Educational Master Plan
2010-2015
7000 Dandini Blvd
Reno, NV 89512
775-673-7000
1
T ABL E O F CO NT ENT S
President’s Message .......................................................................................................................... 3
Chapter One: Developing The Educational Master Plan ..................................................................... 6
Introduction ..................................................................................................................................... 6
Brief History of Truckee Meadows Community College ........................................................................... 7
College Vision, Mission, Core Values and Strategic Initiatives ................................................................. 7
Purpose of the EMP ........................................................................................................................... 9
The EMP Task Force-Role and Meeting Schedule ................................................................................... 9
EMP and Accreditation Standards ........................................................................................................ 9
Planning Processes and Related Documents ....................................................................................... 10
Chapter Two: Data Scans ................................................................................................................ 13
External Environmental Scan............................................................................................................ 13
Community Leaders and TMCC Student Forums .................................................................................. 24
Internal Environmental Scan ............................................................................................................ 26
Chapter Three: Program Profiles .................................................................................................... 45
Academic Affairs ............................................................................................................................. 46
School of Liberal Arts.................................................................................................................... 47
School of Liberal Arts Summary ..................................................................................................... 64
School of Sciences ....................................................................................................................... 66
School of Sciences Summary ......................................................................................................... 97
School of Business and Entrepreneurship ........................................................................................ 98
School of Business and Entrepreneurship Summary........................................................................ 102
Workforce Development and Continuing Education ......................................................................... 103
WDCE Summary ........................................................................................................................ 114
Student Services .......................................................................................................................... 115
Student Services Division Summary ............................................................................................. 140
Instructional Support .................................................................................................................... 147
Academic Support Summary ....................................................................................................... 150
Library Summary ....................................................................................................................... 153
Testing Center Summary ............................................................................................................ 157
Tutoring and Learning Center Summary ........................................................................................ 161
WebCollege Summary ................................................................................................................ 164
Chapter Four: Key Findings, Strategic Areas of Focus and Recommended Strategies ................... 165
Findings Based Upon the Internal Scan Data and Information............................................................. 167
Conclusions Based Upon Division Reports ........................................................................................ 168
College Master Plan: Strategic Initiatives and Goals ......................................................................... 171
Program/Unit Review Progress Reports FY 2010-2011 .................................................................... 175
Chapter Five: Implementing and Updating The Educational Master Plan ...................................... 213
Appendix A: Glossary of Terms ....................................................................................................... 214
Appendix B: Community, Advisory and Student Forum Questions Presented to Participants .................... 216
2
President’s Message
A relevant and well-organized Educational Master Plan (EMP) is the foundation from which to chart the course
of the institution so that it can effectively meet its mission and serve the community. The previous Strategic
Master Plan at Truckee Meadows Community College (TMCC) was last updated in 2006. The Facilities Master
Plan was developed in 2004. The Academic Master Plan was published in 2007. As incoming Presidents
usually require, updates and revisions were in order. Benchmarks to measure progress in many areas,
most importantly in Student Services, were established. The goals and objectives embodied in the EMP
provide a pathway during good times and require updating especially in an economic downturn.
Developing an Educational Master Plan is a daunting task. Analysis of the College's changing internal and
external environment, assessment of the community and student needs, and measurement of effectiveness
in meeting those needs form the basis for institutional planning. Put simply, the College asks itself where
it is now and where it wants to be.
Based on the answers to those questions, it sets a course of action
and identifies the means to measure when the destination is reached.
I especially wish to acknowledge Dr. Jesus Carreon, Interim Vice President of Academic Affairs and Student
Services for providing the leadership to develop the Educational Master Plan with support from the EMP Task
Force (see page 4). In addition, Anthony Williams, Associate Dean of Student Support Services and Nadine
Winslow, Executive Assistant to the Vice President provided tireless effort and energy by helping to
manage the details and the process of developing the EMP document. Faculty, staff, and students directly
contributed to this planning initiative and are also to be commended, as are the division deans, academic
department chairs, and directors who provided leadership support to their faculty and staff. In addition,
Elena Bubnova, Director of Institutional Research, and her staff are also owed special thanks for their
exceptional assistance in helping to complete the internal environmental scan. The College owes a debt of
gratitude to all of these individuals for the dedication and excellent work they put into forming such a viable
plan.
The real value of this plan lies in the fact that lead faculty from each department developed their own datadriven program profile and projection of needs. In essence, this baseline effort has resulted in a master plan
that addresses the genuine needs of the institution and the students that we serve. This valuable input will
serve as a critical resource in helping to guide the College as it progresses over the next five years. I am
delighted that the plan is now complete and, once again, thank you to everyone who was involved in the
project for providing the leadership in developing the plan.
This Educational Master Plan is a major milestone for TMCC and will now become a central part of the
Strategic Master Plan connected to all other college planning processes. It will be used as a key element in
decision-making processes related to resource allocations.
Moreover, it will drive the development of
future strategic plans.
Dr. Maria C. Sheehan
TMCC President
3
Educational Master Plan (EMP) Membership and others who contributed to this project The EMP Task Force
Membership and other college personnel who contributed to this project are listed below.
EM P T ASK F O RCE
Paul Aberasturi, Chair
Dr. William Mehm, Chair
Visual and Performing Arts Department
Biology Department
Dr. David Boden, Chair
Dr. Marie Murgolo-Poore, Associate Dean
Physical Sciences Department
School of Business and Entrepreneurship
Elena Bubnova, Director
Jim New, Associate Dean
Institutional Research
Applied Industrial Technologies Department
Dr. Jamie Campbell, Professor
Biology Department
Co-Chair, EMP Task Force
Ted Plaggemeyer, Dean
School of Sciences
Dr. Jesus Carreon, Vice President Academic Affairs
Michael Rainey, Dean
Co-Chair, EMP Task Force
Workforce Development and Continuing Education Division
Fred Crooks, Chair
Dr. John Reid, Chair
Computer Technologies Department
History, Political Science and Law Department
Dr. Nancy Faires, Chair
Dave Roberts, Director
Humanities Department
Facilities
Dr. Armida Fruzzetti, Acting Dean
Delores Sanford, Vice President
School of Liberal Arts
Finance and Administrative Services
Dr. Julia Hammet, Professor
James Stokley, Student
Anthropology
Truckee Meadows Community College
Kathy Hutchinson, President
Sue Turbow, Chair
Classified Council
Social Sciences Department
Estala Levario-Gutierrez, Director
Anthony Williams, Associate Dean
Counseling/Support Services
Academic Affairs and Student Services
Robert Lively, Chair
Nadine Winslow, Executive Assistant
English Department
Academic Affairs and Student Services
Fred Lokken, Associate Dean
Jim Winston, Chair
WebCollege
Mathematics Department
4
C OL L EG E ST AF F PAR T IC IP AN T S
Mona Concha-Buckheart, Director
Marcia Hoch, Transition Specialist
Mandatory Services
Re-Entry Center
Kristen DeMay, Counselor
Jay Jorgenson, Advisor
Counseling/Support Services
Disability Resource Center
Anne Flesher, Coordinator
Ty Moore, Director/Registrar
Tutoring and Learning Center
Admissions and Records
John Gottardy, Director
Michelle Noel, Director
Financial Aid
Library
Robert Hernandez, Director
Anastasia Sefchick, Manager
Veterans Upward Bound
Outreach and Recruitment
C O M M U N I T Y A N D A D V I S O R Y B O A R D M E M B E R S – FO R U M R E P R E S E N T A T I V E S
John Ainsworth, Apprenticeship Coordinator Southwest Carpenters Miguel Mena, General Manager
Training Fund (Northern Nevada)
Kathleen Carrico, Director
Nevada Small Business Development Center
University of Nevada
Exitos 1550 Radio
Greg Smith, Apprenticeship Administrator Northern Nevada Joint
Apprenticeship Committee
Barry Duplantis, Logistics Director
Len Stevens, Executive Director
International Game Technology (IGT)
Sparks Chamber of Commerce
Larry Macias, AIA
Edward Vento, Executive Director
Larry J. Macias AIA, Ltd.
Nevada Hispanic Services
Joe Mayer, Airport Authority Liaison
Mayer & Associates Real Estate
T R U C K E E M E A D O WS C OM M U N I T Y COL L E G E ST U D E N T A M B A S S A D O R S
Brandon Galaz
Perfecto Manuta
Miguel Martinez
Theresa Mroczkowski
Farah Rashdan
Christin Smith
Jean-Paul Torres
Meleseini Tuihalangingie
5
Chapter One: De veloping The Educational
Master Plan
I n t r o d u c t i on
Truckee Meadows Community College (TMCC) is a comprehensive community college where students can
learn at any point in their lives while taking advantage of low tuition, convenient campus locations, open
admissions, and comprehensive course offerings.
TMCC has long granted associate degrees that typically
take about two years of full-time study to complete (longer if a student is going part-time) which prepare
students to transfer and complete a bachelor’s degree at a four year college/university. In addition, TMCC
also offers vocationally oriented and technical programs that can lead to associate degrees as well as
certificates which prepare students for careers. This type of career training previously was offered mainly by
proprietary schools and vocational institutions, but community colleges now have similar programs to better
serve the needs of local businesses and communities.
