April 29, 2014
Dr. Michael A. Lanser
President
Lakeshore Technical College
1413 Terry Andrae Terrace
Sheboygan, WI 53081
Dear President Lanser:
Attached is the report of the team that conducted Lakeshore Technical College’s Quality Checkup site visit. In
addition to communicating the team’s evaluation of your institution's compliance with the Commission’s
Criteria for Accreditation and the Commission’s Federal Compliance Program, the report captures the team’s
assessment of your institution's use of the feedback from its last Systems Appraisal and its overall commitment
to continuous improvement.
A copy of the report will be read and analyzed by the AQIP Panel that reviews institutions for Reaffirmation of
Accreditation at the time your institution's review is scheduled.
Please acknowledge receipt of this report within the next two weeks, and provide any comments you wish to
make about it. Your response will become a part of the institution’s permanent record.
Sincerely,
Mary L. Green
AQIP Accreditation Services
QUALITY CHECKUP REPORT
Lakeshore Technical College
Cleveland, Wisconsin
April 2-4, 2014
The Higher Learning Commission
A Commission of the North Central Association
QUALITY CHECKUP TEAM MEMBERS:
Laurie Pemberton, Ph.D.
Directory of Institutional Research & Planning
Allan Hancock College
Laura Cates
Director, STEM Grant
Northwest Arkansas Community College
Lakeshore Technical College
April 2-4, 2014
Background on Quality Checkups conducted by the Academic Quality Improvement
Program
The Higher Learning Commission’s Academic Quality Improvement Program (AQIP) conducts Quality
Checkup site visits to each institution during the fifth or sixth year in every seven-year cycle of AQIP
participation. These visits are conducted by trained AQIP Reviewers to determine whether the institution
continues to meet The Higher Learning Commission’s Criteria for Accreditation, and whether it is using
quality management principles and building a culture of continuous improvement as participation in the
Academic Quality Improvement Program (AQIP) requires. The goals of an AQIP Quality Checkup are to:
1. Affirm the accuracy of the organization’s Systems Portfolio and verify information included in
the portfolio that the last Systems Appraisal has identified as needing clarification or verification
(System Portfolio Clarification and Verification), including review of distance delivery and
distributed education if the institution is so engaged.
2. Review with organizational leaders actions taken to capitalize on the strategic issues and
opportunities for improvement identified by the last Systems Appraisal (Systems Appraisal
Follow Up);
3. Alert the organization to areas that need its attention prior to Reaffirmation of Accreditation, and
reassure it concerning areas that have been covered adequately (Accreditation Issues Follow Up);
4. Verify federal compliance issues such as default rates, complaints, USDE interactions and
program reviews, etc. (Federal Compliance Review); and
5. Assure continuing organizational quality improvement commitment through presentations,
meetings, or sessions that clarify AQIP and Commission accreditation work (Organizational
Quality Commitment).
The AQIP peer reviewers trained for this role prepare for the visit by reviewing relevant organizational
and AQIP file materials, particularly the organization’s last Systems Appraisal Feedback Report and the
Commission’s internal Organizational Profile, which summarizes information reported by the institution
in its Annual Institutional Data Update. The Quality Summary Report provided to AQIP by the
institution is also shared with the evaluators. Copies of the Quality Checkup Report are provided to the
institution’s CEO and AQIP liaison. The Commission retains a copy in the institution’s permanent file,
and will be part of the materials reviewed by the AQIP Review Panel during Reaffirmation of
Accreditation.
Quality Checkup Visit Report. Last revised 4/17/14.
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Lakeshore Technical College
April 2-4, 2014
Clarification and verification of contents of the institution’s Systems Portfolio
In the team’s judgment, the institution presented satisfactory evidence that it met this goal of the
Quality Checkup. The institution’s approach to the issue, documentation, and performance were
acceptable and comply with the Commission’s standards and AQIP’s expectations.
Members of Lakeshore Technical College commented many times that the feedback from the recent
Systems Appraisal has helped them to review and improve their processes. They reviewed all of the
comments, identified responsibilities and actions, and are tracking progress and improvements. A
comprehensive “AQIP Systems Appraisal Feedback” action plan was defined, and the category teams are
following up on the various items. Such thorough identification and tracking is to be commended.
