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Fall 2015

AQIP SYSTEMS

PORTFOLIO ADDENDUM

Chippewa Valley Technical College Systems Portfolio Addendum | Fall 2015

Chippewa Valley Technical College Comprehensive Quality Review

Systems Portfolio Addendum

INTRODUCTION

Chippewa Valley Technical College (CVTC) began participation in the AQIP Systems Appraisal Baldrige

Option in 2012. As part of the Baldrige Option process, CVTC submitted an AQIP Systems Portfolio in

2013. After the discontinuation of the Baldrige Option and AQIP’s transition from a seven-year cycle to

an eight-year cycle, the college prepared this Systems Portfolio Addendum as part of the 2015-16

Comprehensive Quality Review. This Addendum is meant to provide updates, additional information, and

evidence to supplement CVTC’s 2013 Systems Portfolio and address feedback from the most recent

Systems Appraisal.

INSTITUTIONAL OVERVIEW

CVTC’s mission is to

Figure 1: Annual FTEs

deliver innovative and

applied education that

supports the

workforce needs of the

region, improves the

lives of students, and

adds value to our

communities. The

college vision is to be

a dynamic partner for

students, employers,

and communities to

learn, train, and

succeed. CVTC is

dedicated to six core

values: commitment,

collaboration, trust,

respect, excellence,

4343

4146

3965

3844

3655

385

280

283

304

291

4500

4728

4426

4248

4148

3946

500

1000

1500

2000

2500

3000

3500

4000

5000

2011 2012 2013 2014 2015

FTE Breakdown by Year

Credit Non-Credit Total

and accountability. Additionally, the college’s

Table 1: Employee Groups

strategic plan includes five strategic goals:

Quality, Program Alignment, Student Success,

Cohesive Culture, and Business and

Community Partnerships.

CVTC’s student body is made up of part-time

and full-time students enrolled in both credit

and non-credit courses, totaling 3,946 full-time

equivalents (FTEs) in 2014-15. Over 90% of

the institution’s FTEs are credit students.

College employee groups are displayed in

Table 1. Employee groups include

management, professional, faculty, custodial,

and support staff.

Employee

Groups

Employment

Status

Number of

Employees

Management

Full-time

Part-time

Professional

Full-time

Part-time

Faculty

Full-time

228

Part-time (adjunct)

239

Custodial/

Full-time

Maintenance

Part-time

Support Staff

Full-time

Part-time

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Chippewa Valley Technical College Systems Portfolio Addendum | Fall 2015

CVTC offers associate degrees, technical diplomas, technical certificates, and certification in the

following areas: Agriculture, Food, and Natural Resources; Architecture and Construction; Business,

Finance, and Marketing; Health Sciences; Human Services; Information Technology; Law, Public Safety,

and Security; Manufacturing; Science, Technology, Engineering, and Mathematics (STEM);

Transportation, Distribution, and Logistics; and Transfer Programs.

CVTC’s educational programs and services are each developed to meet specific stakeholder needs and

play a role within the comprehensive framework of the college’s vision and mission. In 2014-15, CVTC

offered 80 one- or two-year degree programs and 24 technical training certificates. CVTC also offers

professional development and training opportunities to a wide range of area businesses, providing

customized training, retraining, and technical assistance to 130 area businesses annually.

CVTC’s district is comprised of 11 counties in west-central Wisconsin. The college’s main campuses are

in Eau Claire, with branch campuses in Chippewa Falls, Menomonie, and River Falls. Additional

instructional locations include the Neillsville Center (Neillsville), Diesel Education Center (Eau Claire),

and Truax Center (Eau Claire). Outreach campuses offer limited educational programming and services.

The college offers several distance delivery programs, as well as many general education and technical

courses within programs. In 2014-15, CVTC offered 254 online and 423 hybrid course sections. A total of

15 distance delivery programs/certificates were offered in 2014-15.

The college places a high priority on support services for its students. These include academic advising,

tutoring and academic services, career development, counseling, disability services, diversity services, the

library, and student life. Additionally, CVTC provides adult education services for community members,

including basic skills education (BSE), English Language Learning (ELL), computer literacy, and

General Education Development (GED)/ High School Equivalency Diploma (HSED) preparation, and job

seeking skills. BSE services include small group instruction, peer tutoring, and individualized instruction

to provide the support students need to be successful. Academic Services provides both students and

community members with necessary basic, academic, and job skills, allowing them to enter the

workforce, advance in a current career, or embark upon a chosen educational path. Free assistance is

available to students and the general public in career exploration, resume development, job interviewing,

employment testing, and skill enhancement.

CATEGORY ONE: HELPING STUDENTS LEARN

Central to CVTC’s mission is improving the lives of students through the design and deployment of

effective teaching and learning processes, which have been the focus of multiple strategic initiatives and

AQIP action projects in the last several years.

Subcategory One: Common Learning Outcomes

CVTC is committed to students participating in broad learning, skill acquisition, and application. The

institution promotes core abilities to address the broad-based skills that will prepare a student to become a

productive member of the workforce, a civic-minded citizen of the community, and a life-long learner

ready to grow with his/her chosen profession. Some core abilities are specifically tied to technical

program outcomes, while others are met through general education offerings. The college’s AQIP action

project, Assessment of Student Learning, helps ensure that all teaching and learning at the college leads

directly to students’ mastery of the core abilities.

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Chippewa Valley Technical College Systems Portfolio Addendum | Fall 2015

Updated/New Evidence Supporting Subcategory One

(Core Components 3B, 3E, 4B)

From 2013 to 2015, a Core Abilities Learning Team worked with the Academic Diversity and Inclusion

Committee to develop four new core abilities with sub-indicators (Table 2).

Table 2: Core Abilities and Sub-Indicators

These four core abilities are

Core Ability

Sub-Indicators

1) Models

a. Develops self-awareness

Integrity

b. Practices personal accountability

c. Demonstrates ethical behavior

d. Applies quality standards

e. Follows sustainable practices

2) Thinks

Critically

a. Applies problem solving strategy

b. Acquires relevant information

c. Uses technology and other resources

appropriately

d. Evaluates alternatives

e. Constructs probing questions

3) Communicates

a. Adapts communication for audience

Effectively

b. Speaks clearly, concisely, and professionally

c. Writes clearly, concisely, and professionally

d. Practices active listening

e. Reads critically

4) Values

Diversity

a. Recognizes personal biases

b. Demonstrates respectful and inclusive

interactions

c. Adapts to culturally diverse situations

d. Works effectively with others

e. Demonstrates global awareness

woven throughout the student’s

avenue of study, integrated into

all curriculum as appropriate,

thus building a strong base for

academic and personal success.

The Core Abilities Learning

Team created marketing

materials related to the new

core abilities and distributed

them when introducing the core

abilities to faculty at the Fall

2014 in-service. The core

abilities are also posted on

CVTC’s public website. The

Assessment of Student

Learning Action Project

committee has created an

implementation process to

ensure all college course

assessments are aligned with

the core abilities and validated

by 2017. The college will begin

collecting real-time data on

course assessment and program

outcomes in Fall 2015.

CVTC provides multiple opportunities for students to experience an enriched educational environment,

including over 50 student clubs, Student Government Association (SGA) and Student Networking and

Activities Programming (SNAP) groups, and regular student events and activities. Recently, CVTC’s

Liberal Arts program pilot cohort students completed service learning projects. This effort required

students to apply their learning in multiple disciplines into one collaborative project.

The college measures student success using several indicators of skill attainment, completion, and

retention. Graduation and retention rates are key indicators that students have succeeded in their

educational goals (Figures 2-4). In 2014-15, 30% of first-time, full-time students graduated from CVTC

in a three-year timeframe; 39% graduated in four years. Through the Assessment of Student Learning

AQIP Action Project, CVTC is also developing common course assessments and common proficiency

expectations of agreed-upon learning outcomes, both of which will supplement more indirect assessment

measures such as graduation and retention.

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Chippewa Valley Technical College Systems Portfolio Addendum | Fall 2015

Figure 2: 150% Graduation Rates (IPEDS)

23%

24% 24%

23%

37%

35% 35% 35%

47%

36%

32%

30%

10%

15%

20%

25%

30%

35%

40%

45%

50%

2010-11 2011-12 2012-13 2013-14

IPEDS 150% Graduation Rates

IPEDS Peer Comparison WTCS Colleges CVTC

*A reporting error corrected in 2013 accounts for artificially high graduation rates in 2011 and 2012.

Figure 3: 200% Graduation Rates (IPEDS)

32%

28% 28%

29%

44%

43%

41%

40%

58%

49%

40%

37%

10%

20%

30%

40%

50%

60%

70%

2010-11 2011-12 2012-13 2013-14

IPEDS 200% Graduation Rates

IPEDS Peer Comparison WTCS Colleges CVTC

*A reporting error corrected in 2013 accounts for artificially high graduation rates in 2011 and 2012.

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Chippewa Valley Technical College Systems Portfolio Addendum | Fall 2015

Figure 4: Fall-to-Fall Retention Rates (IPEDS)

56%

54%

53%

55%

63%

64%

62%

63%

62%

59%

57%

59%

10%

20%

30%

40%

50%

60%

70%

80%

2010-11 2011-12 2012-13 2013-14

IPEDS Full-Time Retention Rates

IPEDS Peer Comparison WTCS Colleges CVTC

CVTC also relies on course completion rates to measure student success at the college. Course success

(Figure 5) is measured by calculating the percentage of students enrolled completing courses with a C or

above.

Figure 5: Course Success by Program Cluster

Agriculture

Business,

Finance &

Marketing

Constructi

Health

Hospitality

& Human

Services

Law, Public

Safety &

Security

Manufactu

ring

STEM & IT

Transporta

tion

2011

92% 82% 90% 94% 89% 92% 86% 84% 92%

2012

76% 74% 84% 90% 78% 87% 83% 79% 89%

2013

92% 87% 86% 95% 85% 93% 83% 84% 92%

2014

90% 88% 85% 95% 90% 94% 86% 87% 89%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Course Enrollee Success Rate by Cluster

Page 5 of 60

Chippewa Valley Technical College Systems Portfolio Addendum | Fall 2015

The Carl D. Perkins Final Agreed Upon Performance Levels (FAUPL) Report, received annually from

WTCS, provides the college with results in general education courses for each program. In the most

recent FAUPL report (2013-14), 66.13% of CVTC students enrolled in programs had passed (GPA of 2.0

or above) at least 80% of general education courses attempted in the measurement period.

Subcategory Two:

Figure 6: Perkins Academic Skill Attainment (1P2 Indicator)

58.00%

60.00%

62.00%

64.00%

66.00%

68.00%

70.00%

2009-10 2010-11 2011-12 2012-13 2013-14

Academic Skill Attainment

CVTC Target CVTC Actual WTCS Average

Program Learning

Outcomes

All educational programs at

CVTC have identified

outcomes, which are

approved by WTCS and

based on industry

employment needs.

Outcomes must be built into

the curriculum, delivered via

appropriate teaching

methods, and fairly assessed.

These outcomes align with

the college’s mission, vision,

and values, and are validated

through program advisory committees. The college assesses students’ success in reaching defined

program outcomes through a combination of techniques, such as the WTCS Technical Skills Attainment

(TSA) initiative and program scorecards.

Updated/New Evidence Supporting Subcategory Two

(Core Components 3B, 3E, 4B)

CVTC staff and faculty collaboratively plan the integration of core abilities into all program areas through

detailed curriculum and assessment development processes. CVTC uses the Worldwide Instructional

Design System (WIDS) to maintain program curriculum information, which offers the ability to house a

description of each program, the course sequence, and program map that links program outcomes to

courses.

Programs use program mapping to ensure alignment and integration of program-specific content with

general education requirements, as well as appropriate course and competency sequencing to guarantee

that all concepts are introduced, practiced, and assessed. Mapping is completed annually by program

faculty and reviewed during the program finalization process with help from the Curriculum office.

The Core Abilities Learning Team created a common three-point rubric for program faculty to assess core

abilities within their specific disciplines, including Developing, Proficient, and Professional level

designations. Program faculty consulted with program advisory committees on the new core abilities and

rubric to ensure the abilities were integrated into each program’s curriculum. At the course level, faculty

and learning teams are in the process of creating common course assessments to measure proficiency of

program outcomes through the educational journey.

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Chippewa Valley Technical College Systems Portfolio Addendum | Fall 2015

Figure 7: Example Program Map

Within the rubric, General Education faculty developed the Developing and

Proficient indicators, while the Professional indicator is meant to be customized

by program faculty for individual programs of study. In addition, program faculty

may add up to two additional indicators per core ability, if they wish to. The

rubric for Core Ability Three (Communicates Effectively) is shown in Table 3.

CVTC has completed the process of mapping each program and course to the new core abilities. By 2017,

all Program Directors and Department Chairs will have all individual course assessments aligned and

validated.

Historically, WTCS has assessed student learning at the program level through measurements in the

FAUPL Report, compiled annually for all technical colleges in the state. Along with displaying results in

general education courses (see Figure 6), the FAUPL Report breaks out student success in technical (core)

program courses

(Figure 8). According

Figure 8: Perkins Technical Skill Attainment (1P1 Indicator)

to CVTC’s 2014

FAUPL Report Card,

77.68% of students

enrolled in degree

programs passed (GPA

of 2.0 or above) at least

80% of the technical

courses attempted in

the measurement

period. These results

exceed the target of

76.82% and the WTCS

average of 74.56%.

70.00%

71.00%

72.00%

73.00%

74.00%

75.00%

76.00%

77.00%

78.00%

79.00%

2009-10 2010-11 2011-12 2012-13 2013-14

Technical Skill Attainment

CVTC Target CVTC Actual WTCS Average

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Chippewa Valley Technical College Systems Portfolio Addendum | Fall 2015

Table 3: Rubric for Program-Level Assessment (Core Ability 3: Communicates Effectively)

The FAUPL 1P1 indicator provides some information about student technical course pass rates, but does

not rely on standardized assessment measures used by the entire state. CVTC is incrementally

implementing the WTCS Technical Skills Attainment (TSA) initiative, which aims to develop,

implement, and analyze results from summative assessments of student learning in programs across the

state’s technical colleges. All CVTC programs will advance through all three TSA phases by 2018.