More to the point of this document, planning at TMCC is an ongoing and major component of how the college
functions on a daily and annual basis. Specifically, the Educational Master Plan (EMP) at TMCC will be
utilized to coordinate and integrate the formal planning initiatives related to Academic Affairs and
Student Services into the overall college planning processes. The EMP serves to illustrate the integration of
practice and operations. At the operational level, the College utilizes goals and objectives to support the
greater mission of the institution.
In effect, all operations at the department and unit level should be linked
to the mission statement and strategic initiatives of the College. The EMP serves as a point of reference
for all related planning documents.
A comprehensive and forward thinking EMP requires a synthesis of the institution’s vision and mission with
sound information about the student population(s) being served, enrollment trends, economic trends, and
the new and emerging demands of the labor market.
This EMP is organized into Chapters. Chapter
1 includes: a) an overview of the history; b) vision, mission, core values, and strategic initiatives; and c)
the timeline and process used to develop the EMP. Chapter 2 includes a presentation and analysis of the
external and internal environmental data used to help guide and reaffirm the planning priorities embraced by
this College, including enrollment trends, staffing patterns and relevant labor market information. Chapter 3
includes program profiles for all academic and student services departments/units of the College. Chapter 4
includes key findings, implications, and strategic focus. The last section, Chapter 5, delineates the
implementation of the EMP and suggests ways to refine/revise the Plan.
TMCC takes its role seriously in responding to the needs of its service area, which primarily includes the
communities within Washoe County and northern Nevada. Future academic and Student Services programs
cannot be based merely on past successes. Rather, areas of focus and strategies should be developed to
meet present and future student and community needs and demands.
TMCC maintains Program and
Discipline Review, Student Learning Outcome Assessment, and Administrative Unit Review processes that
integrate program review and unitplanning. College programs are reviewed on a five-year cycle with
abbreviated annual reviews during the intervening years (as needed). The goal is to complete the EMP
which will support the updating of the Enrollment Management Plan, Facilities Master Plan, and Technology
Plan as support documents for the Strategic Master Plan. Ultimately, these documents support planning,
budget development and resource allocation.
TMCC is a part of the Nevada System of Higher Education (NSHE) and functions along with six other colleges
and universities. While the College exists in an ever-changing environment that must be accommodated in
any planning process, the reality of today and well into the future, is that the budget and economic situation
6
in the State of Nevada will have a direct impact on the funding of higher education. With every funding cycle
and legislative session, state and federal priorities can change. Thus, an underlying assumption is that the
planning process will be modified and adjusted to reflect the changing needs and demands of the local and
regional economic and workforce environment as well as the ability to fund and ultimately support programs
and services effectively and efficiently.
B r i e f H i s t o r y o f T r u c k e e Me a d o ws C o m mu n i t y C o l l e g e
In 1969, the community college system was established by the Nevada State Legislature.
In 1971,
Governor Mike O’Callaghan dedicated Western Nevada Community College as one of three community colleges
in the Community College Division of the University of Nevada System.
In its infancy, TMCC operated
under the name of Western Nevada Community College. The parent campus was located in Carson
City. Stead Air Base housed a secondary campus serving predominantly the greater Reno-Sparks area.
Each campus had its own student organization, faculty senate, and administrative organization.
In addition to Stead Air Base, space for registration and classrooms was provided by the Washoe County
Schools. The first of the multi-phases of construction for a campus on Dandini Boulevard in Reno was
completed in 1976. The Dandini Campus became the central hub for the staff, programs and students.
In 1979, the Board of Regents split Western Nevada Community College and established Truckee
Meadows Community College.
TMCC became the fourth community college within the University of Nevada
System.
In 1991, the University of Nevada System changed its name to University and Community College
System of Nevada (UCCSN).
The student demand for courses and programs created a need for more facilities. In addition to expanding
the Dandini Campus, the College established the IGT Applied Technology Center (March 1999), Meadowood
Center (February 2003), the Nell J. Redfield Foundation Performing Arts Center (September 2003), and the
TMCC High Tech Center at Redfield (September 2005).
In 2005, UCCSN changed its name to the Nevada System of Higher Education (NSHE).
Today, TMCC is the fastest growing community college in northern Nevada offering a variety of academic
and
university
transfer
courses
and
programs,
occupational
training,
career enhancement and
classes for personal enrichment. Currently TMCC serves more than 13,000 students with programs leading to
associate degrees and certificates in more than 40 academic and occupational areas.
C o l l e g e V i s i o n , M i s s i o n, Co r e V a l u e s a n d S t r a t e g i c I n i t i a t i ve s
The TMCC vision, mission, core values and strategic initiatives anchor the Strategic Master Plan and provide
the overall framework used to focus the preparation of the EMP, related planning processes and documents.
Vision
Truckee Meadows Community College creates the future by changing lives.
Mission
TMCC promotes student success, academic excellence and access to lifelong learning by delivering high quality
education and services to our diverse communities.
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Core Values
The values upon which TMCC bases its mission and vision statements are the principles, standards and
qualities the College considers worthwhile and desirable. TMCC is committed to:
•
Student access and success;
•
Excellence in teaching and learning;
•
Evidence of student progress through assessment of student outcomes;
•
Nurturing a climate of innovative and creative thought;
•
Collaborative decision making;
•
Community development through partnerships and services;
•
Ethical practices and integrity;
•
Respect, compassion, and equality for all persons;
•
Responsible and sustainable use of resources; and
•
Fostering attitudes that exemplify responsible participation in a democratic society.
Strategic Initiatives and Goals
1.
Achieve student success by fostering a culture that ensures access to programs and services essential
to student academic and personal achievement and demands and which supports excellence in
teaching and learning.
Goal #1: Enhance access, retention and success of students
Goal #2: Maintain and regularly evaluate student progress and achievement
2.
Enhance and ensure a welcoming and diverse environment that is mutually respectful, socially
supportive, accessible, safe, physically pleasing, provides opportunities for personal growth and meets
the needs and demands of changing communities.
Goal #1: Maintain a student, employee and community-friendly environment
Goal #2: Strengthen and nurture an understanding of, and relationships with, the communities we
serve
3.
Maintain stewardship of college resources through responsible and accountable human, fiscal and
facility management.
Goal #1: Recruit, hire, and retain quality employees that reflect the diversity of students and
communities we serve
Goal #2: Maintain the public’s trust by being fiscally responsible and accountable
4.
Maintain partnerships and service to build communities by strengthening and expanding connections
with civic, community, educational and business/industry organizations.
Goal #1: Maintain and expand community partnerships and promote services from TMCC to the
community
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P u r p o s e o f t h e E MP
The EMP provides a framework to successfully support the implementation of the college vision, mission and
strategic initiatives by effectively allocating resources to meet the educational needs of all students. Overall,
the EMP will support institutional effectiveness by responding to the Academic and Student Services needs of
the communities served by TMCC.
In addition, the EMP provides critical information, data and support to
develop/refine other key college documents, i.e. Facilities Master Plan, Technology Plan, Staffing Plan, etc.
T h e E M P T a s k F o r c e - Ro l e a n d Me e t i n g S c h e d u l e
The role of the EMP Task Force was to guide the college community through the process of developing the
EMP. More specifically, the Task Force:
•
Provided oversight for the Educational Master Plan (EMP) development process;
•
Reviewed data and information and provided feedback (internal and external environmental scan data
and information as well as reports submitted by Academic and Student Services departments);
•
Reviewed and provided feedback related to the first draft of the EMP;
•
Reviewed and provided feedback related to the final draft of the EMP prior to finalization; and
•
Communicated to the college community the importance of the EMP as it relates to college planning
and institutional effectiveness.
Meetings of the EMP Committee began on October 9, 2009, with additional meetings on January 15, 2010 and
April 2, 2010. Beginning with discussion on the scope of work, guidelines, and timelines, the committee took
responsibility to support the preparation and review of key data and information related to the department
reports (listed later in this document) in the areas of Academic Affairs and Student Services, Workforce
Development and Continuing Education, and Instructional Support. The Office of the Vice President of
Academic Affairs and Student Services provided the support to gather the internal and external
environmental scan data and information.
The committee discussed the importance of using the College’s Strategic Master Plan (vision, mission, goals
and initiatives) to guide the development of the EMP. The task force reviewed internal and external data,
including general population and student demographics, indicators of student progress and achievement
provided by the TMCC Institutional Research Department. Regional economic data/information and workforce
as developed by several local, state and federal agencies was gathered and reviewed. In addition, forums
were held to gather direct input from community and business leaders as well as TMCC students. By January
15, 2010, the task force had reviewed and discussed the initial draft of the EMP. Once that occurred, the
Planning and Budget Council, President’s Advisory Council and college community were given the opportunity
to review and provide their input related to the draft EMP document. The Task Force meetings demonstrated a
coordinated and collaborative process for developing an Educational Master Plan. The result was the
establishment of a framework for current and future organized planning designed to develop, refine and
deliver academic and student service programs and services that, ultimately helps to guide the allocation and
use of college resources more efficiently and effectively.
