WSC prioritize faculty and staff needs for non-instructional objectives and integrate them into college-wide planning development and evaluation. The Accomplishing Other Distinctive Objectives Team provides justification using assessment reports, performance appraisals, employee growth plans, and goal setting to determine faculty and staff needs. 2P6 O WSC has an opportunity to better articulate how it tracks faculty workload and accounts for non-instructional objectives; the College can accomplish this through more effective revenue tracking processes. 16 This report may be reproduced and distributed freely by Williston State College.

20 2R1 S WSC is required to use a state-mandated reporting process for collecting measures and results of its non-instructional services. A systematic process exists to measure performance of the three distinct objectives. 2R2a S Data from the 2009 SBDC report and the 2010 Accountability report indicates business needs are being addressed and economic value is added. According to the report, WSC appears to have been successful in all areas identified by the College. 2R2b O Although WSC reports anecdotal results of their sports records, the systematic collection of data including participation numbers, athletes GPAs, scholarships awarded, as well as sport records, will add additional comparisons and potential opportunities for improvement. 2R3 OO Although WSC shows some results for its satisfaction levels regarding training, an accountability system would make comparisons possible. 2R4 O Although WSC shows many specific ways in which accomplishing other objectives strengthen it and its relationship to stakeholders, no datadriven information is present. 2I1 SS WSU reports several improvements including re-structuring its Cabinet, hiring additional staff, creating a new program in petroleum production, and Athletics has implemented two new sports. 2I2 S The new leadership at WSC has made its culture one of responsiveness to the needs of the booming economy it services. The planning process, SBHE reports, and AQIP action projects serve to set targets for improvement. AQIP CATEGORY 3: UNDERSTANDING STUDENTS AND OTHER STAKEHOLDERS NEEDS Understanding Students and Other Stakeholders Needs examines how your institution works actively to understand student and other stakeholder needs. It examines your institution's processes and systems related to student and stakeholder identification, student and stakeholder requirements, analysis of student and stakeholder needs, relationship building with This report may be reproduced and distributed freely by [Institution]. 17

21 students and stakeholders, complaint collection, analysis, and resolution, determining satisfaction of students and stakeholders, measures, analysis of results, and efforts to continuously improve these areas. Here are the Key Critical Characteristics of Williston State College that were identified by the Systems Appraisal Team as most relevant for its interpretation of its Systems Portfolio section covering Category 3, Understanding Students and Other Stakeholders Needs: Item Critical Characteristic OV3a As the only college within 120 miles serving a rural community, WSC is aware of its responsibility to provide quality educational opportunities for its stakeholders. OV3b WSC will open a new residence hall, in addition to the current six, that are used to house students as well as faculty and staff who need temporary housing. Here are what the Systems Appraisal Team identified as Williston State College s most important strengths and opportunities for improvement relating to processes encompassed by Category 3, Understanding Students and Other Stakeholders Needs. Item S/O Comment 3P1 O WSC has several support groups to help student succeed; however, they lack identifiable processes and descriptions of how they are advertised to the campus. A clearly documented methodology would enhance the support services for students and raise the level of usage by students. 3P2 S WSC builds and maintains student relationships throughout orientation and college coursework. 3P3 SS WSC has multiple methods to measures the needs of student, faculty, staff, and other stakeholders. Methods include CCSSE, Student Satisfaction Inventory, and Campus Quality Survey, among others. 3P4 S WSC has processes in place to build and maintain relationships. There are three levels of review of its non-instructional objectives; System, College, and advisory committee. These reviews assure alignment with 18 This report may be reproduced and distributed freely by Williston State College.

22 the state objectives and support cross-divisional AQIP planning team needs, college needs, and advisory group needs. 3P5 O Departments use data to determine types of new students and target stakeholder groups. Data is reviewed and short term recommendations are made. However, there are few clear plans and identified actions to target specific groups which would greatly enhance plans and actions. 3P6 O While WSU uses formal and informal processes to collect, track, and address complaint issues, it is unclear how the results are communicated and evaluated for across-campus trends and the creation of proactive strategies. 3R1 S WSC has a process in place to determine the satisfaction of students and other stakeholders through tools such as Student Satisfaction Inventory (SSI), CCSSE, and Faculty Course evaluation. Both SSI and CCSSE survey results are favorable. 3R2 O WSC reports satisfactory CCSSE and SSI results with student services and overall educational experiences. However, academic, instructional, enrollment, and job placement services are below national norms and lower the overall rating of the College. 3R3 O It appears that WSC has an opportunity to improve building relationships with its students. With improvements, greater student satisfaction will be obtained. Studies to identify why applicants do not enroll at the College, why students do not feel financial assistance is provided, and why so few students use college provided planning services may be important. 3R4 O WSC uses an employer survey provided by Noel-Levitz. No evidence is provided that analyzes and recommends changes for improvement. 3R5 O There is a lack of evidence regarding stakeholder key performance indicators. Metrics to explain enrollment and diagnose issues will help inform stakeholders and foster solution brainstorming. Documenting performance targets and target completion goals can be used to help further build relationships. This report may be reproduced and distributed freely by [Institution]. 19