Comments by those involved with the Systems Portfolio indicated viewing all of the feedback by all the
category participants has helped communication and collaboration. It is evident that processes are being
evaluated and improved, with a focus on integration and alignment. LTC intends to review its progress at
least twice a year.
LTC’s category teams are ongoing. It was apparent to the Quality Checkup team that LTC has continued
to mature and its Systems Portfolio did not completely capture its good work. Faculty and staff describe
themselves as over-achievers, and work on many advancing projects while continuing to provide high
support to students.
LTC demonstrates a culture of continuous quality improvement. It applies QA principles in its
approaches, and is gathering and using data in its processes. LTC gathers a tremendous amount of
information, and has made great strides in using data to inform decisions. While potential sources of
benchmark data include WTCS, WILM, NCCBP, CCSSE, Noel-Levitz, and others, LTC is concerned
that benchmarking consider the similarity of other institutions in making comparisons. LTC is taking
steps to better gather and understand its own data, and to use research and analysis in setting appropriate
targets to achieve.
Review of the organization’s quality assurance oversight of its distance education activities.
In the team’s judgment, the institution has presented satisfactory evidence that its distance education
activities are acceptable and comply with the Commission’s standards and expectations.
The College provides adequate distance education access and support. Faculty receive training in how to
teach courses online. Students have access to an online orientation. The technology is appropriate to
support the online platform. Advising is available via phone and Skype.
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Quality Checkup Visit Report. Last revised 4/17/14.
Lakeshore Technical College
April 2-4, 2014
Review of the organization’s quality assurance and oversight of distributed education
(multiple campuses)
In the team’s judgment, the institution has presented satisfactory evidence that its distributed
education activities are acceptable and comply with the Commission’s standards and expectations.
A multi-site visit was conducted since LTC’s last reaffirmation and was not required as part of this
Quality Checkup. Discussions about LTC’s distributed education and oversight were combined with
discussions on distance education. LTC offers selected courses/programs at its sites, and uses interactive
TV as one of its delivery modes. Since industry uses much video conferencing, blended learning is a
natural format.
Assessment of Distance Learning courses were included LTC’s assessment plan and consistent with in
class delivery courses. Distance Learning courses at LTC follow the same rigor and guidelines as
directed by the State of Wisconsin for all courses.
Review of specific accreditation issues identified by the institution’s last Systems Appraisal
In the team’s judgment, the institution presented satisfactory evidence that it met this goal of the
Quality Checkup. The institution’s approach to the issue, documentation, and performance were
acceptable and comply with Commission and AQIP’s expectations.
No accreditation issues were identified.
Screening of Criteria for Accreditation and Core Components
The following section identifies any areas in the judgment of the Quality Checkup Team where the
institution either has not provided sufficient evidence that it currently meets the Commission’s Criteria
for Accreditation (and the core components therein) or that it may face difficulty in meeting the Criteria
and core components in the future. Identification of any such deficiencies as part of the Quality Checkup
affords the institution the opportunity to remedy the problem prior to Reaffirmation of Accreditation.
Items judged to be “Adequate but could be improved” or “Unclear or incomplete” during the Checkup
Visit screening will not require Commission follow-up in the form of written reports or focused visits.
However, Commission follow-up will occur if the issues remain apparent at the point of reaffirmation of
accreditation.
Quality Checkup Visit Report. Last revised 4/17/14.
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Lakeshore Technical College
April 2-4, 2014
Core Component
Criterion 1: Evidence found in the Systems Portfolio
Strong, clear, and well-presented.
1A
1B
1C
1D
X
X
X
X
Adequate but could be improved.
Unclear or incomplete.
Core Component
Criterion 2: Evidence found in the Systems Portfolio
Strong, clear, and well-presented.
2A
2B
2C
2D
2E
X
X
X
X
X
Adequate but could be improved.
Unclear or incomplete.
Core Component
Criterion 3: Evidence found in the Systems Portfolio
Strong, clear, and well-presented.