E MP a n d A c c r e d i t a t i o n S t a n d a r d s
TMCC is accredited by the Northwest Commission on Colleges and Universities (NWCCU), an institutional
accrediting body recognized by the Commission on Recognition of Postsecondary Accreditation and the U.S.
Department of Education.
9
The specific accreditation requirements that focus on college planning and related operational functions are
defined in the NWCCU’s Standards Three (Planning and Implementation), Four (Effectiveness and
Improvement) and Five (Mission Fulfillment, Adaptation and Sustainability). While the Strategic Master Plan
provides the overall framework for planning at TMCC, the EMP and the other key college documents focus on
specific areas of the college operations. Overall, college planning documents should be designed to address
the key elements of each accreditation standard.
P l a n n i n g P r o c e s s e s a n d Re l a t e d D o c u me n t s
TMCC is committed to integrated planning as illustrated in the flow chart which includes nine boxes (page 13).
Planning at TMCC is a comprehensive process which is focused on linking planning and assessment to resource
allocation and institutional effectiveness.
The long-range EMP will serve as a foundational document to inform and shape other campus plans, such as
the Strategic Master Plan, Technology Plan, Facilities Plan, and Staffing Plan. Please note, upon completion of
the EMP the Technology Plan, Facilities Plan, Enrollment Management Action Plan and Staffing Plan will be
updated accordingly.
The five-year EMP will be updated on an annual basis as new areas of focus are
identified through the ongoing assessment of institutional effectiveness, curriculum and instructional
programs, student services, and campus support services. Priorities for annual planning and budgeting will be
informed by measures of broad institutional effectiveness and department or program goals will be
established through cyclical quality review processes. The following flow chart was designed to illustrate the
flow of input from all stakeholders, dialog, the decision making process and the linkage between planning and
resource allocation.
Level One: Assessment
Student Learning Outcome Assessment (Planning Process Flow Chart – Box 1)
The Student Learning Outcomes and Assessment (SLOA) Committee was formed to finalize the work initiated
by the Institutional Assessment Committee (1999-2004). It originally had twenty- three members
representing all the instructional divisions and departments at TMCC. Following consultation with the
administration and Faculty Senate, in 2004, SLOA and the General Education Subcommittee merged to make
the evaluation and review of General Education acomprehensive and coherent process; the committee began
the work of constructing learning abilities and designing an assessment process. At the April 2006 SLOA
meeting, a decision was made to split the committee in two. As the original SLOA committee had completed
the difficult work of constructing learning abilities, an assessment reporting structure, and assessment report
guidelines, committee members felt that the large version of SLOA had accomplished its primary goals and
that a smaller body could oversee implementation of assessment procedures.
The SLOA committee continues to serve as the representative institution-wide body for course, discipline, and
program level student learning outcomes and assessment issues. In this capacity, the committee provides
policy guidance on course, discipline, and program level student learning outcomes and assessment issues,
working closely with faculty, administrators, and the Faculty Senate.
Program and Discipline Review (Planning Process Flow Chart – Box 1), and Administrative Unit Review
(Planning Process Flow Chart – Box 2)
Currently, the College has a well-organized Program and Discipline Review (PDR) process in place. However,
the Administrative Unit Review (AUR) process has been dormant for the past two years. The purpose of review
processes is to set goals and objectives to better meet the college mission and to improve the development
and delivery of academic, student services, institutional support and administrative programs and services.
10
PDR and AUR are key to informed and data driven college planning processes. Moreover, PDR and AUR
documents are critical elements in the budget planning and allocation processes.
Level 2: Planning
TMCC Educational Master Plan (Planning Process Flow Chart – Box 3)
The Educational Master Plan (EMP) at TMCC is utilized to coordinate and integrate the formal planning
initiatives related to Academic Affairs and Student Services into the overall college planning processes.
Staffing Plan (Planning Process Flow Chart – Box 4)
The TMCC Staffing Plan is an integral part of TMCC’s overall planning effort that supports the Strategic Master
Plan and integrates the employment of a workforce that meets the accreditation, compliance, liability, and
safety needs of the College.
Elements of the Staffing Plan are, in time, tied tightly to key college planning documents like the Educational
Master Plan and a revised Enrollment Management Action Plan.
In addition, a strong relationship must exist
with the Facilities Master Plan, Technology Plan, Enrollment Management Action Plan, and the Institutional
Advancement Plan.
Facilities Master Plan (Planning Process Flow Chart – Box 5)
The TMCC Facilities Master Plan is an integral part of TMCC’s overall planning effort that supports the Strategic
Master Plan and integrates college academic, student services, operational areas and physical space
requirements.
Facilities master planning represents a “blueprint” for the continued development of TMCC. The plan
establishes a framework for development that will accommodate student enrollment growthwhile maintaining
a sense of community that captures the openness and beauty of the site and builds upon the unique
landscape of all campuses.
Information Technology Plan (draft) (Planning Process Flow Chart – Box 6)
The Information Technology Plan represents a major component of the College’s strategic planning activities
and elaborates on how technology will be used to implement major functions and initiatives found in the TMCC
Strategic Master Plan.
Enrollment Management Action Plan (draft) (Planning Process Flow Chart – Box 7)
In 2007, an Educational Management Action Plan (EMAP) was developed but has not been implemented to
date. With the advent of administrative changes in the senior Academic Affairs and Student Services areas,
the enrollment management process has been revised on a temporary basis by using newly developed
enrollment trend reports as well as a revised room allocation process to enhance the scheduling of classes.
The process is now more data and information driven in order to more effectively meet the changing needs of
the students and the community, as well as local and regional workforce needs and demands.
TMCC Strategic Master Plan (Planning Process Flow Chart – Box 8)
The TMCC Strategic Master Plan was revised in 2008 with the Strategic Initiatives finalized in spring of 2009.
The Strategic Master Plan sets the basic direction for the entire college community. The Planning and Budget
Council is responsible for updating the plan as needed and recently
has
created
an
Implementation
Plan
11
for
the
strategic
initiatives.
Once
the Implementation Plan is activated, the College will detail the
college’s specific outcomes which will be reviewed, assessed, and reported on an annual basis to ensure that
progress is being made in key areas within each strategic initiative.
Level 3: Implementation
Budget Development, Allocation of Resources, and Implementation of Plans (Planning Process Flow Chart –
Box 9)
The budget development and allocation of resources for TMCC is determined in large part from the data,
findings, and recommendations set forth by the Strategic Master Plan. As resources are allocated, the
planning process is implemented and assessed.
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Chapter Tw o: Data Scans
E xt e r n a l E n vi r o n me n t a l S c a n
This chapter includes a presentation and overview of the external and internal environmental data used to
help guide and reaffirm the planning priorities embraced by TMCC, including enrollment trends, staffing
patterns, and relevant labor market information. Key findings, implications and recommendations based on
the data may be found in Chapter 4.
Demographics of the College Service Area
TMCC is located in Reno, Nevada which is in Washoe County. This area of northern Nevada is close to northern
California and is situated in a valley surrounded by the Sierra Nevada Mountains. Washoe County is the
second largest county in Nevada with an overall population in 2009 of approximately 435,535. The two
largest cities in the county are Reno and Sparks.
The following tables provide demographic trends by city for the county of Washoe and the general service area
of TMCC.
T ABL E 1:
2009
PO PUL AT IO N BY CIT Y/COUNT Y F OR G ENERAL SERVICE ARE AS 20 05-
County/City
Washoe County
Reno MSA
Sparks MSA
2005
396,844
206,735
85,618
2006
409,085
214,317
87,846
2007
418,061
220,613
89,449
2008
425,555
223,012
91,684
2009
435,535
220,613*
89,449**
Sources: State of Nevada Demographer; * http//reno.travelnevada.com; ** http//sparks.travelnevada.com
T AB L E 2: W ASH O E C OU NT Y PO PU L AT IO N EST IM AT ES VS. TM CC G END ER
DISTRIBUTION
2009
Washoe County
Population*
% Distribution
Enrolled at
TMCC**
% Distribution
Female
214,654
Male
220,881
Unreported
--
Total
435,535
49.3%
7,094
50.7%
5,867
-1
100%
12,962
55%
45%
0%
100%
Sources: *Nevada State Demographer’s Office ASHRO Estimates/Projections (Oct 2008); **Spring 2009 semester/state supported enrollment (TMCC
2009 Factbook)
T ABL E 3: W ASHO E COUNT Y PO PUL AT IO N EST IM AT ES VS. TM CC ET HNIC
DISTRIBUTION
2009
Washoe County
Population **
% Distribution
Enrolled at
TMCC***
% Distribution
African
American
9,556
Asian/Pac
Islander
27,404
Hispanic
100,197
Native
American
8,396
2.2%
353
6.2%
877
23%
1,728
2.7%
6.8%
13.3%
White
289,982
Other/
International*
--
Grand
Total
435,535
2%
252
66.6%
8,794
-958****
100%
12,962
1.9%
67.8%
7.5%
100%
Sources: *The Nevada State Demographer’s Office does not include a category for Other/International; **Nevada State Demographer’s Office ASHRO
Estimates/Projections (Oct 2008); ***Spring 2009 semester/state supported enrollment (TMCC Student Profile Fact Sheet) **** 2009 is the last year for
combining and reporting Other/International students at TMCC. SEE: Table 21, Student Profile Fall 2009 which sorts ethnicity into two additional
categories: Hawaiian/Native Islanders and More than two races.