Table 4: Number of CVTC Programs in Various TSA Phases

Phase 1

Phase 2

Phase 2 Approval

Phase 3 Approved

Approved

Expected by 2016

and Data Reported

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Chippewa Valley Technical College Systems Portfolio Addendum | Fall 2015

The Assessment of Student Learning AQIP Action Project committee implemented Specific and

Strategic, Measurable, Attainable, Results-oriented, and Time-bound (SMART) goals with identified

benchmarks as part of the institution’s ongoing assessment of student learning. Academic programs

reviewed scorecard data to determine the greatest area of need and developed three-year SMART goals

for improvement. This initiative aligns with the annual program scorecard process to ensure improvement

plans are regularly reviewed. The committee also implemented an assessment framework from the

National Institute for Learning Outcomes to guide the college’s work in developing, implementing, and

analyzing direct measures of assessing student learning (Figure 9).

Subcategory Three: Academic

Figure 9: Assessment Framework

Program Design

CVTC engages in institution-wide

continuous improvement efforts with

support from the communities and

constituencies it serves. The process

for developing programs at CVTC

engages multiple stakeholders to

ensure responsive and high-quality

educational design. The college’s

mission to support the workforce

needs of the region, improve the lives

of students, and add value to its

communities is key in developing and

deploying academic programs which

support the demands of a diverse and

changing society.

Updated/New Evidence Supporting

Subcategory Three

(Core Components 1C, 4A)

CVTC’s four core abilities represent broad skills that students will be able to perform after completing an

educational program. The core ability to value diversity directly ties to the CVTC mission of adding value

to the community and improving the lives of students through preparing graduates to become workers,

citizens, and learners in a global society. Through 80 different academic programs, the college

acknowledges and embraces the complex and varied community it serves, and the multi-faceted needs of

a demographically and economically diverse student body. CVTC’s Diversity Services office provides

resources on the internal website, My CVTC, to help educate and support the college community. These

resources include: general diversity information, teaching resources, and professional development

opportunities. The Academic Diversity-Inclusion Committee was formed in Fall 2013 and strives to

promote events and further educate the campus community on topics related to diversity and inclusion. In

2013-14, the committee coordinated a total of 13 events/programs, attended by 389 students, faculty, and

staff. This number nearly doubled in 2014-15, with a total of 21 events and 644 attendees. Table 5

displays the events sponsored by the Academic Diversity-Inclusion Committee in 2014-15, along with the

number of attendees.

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Chippewa Valley Technical College Systems Portfolio Addendum | Fall 2015

Table 5: Academic Diversity-Inclusion Committee Events (2014-15)

Programs are assessed

Date

Topic

Attendees

Sep-Dec

Diversity Book Club

9/1/2014

Between the Lines – Differences

Between Sex and Gender

9/22/2014

Empowering Students with Autism

10/7/2014

Transgender Journey

10/22/2014

Feed My People Food Bank

11/4/2014

International Student Experience

11/18/2014

Student Hunger

11/25/2014

Mental Illness

12/5/2014

Ask Anything Panel – Exploring Diversity

1/28/2015

Sexual Harassment Assault Prevention

(SHARP)

2/10/2015

Fierce Freedom

2/25/2015

Transgender Journey

3/18/2015

Epilepsy & Seizure Disorders

3/25/2015

Housing the Homeless

4/1/2015

Service Learning in Haiti

4/10/2015

Eau Claire Islamic Center

4/11/2015

American Denial & the Holocaust

4/15/2015

International Student Experience

4/22/2015

Earth Day & Social Justice

4/23/2015

Ask Anything Panel – Exploring Diversity

5/5/2015

aha’i Faith

through an annual

scorecard process, wherein

summative performance

measures are used by each

program to develop an

improvement plan. This

process is used to better

understand student

achievement and learning

on an aggregate level. Each

program uses annual

scorecard data to review

the effectiveness of their

program and to select key

areas to target for

improvement. Program

directors work with their

respective dean and

develop a program

improvement plan

annually, which guides the

program in identifying

scorecard indicators for

improvement. Program-

level data is also used in

the formative evaluation of

programs during the annual

program finalization

process. Each year, programs review their current program and propose changes informed by data.

Program directors meet with the Curriculum department to discuss and finalize these changes. Faculty,

program design teams, program advisory committees, and surveyed employers continuously review

and/or revise core abilities, program outcomes, and course competencies. Program advisory committees

also assist program faculty with designing and validating program concept designs and outcomes.

The CVTC Institutional Research office generates program scorecards annually to provide results for

academic programs and services in the following indicators: student demographics, capacity and

enrollment, graduate placement and wages, student performance and success, student satisfaction and

engagement, and instructional costs. Most areas include three- to five-year trend data. Data is pulled from

WTCS client reporting, admissions reports, EMSI, Graduate Follow-Up Survey, Financial Aid office,

Banner Operational Data Store (ODS), Cognos (CVTC’s reporting system used to extract information

from Banner), the National Community College Benchmarking Project (NCCBP), Noel-Levitz Student

Satisfaction Inventory (SSI), Community College Survey of Student Engagement (CCSSE), and the

Assessment office. In 2014, the program scorecard process was automated for the first time. The

Information Technology and Institutional Research departments worked together to make this process

more streamlined and efficient. Also in 2014, the college posted program scorecards on the public

website, enabling prospective students, community members, and the general public to ascertain

information about student outcomes in each program at the college.

Page 10 of 60

Chippewa Valley Technical College Systems Portfolio Addendum | Fall 2015

Figure 10: Example Program Scorecard

Page 11 of 60

Chippewa Valley Technical College Systems Portfolio Addendum | Fall 2015

Figure 11: Graduate Follow-Up Survey Employment Results

100.00%

Graduate Employment Results

95.00%

90.00%

85.00%

80.00%

75.00%

70.00%

65.00%

60.00%

55.00%

50.00%

2009-10 2010-11 2011-12 2012-13 2013-14

Employed Employed in a Related Field Employed in District

Figure 12: Graduate Follow-Up Survey Salary Results by Degree Type

$42,000

Average Annual Salaries by Degree Type

$39,330

$39,000

$36,000

$33,673

$33,728

$33,492

$33,000

$30,000

Associate Degree 2-yr Tech 1-yr Tech Short-term Tech

Diploma Diploma Diploma

CVTC uses WTCS

follow-up surveys to

understand graduate job

placement and employer

satisfaction with

educational programs.

The last administration of

the Employer Follow-Up

Survey found an 88%

overall satisfaction with

CVTC graduates.

Subcategory Four:

Academic Program

Quality

CVTC’s strategic goal of

Quality reflects the

college’s ongoing

commitment to ensuring

academic program quality

and continuous

improvement. Each year,

faculty and other

instructional staff review

current programs and

propose changes informed

by data. Program directors

meet with the Curriculum

department to discuss and

finalize these changes.

Core abilities, program

outcomes, and course

competencies are

continuously subjected to

careful review and/or revision by faculty, program design teams, program advisory committees, and

surveyed employers. Program advisory committees also assist program faculty with designing and

validating program concept designs and outcomes.

Updated/New Evidence Supporting Subcategory Four

(Core Components 3A, 4A)

All academic programs at CVTC follow WTCS defined standards in course level and mix as authorized

by Wisconsin State Statute 38.001. Table 6 outlines the types of credit programs available at CVTC, the

credits required, and the number currently offered. CVTC also offers non-credit programs, including basic

skills education, English Language Learning (ELL), General Education Development (GED)/High School

Equivalency Diploma (HSED), computer literacy, college admission preparation, and job seeking skills.

A vast majority of the college’s FTEs reside in associate degree programs (Figure 13).

Page 12 of 60

Chippewa Valley Technical College Systems Portfolio Addendum | Fall 2015

Table 6: Credit Programs Available at CVTC

CVTC offers a

variety of dual credit

opportunities to high

school students,

including transcripted

credit, advanced

standing, and Youth

Options. Transcripted

credit courses are

Degree Program

Minimum Credit

Requirement

Number of Programs

Offered at CVTC

Associate of Science

Liberal Arts

Two-year Technical Diploma

One-year Technical Diploma

Short-term Technical Diploma

2-25

Apprenticeship

N/A

Certificate

N/A

taught by high school

teachers who meet WTCS and HLC credential requirements. All transcripted credit courses are examined

by subject matter experts at the college to ensure a 100% competency match with CVTC curriculum prior

to delivery. The college works with high schools to develop articulation agreements for courses matching

80% of corresponding CVTC course competencies. In these cases, students must initiate the request of

advanced standing credit transfer upon acceptance into the college. Youth Options courses are CVTC

courses offered to high school students, taught by CVTC instructors on the college campus.

In general,

credit for

Figure 13: FTEs by Degree Type

prior learning

is awarded

utilizing

consistent

competency

assessments

developed

and assessed

by subject

matter

experts at

CVTC. A

Credit for

Prior

Learning

Coordinator

was hired in

2013 and

500

1,000

1,500

2,000

2,500

3,000

3,500

FTEs by Degree Type

2011 2012 2013 2014 2015

works within

the Curriculum office to assist faculty and deans in designing standard processes and systems for

assessing and awarding credit for prior learning. CVTC requires that students earn at least 25% of their

credits through graded coursework at CVTC and will only award transfer of postsecondary credits from

other regionally accredited institutions of higher education. Credits from a non-regionally accredited

institution will only be accepted if 80% of the college course competencies are met.

CVTC utilizes a variety of instructional delivery methods to best meet the needs of a diverse student

population. To accommodate a range of scheduling needs and learning styles, alternative delivery courses

have become increasingly popular and will continue to be developed and refined in the future.

Page 13 of 60

Chippewa Valley Technical College Systems Portfolio Addendum | Fall 2015

The primary CVTC

Figure 14: Dual Credits Awarded by Type

instructional delivery

types include:

traditional face-to-

face instruction,

online, and hybrid (a

combination of face-

to-face and online

instruction). The

college also offers

accelerated (half-

semester),

compressed (quarter-

semester), web

conferencing

(synchronous online

format), and

Instructional

Television (ITV)

course formats.

122

471

1095

1267

1040

117

237

246

1400

200

400

600

800

1000

1200

1600

2011 2012 2013 2014 2015

Dual Enrollment Credits

Transcripted Credits Advanced Standing Credits

Youth Options Credits Other Credits

CVTC uses the Quality Matters Program, an international nonprofit organization specializing in quality

assurance for online coursework, in its course instructional design. Quality Matters provides a supportive

and effective framework to improve the quality of course design for online and hybrid courses. A Quality

Matters review is team-based and consists of the faculty developer and three faculty peer reviewers. All

peer reviews are experienced in online teaching and have completed training to be certified as a Quality

Matters Peer Reviewer.

Figure 15: Course Delivery Method Breakdown

500

1000

1500

2000

2500

3000

Number of Courses

Course Delivery Method

Traditional Hybrid Online

2157

229

231

2131

2063

2013

1991

272

414

380

423

233

247

242

254

2011 2012 2013 2014 2015

Page 14 of 60

Chippewa Valley Technical College Systems Portfolio Addendum | Fall 2015

Subcategory Five: Academic Student Support

The college supports student learning through a variety of services and resources, found both on campus

and online. Instructors and other student support staff are available to students and qualified to provide

advising and assistance to increase their success. CVTC has initiated multiple efforts aimed at improving

student success at the college, including grant-funded projects targeting specific student groups and

larger-scale endeavors to introduce and test interventions such as tutoring, supplemental instruction,

contextualized basic skills instruction, coaching/navigating, diversity and disability services, orientation,

accelerated developmental instruction, and more.

Updated/New Evidence Supporting Subcategory Five

(Core Components 3C, 3D, 4C)

The college’s five academic pillars outline the institution’s beliefs about education and academics at

CVTC. The pillars are used in decision making, prioritizing, and improving the education offered at

CVTC. They are what educational administrators, faculty, and staff strive to achieve, maintain, and

improve upon in educating students and stimulating the professional development of faculty. The

college’s 2014 Employee Handbook and Faculty Guidelines outline the academic pillars, as well as the

expectations and competencies for all CVTC instructors.

Table 7: Academic Pillars

Student Focus

CVTC prepares students to be contributing members of the community; therefore,

student needs and interests are the driving force behind our decision-making and

strategic-planning processes. Decisions regarding scheduling, delivery format,

programming, instruction, facilities, and services are all tied to this student-

centered approach.

Academic

We are committed to establish and hold all members of the learning community

Excellence

(students, faculty, and staff) to high academic performance standards. Faculty

members are expected to engage learners through aligned curriculum and

performance-based instruction and to provide timely feedback and evaluation.

Continuous

CVTC embraces a culture of continuous improvement and professional

Development/

development among faculty, programming staff, and leadership staff. We will

Improvement

engage our external stakeholders to position ourselves to meet their current and

future workforce needs by adopting innovative and progressive curriculum to

enhance our academic performance.

Responsible

As stewards of public funding, we are mindful of our fiscal responsibility and

Stewardship

commitment to contribute to local economic development. We make data-driven

decisions using internal and external research. We allocate resources (people,

facilities, time, and money) in an ethical and responsible manner.

Collaborative

Climate/

Culture

CVTC embraces a culture that is civil, respectful, and ethical in which collaboration

and dialogue are supported and valued.

Instructors are expected to:

 Commit to the mission, vision, and values of the college

 Commit to meeting the diverse learning needs of students

 Demonstrate commitment to excellence in program/course content and delivery

 Innovate and change to meet evolving program and industry needs

Page 15 of 60

Chippewa Valley Technical College Systems Portfolio Addendum | Fall 2015

 Work with students beyond the classroom to ensure their success

 Demonstrate a commitment to valuing diversity and inclusion

 Demonstrate a positive attitude

 Work effectively in a team environment

 Demonstrate competence with the use of technology that supports communication, teaching, and

learning

 Participate in college activities

 Collect student feedback during each instructional term

The 2014 Faculty Guidelines

also outline faculty

professional responsibilities

and schedules. Faculty are

expected to spend 65% of

their time in contact with

students through instruction,

office hours, advising, and

other student contact

activities. CVTC’s student to

faculty ratio is consistently

lower than that of benchmark

institutions.

In 2014-15, the WTCS

implemented an outcomes-

based funding model for the

Figure 16: Student to Faculty Ratio Compared to Other Institutions (IPEDS)

14 14 14

21 21

2011-12 2012-13 2013-14

Student to Faculty Ratio

CVTC Average of Peer Comparison Colleges Average of WTCS Colleges

state’s technical

colleges. One of the

nine performance

criteria measured is

the college’s training

provided to special

populations or

demographic groups.