3A
3B
3C
3D
3E
X
X
X
X
X
Adequate but could be improved.
Unclear or incomplete.
Core Component
Criterion 4: Evidence found in the Systems Portfolio
Strong, clear, and well-presented.
4A
4B
4C
X
X
X
Adequate but could be improved.
Unclear or incomplete.
Core Component
Criterion 5: Evidence found in the Systems Portfolio
Strong, clear, and well-presented.
5A
5B
5C
5D
X
X
X
X
Adequate but could be improved.
Unclear or incomplete.
In the team’s judgment, the institution presented satisfactory evidence that it met this goal of the
Quality Checkup. The institution’s approach to the issue, documentation, and performance were
acceptable and comply with Commission and AQIP’s expectations.
In the Quality Checkup team’s opinion, LTC meets the criteria for accreditation. Core Components 2C
and 5C, which were noted as being unclear by the Systems Appraisal team are determined to now be clear
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Quality Checkup Visit Report. Last revised 4/17/14.
Lakeshore Technical College
April 2-4, 2014
by the Quality Checkup team. LTC recognizes that work regarding assessment, institutional decision
making, and planning are never ending processes. The College has demonstrated commitment to quality
educational opportunities for its students. Current action projects strive to further improve activities, and
advancement is happening.
The Quality Checkup team members were both part of the recent Systems Appraisal team. During the
Systems Appraisal, the process did not ask the team to categorize whether each of the core components
was strong, clear, and well-presented; adequate but could be improved; or unclear or incomplete. The
Systems Appraisal team developed evidentiary statements supporting each of the core components based
on material presented in the Systems Portfolio in mapped process sections. The information related to
core components 2C and 5C was noted to be unclear; however, the core components were not cited as
being unmet.
In response to the Systems Appraisal, Lakeshore Technical College provided clarifying information and
evidence supporting these core components. The Quality Checkup team reviewed this additional
documentation, and agrees that the core components are met.
The concern about core component 2C dealt with whether the governing board of the institution is
sufficiently autonomous to make decisions in the best interest of the institution and to assure its integrity.
Lakeshore Technical College’s board is appointed and not elected per Wisconsin State Statute defining
how each technical college board must be comprised with a mix of business owners, employees, one
school district official, and one elected official. All positions are appointed by the County Board Chairs
for the State of Wisconsin and approved by the State Board. Board members serve three-year terms, and
may be reappointed. Board members are independent of undue influence through annual submission of
Statements of Economic Interest. LTC’s board meets monthly. The “Linking and Learning” process
focuses on reasonable and relevant interests of the institution’s internal and external constituencies as
matters are presented and reviewed by the board.
The concern about core component 5C dealt with whether the institution’s mission and values are
reviewed regularly. Also, a systematic process was not apparent regarding systematic and integrated
planning, especially involving the wide variety of annual plans. LTC did present its planning process in
Category 8, but the Systems Appraisal team did not make this connection when reviewing Category 5
where the linkage with core component 5C was expected. Part of this situation may be due to the fact that
LTC completed its draft Systems Portfolio before it received instructions requiring evidence supporting
the core components be incorporated into the document. When inserting the evidence, LTC found the
information changed the context of the Systems Portfolio questions and it was difficult to concisely
answer both the categories and the core components. Upon review of the planning process explanation in
Quality Checkup Visit Report. Last revised 4/17/14.
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Lakeshore Technical College
April 2-4, 2014
the perspective of combining the Category 5 and 8 descriptions, it is evident that LTC does have a
planning process which models after the AQIP plan, do, check, act cycle.
Review of the institution’s approach to capitalizing on recommendations identified by its
last Systems Appraisal in the Strategic Issues Analysis.
In the team’s judgment, the institution presented satisfactory evidence that it met this goal of the
Quality Checkup. The institution’s approach to the issue, documentation, and performance were
acceptable and comply with Commission and AQIP’s expectations.