13
T A B L E 4 : W A S H O E C O U N T Y P O P U L A T I O N H I G H ES T E D U C A T I O N A L A T T A I N M E N T
( PO PUL AT IO N 25 YE AR S AND O LDER)
Year
Population
9th Grade
2007
2006
2005
2004
2003
269,765
262,272
251,662
248,294
240,937
5.8%
4.6%
6.2%
5.7%
4.7%
9th-12th Grade
No Diploma
8.6%
9.9%
8%
10.1%
9%
High School
Diploma
26%
26.5%
27.7%
26.2%
27.1%
Year
Population
Associate Degree
Bachelor’s Degree
2007
2006
2005
2004
2003
269,765
262,272
251,662
248,294
240,937
7.2%
6.6%
7.3%
7.6%
5.1%
17.7%
16.7%
18.1%
17.5%
17.6%
Some College No
Diploma
25.5%
25.8%
23.7%
23.5%
28.2%
Graduate/Professional
Degree
9.6%
9.9%
9%
9.5%
8.3%
Source: U.S. Census Bureau, American Community Survey
The Labor Market Overview
The purpose of this component of the EMP is to: a) examine the performance and productivity of Career and
Technical Education (CTE) programs at TMCC; b) identify the fastest growing occupations within the College’s
service area; c) identify the demand occupation status of TMCC’s instructional CTE and general education
programs at the state and national level; d) examine new and emerging occupations in the future labor
market environment; and e) provide an interpretation of the data in the form of implications and areas of
needed focus.
The labor force has grown over the last five years in Washoe County in actual numbers by 16,321 (7.2%
increase). Unfortunately, in 2009 the unemployment rate increased to 13.1%, which is nearly double that of
2008.
T AB L E 5:
W ASH O E COUNT Y L ABO R EM PL OYM ENT
Year
Labor Force
Employed
Unemployed
September 2009
2008
2007
2006
2005
226,155
231,840
226,326
216,078
209,834
196,596
216,069
215,892
207,510
201,670
29,559
15,771
10,434
8,568
8,164
Unemployment
Rate (Local)
13.1%
6.8%
4.6%
4.0%
3.9%
Source: Nevada Department of Employment, Training and Rehabilitation (DETR)
14
T ABL E 6:
T OT AL EM PL OYM ENT BY INDUST RY (T HO USAN DS) 2008
Industry
Natural Resources and Mining
Construction
Manufacturing
Trade, Transportation & Utilities
Wholesale
Retail
Information
Industry
Financial Activities
Professional and Business Services
Education and Health Services
Leisure and Hospitality
Casino Hotels and Gaming
Food Services and Drinking Places
Other Services
Government
Total All Industry
Reno MSA
Number
Percent
0.4
0.2%
16.2
7.5%
14.1
6.6%
47.9
22.3%
10.6
4.9%
23.9
11.1%
2.8
1.3%
Number
12.3
117.3
48.3
232.0
39.0
138.7
15.0
Nevada
Reno MSA
Number
Percent
9.7
4.5%
27.2
12.7%
21.0
9.8%
38.1
17.8%
18.0
8.4%
13.2
6.2%
7.2
3.4%
29.9
13.9%
24.6
100.0%
Number
61.5
152.6
95.4
333.3
203.5
98.1
37.0
161.6
1,266.4
Percent
1.0%
9.3%
3.8%
18.3%
3.1%
11.0%
1.2%
Nevada
Percent
4.9%
12.0%
7.5%
26.3%
16.1%
7.7%
2.9%
12.8%
100.0%
Source: Nevada Department of Employment, Training and Rehabilitation (DETR); TMCC FactBook, page EE-6
15
Overview of TMCC Career and Technical Programs
The following table represents the 62 CTE instructional programs by Full-Time Equivalent Students at TMCC
for 2008-2009.
T ABL E 7:
CT E PROG R AM S ( PREF IXES/CO URSES) FT E
CTE Program
Prefixes
FTE
Architecture
Architectural Design (AAD)
Architectural Design Technology (ADT)
53
21
Air Conditioning (AC)
11
Building Inspection (BI)
11
Construction Mgt (CONS)
22
Solar Energy (SOL)
5
Construction Technologies
Surveying (SUR)
5
Welding (WELD)
50
Computer Aided Drafting (CADD)
19
Drafting (DFT)
14
Electrical Technology (ELM)
3
Electronics (ET)
1
Manufacturing & Production (MPT)
4
Mechanical Technology (MT)
12
Machine Tool Technology (MTT)
9
Automotive (AUTO)
76
Diesel Technologies (DT)
22
Carpentry (CPT)
32
Electrical (ELEC)
32
Manufacturing Technologies
Transportation Technologies
Apprenticeship
Floor Coverers (FLCV)
3
Ironworkers (IW)
48
Operating Engineers (OE)
7
Painters (PTD)
7
Plumbers & Pipefitters (PPF)
22
Refrigeration (RS)
4
Sheet Metal (SMTL)
15
Accounting (ACC)
83
Business (BUS)
114
Business
Entrepreneurship (ENT)
3
Logistics Management (LGM)
6
Management (MGT)
51
16
CTE Program
Prefixes
FTE
Marketing (MKT)
41
Real Estate (RE)
19
Computer Information Tech. (CIT)
141
Computer Technologies
Computer Science (CS)
5
Cisco (CSCO)
32
Culinary Arts (CUL)
51
Criminal Justice (CRJ)
204
Dental Assisting (DA)
24
Dental Hygiene (DH)
29
Early Childhood Education (ECE)
38
Education Teachers Prep (EDU)
106
Emergency Medical Services/Paramedic (EMS)
91
Engineering (ENGR)
14
Fire Science (FS)
64
Graphic Communications (GRC)
86
Mental Health (MHDD)
10
Social Work (SW)
8
Nursing (NURS)
175
Culinary Arts
Criminal Justice
Dental Assisting
Dental Hygiene
Early Childhood Education
Education
Emergency Medical Services/
Paramedic
Engineering
Fire Science Technology
Graphic Communications
Mental Health Services
Nursing
97
Dietetic Technician/Nutrition (NUTR)
Paralegal
Paralegal (LAW)
9
Radiologic Technology (RAD)
20
Lab Technician (LTE)
23
Veterinary Technician (VETT)
21
Applied Industrial Technologies (AIT)
11
Aviation (AV)
6
Radiology
Veterinary Technician
Individual Courses/Prefixes
17
CTE Program
Prefixes
FTE
Computer and Office Technology (COT)
27
Cooperative Education (CE)
18
Health (HLTH)
6
Human Dev. & Family Studies (HDFS)
33
Total
2174
Source: TMCC Institutional Research and Academic Departments
18
Demand Occupation Forecast-Local, State and National
The data in the following table represents a forecast of demand by occupational titles according to TMCC
Institutional Research and the Nevada Workforce Informer database for the local area as well as the State of
Nevada. The demand noted in Table 8 is ranked by projected numerical growth.