In the future, CVTC

will use this indicator

to evaluate the special

populations served at

the college and

determine where the

institution stands in

comparison to its

peers.

Figure 17: Headcount of Special Populations

200

400

600

800

1000

1200

1400

1600

2011 2012 2013 2014 2015

Special Populations Headcount

Minority Students Veterans Incarcerated

Dislocated Workers Students with Disabilities

Page 16 of 60

Chippewa Valley Technical College Systems Portfolio Addendum | Fall 2015

The college

Figure 18: Federal Pell Grant Students and Dollars Awarded

recognizes diverse

student needs and

strives to meet

students where they

are at and support

them in their

educational

experience. CVTC’s

counseling and

advising model was

modified in 2012 to

address feedback

received on the Noel-

Levitz Student

Satisfaction

Inventory (SSI). The

college hired more

academic advisors

and increased

visibility of the advising resources available. The institution’s scores in the Academic Advising

Effectiveness category of the SSI have significantly improved over the last five survey administrations

(Figure 19), due in part to these changes.

3382

3321

3285

3050

2809

$10,617,636

$10,187,195

$10,020,917

$9,448,797

$8,738,940

$2,000,000

$4,000,000

$6,000,000

$8,000,000

$10,000,000

$12,000,000

500

1000

1500

2000

2500

3000

3500

4000

2011 2012 2013 2014 2015

Federal Pell Grants

Pell Students Pell Dollars Awarded

The college’s strategic

Figure 19: Noel-Levitz SSI Academic Advising Effectiveness Results

goal of Student Success

aims to promote

opportunities for

student success through

support of innovative

strategies and quality

teaching and learning.

Key results related to

this goal include

increased student

retention, transfer, and

course completion rates.

CVTC uses data from

the Integrated

Postsecondary

Education Data System

(IPEDS), WTCS, and

locally generated reports to monitor performance down to the program level. The college also segments

student groups and data regularly to plan, develop, and implement support services. Examples of student

segmentation examined by CVTC include: by program and degree type; enrollment status; grades and

GPA; academic standing; Pell-eligible (low-income); credit/non-credit; demographics (age, ethnicity,

first-generation); delivery type (face-to-face or online); at-risk (based on the college’s Inventory of

Student Success non-cognitive assessment); English Language Learners/English as a Second Language;

adult basic education/non-credit and transition to credit; gatekeeper course enrolled; supplemental

instruction course enrolled; dual credit enrolled (Youth Options, transcripted credit); alumni; technology

camp enrolled (summer youth); academic services received; etc.

4.95

4.98

5.66

5.79

5.93

4.4

4.6

4.8

5.2

5.4

5.6

5.8

6.2

2006 2007 2010 2013 2015

Academic Advising Effectiveness (Scale of 1-7)

Page 17 of 60

Chippewa Valley Technical College Systems Portfolio Addendum | Fall 2015

Figure 20: Graduation Rates by Student Group (Program Students)

2011 2012 2013 2014 2015

Minority

20% 18% 30% 36% 29%

Disabled

33% 22% 26% 31% 32%

Low-Income

35% 33% 35% 43% 43%

First-Generation

35% 34% 33% 39% 36%

All Students

34% 34% 36% 39% 35%

10%

15%

20%

25%

30%

35%

40%

45%

50%

150% Graduation by Student Group

Figure 21: Cumulative GPA by Student Group (Pre-Program and Program Students)

2011 2012 2013 2014 2015

Minority

2.68 2.69 2.81 2.65 2.66

Disabled

2.64 2.73 2.72 2.68 2.71

Low-Income

2.82 3 2.87 2.91 2.92

First-Generation

2.8 2.81 2.88 2.93 2.94

All Students

2.83 2.86 2.9 2.92 2.94

2.4

2.5

2.6

2.7

2.8

2.9

3.1

GPA by Student Group

Page 18 of 60

Chippewa Valley Technical College Systems Portfolio Addendum | Fall 2015

Figure 22: Fall-to-Fall Retention by Student Group (Pre-Program and Program Students)

2011 2012 2013 2014 2015

Minority

44% 41% 43% 43% 35%

Disabled

50% 44% 47% 41% 48%

Low-Income

56% 46% 48% 49% 54%

First-Generation

47% 46% 49% 50% 52%

All Students

47% 45% 48% 49% 50%

30%

35%

40%

45%

50%

55%

60%

Fall-to-Fall Retention by Student Group

As evidenced in Figures 20-22, certain segments of the population struggle academically. Minority,

disabled, low-income, and first-generation students demonstrate lower GPA than the general student

population. And while graduation and retention rates for low-income and first-generation students are

similar to those for all students, rates for minorities and disabled students are significantly lower. CVTC

addresses these issues by providing targeted support services to these underrepresented groups,

specifically through the Diversity Services and Disability Services departments.

All student support services are designed to assist students with specific needs relative to their own

individual situation. The college’s Steps to Success process, which incorporates assessment, advisement,

and intervention, helps to refer students to an array of support services targeting their individual academic

and non-academic needs. The Assessment office flags students who are deemed at-risk by a non-cognitive

entrance assessment (Inventory of Student Success) and contacts each of them individually, referring

them to interventions suited to their own personal risk factors, including developmental courses, college

success seminars or online modules, academic skills development through tutoring or Academic Services,

career planning, counseling, and a first semester experience. Furthermore, the college has implemented

several grant-funded or pilot projects to serve disadvantaged students and provide them support beyond

existing services available, including: tutoring, supplemental instruction, contextualized basic skills

instruction, coaching/navigating, diversity and disability services, orientation, accelerated developmental

instruction, and more.

Subcategory Six: Academic Integrity

CVTC’s Faculty Guidelines outline the college’s commitment to the pursuit of truth in teaching and

learning, and the support offered to faculty in scholarly and research efforts. Likewise, the Student

Handbook provides guidance to students regarding academic honesty and integrity, as well as the

repercussions for violating such policies.

Page 19 of 60

Chippewa Valley Technical College Systems Portfolio Addendum | Fall 2015

Updated/New Evidence Supporting Subcategory Six

(Core Components 2D, 2E)

The Faculty Guidelines include the following statement on Academic Freedom:

The freedom of faculty to present the truth as they understand its relationship to their area of

competence, consistent with state-wide or CVTC course curriculum is essential to the purpose of

the College and society. CVTC encourages teaching, investigation, and reflective thought in an

atmosphere of freedom.

This philosophy is based on the belief that when students have the opportunity to learn and

acquire knowledge from a variety of sources and opinions in an atmosphere of honest and open

inquiry, they will develop a greater knowledge and maturity of judgment. Accordingly, it is

anticipated that in the course of their instructional duties faculty will discuss potentially

controversial issues that impact an occupational field or academic discipline. Instructors and

students who participate in those discussions are expected to respect diverse opinions and refrain

from any political, religious, or ideological indoctrination.

When instructors speak or write as citizens outside of the College, they are free from

administrative and College censorship and discipline. However, instructors have the

responsibility to clarify the fact that they speak as an individual and not on behalf of the College.

Academic freedom should not be utilized as a shield for instructors who do not want to be

evaluated on their teaching, nor should it prevent them from presenting their own views in

addition to the course outline (CVTC Faculty Guidelines, 2014-15).

CVTC’s Student Handbook and internal website, My CVTC, outlines the Student Code of Conduct,

including information on behavioral and academic standards at the college: “The CVTC Code of Conduct

honors the college values of commitment, collaboration, trust, respect, excellence, and accountability. The

purpose of this code is to encourage and promote a positive learning environment” (CVTC Student

Handbook, 2015-16). The Handbook describes expectations related to the Code of Conduct, what

constitutes as academic dishonesty, and the consequences associated with violating the Code of Conduct.

The Handbook also includes a description of the college’s academic standards and maintaining

Satisfactory Academic Progress (SAP). SAP expectations state that “CVTC is dedicated to ensuring

students have every opportunity to achieve their educational goals. Students are responsible for

maintaining an acceptable level of progress regarding quality and quantity of work.”

The Student Handbook outlines the college’s information resources, including instructions for utilizing

the institution’s network, learning management system, My CVTC, college software and hardware, and

the support resources available via the Information Technology Service Desk and online tutorials. The

Handbook also describes the Internet/Email Acceptable Use Policy, detailing acceptable and unacceptable

use guidelines of online resources and potential consequences of violating the policy. All college policies,

including those related to ethical and responsible conduct for students and staff, are housed on My CVTC.

CATEGORY TWO: MEETING STUDENT AND OTHER KEY STAKEHOLDER NEEDS

CVTC strives to understand and meet the needs of all students and stakeholders, supporting the college’s

vision of being a dynamic partner for students, employers, and communities to learn, train, and succeed.

Subcategory One: Current and Prospective Student Need

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Chippewa Valley Technical College Systems Portfolio Addendum | Fall 2015

The college is committed to improving the lives of students and meeting both their academic and non-

academic needs. Student support services encompass a broad array of departments and positions within

the organization. Through various grant-funded and student success initiatives in recent years, CVTC has

deployed multiple types of student support personnel to help students at different stages of their

educational journey. These include Success Coaches, College Navigators, Transition Specialists, Pre-

college Specialists, and Career Planning Specialists, in addition to staff in the Advising, Counseling,

Assessment, Financial Aid, and other student support related departments. All of these staff members are

hired based on their qualifications and ability to provide dedicated learning support and guidance to all

students.

Updated/New Evidence Supporting Subcategory One

(Core Components 3C, 3D)

CVTC’s Information and Service Center (ISC) manages a wide variety of current and prospective student

needs, including general college information, academic advising and counseling, admissions, assessment,

financial aid, records and registration, and veterans services. The department is the “front line” for all

phone, email, and walk-in inquiries. In 2014, the ISC had 81,347 customer contacts. Of these, 28% were

walk-ins, 10% were emails, and 65% were phone calls. The percentage of contacts via phone has

continued to decline as more and more contacts are made via email and social media. Beginning in May

2015, the ISC adopted a new workflow tracking system, Go to Assist, which provides reporting

information about customers served and the specific needs they had. Go to Assist will enable the college

to more closely monitor customer needs and adapt services and processes accordingly.

CVTC follows WTCS certification

Figure

77,248

75,216

68,646

66,113

60,989

38,782

10,000

20,000

30,000

40,000

50,000

60,000

70,000

80,000

90,000

2010 2011 2012 2013 2014 2015*

ISC Phone Calls

23: Information and Service Center Phone Calls

requirements and HLC guidelines

regarding the hiring of qualified

faculty and staff. CVTC’s College

Professional Development (CPD)

department works alongside the

Human Resources (HR)

department to provide relevant, up-

to-date training and professional

development opportunities to

faculty and staff on a regular and

as-needed basis.

Many resources are available to

specific segments of the population

*January-August 2015 only

at the college. The college directs

interventions to students and

groups of students based on certain risk factors, such as intake assessment scores and non-academic risk

factors. Data from the college’s Inventory of Student Success (ISS), an assessment of non-cognitive

factors affecting student success in college, shows that certain groups are more at-risk for failure in

college than others. One such population is students of color who are also low-income, first generation,

and/or disabled. ISS data suggests that this population has more risk than the general student population

in eight out of nine categories of the assessment. Overall, nearly 50% of students in this population are at-

risk, compared to approximately 30% of the general population. This trend is also reflected by the

disparity between academic intake assessment scores for the two groups: on average, students of color

who are low-income, first generation, and/or disabled score 2.25 points lower on ACT and 6.5 points

lower on COMPASS than the general student population.

Page 21 of 60

Chippewa Valley Technical College Systems Portfolio Addendum | Fall 2015

In response to this

Figure 24: Inventory of Student Success Results for General Population and At-risk

information, CVTC

Cohort

45%

40%

35%

30%

25%

20%

15%

10%

Percent of Students At-Risk in ISS Categories

Program Students

Program Students of Color who are Low-Income, First Generation, and/or Disabled

has implemented

support services and

interventions directed

to this group of

students. In the

overhaul of the

advising and

counseling functions,

CVTC’s Diversity

Services employed a

Diversity Student

Success Specialist to

provide customized

advising and support

to students from

historically

underrepresented

backgrounds.

CVTC uses two primary college-wide surveys to evaluate student satisfaction and engagement: the Noel-

Levitz Student Satisfaction Inventory (SSI) and the Community College Survey of Student Engagement

(CCSSE). CVTC’s Institutional Research department administers one of these surveys each year,

alternating between the SSI and the CCSSE. In 2015, CVTC exceeded the national community college

average and the WTCS college average in every category of the SSI. The college improved or maintained

scores from the 2013 survey administration in eight out of 11 categories. Improvements between CVTC’s

2013 and 2015 survey administrations were statistically significant in the Academic Advising

Effectiveness and Admissions and Financial Aid Effectiveness categories.

Figure 25: Noel-Levitz SSI Results Compared to National and WTCS Averages

5.2

5.4

5.6

5.8

6.2

Registration

Effectiveness

Instructional

Effectiveness

Campus

Climate

Student

Centeredness

Academic

Advising

Effectiveness

Campus

Services

Admissions &

Financial Aid

Effectiveness

Safety &

Security

Noel-Levitz SSI Results Comparison

CVTC National Community Colleges WTCS Colleges

Page 22 of 60

Chippewa Valley Technical College Systems Portfolio Addendum | Fall 2015

Figure 26: Noel-Levitz SSI Results Year-to-Year

Student

Centered

ness

Instructio

nal

Effective

ness

Safety

and

Security

Academic

Advising

Effective

ness

Admissio

ns and

Financial

Aid

Campus

Services

Registrati

Effective

ness

Campus

Climate

Met

Expectati

ons

Overall

Student

Satisfacti

Would

Student

Enroll

Again

Noel-Levitz SSI

2006 CVTC

5.41 5.64 5.08 4.95 4.92 4.82 5.31 5.37 4.82 5.64 6.05

2007 CVTC

5.31 5.45 4.83 4.98 4.91 4.74 5.21 5.26 4.68 5.48 5.69

2010 CVTC

5.83 5.97 5.69 5.66 5.57 5.87 5.78 6 4.92 5.76 6.08

2013 CVTC

5.96 6.03 5.78 5.79 5.79 5.97 5.81 6.08 5.08 5.86 6.16

2015 CVTC

5.99 6.03 5.81 5.93 5.87 6.01 5.85 6.08 5.06 5.84 6.11

Noel Levitz Indicator Summary: Student Satisfaction (Scale of 1-7)

CVTC’s 2014 CCSSE results improved from 2012 results in three of the five categories. The two

categories with declining results, Student Effort and Support for Learners, were also the only two

categories where CVTC scored lower than the national comparison cohort (Figure 28). Several recent and

planned strategic initiatives are expected to improve these results in the 2016 survey administration. Some

examples of such initiatives include: expanded online resources for students (advising, career planning,

registration, technology help, and academic services have been added to My CVTC to provide students

with alternative avenues for support); enhanced new student orientation; and pilot projects to test

improved success (The Hero’s Journey student success framework, Liberal Arts student cohort, etc.).