23 3R6 O The College has an opportunity to identify identify key performance indicators and external benchmarks to help understand the environment in which the College operates. Program development, constituent classifications served, financial aid awards, and population percentages are some examples of possible benchmarking categories. 3I1 S WSC has made a number of improvements, including revisions to marketing materials, adding a one-stop student services area, and creating a regional technology joint venture. 3I2 O New leadership has responded to changes in the operating environment. There is an opportunity with the AQIP action project to realize improvements in institutional effectiveness, better performance results, and increasing student and stakeholder satisfaction. AQIP CATEGORY 4: VALUING PEOPLE Valuing People explores your institution s commitment to the development of your employees since the efforts of your entire faculty, staff, and administrators are required for institutional success. It examines your institution's processes and systems related to work and job environment; workforce needs; training initiatives; job competencies and characteristics; recruitment, hiring, and retention practices; work processes and activities; training and development; personnel evaluation; recognition, reward, compensation, and benefits; motivation factors; satisfaction, health and safety, and well-being; measures; analysis of results; and efforts to continuously improve these areas. Here are the Key Critical Characteristics of Williston State College that were identified by the Systems Appraisal Team as most relevant for its interpretation of its Systems Portfolio section covering Category 4, Valuing People: Item Critical Characteristic OV1c WSC s mission statement, Where People Make The Difference, is supported by the four learning objectives of learning skills, personal development, social awareness, and higher order thinking skills. 20 This report may be reproduced and distributed freely by Williston State College.

24 OV4 WSC has approximately 133 employees that are qualified by experience and education. Here are what the Systems Appraisal Team identified as Williston State College s most important strengths and opportunities for improvement relating to processes encompassed by Category 4, Valuing People. Item S/O Comment 4P1 S WSC uses both NDUS Human Resources Policy3.1 and SBHE policies and procedures as a guideline for hiring practices, in addition to the policies and procedures developed by the College. 4P2 O WSC s HR Manager works with hiring departments to screen and interview candidates based on identified qualifications. It is not clear how the hiring process ensures alignment of a candidate s values and the school s values in order to improve retention. 4P3 S The Valuing People Committee provides input regarding employee issues including recognition and development. The Committee garnered support for the recent faculty and staff salary increases. Screening instruments and search committees ensure that candidates are selected by their credentials. 4P4 S WSC provides a new employee orientation, a year-long faculty orientation and faculty mentoring, in addition to orientations offered by departments. 4P5 O WSC plans for changes in personnel at the department levels. The College also has the opportunity to show not only how it reacts to vacancies, but also how it plans ahead of time for personnel changes. Ideas could include succession planning, tying development plans of staff and faculty to anticipated needs, and other such methods. 4P6a S WSC uses a process determined by the Institutional Effectiveness Team that reviews the employ satisfaction surveys and makes recommendations to Executive Cabinet and the Valuing People Team. 4P6b O WSC has the opportunity to describe in its portfolio any elements it likely already uses, such as identifying personal goals of employees for This report may be reproduced and distributed freely by [Institution]. 21

25 development and tying them to university performance goals. It is not clear as to how employee pizza parties contribute to organizational productivity. 4P7 S WSC encourages ethical behavior by having employees sign and annually reverify their commitment to the Code of Conduct. WSC also has a 24-hour fraud hotline to report suspected fraudulent behavior. 4P8a S WSC seeks and acts on faculty priorities tied to identified needs. 4P8b O Training needs relative to staff are not described in the portfolio. Faculty and staff training should be aligned with short- and long-range organizational plans and show how training strengthens both instructional and non-instructional programs. 4P9a S Professional development opportunities are determined based on annual performance reviews. WSC has many sources of funds for development of faculty, staff, and administrators and uses the faculty and staff senate to help decide uses of funds. 4P9b O WSC has the opportunity to indicate how training and development contribute to the effectiveness of faculty and staff. A process for evaluating effectiveness and reinforcement of training would provide data for this area. 4P10 O Although WSC has a revamped appraisal system to evaluate employees, alignment with institutional objectives is in the development stage and once achieved, will enhance instructional and non-instructional programs and services. 4P11a S Compensation and benefit packages are determined at the state level. WSC has additional benefits that are available to employees. 4P11b O WSC has an opportunity to define recognition and reward processes and systems that align with objectives for instructional and non-instructional programs and services. 22 This report may be reproduced and distributed freely by Williston State College.