T ABL E 8:
SPARKS
T O P 2 5 D E M A N D O C C U P A T I O N S P RO J E C T E D B Y N U M B E R S F O R R E N O -
Occupations
Carpenters
Truck Drivers, Heavy and TractorTrailer
Team Assemblers
Customer Service Representatives
Truck Drivers, Light or Delivery
Services
Painters, Construction and
Maintenance
Number Employed
2008
2016
(projected)
5,581
7,214
Projected
Growth Rate
2006-2016
1,633
Degree
Requirement
On-the-job or
postsecondary
training
On-the-job
4,189
5,383
1,194
2,869
2,690
1,730
3,767
3,489
2,202
898
799
472
On-the-job
On-the-job
On-the-job
1,416
1,822
406
Automotive Service Technicians
and Mechanics
1,147
1,449
302
Construction Managers
Cement Masons and Concrete
Finishers
1,144
1,094
1,443
1,391
299
297
Tile and Marble Setter
602
834
262
Sales Reps, Wholesale & Mfg,
Technical & Scientific Prods
Computer Software Engineers,
Systems Software
Network Systems and Data
Communications Analysts
Heating, Air Conditioning &
Refrigeration Mechanics and
Installers
Sheet Metal Workers
818
1034
216
On-the-job or
postsecondary
training
On-the-job or
postsecondary
training
Bachelor’s
On-the-job or
postsecondary
training
On-the-job or
postsecondary
training
On-the-job
541
741
200
Bachelor’s
471
662
191
Bachelor’s
537
696
159
393
524
131
Welders, Cutters, Solderers, and
Brazers
393
517
124
Cost Estimators
Social and Human Service
Assistants
432
384
560
508
120
115
Computer Software Engineers,
Applications
Pharmacists
286
400
114
On-the-job or
postsecondary
training
On-the-job or
postsecondary
training
On-the-job or
postsecondary
training
Bachelor’s
On-the-job or
postsecondary
training
Bachelor’s
356
463
107
Professional degree
19
Occupations
Computer and Information systems
Managers
Mechanical Engineers
Transportation, Storage and
Distribution Managers
Food Batchmakers
Vocational Education Teachers,
Postsecondary
Number Employed
2008
2016
(projected)
387
489
Projected
Growth Rate
2006-2016
102
307
239
390
309
83
70
192
94
244
123
52
29
Degree
Requirement
Bachelor’s or
higher + work
experience
Bachelor’s
On-the job
On-the-job
On-the-job or
postsecondary
training
Provided by: TMCC Institutional Research. Source: Nevada Workforce Informer, June 2009
20
T ABL E 9:
T O P 25 DEM AND O CCUP AT IONS PROJ ECT ED F OR NEV AD A
Occupations
Network Systems and Data Communications
Analysts
Computer Software Engineers, Applications
Computer Software Engineers, Systems
Network and Computer Systems
Flight Attendants
Physician Assistants
Tile and Marble Setters
Number Employed
2008
2016
(projected)
1,418
2,129
Projected
Growth Rate
2006-2016
50.2%
Degree
Requirement
Bachelor’s
1,261
1,289
1,376
507
643
3,779
1,835
1,874
1,950
709
899
5,281
45.5%
45.4%
41.8%
40.0%
39.8%
39.8%
Community and Social Service Specialists
Earth Drillers, Except Oil and Gas
Pharmacists
430
462
2,455
598
640
3,401
39.1%
38.6%
38.6%
Medical Assistants
3,757
5,183
38.0%
Roofers
3,374
4,631
37.2%
Railroad conductors and Yardmasters
Fire Fighters
Mine Cutting and Channeling Machine
Carpenters
336
1,944
901
29,798
460
2,663
1,234
40,788
37.2%
37.0%
36.9%
36.9%
Cost Estimators
Dental Hygienists
Construction Managers
Sales Reps, Wholesale & Mfg, Tech &
Scientific
Industrial Engineers
Extraction Workers, All Others
First-Line Supervisors/Mgrs of Fire Fighting
and Prevention Workers
2,632
1,515
7,123
2,700
3,591
2,067
9,700
3,676
36.4%
36.4%
36.2%
36.1%
314
367
595
428
499
809
36.1%
36.0%
35.9%
Bachelor’s
On-the-job
Associate +work
experience
853
1,159
35.8%
Bachelor’s +work
experience
9,088
12,325
35.6%
On-the-job
Training and Development Specialists
Food Preparation Workers
Bachelor’s
Bachelor’s
Bachelor’s
On-the-job
Master’s
On-the-job or
postsecondary
training
Bachelor’s
On-the-job
Professional
Degree
On-the-job or
postsecondary
training
On-the-job or
postsecondary
training
On-the-job
Associate
On-the-job
On-the-job or
postsecondary
training
Bachelor’s
Associate
Bachelor’s
On-the-job
Provided by: TMCC Institutional Research. Source: Nevada Workforce Informer, June 2009
Note: No occupation projects for Washoe County were available from the Nevada Workforce Informer.
21
T ABL E 10:
T O P 2 5 D EM A N D O C C UP A T I O N S P R O J E C T E D N A T I O N A L L Y
Occupations
Network Systems and Data
Communications Analysts
Home Health Aides
Number Employed
(in the thousands)
2008
2018
(projected)
292.0
447.8
Projected Growth
Rate 2008-2018
(Percentage)
Degree
Requirement
53.36%
Bachelor’s
Short-term on-thejob training
Short-term on-thejob training
Bachelor’s
921.7
1382.6
50.01%
Personal and Home Care Aides
817.2
1193.0
45.99%
Computer Software Engineers,
Applications
Medical Assistants
514.8
689.9
34.01%
483.6
647.5
33.90%
Management Analysts
746.9
925.2
23.87%
Registered Nurses
Accountants and Auditors
Licensed Practical and Licensed
Vocational Nurses
Construction Laborers
2618.7
1290.6
753.6
3200.2
1570.0
909.2
22.20%
21.65%
20.65%
1248.7
1504.6
20.49%
Nursing Aides, Orderlies, and
Attendants
Landscaping and Groundskeeping
Workers
Customer Service Representatives
1469.8
1745.8
18.78%
1205.8
1422.9
18.00%
2252.4
2651.9
17.74%
Elementary School Teachers, Except
Special Education
Receptionists and Information Clerks
1549.5
1793.7
15.76%
1139.2
1312.1
15.18%
Postsecondary Teachers
Combined Food Preparation and Serving
Workers, Including Fast Food
Security Guards
1699.2
2701.7
1956.1
3096.0
15.12%
14.59%
1076.6
1229.1
14.16%
Truck Drivers, Heavy and TractorTrailer
Carpenters
1798.4
2031.3
12.95%
1284.9
1450.3
12.87%
Executive Secretaries and
Administrative Assistants
Office Clerks, General
1594.4
1798.8
12.82%
3024.4
3383.1
11.86%
First-Line Supervisors/Managers of
Office and Administrative Support
Workers
Bookkeeping, Accounting, and Auditing
Clerks
Retail Salespersons
1457.2
1617.5
11.00%
2063.8
2276.2
10.29%
4489.2
4863.9
8.35%
Moderate-term onthe-job training
Bachelor’s or higher
degree, plus work
experience
Associate/Bachelor’s
Bachelor’s
Associate or Postsecondary vocational
Moderate-term onthe-job training
Post-secondary
vocational
Short-term on-thejob training
Moderate-term onthe-job training
Bachelor’s
Short-term on-thejob training
Doctoral
Short-term on-thejob training
Short-term on-thejob training
Short-term on-thejob training
Long-term on-thejob training
Work experience in
a related occupation
Short-term on-thejob training
Work experience in
a related occupation
Moderate-term onthe-job training
Short-term on-thejob training
Source: U.S. Department of Labor, Bureau of Labor Statistics, November 2009 Monthly Labor Review
22
Projected Growth Trends
Listed in Table 12 are the High Growth Industries as of 2010 according to the Department of
Labor/Employment and Training Administration (DOL/ETA).
T ABL E 11:
H I G H G R O WT H I N D U S T R I E S – N A T I O N A L L Y
Advanced Manufacturing
Automotive
Biotechnology
Construction
Geospatial Technology
DOL/ETA High Growth Industries
Health Care
Hospitality
Information Technology
Retail
Source: February 2010, http://www.doleta.gov/business/industries/
Green Jobs
The current energy situation in the US requires the development of alternative renewable energy sources.
According to the American Solar Energy Society, as many as 37 million jobs could be developed in the
renewable energy and energy efficiency industries by 2030.
Nevada is fortunate to have an abundance
of solar, geothermal and wind resources which can be developed and is strongly positioned to become a
national leader in the creation of green jobs.
The following table provides a listing of industry areas commonly affiliated with alternative green energy.
T ABL E 12:
GREEN JOBS
Areas of Industry Affiliated with Alternative and Green Energy
Wind Energy
Green Buildings
Micro Renewables
Climate Change
Solar Energy
Energy Finance
Marine Energy
Carbon Management
Wave Energy
Green Policy
Tidal Energy
Hydrogen
Hydro Energy
Sustainable Transport
Bioenergy
Environmental Impact
Biofuels
Waste Management
Water
Source: http://www.greenenergyjobs.com/career-guide
For additional information regarding new and emerging green economy occupations see: Greening of the
World of Work:
Implications for O*NET-SOC and New and Emerging Occupations
(onetcenter.org/dl_files/Green.pdf)
23
C o m mu n i t y L e a d e r s a n d TM C C S t u d e n t F o r u ms
This feedback section provides observations, comments, and suggestions from TMCC Program Advisory
Committee members, community leaders and students. The purpose of the forums was to gather input and
feedback from external and internal constituents and their points of view and observations to be included as a
part of the findings and implications of this document.
The actual questions are included in Appendix B.
Listed below is a summary of the feedback/comments by each group categorized by “themes” that surfaced as
a result of these sessions.
Comments related to external issues
The comments from the advisory committee members, community leaders and students were relatively
similar.
A. TMCC’s brand/image in the community
In general, TMCC is perceived as positive, having a good reputation, and changing with the economy and the
workforce. Some of the forum issues/suggestions include:
1.
There seems no clear definition of TMCC’s image and marketing;
2.
TMCC needs to improve its brand and marketing efforts to the community in general and especially to
the business community;
3.
The community is not aware of what TMCC does and what the possibilities are at TMCC;
4.
Marketing of student services hours of operations needs to be improved;
5.
TMCC should instill some type of all-encompassing theme because the current brand is not attractive
and feels too professional which may possibly distance itself from the community; and
6.
TMCC needs to market student services better, i.e. online, signage, FAQs, flyers from departments.