Figure 27: CCSSE Results Year-to-Year

0.0

10.0

20.0

30.0

40.0

50.0

60.0

Active &

Collaborative

Learning

Student Effort Academic

Challenge

Student-Faculty

Interaction

Support for

Learners

CCSSE Results Over Time

2008 2012 2014

Page 23 of 60

Chippewa Valley Technical College Systems Portfolio Addendum | Fall 2015

Figure 28: CCSSE Results Compared to National and Medium-Sized College Averages

Active &

Collaborative

Learning

Student Effort Academic

Challenge

Student-Faculty

Interaction

Support for

Learners

2014 CCSSE Results Comparison

CVTC Medium Colleges CCSSE National Cohort

Subcategory Two: Retention, Persistence, and Completion

CVTC is dedicated to educational improvement through ongoing attention to retention, persistence, and

completion rates of students. The college studies student outcomes in courses and programs and makes

this information available to students, faculty, staff, and other stakeholders via program scorecards and

college-wide reports and publications. CVTC’s strategic plan emphasizes student success as a strategic

goal and aligns objectives to advance student retention, persistence, and completion.

Updated/New Evidence Supporting Subcategory Two

(Core Component 4C)

CVTC tracks retention, persistence, and completion using IPEDS, WTCS reports, and locally generated

data. This information helps the college to evaluate performance of institutional strategic plan outcomes

and academic programs. IPEDS results for graduation and retention are reported in Figures 2-4. Figures

29-31 reflect locally generated data representative of all credit pre-program and program students enrolled

at CVTC, rather than only those reported to IPEDS. Retention rates for students have increased slightly

over the last five years. Cumulative GPA has also increased by over 0.10 points over the last five years.

Graduation rates have remained relatively stable.

Figure 29: Cumulative Grade Point Average for All Pre-Program and Program Students

2.83

2.86

2.9

2.92

2.94

2.75

2.8

2.85

2.9

2.95

2011 2012 2013 2014 2015

GPA for Program Students

Page 24 of 60

Chippewa Valley Technical College Systems Portfolio Addendum | Fall 2015

The college strives to

provide proactive

support to students

struggling with class

attendance or

participation, or those

with evident academic or

non-academic risk

factors, early in the

academic term. The

college’s Early Alert

process allows

instructors to submit

referrals for students of

concern to the Student

Success Services staff.

Student Success

Specialists then meet

with these students to

discuss their plans in

college and potential

success strategies.

The effectiveness of

Early Alert is

evaluated in several

ways. Figure 32

shows the rate of

students re-enrolling

Figure 30: Fall-to-Fall Retention Rates for All Pre-Program and Program Students

47%

45%

48%

49%

50%

35%

40%

45%

50%

55%

2011 2012 2013 2014 2015

Fall-to-Fall Retention for Program Students

Figure 31: Graduation Rates for All Program Students

34% 34%

36%

39%

35%

10%

15%

20%

25%

30%

35%

40%

45%

50%

2011 2012 2013 2014 2015

150% Graduation Rates for Program Students

or graduating after responding to an Early Alert referral. As the percentage of Early Alert responders

leaving the college has declined over the years, the percentage of students re-enrolling or graduating has

increased. Subsequent term GPA for Early Alert responders has also increased over the years (Figure 33).

Figure 32: Early Alert Responders Re-Enrolling or Graduating in Subsequent Term

20%

40%

60%

80%

2011-12 2012-13 2013-14 2014-15

Early Alert Responders: Reenrolled or

Graduated

Did Not Re-enroll Re-enrolled or Graduated

Page 25 of 60

Chippewa Valley Technical College

The effectiveness of Early Alert is

also measured by student exit

trends. Because Early Alert

referrals are often given as a result

of a failing grade, Student Success

Specialists may advise the student

to officially withdraw, avoiding

Title IV return of funds. Since

2011-12, the college’s unofficial

withdrawals, resulting in Title IV

returns and heightened liability to

the institution, have decreased. The

number of academic dismissals

from CVTC have also declined

significantly since 2011-12. These

trends indicate the Early Alert

process may contribute to fewer

students reaching dismissal status

and being forced to repay their

financial aid as a result.

Subcategory Three: Key

Stakeholder Needs

Part of CVTC’s mission is to add

value to its communities. The

college works alongside

employers, taxpayers, legislators,

and other agencies to ensure the

technical education needs of

students are met while supporting

the larger community. The college

has a long history of gathering

external input and determining

needs of stakeholders through

program advisory committees, ad

hoc community groups,

community visioning and

listening sessions, and

participation in community

events, committees, Chambers of

Commerce, etc. The college

participates in regional and

statewide committees and

advocacy groups to engage

stakeholders in conversation

about technical education and to

convey information about the

institution’s mission and

programming to the public.

Systems Portfolio Addendum | Fall 2015

Figure 33: Early Alert Responders GPA in Subsequent Term

1.90

2.10

2.30

2.50

2.70

2011-12 2012-13 2013-14 2014-15

Early Alert Responders: Subsequent

Term GPA

Figure 34: Title IV Returned Funds due to Unofficial Withdrawals

$100,000

$200,000

$300,000

$400,000

$500,000

2011-12 2012-13 2013-14 2014-15

Title IV Returned Funds

Figure 35: Academic Dismissals

200

400

600

800

1000

2011-12 2012-13 2013-14 2014-15

Academic Dismissals

Page 26 of 60

Chippewa Valley Technical College Systems Portfolio Addendum | Fall 2015

Updated/New Evidence Supporting Subcategory Three

CVTC’s vision is to be a dynamic partner with students, employers, and communities to learn, train, and

succeed. To support these partnerships, the college strives to align educational programs with the region’s

employment needs. CVTC currently enrolls nearly 1,300 students in 25 programs in high-demand fields.

The WTCS Board works with the Wisconsin Department of Workforce Development to define high-

demand fields for colleges to report data on criteria within the state’s outcomes-based funding program.

Of CVTC’s 77 programs

Figure 36: Enrollments in High-Demand Program Areas

200

400

600

800

1000

1200

1400

2011 2012 2013 2014 2015

Total Enrollments

with enrollments in 2014-

15, 15 of them had

industry-validated

curriculum, as measured

by the TSA initiative’s

Phase II approval process.

However, all of CVTC’s

programs are guided by

advisory committees and

community

representatives who help

inform curriculum

development and

modification.

CVTC offers valuable training to area businesses through the college’s continuing education efforts,

including seminars, business and industry services with customized training to meet companies’

workforce training needs, and partnership development for grant-funded business consortium training. In

2014-15, the college served 6,029 vocational adult students.

The CVTC Foundation

remains an important

organization for

engaging community

members, alumni, and

employers. In 2013-14,

the Foundation gifted

the college $120,000 for

student scholarships and

$2.9 million to support

the development of an

Energy Education

Center on the college’s

west campus. Outrights

gifts to the Foundation

have increased in recent

years, particularly in

Fiscal Years 2013 and

2014, due to the Energy

Education Center

fundraising campaign.

Figure 37: Workforce Training Credits Offered

200

400

600

800

1000

1200

1400

2011 2012 2013 2014 2015

Credits for Workforce Training

Apprenticeship Credits Employer Paid Credits Prof Dev Credits

Page 27 of 60

Chippewa Valley Technical College Systems Portfolio Addendum | Fall 2015

Subcategory Four:

Figure 38: Community Support of the CVTC Foundation

$474,201

$639,197

$1,038,777

$2,558,822

$1,228,112

$500,000

$1,000,000

$1,500,000

$2,000,000

$2,500,000

$3,000,000

FY 2010 FY 2011 FY 2012 FY 2013 FY 2014

Public Support to CVTC Foundation

Complaint Processes

CVTC recently

implemented a more

systematic process for

collecting, tracking, and

resolving student

complaints. This process,

described in detail in the

college’s 2015 Federal

Compliance Filing,

includes an online

complaint form on My

CVTC and an

administrative process for

assigning complaints and

logging resolutions.

Student complaints and feedback are analyzed by leaders while developing the college budget and

strategic plan. The college utilizes the student complaint process in conjunction with other student

feedback mechanisms, such as course evaluations and college-wide surveys, to gauge student satisfaction

and make improvements to college programs and services as necessary.

Updated/New Evidence Supporting Subcategory Four

The college categorizes complaints by cases related to discrimination/harassment and those related to

everything else. Discrimination and harassment complaints are filed by the Equal Opportunity Manager

(student complaints) and the Equal Opportunity Officer (employee complaints). These complaints are

tracked and summarized for annual reporting to the state.

All other complaints not handled

Figure 39: Discrimination/Harassment Complaints from Students

directly or through the

discrimination/harassment process

are submitted electronically by

students on My CVTC. Implemented

in January 2014, this centralized

system allows college staff to

manage student feedback in a

systematic manner. All complaints

are funneled through an administrator

and assigned to designated

individuals/departments within the

college depending on the nature of

the issue.

2010-11 2011-12 2012-13 2013-14 2014-15

Discrimination and Harassment

Complaints

Formal Complaints Informal Complaints

Since January 2014, a total of 46 complaints have been logged, 37 of which were resolved or closed and

nine of which are still in process. Over one-third of student complaints are related to the quality of

instruction. The college notes trends in student complaints related to events at the institution. For

instance, complaints related to the quality of instruction increase following a grading period. These types

Page 28 of 60

Chippewa Valley Technical College Systems Portfolio Addendum | Fall 2015

of complaints are typically resolved through a meeting between the student and the academic dean in the

associated program area. After the college launched its new website in January 2015, there was a surge in

student complaints regarding the new requirement for a student ID number and PIN to log into the

Student/Staff Information System (SIS), where academic records, registration, and account information

are stored. As a result, the college made the decision to purchase and implement a single sign-on

software, thus eliminating the additional step of logging into SIS.

Subcategory Five: Building

Figure 40: Breakdown of Online Student Complaints since January 2014

Collaborations and Partnerships

37%

13%

11%

17%

Availability of Service

Parking

Quality of Instruction

Quality of Service

Scheduling of Classes

Unfair or Biased

Services

CVTC values many different types

of collaborations and partnerships

to further the college mission and

improve the communities it serves.

In addition to formal program

advisory committees, partnerships

for special projects, grants, and

initiatives, and membership in

community and civic organizations

or groups, the college nurtures

multiple informal collaborations

and relationships at various levels.

As a criteria in WTCS’s new

outcomes-based funding program,

collaboration is a critical piece of succeeding as an institution and providing the best possible educational

experience to students.

Updated/New Evidence Supporting Subcategory Five

The outcomes-based funding model’s collaboration criterion requires that CVTC participate in statewide

or regional collaboration or efficiency initiatives. To this end, the college maintains its membership in

WTCS-specified statewide collaborative efforts: the District Boards Association, Purchasing Consortium,

Marketing Consortium, Districts Mutual Insurance, Wisconsin Student Government, and Worldwide

Instructional Design System (WIDS).

Program advisory committees meet twice per year. Minutes and attendance are taken at each meeting.

Beginning in 2014-15, the college centralized advisory committee data, collecting meeting minutes and

tracking attendance to observe trends. In 2014-15, minutes were collected from 43 programs. Of those

committees reporting attendees present, the average attendance rate was 92%. Only five programs

reported less than 50% of members present. The college also initiated a Best Practices Committee in 2014

to address the need for more consistent, systematic tracking and evaluating of advisory committee

activity.

The college engages with other WTCS institutions through a variety of groups, committees, and task

forces. WTCS organizes instructional and operational professionals into cluster groups that meet on a

regular basis to share best practices, raise questions, and discuss program alignment across the state with

WTCS representatives at state-called meetings. These meetings allow administrators, program directors

and department chairs, and operational staff to network and collaborate with their peers across the state

and ensure a cohesive system of colleges.

The 16 technical colleges in Wisconsin collaborate on multiple grant-funded, state-wide projects. These

efforts provide significant revenue gains and enhance cooperation towards shared goals. The college also

partners with many other organizations for grant projects, including local school districts, businesses,

Page 29 of 60

Chippewa Valley Technical College Systems Portfolio Addendum | Fall 2015

community-based organizations, and workforce resource agencies. Figure 41 shows the total funding

awards for collaborative grant projects that CVTC either led or participated in over the last five years.

Figure 41: Total Collaborative Grant Awards

The Employer Follow-Up

Survey measures

employers’ satisfaction

with CVTC graduates and

their training. Results

from this survey enable

the college to evaluate the

effectiveness of its

educational programs and

the satisfaction level with

the institution’s product.

In 2014, 88% of

employers were satisfied

with the overall

preparedness of CVTC

graduates and 93% of

them would hire another

CVTC graduate.

Figure 42: Employer Follow-Up Survey Results

$478,635

$13,202,356

$18,525,179

$24,459,070

$21,511,155

$5,000,000

$10,000,000

$15,000,000

$20,000,000

$25,000,000

$30,000,000

Fiscal Year

2011

Fiscal Year

2012

Fiscal Year

2013

Fiscal Year

2014

Fiscal Year

2015

Collaborative Grant Awards

93% 93%

89%

92%

85%

90%

88%

87%

86% 86%86%

90%

91%

85%

91%

75%

80%

85%

90%

95%

100%

Mastery of

Knowledge

Ability to Perform

Technical Tasks

Ability to

Communicate

Relevancy of

Graduates' Skills

and Knowledge

Mastery of

Science, Math, and

Technology Skills

Employer Follow-Up Survey

Percent of Graduates Meeting or Exceeding Expectations

2004-05 2009-2010 2013-14

In 2014-15, the college provided continuing education and workforce training to over 6,300 workers

through contracts with business and industry. CVTC evaluates its business and industry partnerships

through the Economic Impact Survey, administered by the WTCS Workforce Training and Economic

Development Committee. The Economic Impact Survey measures the satisfaction of area businesses with

CVTC’s contracted training

Table 8: Business and Industry Training Number Served

services (Figure 44).