Ethics Training
The Quality Checkup team acknowledged that the comments in the Systems Appraisal identifying ethics
training as a strategic issue may have conflicted with the evidentiary statements supporting the core
components mapped to Category 4. However, LTC took the strategic issue to heart and has improved its
training processes. It now conducts training on ethics every other year, with training held on the opposite
years related to issues such as harassment, privacy, etc. This approach balances the amount of training
provided to employees each year. The approach addresses the concern in the Systems Appraisal to have
regular ethics training for all employees, not just during orientation when they are hired, and to
periodically review the training to ensure it is current and relevant. The Quality Checkup team regards
this strategic issue to be resolved.
Assessment
Through its membership in the HLC Assessment Academy, the College developed a long-term
assessment plan to measure student learning through its general education goals. Program and course
outcomes are conducted through faculty-driven assessment processes.
LTC has done a large amount of work on its assessment of student learning since the recent Systems
Portfolio. All courses are mapped to program outcomes and the core abilities. LTC uses the statewide
WIDS to document assessment information. Programs are going through a statewide process where
outcomes are defined and approved. As of the Quality Checkup visit, 31% of LTC’s programs had
completed phase 2 and are into phase 3 of the process. LTC intends for all of its programs to reach this
stage within 3 years. LTC has defined rubrics for all nine of its core abilities, and is conducting direct
assessment of student learning. It intends to assess two core abilities each semester. In some courses,
students assess themselves with evidence supporting their progress/achievements. Many programs have
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Quality Checkup Visit Report. Last revised 4/17/14.
Lakeshore Technical College
April 2-4, 2014
national outcomes, and advisory groups provide input and feedback. Results are reported via LTC’s
monthly showcases, in-services, and assessment day.
Decision Making
LTC took the concern about decision making to its latest Strategy Forum. It has now mapped its decision
making process to ensure that appropriate people or groups are included where needed in gathering
information and making sound decisions. The Systems Appraisal team had been concerned that LTC’s
Leadership Team might be the primary decision making body; however, it was apparent in discussions
throughout the visit that such was a misconception in reading the Systems Portfolio.
LTC has begun working on a true succession plan, whereby it is not just looking at those individuals who
may retire in the near future but rather determining key positions.
LTC uses their intranet “Bridge” to communicate and share documents and files. Other forms of
communication include FLEX day events, beginning of semester meetings, and more.
Planning
LTC’s strategic plan serves as a map and guidebook. The strategic plan and mission are tied to all
processes and actions of the College. Progress towards achievement of institutional goals is monitored.
There are multiple avenues for the employees and students to become involved in planning through the
committee structure. External stakeholders are provided an opportunity for feedback on the strategic plan.
LTC has many action projects, both formal AQIP related (designated using the leaf symbol) and internal
activities. All efforts are well planned and relate back to the institutional mission and strategic plan.
Review of organizational commitment to continuing systematic quality improvement
In the team’s judgment, the institution presented satisfactory evidence that it met this goal of the
Quality Checkup. The institution’s approach to the issue, documentation, and performance were
acceptable and comply with Commission and AQIP’s expectations.
The Quality Checkup team would like to commend Lakeshore Technical College for the following
strengths:
-­‐
Institutional pride: It was apparent that LTC plays a vital role of preparing its students and
graduates for the local workforce, and truly is “The Hire in Higher Education”. The students,
faculty and staff all articulated the importance of supporting student success. Participants in the
various meetings were collegial and open in sharing.
Quality Checkup Visit Report. Last revised 4/17/14.
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Lakeshore Technical College
April 2-4, 2014
-­‐
Partnerships with K12, local businesses, and the region: There is an emphasis on training new
workers, current workers, and retraining displaced workers. Opportunities for service learning,
internships, and apprenticeships provide valuable experience and transitions for students and
graduates. It is apparent that LTC measures its success in part by the placement of its students and
graduates into jobs. The area workforce is in need of more skilled workers, and LTC is central in
providing such training. LTC also conducts considerable contract training to support industry and
community needs.
-­‐
Continuous Improvement projects: Use of students taking QA courses to document LTC’s
processes is innovative and provides applied learning in a task benefiting everyone. Conducting
this project with such a quality approach is exciting and should assist future understanding of how
and why functions are being conducted, promote consistency, and allow for efficiency checks.