B. TMCC’s relations with the community, business and industry
In general, comments focused on how TMCC needs to be more responsive to community, business and
industry needs. Some of the forum suggestions are as follows:
1.
TMCC needs to figure out ways to better educate the general community as well as business/industry
as to what TMCC does and has to offer;
2.
TMCC needs to be more responsive to community needs and improve meeting the needs of special
populations, especially the Hispanic population;
3.
Regularly update the external environmental scans to understand the economic and workforce needs
of the community;
4.
TMCC should have more representation and visibility in all high schools (meeting with students);
5.
TMCC should create a business team to actively recruit within the business community and
assist businesses with providing courses for workforce needs;
6.
TMCC should conduct annual community forums to gather additional information beyond just hard
data to assess needs of the community and the workforce; and
7.
TMCC should become part of a regional economic planning process.
24
Comments related to internal issues
Comments from the advisory committee members, community leaders and students were relatively
similar.
A. TMCC’s overall environment
In general, comments were positive about treatment of students, that the environment is welcoming, and that
there are open arms to incoming students with a wide range of services. Some of the suggestions that were
identified as a result of the forums are as follows:
1.
TMCC needs to reach out to students more to meet their needs;
2.
TMCC needs to be a reinforcing spirit of community so students who attend TMCC don’t only come
here for classes, but also to build relationships with other students;
3.
Services need to be presented to everyone who knocks on our door;
4.
TMCC needs to improve advertisement of campus resources that are available for students;
5.
Would like to see a more organized Student Services one-stop shop; and
6.
TMCC should demonstrate a commitment to its future students by providing an annual survey asking
high school students what professions or programs are of interest and have those departments
accompany the surveyors to the high school.
B. TMCC’s services
In general college services are seen as appreciated as delivered, although there are some areas which were
noted that needed improvement. Some of the forum issues and suggestions include:
1.
There seems to be a lack of organization in applying for Financial Aid and Required Enrollment Steps;
2.
TMCC should provide better job placement services;
3.
More advertising of existing programs, i.e. renewable energy courses and degrees;
4.
Improve student services with trades/apprenticeship programs; and
5.
Offer core courses at EDSN campus.
25
I n t e r n a l E n vi r o n m e n t a l S c a n
Student Profile: 2006-2009
The internal environmental scan data was provided by the TMCC Institutional Research Office. The purpose of
this component of the EMP is to detail the characteristics of students who have attended TMCC over the last
four years. Please note that for more detail related to this section of the EMP please refer to the TMCC
Factbook 2009 which is available at www.tmcc.edu/ir.
T ABL E 13:
E N R O L L M E N T B Y C A M P U S/ E D U C A T I O N A L S I T E S
Duplicated Headcount1
Dandini
Edison
Meadowood
Performing Arts
Redfield
Spring 06
7700
454
1159
326
335
Fall 06
8050
553
1277
251
455
Spring 07
7652
526
1054
243
318
Fall 07
8320
663
1391
182
577
Spring 08
8055
644
1229
154
439
Fall 08
8429
647
1419
169
676
Spring 09
8275
727
1348
160
748
Percent of FTE2
Dandini
Edison
Meadowood
Performing Arts
Redfield
Spring 06
58%
3%
5%
1%
2%
Fall 06
58%
3%
5%
1%
2%
Spring 07
55%
3%
4%
1%
2%
Fall 07
57%
4%
5%
1%
2%
Spring 08
56%
3%
5%
<1%
2%
Fall 08
55%
3%
5%
1%
3%
Spring 09
55%
4%
5%
1%
3%
1 Headcount in this table is duplicated because a student is counted once for every campus where they attended class, i.e. a student could count
anywhere from 1 to 5 times within a given term.
26
ST UDENT ENRO LLMENT BY AG E:
T ABL E 14:
Spr 06
N
%
Fall 06
N
%
Spr 07
N
%
Fall 07
N
%
Spr 08
N
%
Fall 08
N
%
Spr 09
N
%
Average %
SPRING 2006 – SPRING 2009
ENROL LM ENT BY AG E -- END OF T ERM HE ADCO UNT
Under 18 yrs
189
2%
287
2%
225
2%
354
3%
252
2%
342
3%
248
2%
2%
18-24 yrs
6,291
54%
6,837
56%
6,624
55%
7,145
56%
6,999
55%
7,383
56%
7,106
55%
55%
25-34 yrs
2,594
22%
2,619
21%
2,770
23%
2,827
22%
3,003
24%
2,980
23%
3,108
24%
23%
35-49 yrs
1,734
15%
1,591
13%
1,657
14%
1,671
13%
1,698
13%
1,606
12%
1,693
13%
13%
50+ yrs
878
8%
859
7%
800
7%
777
6%
812
6%
826
6%
807
6%
7%
Total
11,686
100%
12,193
100%
12,076
100%
12,774
100%
12,764
100%
13,137
100%
12,962
100%
100%
Source: TMCC 2009 FactBook, page SP-2
NOTE: In 1993, the age group 18-24 yrs was only 38.4% of the end of term headcount.
27
T ABL E 15:
ST UDENT PRO FIL E BY C AM PUS – F AL L 2006
Gender
Female
Male
Dandini
Edison
Meadowood
(n=8050)
(n=553)
(n=1277)
4617
3433
57%
43%
109
444
20%
80%
International
117
1%
3
Native American
158
2%
5
Asian
608
8%
African American
219
1069
Performing
Arts Center
Redfield
(n=455)
(n=251)
780
497
61%
39%
132
119
53%
47%
324
131
71%
29%
1%
7
1%
4
2%
3
1%
1%
31
2%
5
2%
9
2%
26
5%
76
6%
12
5%
20
4%
3%
15
3%
31
2%
10
4%
4
1%
13%
90
16%
161
13%
17
7%
51
11%
Ethnicity
Hispanic
Unreported
White
446
6%
29
5%
99
8%
19
8%
31
7%
5433
67%
385
70%
872
68%
184
73%
337
74%
265
7325
460
0
3%
91%
6%
0%
29
498
26
0
5%
90%
5%
0%
31
1212
32
2
2%
95%
3%
0.2%
7
234
10
0
3%
93%
4%
0%
12
428
15
0
3%
94%
3%
0%
1271
1416
1967
3396
16%
18%
24%
42%
96
69
125
263
17%
12%
23%
48%
173
201
294
609
14%
16%
23%
48%
47
36
52
116
19%
14%
21%
46%
68
118
99
170
15%
26%
22%
37%
Residency
Good Neighbor
Nevada
Out of State
Unknown
Credit Load
12+
9-11.9
6-8.9
<6
Status
Continuing
Transfers
New
5736
772
1542
71%
10%
19%
330
66
157
60%
12%
28%
865
147
265
68%
12%
21%
180
23
48
72%
9%
19%
326
34
95
72%
7%
21%
219
5106
1518
822
385
3%
63%
19%
10%
5%
20
282
119
85
47
4%
51%
22%
15%
8%
13
682
211
122
249
1%
53%
17%
10%
19%
11
170
12
23
35
4%
68%
5%
9%
14%
8
269
102
60
16
2%
59%
22%
13%
4%
6226
304
121
773
165
461
77%
4%
2%
10%
2%
6%
344
61
36
62
11
39
62%
11%
7%
11%
2%
7%
844
52
27
244
34
76
66%
4%
2%
19%
3%
6%
180
7
1
41
5
17
72%
3%
0%
16%
2%
7%
376
12
4
32
5
26
83%
3%
1%
7%
1%
6%
3804
2092
2125
29
47%
26%
26%
0%
171
210
155
17
31%
38%
28%
3%
560
351
361
5
44%
27%
28%
0%
64
52
135
0
25%
21%
54%
0%
266
61
123
5
58%
13%
27%
1%
6865
1185
85%
15%
364
189
66%
34%
558
719
44%
56%
81
170
32%
68%
196
259
43%
57%
Age
0-17
18-24
25-34
35-49
50+
Educational Goal
Earn a Degree
Earn a Certificate
Improve Job Skills
Personal Enrichment
Transfer
Undecided
Course Times
Day only
Night only
Day and night
N/A (non-main only)
Course Locations
One campus only
2 or more campuses
28
T ABL E 16:
Gender
Female
Male
Unknown
ST UDENT PRO FIL E BY C AM PUS – F AL L 2007
Dandini
Edison
Meadowood
(n=8320)
(n=663)
(n=1391)
Performing
Arts Center
(n=182)
Redfield
(n=577)
4821
3455
44
58%
42%
1%
115