2011

2012

2013

2014

2015

Duplicated Enrollment

5,823

6,421

6,029

5,808

6,314

Page 30 of 60

Chippewa Valley Technical College Systems Portfolio Addendum | Fall 2015

CATEGORY THREE:

Figure 43: Business and Industry Training Activity

105

134

135

124

134

202

274

315

300

331

100

150

200

250

300

350

2011 2012 2013 2014 2015

Business and Industry Services Activity

Businesses Served Training Contracts

VALUING

EMPLOYEES

CVTC is committed to the

hiring, development, and

evaluation of qualified

faculty and staff. The

college’s Cohesive Culture

strategic initiative,

established in 2014, aims

to build on positive

working relations within

the college to maintain a

cohesive organizational

culture.

Subcategory One: Hiring

(Core Component 3C)

Figure

95%

98%

95%

91%

95% 95%

100%

100%100% 100%

50%

60%

70%

80%

90%

Overall Satisfaction Would Use Services

Again

Would Recommend to

Others

Economic Impact Survey

2011 2012 2013

44: Economic Impact Survey Results

The hiring process at

CVTC has been

systematized in recent

years. The processes for

benefits-eligible and non-

benefits-eligible positions

are distinct. Human

Resources (HR) works

with hiring managers to

develop position

descriptions using standard

templates appropriate for

the position classification,

which are then approved at

the President’s Cabinet

level. Hiring managers

work closely with HR to

complete recruitment tasks, conduct interviews, and make hiring recommendations, all of which are

approved by a college Vice President and the President.

Updated/New Evidence Supporting Subcategory One

The college hires faculty with the proper qualifications in place to provide high-quality instruction to

students and meet WTCS and HLC guiding standards. The WTCS is currently improving the WTCS

certification process, coined the Faculty Quality Assurance System (FQAS), which will help standardize

the hiring of instructors, particularly adjunct instructors, across the state. CVTC’s practice is to hire

faculty holding a degree at least one level above the degree in which they will teach. These standards are

applied across the board to all faculty, including adjunct faculty and high school instructors teaching

transcripted credit courses in secondary institutions, with limited exceptions made in emergency

situations, such as when a higher level degree in the field does not exist or when the candidate

demonstrates extensive occupational experience in the field which can supplement related credentials.

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Chippewa Valley Technical College Systems Portfolio Addendum | Fall 2015

Table 9: CVTC Faculty Degree Requirements

Associate

Degree

General

Education

Courses

Associate Degree

Programs

Two-Year Technical

Diploma Programs

One-Year or Less

Technical Diploma

Programs

Master’s

degree in the

subject area

achelor’s degree in

the field preferred

!ssociate’s degree

in the field

preferred

!ssociate’s degree in

the field preferred

Master’s

achelor’s degree in

!ssociate’s degree

!ssociate’s degree in

degree in any

any area with related

in any area with

any area with related

field with 18

occupational

related occupational

occupational

graduate

experience based on

credits in the

minimum threshold of

minimum threshold

minimum threshold of

subject area

experience

of experience

experience

CVTC tracks educational

Table 10: Educational Attainment of Full-time Faculty

attainment of faculty. A vast

majority (67%) of full-time

faculty hold a master’s

degree or higher.

Approximately 9% of

faculty hold less than a

bachelor’s degree.

2011

2012

2013

2014

2015

Doctorate

Education Specialist

Master’s

119

122

143

148

133

achelor’s

Less than achelor’s

Total

225

212

247

251

236

CVTC modified the

college’s orientation process in 2014. HR conducts an Introduction to Employment session twice per

month, where employees have an opportunity to sign up for health and dental benefits, get their parking

permit, gain computer/network access, and receive “survival tips” for beginning a job at CVTC.

Beginning in 2015-16, employees will have the option to attend Introduction to Employment in person or

complete the session online. The college offers a larger orientation session, including college leadership,

twice per year for employees hired within the previous six months. The HR, Information Technology

(IT), and College Professional Development (CPD) departments also offer many orientation and

employment resources on My CVTC. CPD has developed several orientation and development programs

for new employees or employees new to their role at the college, including: New Faculty Academy, New

Leaders Academy, and a mentorship program.

The college measures and tracks employee attrition as an indicator of hiring and orientation processes, as

well as workplace satisfaction. Recent changes in the state of Wisconsin’s organized labor and retirement

laws, along with an aging population, have initiated higher-than-average retirements and resignations at

the college in the last several years.

Page 32 of 60

Chippewa Valley Technical College Systems Portfolio Addendum | Fall 2015

Subcategory Two:

Figure 45: Employee Turnover and Turnover Rate

Evaluation and

Recognition

CVTC regularly

evaluates and recognizes

its employees through

annual review processes

and recognition

programs. Following

Wisconsin’s Act 10,

which made changes to

Wisconsin’s collective

bargaining laws for

public employees, the

college restructured the

salary schedules and

evaluation processes for

faculty, support staff,

and custodial staff, moving towards a merit and market-based compensation system. Employee evaluation

and recognition are important in reaching the college’s Cohesive Culture strategic goal.

Updated/New Evidence Supporting Subcategory Two

(Core Component 3C)

Employees are evaluated by supervisors and, in the case of faculty, students. Employees complete a self-

evaluation prior to meeting with their supervisor to document and communicate key tasks completed

since the last evaluation, as well as goals and plans for the future. Employee evaluations are focused on

individual progress and goals, but also help assess how the employee interacts with the college

community and contributes to the institution as a whole. Faculty complete a Professional Development

Plan, which includes a self-reflection and evaluation of how the individual assists with course/program

evaluation and continuous improvement, as well as how they work collaboratively and communicate with

the internal community. Other staff complete an evaluation and self-assessment form, which includes

indicators related to fostering teamwork, supporting college initiatives, and promoting continuous

improvement.

Salary increases are implemented

Figure 46: Employee Salary Adjustments in 2014-15

211

2.29%

5.87%

4.87%

6.55%

4.03%

0.00%

1.00%

2.00%

3.00%

4.00%

5.00%

6.00%

7.00%

2010-11 2011-12 2012-13 2013-14 2014-15

Employee Turnover and Turnover Rate

Retirements Resignations

Terminations/Layoffs Turnover Rate

annually, with approval from the

Board of Trustees. Salary increases are

based upon employee performance,

with the vast majority of employees

earning a standard, across-the-board

increase. Merit or market increases are

considered by the President and Vice

Presidents on a case-by-case basis to

recognize employees who have made

significant progress or

accomplishments over the year, or

those who require a salary increase to

better align with similar positions in

the labor market. While merit/market

88%

10%

Employee Salary Adjustments

Standard or Market

Increase

No Increase

Merit Increase

Page 33 of 60

Chippewa Valley Technical College Systems Portfolio Addendum | Fall 2015

increases were previously only available to management and professional employees, they are now

available to all employee groups. In situations requiring it, supervisors may place employees on a

Performance Improvement Plan or Corrective Action Plan. The vast majority of employees receive a

standard or market salary adjustment each year.

Table 11: Employee Evaluation Processes by Classification

Employee

Group

Period of Evaluation

Required Components

Relationship to

Salary

Faculty

Probationary period:

annual first three years

Non-probationary period:

every three years

Evaluation form (including self-

evaluation, competencies, goals,

and actions), student surveys,

supervisor and classroom

observations

Salary increase

based upon

performance

Support Staff

Probationary period: six-

month and 12-month

reviews

Non-probationary period:

annual

Evaluation form including self-

evaluation, accomplishments, goals,

and learning and development plan

Salary increase

based upon

performance

Management

and

Professional

Staff

Probationary period: six-

month and 12-month

reviews

Non-probationary period:

annual

Evaluation form including self-

evaluation, accomplishments, goals,

and learning and development plan

Salary increase

based upon

performance

Adjunct

Currently conducted as

May include evaluation form

Salary increase

Faculty

needed; new evaluation

process with consistent

evaluation periods will be

implemented in 2016

(including self-evaluation,

competencies, goals, and actions),

student surveys, and supervisor and

classroom observations

based upon

performance

Tracking absenteeism helps the college gauge

Table 12: Sick Leave Used

Total Hours

Used

Full-time

Employees

Hours per

Employee

2012-13

20,159

400

50.40

2013-14

21,174

419

50.53

2014-15

15,389

427

36.04

employee satisfaction and engagement in the

workplace. In 2014-15, use of sick time

decreased significantly, with an average of 36

hours taken per benefits-eligible employee.

Employees are recognized through a variety

of formal and informal mechanisms. WOW!

cards are an example of an employee recognition process. Faculty and staff who wish to thank or praise a

colleague publicly can submit a WOW! card on My CVTC, where they are posted for all internal

stakeholders to see.

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Chippewa Valley Technical College Systems Portfolio Addendum | Fall 2015

Table 13: Formal and Informal Employee Recognition Processes

Award/Recognition

Honors

Eligible

Employees

Faculty Excellence Awards

Excellence in teaching

Faculty

Furstenberg Teaching Excellence Award

Excellence in teaching

Faculty

Culture of Excellence Award

Excellence in process

improvements or project

implementations

All employees

New Adjunct Faculty Award

Excellence in teaching

New adjunct

faculty

Domer New Faculty Teaching Award

Excellence in teaching

New faculty

Chippewa Valley Association for Career

and Technical Education (CVACTE)

Annual Awards

Excellence

All employees

Merit salary increases

Exceptional performance

All employees

Years of Service Recognition luncheon

or breakfast

5,10,15, 20, 25, 30, 35 years of

service at CVTC

All employees

Retirement Reception

Recent retirements

All retirees

New Faculty Academy Celebration

Completion of New Faculty

Academy Program

New faculty

WOW! cards

Customer service and

individual accomplishments

All employees

CVTC administers the Personal Assessment of the College Environment (PACE) survey to all employees

every other year. The survey, which was given only every three years until 2012, provides information

regarding employee satisfaction and engagement. In terms of employee assessment of the college’s

evaluation and recognition processes, the 2014 PACE results indicated the following items had a

significant increase between the 2012 and 2014 surveys:

 The extent to which positive work expectations are communicated to me

 The extent to which unacceptable behaviors are identified and communicated to me

 The extent to which I receive timely feedback for my work

 The extent to which work outcomes are clarified for me

 The extent to which my supervisor helps me to improve my work

 The extent to which there is a spirit of cooperation within my work team

 The extent to which I am able to appropriately influence the direction of this institution

Subcategory Three: Development

CVTC values employee professional development, as evidenced in the institution’s core value of

Excellence (Excellence: We value working together to develop and continuously improve processes that

support the creative pursuit of new ideas). The institution offers several new programs and methods for

professional development to employees in every classification. The Cohesive Culture strategic goal

includes outcomes related to improving employee engagement and satisfaction through increasing

participation on cross-functional teams and offering campus activities to foster employee cohesiveness.

Professional development will be an important method of encouraging this engagement.

Updated/New Evidence Supporting Subcategory Three

(Core Components 3C, 5A)

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Chippewa Valley Technical College Systems Portfolio Addendum | Fall 2015

Table 14 outlines current and planned professional development opportunities for employees. These

opportunities do not include conferences, seminars, workshops, presentations, and other development

activities that employees may participate in on an individual or team basis with supervisor approval and

budget resources available.

Table 14: Professional Development Opportunities for Employees

Activity

Eligible Employees

Wisconsin Leadership Development Institute (WLDI)

Faculty, management, and

professional staff

Leadership Eau Claire, Leadership Menomonie, Leadership

Chippewa Falls, and Leadership River Falls

Faculty, management, and

professional staff

Faculty and Staff In-Services

All employees

New Leaders Academy

New leaders

Empowering Leaders Program*

Experienced leaders

Executive Leaders Program*

Executive leaders

Academic Leaders Program

Deans and Associate Deans

Technology for Management*

Management staff

Monthly Leadership Breakfasts

Management staff

Program Director/Department Chair Conference*

Program Directors and

Department Chairs

Monthly Sessions for Program Directors and Department

Chairs*

Program Directors and

Department Chairs

Management Meetings Professional Development Topics*

Management staff

Tuition Reimbursement Program

All benefits-eligible employees

(non-faculty)

Mentorship Program

Faculty, management, and

professional staff

New Faculty Academy

Faculty

Adjunct Training Program

Adjunct Faculty

Successful Teaching Practices

Faculty

May Academy

All employees

Geek Week

Faculty and Deans

Certification Courses

Faculty

Embracing Diversity

Faculty

Educational Evaluation

Faculty

Teaching Methods

Faculty

Course Construction in WIDS

Faculty

New Faculty Seminars

New faculty

Alternative Course Delivery Training Sessions

Faculty teaching online courses

Professional Book Clubs

All employees

Monthly Cultural Competence/Diversity Sessions

All employees

Monthly Staff Development Training Sessions

All employees

President’s ampus Forums

All employees

*Indicates program is planned for the future, but has not been implemented yet.

Page 36 of 60

Chippewa Valley Technical College Systems Portfolio Addendum | Fall 2015

CVTC implemented a tuition reimbursement program for non-faculty employees in 2012-13 (faculty

receive salary increases based on degrees held). Since then, 31 management staff, 17 support staff, and 17

professional staff have received reimbursement for education.

CVTC evaluates the

Figure 47: Tuition Reimbursement Program Disbursements by Employee Group

tuition reimbursement

program by tracking

degrees and credentials

earned and measuring

PACE results related to

professional

development. The

program, which

reimburses employees

for up to $2,000 of

tuition expenses per year,

has paid out $102,161 in

the last three years,

resulting in at least five

postsecondary degrees

for employees. The

college’s 2014 PACE

$19,363

$19,273

$20,655

$4,247

$5,058

$6,247

$9,059

$10,984

$7,275

$5,000

$10,000

$15,000

$20,000

$25,000

$30,000

$35,000

$40,000

2012-13 2013-14 2014-15

Tuition Reimbursements

Management Support Professional

$32,669

$35,315

$34,177

results showed that

employees rated professional development and

Figure

81.0

84.0

84.2

86.4

75.0

80.0

85.0

90.0

Male Female

Average Lifestyle Score by

Gender

2014 2015

48: Health Assessment Average Lifestyle Scores

training opportunities very highly (4.17, a significant

increase from the 2012 score of 3.88).