-­‐
Staff expressed that thank you letters from students are very powerful in appreciation, motivation,
and celebration. It was evident that the campus bridge is not just a way to cross the creek between
buildings, but taken to heart in the journey of changing lives.
The Quality Checkup team noted Lakeshore Technical College is continuing efforts to improve the
following:
-­‐
Assessment of student learning including direct measures, as well as out-of-class considerations
-­‐
Decision Making process model including involvement and communication throughout the
institution
-­‐
Planning in a more systematic and integrated manner, with improved alignment to utilize AQIP
feedback from the Systems Appraisals more intentionally
-­‐
Action projects, whether formal AQIP or internal LTC
LTC has demonstrated it is maturing into an institution that reflects continuous quality improvement. The
College uses its three-year strategic plan as a living document to direct its actions. LTC continues its
efforts to improve its benchmarking procedures. LTC has improved its effort to measure effectiveness.
The College has a greater understanding of how to use data to inform decisions and evaluate plans and
processes. The newly hired Director of Institutional Effectiveness is assisting the College in using data to
provide information on its quality improvement direction. The College has an opportunity to narrow its
focus to the data that is most important for its successful operations. The Revitalize Quality Improvement
Action Project was formed in response to improve, re-energize and re-establish continuous quality
improvement college-wide.
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Quality Checkup Visit Report. Last revised 4/17/14.
Lakeshore Technical College
April 2-4, 2014
LTC’s Continuous Improvement action project is documenting “key processes” using a quality assurance
model (ISO 9000). As processes are being recorded, the information gathered is confirmed whether it
represents current methods, forms, etc. This work will form the basis for reviewing the processes,
understanding inputs and outputs, and stabilizing procedures for consistency and training. Audits are
planned to determine gaps, and teams will identify and implement improvements. This approach may be a
showcase for other institutions to consider.
Other AQIP Considerations or Concerns
During open meetings with faculty, staff, and students, the following concerns were expressed. They are
included in this report as information for LTC, but are not accreditation issues.
-­‐
Faculty expressed a concern about the potential future impact of changes in the State system
regarding professional development and certification courses. They indicated they value training
for faculty, especially in teaching methods and related aspects about which industry professionals
who are becoming faculty members may not be knowledgeable.
-­‐
Students expressed a concern about when their instructors must be absent from class
(unexpected). LTC may benefit from exploring options for support so progress in course content
and assignments are able to continue without gaps.
The Quality Checkup team was impressed with the educational culture LTC has developed. Students told
the team they were proud to attend LTC. Students were comfortable going to any faculty or staff member
with concerns or to ask for help. The student support system is holistic – everyone gets involved in
helping students learn. The sense of community was palpable. External stakeholders expressed their pride
and appreciation of LTC’s connection to the local workforce.
Quality Checkup Visit Report. Last revised 4/17/14.
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Lakeshore Technical College
April 2-4, 2014
Federal Compliance
Lakeshore Technical College participated in a pilot whereby an external reviewer evaluated the federal
compliance requirements. Please see the separate report. The Quality Checkup team did view LTC’s
recruitment materials, and found them to be accurate.
While The Higher Learning Commission did not receive any Third Party Comments, it is acknowledged
that Lakeshore Technical College provided expected notifications to make the public aware of the Quality
Checkup visit and the opportunity to submit such comments. During the visit, a community reception was
held with attendees from the LTC Board, LTC Foundation Board, local K12 superintendents, local
Chambers of Commerce and Economic Development Corporations, and local businesses. The community
session was well attended, and everyone spoke highly of LTC. It was unquestionably evident that LTC
plays a vital role in the region. Many indicated that when new ideas occur for initiatives, LTC indicates
they want to be a partner and asks how the institution can assist. Proposals are moved through in a timely
manner, but also follow sound processes to ensure thoughtful decisions and intentional actions. Many
examples were cited about how LTC provides the training essential to businesses. One example of the
responsive support to LTC by the community is its current fundraiser for technology facilities. While the
service region only has a population of ~400,000, the Foundation has already raised ~$2.7Million!
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Quality Checkup Visit Report. Last revised 4/17/14.