541
7
17%
82%
1%
823
560
8
59%
40%
1%
109
71
2
60%
39%
1%
377
198
2
65%
34%
0.3%
129
159
638
225
1135
488
5546
2%
2%
8%
3%
14%
6%
67%
2
17
35
9
98
34
468
0%
3%
5%
1%
15%
5%
71%
10
20
85
31
212
87
946
1%
1%
6%
2%
15%
6%
68%
1
3
7
6
10
17
138
1%
2%
4%
3%
5%
9%
76%
2
13
41
6
53
39
423
0%
2%
7%
1%
9%
7%
73%
248
7572
500
0
3%
91%
6%
0%
24
616
23
0
4%
93%
3%
0%
35
1305
50
1
3%
94%
4%
0.1%
1
173
8
0
1%
95%
4%
0%
25
525
27
0
4%
91%
5%
0%
1495
1529
2107
3189
18%
18%
25%
38%
117
90
145
311
18%
14%
22%
47%
217
245
348
581
16%
18%
25%
42%
50
28
38
66
27%
15%
21%
36%
76
128
165
208
13%
22%
29%
36%
5972
758
1590
72%
9%
19%
397
58
208
60%
9%
31%
984
137
270
71%
10%
19%
128
13
41
70%
7%
23%
427
54
96
74%
9%
17%
238
5367
1554
806
355
3%
65%
19%
10%
4%
63
316
134
109
41
10%
48%
20%
16%
6%
23
744
261
163
200
2%
53%
19%
12%
14%
2
123
20
10
27
1%
68%
11%
5%
15%
9
326
143
81
18
2%
56%
25%
14%
3%
6416
324
99
909
256
316
77%
4%
1%
11%
3%
4%
369
79
33
149
13
20
56%
12%
5%
22%
2%
3%
1001
56
11
223
40
60
72%
4%
1%
16%
3%
4%
136
5
0
27
5
9
75%
3%
0%
15%
3%
5%
477
19
7
49
7
18
83%
3%
1%
8%
1%
3%
4006
2053
2214
47
48%
25%
27%
1%
219
227
181
36
33%
34%
27%
5%
540
406
437
8
39%
29%
31%
1%
54
26
102
0
30%
14%
56%
0%
263
141
166
7
46%
24%
29%
1%
7021
1299
84%
16%
416
247
63%
37%
614
777
44%
56%
43
139
24%
76%
228
349
40%
60%
Ethnicity
International
Native American
Asian
African American
Hispanic
Unreported
White
Residency
Good Neighbor
Nevada
Out of State
Unknown
Credit Load
12+
9-11.9
6-8.9
<6
Status
Continuing
Transfers
New
Age
0-17
18-24
25-34
35-49
50+
Educational Goal
Earn a Degree
Earn a Certificate
Improve Job Skills
Personal Enrichment
Transfer
Undecided
Course Times
Day only
Night only
Day and night
N/A (non-main only)
Course Locations
One campus only
2 or more campuses
29
T ABL E 17:
ST UDENT PRO FIL E BY C AM PUS – F AL L 2008
Gender
Female
Male
Unknown
Dandini
Edison
Meadowood
(n=8429)
(n=647)
(n=1419)
4956
3473
0
59%
41%
0%
127
520
0
20%
80%
0%
828
591
0
58%
42%
0%
Performing
Arts Center
(n=169)
102
60%
67
40%
0
0%
Redfield
(n=676)
421
255
0
62%
38%
0%
Ethnicity
International
Native American
Asian
African American
Hispanic
Unreported
White
123
158
664
246
1240
500
5498
1%
2%
8%
3%
15%
6%
65%
4
19
30
17
113
43
421
1%
3%
5%
3%
17%
7%
65%
4
29
81
37
187
98
983
0%
2%
6%
3%
13%
7%
69%
4
5
7
3
11
12
127
2%
3%
4%
2%
7%
7%
75%
0
10
41
9
73
42
501
0%
1%
6%
1%
11%
6%
74%
235
7749
445
0
3%
92%
5%
0%
22
590
35
0
3%
91%
5%
0%
42
1324
52
1
3%
93%
4%
0.1%
1
162
6
0
1%
96%
4%
0%
27
618
31
0
4%
91%
5%
0%
2015
1593
2171
2650
24%
19%
26%
31%
119
97
142
289
18%
15%
22%
45%
321
323
514
261
23%
23%
36%
18%
48
27
66
28
28%
16%
39%
17%
176
162
212
126
26%
24%
31%
19%
6123
672
1634
73%
8%
19%
435
46
166
67%
7%
26%
948
152
319
67%
11%
22%
120
8
41
71%
5%
24%
469
63
144
69%
9%
21%
248
5364
1659
815
343
3%
64%
20%
10%
4%
48
347
114
98
40
7%
54%
18%
15%
6%
14
771
232
141
261
1%
54%
16%
10%
18%
9
94
24
10
32
5%
56%
14%
6%
16%
16
405
164
67
24
2%
60%
24%
10%
4%
6622
290
74
992
193
258
79%
3%
1%
12%
2%
3%
383
61
48
122
5
28
59%
9%
7%
19%
1%
4%
1010
51
28
256
27
47
71%
4%
2%
18%
2%
3%
115
2
1
38
6
7
68%
1%
1%
22%
4%
4%
652
14
2
84
11
24
80%
2%
0%
12%
2%
4%
4064
1982
2313
48%
24%
27%
188
245
184
29%
38%
28%
632
345
436
45%
24%
31%
51
34
84
30%
20%
50%
287
162
227
42%
24%
34%
7072
1357
84%
16%
412
235
64%
36%
580
839
41%
59%
61
108
36%
64%
266
410
39%
61%
Residency
Good Neighbor
Nevada
Out of State
Unknown
Credit Load
12+
9-11.9
6-8.9
<6
Status
Continuing
Transfers
New
Age
0-17
18-24
25-34
35-49
50+
Educational Goal
Earn a Degree
Earn a Certificate
Improve Job Skills
Personal Enrichment
Transfer
Undecided
Course Times
Day only
Night only
Day and night
Course Locations
One campus only
2 or more campuses
30
T ABL E 18:
ST UDENT PRO FIL E BY C AM PUS – F AL L 2009
Gender
Female
Male
Unknown
Dandini
Edison
Meadowood
(n=9234)
(n=749)
(n=1527)
5284
3937
13
57%
43%
0%
145
601
3
19%
80%
0%
839
686
2
55%
45%
0%
Performing
Arts Center
(n=190)
107
56%
82
43%
1
1%
Redfield
(n=904)
580
321
3
64%
36%
0.3%
Ethnicity
International
Native American
Asian
African American
Hispanic
121
154
500
264
1700
154
232
79
6030
1%
2%
5%
3%
18%
2%
3%
1%
65%
3
27
20
16
124
10
25
10
514
0%
4%
3%
2%
17%
1%
3%
1%
69%
9
24
61
63
239
17
23
12
1079
1%
2%
4%
4%
16%
1%
2%
1%
71%
2
6
6
13
22
5
2
1
133
1%
3%
3%
7%
12%
3%
1%
1%
70%
2
14
33
16
142
4
11
9
673
0%
2%
4%
2%
16%
0%
1%
1%
74%
213
8642
379
0
2%
94%
4%
0%
24
707
18
0
3%
94%
2%
0%
27
1450
49
1
2%
95%
3%
0.1%
1
183
6
0
1%
96%
3%
0%
46
838
20
0
5%
93%
2%
0%
2493
1817
2256
2668
27%
20%
24%
29%
209
133
147
260
28%
18%
20%
35%
443
305
322
457
29%
20%
21%
30%
55
42
31
62
29%
22%
16%
33%
278
182
227
217
31%
20%
25%
24%
6585
789
1860
71%
9%
20%
482
59
208
64%
8%
28%
1048
161
318
69%
11%
21%
150
10
30
79%
5%
16%
623
89
192
69%
10%
21%
253
5747
1964
928
342
3%
62%
21%
10%
4%
49
362
180
113
45
7%
48%
24%
15%
6%
13
803
300
178
233
1%
53%
20%
12%
15%
7
119
21
11
32
4%
63%
11%
6%
17%
15
515
214
123
37
2%
57%
24%
14%
4%
Earn a Degree
7430
80%
508
68%
1165
76%
138
73%
737
82%
Earn a Certificate
Improve Job Skills
Personal Enrichment
Transfer
Undecided
322
57
1014
180
231
3%
1%
11%
2%
3%
59
23
129
7
23
8%
3%
17%
1%
3%
57
25
207
26
47
4%
2%
14%
2%
3%
8
1
35
2
6
4%
1%
18%
1%
3%
28
8
102
9
20
3%
1%
11%
1%
2%
4436
1854
2851
48%
20%
31%
199
199
311
27%
27%
42%
623
329
550
41%
22%
36%
51
33
106
27%
17%
56%
402
171
309
44%
19%
34%
7490
1744
81%
19%
377
372
50%
50%
536
991
35%
65%
54
136
28%
72%
375
529
41%
59%
Hawaiian/Pacific Islander
Two or more races
Unreported
White
Residency
Good Neighbor
Nevada
Out of State
Unknown
Credit Load
12+
9-11.9
6-8.9
<6
Status
Continuing
Transfers
New
Age
0-17
18-24
25-34
35-49
50+
Educational Goal
Course Times
Day only
Night only
Day and night
Course Locations
One campus only
2 or more campuses
31
P AR T IC IP AT IO N R AT ES BY HIG H SCHOO L:
T ABL E 19:
2006 – 2009
C APT UR E R AT E O F WC SD G R AD U AT ES
Washoe County High
Schools
2008-09
High
School
Grads
Acad. Arts, Careers, Tech*
Fall 2009 1st-time
College Students
#
Attending
TMCC(1)
TMCC
Capture
Rate
2007-08
High
School
Grads
Fall 2008 1st-time
College Students
#
Attending
TMCC(1)
TMCC
Capture
Rate
2006-07
High
School
Grads
Fall 2007 1st-time
College Students
#
Attending
TMCC(1)
TMCC
Capture
Rate
50
14
28%
33
8
24%
33
18
55%
Damonte Ranch
190
48
25%
213
58
27%
149
32
21%
Galena
299
64
21%
288
59
20%
310
62
20%
Gerlach
5
0
N/A
6
0
N/A
0
0
N/A
139
45
32%
168
44
26%
136
34
25%
75
17
23%
75
10
13%
103
9
9%
Hug
Incline
McQueen
379
99
26%
367
89
24%
358
82
23%
North Valleys
300
92
31%
287
82
29%
286
87
30%
Reed
383
120
31%
462
102
22%
443
101
23%
Reno
341
58
17%
364
70
19%
402
58
14%
Spanish Springs
355
81
23%
367
81
22%
346
93
27%
Sparks
140
63
45%
154
25
16%
137
60
44%
TMHS
91
40
44%
84
51
61%
81
38
47%
Washoe
75
42
56%
92
40
43%
80
38
48%
Wooster
186
47
25%
176
49
28%
174
33
19%
TOTAL(2)(3)
3008
830
27.6%
3136
768
24.5%
3038
745
24.5%
(1) Students enrolled in state-supported classes (census headcount), also includes students who enrolled in Summer as 1st-time college students.