CVTC’s Wellness program, coordinated with the

institution’s insurer, Security Health, provides

employees with an opportunity to better understand

and improve their personal well-being through healthy

behaviors and choices. In 2014, participating

employees took 168 online health assessments to

measure self-reported disease history, lifestyle,

biometrics, immunizations, and health screenings.

Based on a report comparing results from 140 matched

participants that took the assessment in

2014 and again in 2015, the college

Figure

Blood Pressure Cholesterol BMI Blood Sugar

Participants Outside Recommended

Biometric Ranges

2014 2015

49: Participants Outside of Recommended Biometric Ranges

concludes that the wellness program is

positively impacting the health and well-

being of participating employees. The

overall average health assessment Lifestyle

Score increased from 83.3 to 85.9 for the

population from 2014 to 2015.

Furthermore, assessment results indicated

fewer employees were below

recommended levels in health behaviors in

seven out of eight categories, and fewer

were outside of recommended biometric

ranges in two out of four categories

between 2014 and 2015.

Page 37 of 60

Chippewa Valley Technical College Systems Portfolio Addendum | Fall 2015

Figure 50: Participants below Recommended Guidelines in Health Behaviors

Overall, CVTC employees’

satisfaction and engagement has

improved over time. 2014

PACE results exceeded the

previous administrations of the

survey in 2009 and 2012. The

2014 PACE results also

revealed that CVTC exceeded

the norm base, a compilation of

nearly 70 climate studies

conducted at higher education

institutions across the country,

in every category of the survey.

In 2009 and 2012, the college

exceeded the norm base in just

one category and two

categories, respectively.

Figure 51: PACE Results Over Time

137

136

100

120

140

Participants with Unhealthy Behaviors

2014

2015

Institutional

Structure

Supervisory

Relationships

Teamwork Student Focus Customized Overall

2009

3.21 3.57 3.75 3.84 3.17 3.54

2012

3.48 3.69 3.87 4.2 3.48 3.78

2014

3.64 3.9 3.99 4.24 3.64 3.91

2.5

3.5

4.5

Mean Score

PACE Year-to-Year Comparison

Page 38 of 60

Chippewa Valley Technical College Systems Portfolio Addendum | Fall 2015

Figure 52: 2014 PACE Results Compared with Norm Base

3.64

3.9

3.99

4.24

3.91

3.47

3.82

3.84

4.05

3.77

0.5

1.5

2.5

3.5

4.5

Institutional

Structure

Supervisory

Relationships

Teamwork Student Focus Overall

Mean Score

CVTC Climate Compared with the NILIE PACE Norm Base

CVTC Norm Base

CATEGORY FOUR: PLANNING AND LEADING

CVTC achieves its mission and lives its vision through a systematic process of planning and leading.

Recent improvements in strategic planning help engage the entire institution in formulating, modifying,

and deploying a comprehensive strategic plan which incorporates analyses of strengths, weaknesses,

opportunities, and threats (SWOT).

Figure 53: PACE Results Related to Institution’s Mission and Vision

Subcategory One:

Mission and Vision

The college undergoes a

comprehensive

environmental scan and

review of its mission,

vision, and values

approximately every five

years. The institution

modified its mission and

vision in 2011 through an

inclusive process of

thoughtful deliberation

and exploration,

incorporating input from

business leaders,

community members,

employees, government representatives, alumni, students, advisory committee members, board members,

and other stakeholders. This process ensures mission and vision relevance and organizational flexibility in

meeting the needs of its constituents. CVTC will conduct another comprehensive scan and mission/vision

review in 2017.

0.5

1.5

2.5

3.5

4.5

The extent to which the The extent to which I feel The extent to which

actions of this institution my job is relevant to this institution-wide policies

reflects its mission institution's mission guide my work

PACE Results for Mission-Related Items

2009 2012 2014

Page 39 of 60

Chippewa Valley Technical College Systems Portfolio Addendum | Fall 2015

Updated/New Evidence Supporting Subcategory One

(Core Components 1A, 1B, 1D)

Advisory committees review the college mission at each meeting, allowing committee members the

opportunity to offer feedback and ask questions about the institution’s direction. The mission and vision

are reflected on the public and internal websites, as well as within the annual President’s Report and other

marketing and informational materials. The college community has confidence in the institution’s mission

and vision, as evidenced in related PACE results, which show increases over the last three survey

administrations.

Subcategory Two: Strategic Planning

CVTC leaders implemented the AQIP Action Project, Engaging in Systematic Planning (ESP) in 2014.

The goal of the project is to improve consistency and alignment in department and division planning at

the college. Though the project is less than two years old, it has already made significant progress in

enhancing the planning process across college levels and teams.

Updated/New Evidence Supporting Subcategory Two

(Core Components 5B, 5C)

As part of its work, the ESP Action Project committee redesigned and enhanced the strategic planning

process map for the college (Figure 54). Notably, the new planning process includes regular and direct

involvement of departments, requiring each team to complete a SWOT analysis every three years to

determine program needs and create plans. The college then validates and updates three-year plans

annually. Department plans are funneled into division plans, which directly inform college priorities and

goals. Starting in Summer 2014, department chairs and program directors began participating in the

college’s annual strategic planning retreat. These academic leaders then return to their respective

departments to develop their own plans, ensuring the college-wide goals and initiatives drive the creation

of specific objectives and tasks.

Supervisors must approve unit level plans, then incorporate them into divisional plans. The college held

the most recent annual strategic planning retreat in June 2015, where management staff, department

chairs, and program directors came together for two days to discuss strategic initiatives and determine

how each division can support these college-wide goals. Individual departments will conduct a SWOT

analysis and create their own plans in the fall, after which senior leadership will create college priorities

to communicate to the Board of Trustees for approval.

CVTC uses online planning software, Strategic Planning Online (SPOL) to create, organize, approve, and

evaluate unit and institution-level plans. As of summer 2015, 93 employees are authorized users and have

been offered training for the planning module in SPOL. SPOL users include program

directors/department chairs, deans, unit managers, and administrators. The college validates the three-year

strategic plan annually and shares it on the college’s website and informational materials for various

audiences. The Institutional Research office evaluates the strategic plan at the end of the plan year, using

pre-defined measurements for each outcome.

Page 40 of 60

Chippewa Valley Technical College Systems Portfolio Addendum | Fall 2015

Figure 54: Strategic Planning Process

Page 41 of 60

Chippewa Valley Technical College Systems Portfolio Addendum | Fall 2015

Figure 55: CVTC Strategic Goals and Outcomes 2015-16

Page 42 of 60

Chippewa Valley Technical College Systems Portfolio Addendum | Fall 2015

Figure 56: Example Page from Strategic Plan Outcomes and Measures Report (2015)

OUTCOME

MEASURES/RESULTS

Goal 1: Quality - Position our college for continuous quality improvement in programs and services.

Program accreditation

and certification

Accreditation

25 25

2011 2012 2013 2014 2015

Accredited Programs In Process

Program performance

standards

2014:

Capacity: 48 of 52

Threshold = 67.9%

Percent of Programs Meeting or Exceeding

Employed-Related: 40 of 48

Thresholds

Threshold = 62.5%

150% Grad. Rate: 37 of 45

100%

Threshold = 34%

Programs with scorecards: 53

95%

90%

2013:

Capacity: 41 of 47

85%

Threshold = 70.6%

80%

Employed-Related: 47 of 53

75%

Threshold = 58.5%

Capacity Employed-Related 150% Graduation

150% Grad. Rate: 35 of 42

2012

87% 83% 84%

Threshold = 32.4%

Programs with scorecards: 59

2013

87% 89% 83%

2014

92% 83% 82%

2012:

Capacity: 40 of 46

2012 2013 2014

Threshold = 88%

Employed-Related: 38 of 46

Threshold = 67%

150% Grad. Rate: 41 of 49

Threshold = 27% (Associate),

50% (Technical Diploma)

Programs with scorecards: 52

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Chippewa Valley Technical College Systems Portfolio Addendum | Fall 2015

The 2014 PACE results reflect growing confidence, satisfaction, and engagement with the college’s

planning process. The college surpassed the comparison norm base in the Institutional Structure category

for the first time in 2014, with an overall score of 3.64 (Figure 52). Figure 57 illustrates the increasing

scores in several key indicators within Institutional Structure since 2009. The ESP project will continue to

address strategic planning across the college and the strategic goal of Cohesive Culture will address other

important issues such as college-wide communication, teamwork, and organizational alignment. While

the college already tracks and analyzes strategic plan outcomes, the ESP project and the college-wide roll-

out of SPOL will enable more comprehensive evaluation of the planning process itself. College leaders

can generate a variety of reports in SPOL to understand which units have completed plans, whether unit

outcomes have been met, and how actual results compare to intended results and targets.

Figure 57: PACE Results Related to Institutional Structure

0.5

1.5

2.5

3.5

The extent to

which decisions

are made at the

appropriate

level at this

institution

The extent to

which

information is

shared within

the institution

The extent to

which

institutional

teams use

problem-solving

techniques

The extent to

which I am able

to appropriately

influence the

direction of this

institution

The extent to

which open and

ethical

communication

is practiced at

this institution

The extent to

which a spirit of

cooperation

exists at this

institution

The extent to

which I receive

adequate

information

regarding

important

activities at this

institution

PACE Results for Key Indicators in Institutional Structure

2009 2012 2014

Subcategory Three: Leadership

CVTC operates under a model of shared governance, with college operations divided between a local

nine-member District Board of Trustees and the WTCS Board. While the WTCS Board sets tuition and

disburses state aid to the institution, the District Board approves operational and educational plans and

budgets, the hiring of personnel, and property tax levies. District Board members are appointed to

staggered terms. The District Board meets once per month, with meetings open to the public. Board

members receive all board-related policies during the appointment and orientation process. These policies

are also available on the college’s internal website, My CVTC. The college is led by a President, whose

executive leadership team (Presidents Cabinet) includes leaders in the following divisions: Instruction,

Operations, Student Services, Information Technology, Human Resources, College Effectiveness, and

Marketing, Communications, and Recruitment.

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Chippewa Valley Technical College Systems Portfolio Addendum | Fall 2015

Updated/New Evidence Supporting Subcategory Three

(Core Components 2C, 5B)

The college’s President, Bruce Barker, has been in his position since 2008. Mr. Barker and other college

leaders help guide the District Board towards reflective, deliberate, and data-driven decisions about the

college and its strategic plan. Board members are appointed as representative members of the

communities CVTC serves in order to meet WTCS requirements and ensure equitable and fair

consideration of the institution’s entire constituency.

CVTC dedicates significant resources to ensuring effective long-term leadership at the institution. The

college hired an Organizational Developer in 2013 to address the need for leadership support and

development. The CPD office has initiated several new professional development programs targeting

leaders across all levels (see Table 14) and, following the programs’ deployment, will ensure that all

leaders participate in at least one of these programs each year.

PACE describes four systems of management style: Coercive (mean score rating between 1.0 and 2.0),

Competitive (2.0 to 3.0), Consultative (3.0 to 4.0), and Collaborative (4.0 to 5.0). The 2014 PACE results

indicate CVTC’s composite climate to be in the upper range of the Consultative management style. Trust

in the college’s management team has increased over time, as evidenced in PACE results. The

Supervisory Relationships category reflected growth from previous survey results, increasing from a

composite score of 3.69 in 2012 to 3.90 in 2014 (see Figure 51). Every scored item within Supervisory

Relationships has improved over the last three PACE administrations (Table 15)

Figure 58: PACE Results Related to Teamwork

3.85

3.72

3.7

3.72

3.67

3.82

3.9 3.9

3.78 3.78

3.95

3.88

4.07

4.03

3.88

3.92

4.03

3.98

3.4

3.5

3.6

3.7

3.8

3.9

4.1

The extent to which

there is a spirit of

cooperation within

my work team

The extent to which

my primary work

team uses problem-

solving techniques

The extent to which

there is an

opportunity for all

ideas to be

exchanged within

my work team

The extent to which

my work team

provides an

environment for

free and open

expression of ideas,

opinions, and

beliefs

The extent to which

my work team

coordinates its

efforts with

appropriate

individuals

The extent to which

a spirit of

cooperation exists

in my department

PACE Results for Teamwork

2009 2012 2014

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Chippewa Valley Technical College Systems Portfolio Addendum | Fall 2015

Table 15: PACE Results Related to Supervisory Relationships

Supervisory Relationships Items with Mean Score

2009

2012

2014

The extent to which my supervisor expresses confidence in my work

3.91

4.01

4.26

The extent to which my supervisor is open to the ideas, opinions, and beliefs

of everyone

3.87

3.74

4.12

The extent to which positive work expectations are communicated to me

3.39

3.65

3.84

The extent to which unacceptable behaviors are identified and

communicated to me

3.37

3.63

3.78

The extent to which I receive timely feedback for my work

3.45

3.54

3.72

The extent to which I receive appropriate feedback for my work

3.49

3.62

3.74

The extent to which my supervisor actively seeks my ideas

3.53

3.48

3.73

The extent to which my supervisor seriously considers my ideas

3.6

3.55

3.83

The extent to which work outcomes are clarified for me

3.42

3.57

3.74

The extent to which my supervisor helps me to improve my work

3.47

3.57

3.78

The extent to which I am given the opportunity to be creative in my work

3.92

3.99

4.02

The extent to which I have the opportunity to express my ideas in

appropriate forums

3.48

3.71

3.79

The extent to which professional development and training opportunities are

available

3.47

3.88

4.17

CVTC has also been successful in improving the spirit of collaboration and teamwork amongst

employees (Figure 58). Like the PACE results for all other categories, the college exceeded previous

survey administrations’ scores in the Teamwork category (Figure 51). The institution will continue to

address teamwork through the Cohesive Culture strategic goal.

Subcategory Four: Integrity

The college takes care to operate with integrity in all instances, ensuring legal and ethical behavior while

meeting the needs of the community and constituents. The institution establishes fair and equitable

policies in the operation, education, and student services divisions, complying with regulations and

requirements upheld by WTCS, the state and federal government and associated agencies, the Higher

Learning Commission, and other accrediting bodies.

Updated/New Evidence Supporting Subcategory Four

(Core Components 2A, 2B)

CVTC publishes all college policies and procedures on My CVTC. These policies reflect the college’s

expectations for its students, employees, and departments. The following broad categories each contain

multiple policies to ensure legal and ethical behavior and compliance with regulating bodies: Board

policies and procedures; college property; employees; fiscal; general; information technology; instruction;

and students.

In addition to the policies on My CVTC, the college also provides information on its public website to the

general public regarding admissions, academics, campus life, college costs and payment options, and

more. The college’s accreditation status, most recently submitted accreditation reports, and affiliation

with HLC are disclosed on the public website as well.

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Chippewa Valley Technical College Systems Portfolio Addendum | Fall 2015

PACE results indicate a growing sense of trust in the college’s standards and practice of ethical behavior.

There was a statistically significant increase in the survey’s item related to open and ethical

communication between the 2012 and 2014 results (3.23 to 3.49), as well as several items in the college’s

customized questions category.

Figure 59: PACE Results Related to Institutional Integrity

3.07

2.85

2.61

3.88

3.23

3.1

2.84

3.96

3.49

3.29

3.2

4.08

0.5

1.5

2.5

3.5

4.5

The extent to which open

and ethical communication

is practiced at this

institution

The extent to which

college communication is

consistent regardless of

the communicator

The extent to which there

is an overall trusting

relationship between

faculty/staff/leadership

The extent to which the

college provides a safe and

secure working

environment

PACE Results for Integrity

2009 2012 2014

Many academic programs at the institution hold accreditation from an external accrediting body. In 2014-

15, 25 programs were accredited or certified by a professional organization, and nine were in the process

of obtaining accreditation/certification. Program directors and department chairs, along with faculty and

deans, uphold accreditation through required reporting, site visits, and instructional practices. Program-

specific accreditation information and requirements are posted online on the public website’s program

pages.

The college’s HR department handles workplace complaints and related issues through a

Communication/Problem Resolution Procedure, described in the Employee Handbook. This procedure

allows employees the opportunity to address general workplace concerns through an approach

emphasizing collaborative, two-way communication. CVTC also has a contractual grievance process for

issues related to employee discipline, termination, and workplace safety. There have been no formal

grievances filed by employees at the college since the institution’s collective bargaining unit restructuring

following Wisconsin Act 10 in 2012. In harassment and discrimination issues, employees and applicants

may file formal complaints with the Equal Employment Opportunity Commission/Employee Rights

Division (EEOC/ERD). Three such complaints were filed in 2012-13 and four in 2013-14; however, all

were unfounded or dismissed with the exception of one complaint still in progress.

CVTC’s Institutional Research Board (IRB) reviews research projects for faculty, staff, and students at

the college, as well as individuals from outside the institution seeking permission to study the CVTC

student population. The IRB helps ensure legal and ethical behavior in terms of the protection of human

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Chippewa Valley Technical College Systems Portfolio Addendum | Fall 2015

subjects in research activities, with 15 study approvals in 2012-13, 10 approvals in 2013-14, and one

approval in 2014-15.

CATEGORY FIVE: KNOWLEDGE MANAGEMENT AND RESOURCE STEWARDSHIP

CVTC supports an environment of learning through a deliberate and attentive approach to knowledge

management and resource stewardship. With the economic recovery following the 2008 recession, the

college has experienced decreased enrollments and revenue streams, resulting in the need for even more

careful and deliberate fiscal, capital, and human resources management.

Subcategory One: Knowledge Management

The college has worked diligently to increase data-informed decision making through the college’s

strategic planning and budgeting processes. Data is used in every major decision and initiative at the

college, most heavily in the strategic planning and budgeting processes, grant management and reporting,

and program review and improvement. The college collaborates with other institutions across the state to

address data integrity and usability at a statewide level through participation in the WTCS Institutional

Research Consortium.

Updated/New Evidence Supporting Subcategory One

CVTC’s Institutional Research (IR) office provides data, information, and services to internal customers

for the following purposes:

 Annual program scorecards/program improvement plans and comprehensive program reviews

 Focus groups and information sessions

 Institutional fact book

 Survey development and administration

 Grant development, management, and reporting

 Strategic planning (unit, division, college levels)

 Budgeting (unit, division, college levels)

 Board meeting reports

 WTCS-requested data (i.e. Client Reporting System, outcomes-based funding, etc.)

 Program-specific accreditation reports and compliance

 Miscellaneous data requests for various projects, presentations, evaluations, or reports

CVTC’s IR office tracks requests for data, surveys, and other information through an online request form

and ticketing system. All requests are entered online in My CVTC, assigned to an IR staff member, and

completed using the most valid and up-to-date data available. This streamlined process ensures that all

departments and employees are using data from a centralized source. In the last year, the IR office has

logged 142 tickets. Of these, 65% are requests for data; 4% are requests for data related to grant

evaluation; and 31% are for survey development, administration, or analysis. Approximately 70% of

tickets are completed and closed within a week.

The IR office recently hired an analyst to provide more leading indicators to the college’s existing lagging

indicators, focusing on the development of data cubes and reports for college-wide use. The college has

established processes for collecting, analyzing, and utilizing historical data for decision-making, but

continues to expand real-time data reporting for more timely planning and projections. The Information

Technology (IT) team is currently developing new data dashboards for use in recruitment and retention

efforts. IT regularly collaborates with the IR office to collect data, run reports from the college’s report

writing system (Cognos), and develop process improvements, including the program scorecard

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Chippewa Valley Technical College Systems Portfolio Addendum | Fall 2015

automation process. The college’s IT Governance Committee works to resolve IT and IR data issues and

develop enhancements to data availability, use, and reporting at the institution.

President’s Cabinet uses multiple projections for developing strategic plans and budgets, including:

credits per student, enrollments (FTEs), employment, economic modeling, high school graduations, and

admissions trends. For example, when staff began assessing how best to reform the institution’s

recruitment model in spring 2015, historical data was pulled to show the number of students applying to

the college, the percentage of this number that went on to enroll, and the number of students stopping out

after one, two, or three terms. These numbers were used to create a new recruitment model, reorganize the

department, hire new staff, and reallocate resources accordingly in order to best meet the organization’s

recruitment and enrollment needs.

Through the new WTCS Outcomes-Based Funding model, the college reflects on and uses data in new

ways. The institution now regularly measures indicators within nine statutorily established criteria:

1) Job placement rates

2) Degrees and certificates awarded in high demand fields

3) Programs or courses with industry-validated curriculum

4) Transition of adult basic education students to skills training

5) Success rate of adults in basic education courses

6) Participation in dual enrollment programs

7) Workforce training provided to businesses and individuals

8) Participation in collaboration or efficiency initiatives

9) Training provided to special populations or demographic groups unique to the district

WTCS published the initial Outcomes-Based Funding program report in June 2015. The state disbursed a

total of $8,853,490 to the 16 technical colleges based on a combination of the nine performance criteria.

CVTC received a total of $424,759 through the Outcomes-Based Funding program. Each college selected

two criteria to eliminate from the funding formula; CVTC selected criterion four (transition of adult basic

education courses) and criterion seven (workforce training provided to businesses and individuals).

Figure 60: 2014-15 CVTC Outcomes-Based Funding by Criterion

$91,493

$65,308

$53,869

$53,262

$36,406

$73,423

$50,998

$10,000

$20,000

$30,000

$40,000

$50,000

$60,000

$70,000

$80,000

$90,000

$100,000

CVTC Funding by Criterion

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Chippewa Valley Technical College Systems Portfolio Addendum | Fall 2015

Figure 61: 2014-15 Outcomes-Based Funding Allocation Breakdown to WTCS Institutions

4.26%

4.80%

8.31%

7.84%

4.46%

9.14%

4.45%

12.60%

6.98%

2.81%

5.97%

7.44%

4.05%

6.94%

5.23%

4.73%

Allocation of Total Funding

Blackhawk Chippewa Valley Fox Valley Gateway

Lakeshore Madison Area Mid-State Milwaukee Area

Moraine Park Nicolet Area Northcentral Northeast Wisconsin

Southwest Waukesha Western Wisconsin Indianhead

CVTC’s IT Service Desk tracks all technology-related cases and requests through an online incident

management system. So far in the 2015 calendar year, the department has resolved 9,537 incidents; 90%

of them were resolved within the timeframe set by the initiating user.

Figure 62: IT User Support Services

75%

80%

85%

90%

95%

2000

4000

6000

8000

10000

12000

2013 2014 2015

IT Service Desk Activity

Service Desk Incidents

Incidents Resolved

Percent of Incidents Resolved on Time

CVTC administers an annual IT Satisfaction

Survey to all students, staff, and faculty to

evaluate the effectiveness of IT systems

across the institution and make decisions

about future action plans for the department.

The survey measures satisfaction relative to

11 different areas: IT communication,

network on-campus, network off-campus,

user support services, user support

availability, computer availability, specialty

software availability, hardware reliability,

software reliability, learning management

system (E360), and My CVTC. Results are

analyzed by the IT department and college

leaders to make changes and improvements to

the IT infrastructure, processes, and human

resources accordingly in an effort to best

support staff and students.

Page 50 of 60

Chippewa Valley Technical College Systems Portfolio Addendum | Fall 2015

Figure 63: IT Satisfaction Survey Results (Faculty)

IT Satisfaction - Faculty

100%

90%

80%

70%

Faculty 2013

60%

50%

Faculty 2014

Faculty 2015

Figure 64: IT Satisfaction Survey Results (Staff)

50%

60%

70%

80%

90%

100%

IT Satisfaction - Staff

Staff 2013

Staff 2014

Staff 2015

Figure 65: IT Satisfaction Survey Results (Student)

IT Satisfaction - Student

100%

90%

80%

70%

Student 2013

60%

Student 2014

50%

Student 2015

Page 51 of 60

Chippewa Valley Technical College Systems Portfolio Addendum | Fall 2015

Subcategory Two: Resource Management

CVTC carefully maintains a solid and thoughtful approach to resource management. State aid to technical

colleges in Wisconsin declined steadily from 2009 to 2014, and the ability to levy property taxes for

operating revenue has been significantly limited. In addition, declining enrollments and a new outcomes-

based funding formula put the college, along with others in the state, in a precarious financial situation. In

2014, the state increased state aid to WTCS institutions while simultaneously decreasing the colleges’

property tax revenue by the same amount, effectively shifting funding sources with a net-zero impact on

the total, and introducing the potential of local control shifting into the hands of the state government.

Overall, the fiscal outlook for technical colleges in Wisconsin has become increasingly bleak in the last

several years. However, CVTC’s careful planning and efficient operating structure have helped sustain a

healthy balance of income and expenditures, allowing the college to continue delivering superior

programming and services at a low cost to students which benefits the local and state economy.

Updated/New Evidence Supporting Subcategory Two

(Core Component 5A)

CVTC’s finance office is the fiscal steward of the college, managing an annual operating budget of $52

million and capital budget of $15 million in 2014-15. CVTC manages its budget according to state and

federal regulations and conducts an independent audit each year to confirm compliance with such

requirements.

Employing a variety of political and economic modeling methods, the college forecasted the current

financial situation and prepared accordingly. From 2008 to 2011, during the recession, while enrollments

steadily increased, CVTC built up its reserve fund balance to its highest level in history (34.7%). These

robust financial reserves helped sustain the college through several years of declining enrollments and

reduced revenue streams. A policy adopted by CVTC in 1995 states that the college will maintain a

reserve fund equal to or greater than between 60 days (16.6%) and 90 days (25%) of budgeted

appropriations. In 2014-15, the college dipped below the top level of this policy for the first time since

2007, with a reserve fund balance of 24.8%.

CVTC’s proportion of

revenue from the state has

decreased steadily over the

last several years, placing a

larger burden on students

and local taxpayers. In

2008-09, the college’s

revenue from local

property taxes was 66% of

its total; this percentage

increased to more than

70% in 2013-14.

Nevertheless, the college

makes every attempt to

reduce impact to students.

In the same time period,

the percentage of revenue

from tuition and fees has

increased just 1.1% (from

19.5% in 2008-09 to

20.6% in 2013-14).

Figure 66: CVTC Reserve Fund Balance

0.00%

10.00%

20.00%

30.00%

40.00%

2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016

Reserve Fund Balance and Required

Thresholds

Reserve Fund Balance Low High

Page 52 of 60

Chippewa Valley Technical College Systems Portfolio Addendum | Fall 2015

Figure 67: Sources of Revenue

120.0%

Sources of Revenue

100.0%

80.0%

60.0%

40.0%

20.0%

0.0%

14.5%

12.7%

12.9%

9.7% 9.7%

9.1%

66.0%

67.6%

67.8%

19.5%

19.8%

19.3%

20.8% 20.8%

20.6%

69.5% 69.5%

70.3%

2008-09 2009-10 2010-11 2011-12 2012-13 2013-14

Tuition and Fees State Local Source

Despite financial strain, CVTC maintains a comparatively low cost of attendance and cost per FTE,

demonstrating the college’s fiscal dexterity and resourcefulness.

The college helps mitigate decreasing revenue streams by securing additional grant dollars. Grant funds

help supplement and enhance educational programming through additional faculty, staff, training,

equipment, and supplies. CVTC improved its bond rating from Aa2 to Aa1 in 2010. Moody’s

reconfirmed the college’s Aa1 rating in spring 2015, validating the college’s sound financial practices.

Figure 68: Cost of Attendance for CVTC Students Compared to WTCS Average

Subcategory Three:

Operational Effectiveness

$14,440

$15,000

$15,553

$14,900

$15,554

$16,088

$14,000

$14,500

$15,000

$15,500

$16,000

$16,500

2011-2012 2012-2013 2013-2014

Cost of Attendance

Living Off Campus

CVTC WTCS Average

CVTC’s operational

effectiveness is closely tied to

its resource management. The

institution’s vigilant fiscal

approach allows for the

continued expansion of

facilities, technological

infrastructure, programs, and

services to meet stakeholder

demand without large increases

in student tuition and fees or

significant sacrifice from

operational and educational

units. Recently the college

developed a new Energy

Education Center on its west

campus, remodeled several areas of the main campus’s Business Education Center, expanded

programming at the River Falls campus, and launched new programming in information technology,

engineering technology, and organizational leadership.

Page 53 of 60

Chippewa Valley Technical College Systems Portfolio Addendum | Fall 2015

Updated/New Evidence

Supporting

Subcategory Three

(Core Component 5A)

The college adopts a

budget annually (July 1-

June 30) and allocates

financial resources for

ongoing programs,

courses, services, and

strategic initiatives. The

process of developing the

budget is multi-faceted,

with President’s Cabinet

and college leaders

coordinating with the

Facilities and Finance

and Budgeting departments

to align capital and

operating expenses with

institutional goals and

action plans.

The Facilities department

develops and deploys a

three-year facilities plan,

ensuring adequate space and

flexibility to accommodate

the institution’s

instructional and supportive

services. Facilities uses a

Facilities Assessment tool

to review the current

condition of all college

infrastructure and create a

Figure 69: Cost per FTE Compared to WTCS Average

$11,011

$11,368

$12,471

$13,065

$13,481

$12,652

$13,010

$13,320

$14,005

$14,926

$10,000

$11,000

$12,000

$13,000

$14,000

$15,000

$16,000

2009-10 2010-11 2011-12 2012-13 2013-14

Cost per FTE

CVTC WTCS Average

Figure 70: Grant Revenue

$2,218,144

$2,225,078

$2,632,146

$3,376,169

$3,813,763

$500,000

$1,000,000

$1,500,000

$2,000,000

$2,500,000

$3,000,000

$3,500,000

$4,000,000

$4,500,000

2010 2011 2012 2013 2014

Total Grant Revenue

roadmap for future improvements. To manage customer work requests, the Facilities department uses

SchoolDude, a web-based tool to schedule, track, and report on maintenance work throughout the college.

Since March 2014 (the earliest data available), the Facilities department has logged approximately 5,200

work orders in SchoolDude; this number is not comprehensive, as not all informal or impromptu incidents

are logged. Using only the SchoolDude data, CVTC performs 0.75 work orders per student per year,

exceeding the national average of 0.31 and the top 20% benchmark of 0.62.

CVTC also tracks energy usage by campus location through SchoolDude, allowing the college to monitor

ongoing utility consumption and address anomalies and issues of concern. CVTC’s overall consumption

decreased in 2014-15, despite physical growth of facilities due to multiple campus renovations and

construction projects.

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Chippewa Valley Technical College Systems Portfolio Addendum | Fall 2015

CVTC manages risk related

Figure 71: Energy Consumption Summary (All Campuses)

and crime prevention, and instructions/links for filing a report. A Behavior Intervention Team coordinates

a centralized system of logging and tracking behaviors of concern throughout the college, encouraging a

holistic approach to incident management and providing faculty and staff with access to college-wide

patterns relative to individual students and situations. The college’s annual security report includes

statistics on reportable crimes and is available as part of the Student Right to Know documentation in the

Student Handbook and public website.

Periodically, the college’s insurer, Districts

Table 16: Reported Crimes on All Campuses

Mutual Insurance (DMI), conducts a

to operational stability

through systematic processes

for safety and security,

emergency management, and

student behavior intervention.

The college’s Safety and

Security website on My

CVTC provides information

to students and staff about

parking, emergency

procedures, safety training

opportunities, campus maps,

campus crime, incident logs,

2,000,000

4,000,000

6,000,000

8,000,000

2010 2011 2012 2013 2014 2015

Energy Consumption (KWH)

Type of Crime

2011

2012

2013

Aggravated Assault

Burglary

Sex Offenses

Drug Abuse Violations

Liquor Law Violations

Motor Vehicle Theft

Murder

Robbery

Weapons Possession

Arson

walkthrough of facilities, meant to identify

areas of safety concern that may be a liability

to the college if not properly addressed. In

December 2013, DMI identified 54 concerns,

28 of which have been resolved and 26 of

which are in the process of being resolved.

DMI will conduct another walkthrough in

October 2015.

Several initiatives within the college have

helped improve operational effectiveness.

Table 17 outlines processes/systems recently

implemented or in the process of being

implemented.

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Chippewa Valley Technical College Systems Portfolio Addendum | Fall 2015

Table 17: Initiatives Designed to Enhance Effectiveness Across the College

Process or System

Purpose

Maxient Software

Centralized reporting and recordkeeping software to manage information

related to behavioral incidents, Title IX cases, Code of Conduct violations,

etc.

RAVE

Higher education campus safety system for deploying and managing

emergency communications with staff and students.

Salesforce

Customer relations management software for coordinating business and

industry services.

Go to Assist

Track and report customer contact data for the Information and Service

Center (phone calls, emails, walk-ins, etc.).

LEAN Process

Improvement and

Training

Operational departments across the college have begun undergoing LEAN

training and incorporating LEAN processes into workflow to increase

efficiency and effectiveness.

Regional Data Center

On-site data center for regional non-profit education partners provides co-

located data center services for off-site technology systems. The

Community Area Network (CAN) of public service organizations currently

includes the University of Wisconsin, K-12 partners, local library, area

Cooperative Educational Service Agencies (CESAs), WiscNet, and UW-

SysNet. The data center provides high bandwidth, low-latency connectivity

at reduced costs.

Grants Dashboard

Track and report on grants developed, awarded, and pending to provide

complete picture of grant efforts.

Website Upgrades

Update and reimage public website to target external customers and make

My CVTC more usable for internal customers.

ERP Steering

Committee

Help prioritize human and capital resources for development,

maintenance, and expansion of Ellucian Banner and sub-systems related to

the ERP system. Business system leaders and project managers work to

allocate resources for ERP related planning and management.

Online Continuing

Education

Registration

Online registration and payment system for community members and

businesses to streamline the process of offering and delivering continuing

educational opportunities.

Online Request Forms

and Ticketing Systems

Online request and ticket forms for information technology, marketing,

duplicating, purchasing, institutional research, parking, maintenance

requests, ISC, etc. give customers a straightforward method for requesting

services while providing departments with a systematic process for

tracking, completing, and reporting on workflow.

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Chippewa Valley Technical College Systems Portfolio Addendum | Fall 2015

CATEGORY SIX: QUALITY OVERVIEW

As an AQIP institution, CVTC focuses on continuous quality improvement in all areas of the institution.

Quality efforts are integrated throughout the college’s infrastructure, employee groups, and instructional

practices.

Subcategory One: Quality Improvement Initiatives

Quality is one of CVTC’s strategic goals, with the aim of positioning the college for continuous quality

improvement in programs and services. Outcomes associated with this goal in 2014-15 included the

following: sustain individual program accreditation and certification; maintain program performance in

key performance indicators (capacity, employment, and graduation rates); expand program development

of career pathways; and increase efficiency and integrity of college systems to support learning goals.

By emphasizing continuous quality improvement as a strategic initiative, the institution’s objectives and

action plans align accordingly to ensure that quality improvement processes are a constant focus.

Furthermore, the college includes an assessment of employees’ dedication to continuous quality

improvement efforts in programs and services as part of the annual employee evaluation process. This

helps ensure all employees are committed to maintaining standards of excellence and participating

in/leading quality improvement activities.

Updated/New Evidence Supporting Subcategory One

(Core Component 5D)

CVTC prioritizes AQIP action projects as vehicles for quality improvement initiatives. The three current

action projects are Credit for Prior Learning, Engaging in Systematic Planning (ESP), and Assessment of

Student Learning. Action project committee members and Presidents Cabinet evaluate projects twice per

year. Committee members keep college leaders abreast of progress in the projects so they can make

decisions about the direction of the projects and their alignment with the strategic plan. Action projects

allow the college to dedicate resources to an issue of importance and to be creative in addressing the issue

effectively. PACE results indicate that employees responded increasingly positively to a customized

question about the college’s innovative practices. Results for “The extent to which innovation is

encouraged at the college”

Figure

Accredited Programs at CVTC

25 25

2011 2012 2013 2014 2015

Accredited Programs In Process

72: Programs with Industry-Recognized Accreditation or Certification

increased from 3.40 in 2009

to 3.73 in 2012, and finally

to 3.79 in 2014.

Educational programs at

CVTC have rigorous

standards of quality and

undergo ongoing efforts to

improve, thereby enhancing

the quality of the institution

overall. All programs

complete an annual program

review, closely examining

curriculum and performance

outcomes on the program scorecards. Each program develops a program improvement plan each year. To

improve industry-validated quality standards in its programs, the college is committed to increasing the

number of programs with external accreditation or certification through an independent accrediting

agency.

Page 57 of 60

Chippewa Valley Technical College Systems Portfolio Addendum | Fall 2015

College departments conduct continuous quality improvement efforts on an ongoing basis at the college.

Examples of such activities are outlined in Table 18.

Table 18: Continuous Quality Improvement Efforts

Objective

Activities To-Date

Improve adjunct faculty

 Hire Adjunct Faculty Developer

preparedness and

 Develop Adjunct Faculty Orientation

experience at CVTC

 Offer Adjunct Teaching Excellence Award

 Develop support materials and resources for adjunct instructors

 Deploy WTCS Faculty Quality Assurance System to ensure adjunct have proper

qualifications to teach at CVTC

Develop and

implement career

pathways for students

 Hire Career Pathway Coordinator

 Implement several grant projects focused on developing career pathways in health

care, manufacturing, and business programs

 Work with WTS through VT’s Department of Labor Trade !djustment

Assistance Community College and Career Training (TAACCCT) program grant to

advance career pathways systems at the state level ($5 million subcontract)

Improve quality of

online courses

 Transition to new learning management system (E360)

 Assess, train, and support faculty teaching online courses

Improve leadership

development and

succession planning

 Develop and deploy leadership professional development programs

Engage college

 Deploy ESP Action Project activities

community in strategic

 Include program directors/department chairs in strategic planning retreat

planning efforts

 Train and support users of SPOL to input unit-level plans, conduct SWOT analysis,

and assess results

Assess and compare

college performance

with peer institutions

 Deploy outcomes-based funding model

Enhance marketing and

 Utilize market analytics for data-based decisions regarding advertising dollars

recruitment efforts to

spent, customers reached, and associated results

reach target audience

 Redevelop public website to better meet the needs of external customers and

more effectively and

target demographic groups

increase enrollments

 Reorganize Marketing and Communications department to include Recruitment

staff

 Deploy Recruitment Committee to research best practices and develop new

methods for attracting new students

 Coordinate with Business and Industry Services to develop a marketing plan for

workforce training audiences

Redesign

 Deploy Developmental Education Redesign Committee to research best practices

developmental

and develop new methods for helping students succeed in college-level courses

education

 Redesign the Prepared Learner program to adopt an integrated support model for

programming

reducing student attrition

Expand credit for prior

 Hire Credit for Prior Learning Coordinator

learning (CPL) program

 Implement an online CPL interest form to collect student information and provide

support to students seeking CPL

 Develop and deploy assessments for prior learning

 Develop and deploy systematic processes for students to provide proof of prior

learning, assess knowledge, and obtain credit

 Pursue alignment of non-credit to credit processes for workforce training partners

Page 58 of 60

Chippewa Valley Technical College Systems Portfolio Addendum | Fall 2015

Subcategory Two: Culture of Quality

In 2012, the Wisconsin Forward Award Board of Examiners placed CVTC at the Mastery recognition

level, the second highest level possible. This placement confirms the institution’s ongoing commitment to

integrating continuous quality improvement into its culture. The Cohesive Culture strategic goal supports

the commitment to maintaining a culture of quality. CVTC’s College Effectiveness Committee reviews

and assesses continuous quality improvement efforts on campus, including accreditation processes and

involvement in the Continuous Quality Improvement Network (CQIN). CVTC became a member in

CQIN in 2014. CQIN is a higher education membership organization that provides colleges with

networking and learning opportunities to foster continuous improvement and performance excellence.

The college is working to integrate CQIN recommendations into college practices to promote a culture of

engagement and success.

Updated/New Evidence Supporting Subcategory Two

(Core Component 5D)

College leaders attending CQIN Summer Institutes in 2014 and 2015 collaborated with President’s

Cabinet and CPD to promote lessons learned and best practices at CVTC. Table 19 outlines activities to-

date.

Table 19: CQIN-Related Activities Deployed at CVTC

Date

Activity

Summer 2014

Leadership book study

Summer 2014

Competencies related to mission and employee engagement in the New Employee

Orientation and New Faculty Academy

Fall 2014

In-service theme and keynote speaker: servant leadership

Fall 2014

In-service session topics related to employee engagement, emotional intelligence

Fall 2014

Leadership and Staff In-service “tours” of college campuses and programs to

connect faculty and staff with the institution’s mission and varied programs and

ties to industry

Fall 2014

Leadership breakfast series: engaging employees

Winter 2015

Competencies related to employee engagement and emotional intelligence in the

New Leaders Academy

Winter 2015

In-service session topics related to employee engagement, emotional intelligence;

student, community, and business presenters/panels to demonstrate the college’s

connection with the community

Summer 2015

Leadership book study

Fall-Spring

2012-15

Monthly professional development series on employee engagement and

emotional intelligence

Results from the institution’s three college-wide surveys provide evidence of the organization’s culture of

quality (see Figures 26, 27, and 51). The college improved in every category of the PACE survey from

2012 and surpassed the norm base across the board, indicating strong growth in creating and sustaining a

culture of quality. Yet, a disconnect between personnel categories in the assessment of the organization’s

climate suggests there is more work to be done (Figure 73). While management employees rated the

college at 4.37 overall, faculty, support staff, and professional staff rated the institution at 3.85, 3.79, and

3.91, respectively. Through the Cohesive Culture strategic initiative, the college hopes to achieve more

consistency in climate survey responses through employee engagement efforts and emphasizing a culture

of quality in its future action plans.

Page 59 of 60

Chippewa Valley Technical College Systems Portfolio Addendum | Fall 2015

Figure 73: PACE Results by Employee Group

2.5

3.5

4.5

Institutional

Structure

Supervisory

Relationships

Teamwork Student Focus Custom Overall

PACE Results by Personnel Classification

Faculty Support/Custodial Staff Management Professional

Page 60 of 60

Chippewa Valley

Technical

o ege

cvtc.edu

1-800-547-2882

Campuses in Chippewa Falls, Eau Claire, Menomonie, River Falls, and Neillsville

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