(2) Charter schools & Washoe Adult High School were excluded from the total
(3) Total WCSD = standard + adjusted diplomas
*Formerly Regional Technical Institute
T M C C S T U D E N T E N R O L L M E N T , A C H I E V E M E N T ( D E G R E E O R C E RT I F I C A T E ) A ND
FT E T ABL E 20: DEG REES BY T Y PE ( 2006 – 2009)
Academic
Year
2006-07
2007-08
2008-09
Average
N
%
N
%
N
%
%
Associate of
Arts
Associate of
General
Studies
Associate of
Applied
Science
Associate of
Science
Certificate of
Achievement
Total
320
63
210
48
43
684
47%
9%
31%
7%
6%
100%
317
86
213
54
49
719
44%
12%
30%
8%
7%
100%
459
82
189
74
57
861
53%
10%
22%
9%
7%
100%
10%
27%
8%
7%
100%
48%
Source: TMCC 2009 FactBook, page SP-13
32
Table 21: Degrees Conferred by Emphasis
PROGRAM AREA
ACADEMIC YEAR
2007-08
2008-09
2006-07
Totals
Allied Health
117
100
97
314
Applied Industrial Technologies
22
19
18
59
Architecture
6
13
12
31
Business
45
48
61
154
Computer Technology
26
7
13
46
Criminal Justice
16
24
22
62
Culinary Arts
12
8
13
33
Education
10
14
17
41
Fire Science
18
27
24
69
General Studies & Other
67
110
99
276
Graphic Comm. & Drafting
15
30
25
70
Paralegal
9
13
9
31
Transfer (AA, AS)
321
306
447
1,074
Grand Total
684
719
857
2,260
Source: TMCC 2009 FactBook, page SP-14
Table 22: Subsequent Enrollment of Degree Seeking Students
Cohort
Term
TMCC
DegreeSeeking
Students
Spr 06
Fall 06
Spr 07
Fall 07
Spr 08
8,843
9,434
9,444
9,845
9,670
Graduated
Cohort Term
Returned Next
Term
(Persistence
Rate)
Did Not Return
Next Term or
Graduate
(Attrition Rate)
#
276
94
308
96
301
#
4,956
6,275
5,393
6,580
5,650
#
3,611
3,065
3,743
3,169
3,719
%
3%
1%
3%
1%
3%
%
56%
67%
57%
67%
58%
%
41%
32%
40%
32%
38%
Of Students Who Did Not Return Next
Term or Graduate, Number Enrolled at
Another Institution
UNR Other Out of
Total
NV
State
#
%
576
113
139
828 23%
460
87
71
618 20%
713
123
184
1,020 27%
442
92
95
629 20%
694
124
192
1,010 27%
Source: TMCC FactBook, page OM-21
33
Student Success, Persistence and Retention
Table 23: Performance Benchmarks
Enrollment Trends
Ethnic Minorities (Unreported & International excluded)
Capture Rate of WCSD Graduates
Student Headcount
Student FTE
2006
24%
25%
12,193
6,210
Current
2007
25%
25%
12,774
6,545
2008
26%
24%
13,137
6,840
Goal
2012
30%
35%
14,360
7,121
Student Achievement
Fall 06
Cohort
65%
Fall 07
Cohort
67%
Fall 08
Cohort
70%
Goal
Fall 12
Cohort
70%
51%
51%
55%
65%
69%
56%
39%
20%
58%
70%
60%
41%
20%
65%
71%
66%
43%
23%
n/a**
78%
70%
70%
27%
68%
59%
60%
n/a**
69%
Fall 04
Cohort*
9%
12%
Fall 05
Cohort*
11%
16%
Fall 06
Cohort*
13%
n/a**
Goal
Fall 08
Cohort*
15%
20%
Persistence – Fall to Spring (new, degree-seeking
students)
Persistence – Fall to Fall (new, degree-seeking students)
Retention (course completion rate)
College wide
Developmental English
Developmental Math
Transfer – Subsequent enrollment at another institute
Successful Transition – Developmental to Collegiate
Math
Successful Transition – Developmental to Collegiate
English
Degree Attainment/Graduation Rate
New FT freshmen 3-year grad rate
New FT freshmen 4-year grad rate
Source: Institutional Research, http://www.tmcc.edu/ir/downloads/documents/performance/INSTTMCCBenchmarks.pdf
*Different baseline and current years are used for this section due to specifics of cohort type analysis
**Figure will be updated in Fall 10
Alternative Measures of Achievement**
(Students who didn’t graduate or transfer)
Continued enrollment (still enrolled after 3 years)
Successful transition to higher education (not enrolled
but earned 30+ credits in 3 years)
Fall 04
Cohort*
23%
14%
Fall 05
Cohort*
25%
10%
Fall 06
Cohort*
24%
11%
Goal
Fall 08
Cohort*
30%
25%
*Different baseline and current years are used for this section due specifics of cohort type analysis
** Full-time, degree seeking cohort
Source: TMCC Institutional Research
34
Table 24: Average Annual FTE by Discipline Area -- 2008-09
T ABL E 25:
AAF T E BY DISCIPLINE ARE A
O FF ICI AL ST AT E SUPPO RT ED ENRO LLM ENT ( END O F T ERM )
Discipline Area
Developmental
Transfer
General Education
Vocational/Technical
Non-Transfer
General Education
Vocational/Technical
Total
Discipline Area
Developmental
Transfer
General Education
Vocational/Technical
Non-Transfer
General Education
Vocational/Technical
Total
Summer
2008
10
13
23
Summer
2007
12
45
56
Fall 2008
Spring
2009
AAFTE
2008-09
Percent
Distribution
708
650
679
10%
3,817
1,210
3,869
1,215
3,848
1,213
57%
18%
89
1,015
6,840
672
66
928
6,730
Spring
2008
580
78
978
6,796
AAFTE
2007-08
626
1%
14%
100%
Percent
Distribution
10%
3,258
1,525
3,285
1,506
3,277
1,516
51%
23%
69
1,020
6,545
68
917
6,356
69
991
6,479
1%
15%
100%
Fall 2007
Developmental = English 083, 091, 097, 098; Math 091, 093, 095, 096; and Reading 093
Source: Student Information System and TMCC Institutional Research Office
35
T ABL E 26:
RETENTION BY TERM (TOTAL ENROLLMENTS)
Term
Total Enrollments
Number Retained
Retention Rate
Spr 06
28,980
20,359
70%
Fall 06
30,952
21,257
69%
Spr 07
30,098
21,026
70%
Fall 07
32,444
22,720
70%
Spr 08
31,562
22,423
71%
Fall 08
34,009
24,203
71%
Spr 09
33,403
24,509
73%
Average
31,635
22,357
70.7%
Source: TMCC 2009 FactBook, page OM-2
Note: Total enrollments are duplicated as students are counted for each course they enroll in.
T ABL E 27:
PERSIST ENCE R AT ES
1st-time College Student
After ONE Semester
After TWO Semesters
Cohorts
All Students
# Entering
Fall 2006
1,761
Fall 2007
1,911
Fall 2008
1,860
Fall 2009
2,101
Average
Full-time Students1
# Entering
Fall 2006
320
Fall 2007
333
Fall 2008
519
Fall 2009
678
Returning
Percent
47%
48%
49%
-
Percent
61%
63%
65%
68%
Number
831
916
919
-
1229
64%
889
Percent
65%
67%
70%
71%
68%
Number
637
707
768
704
Number
295
294
431
573
Percent
92%
88%
83%
85%
Returning
Number
Percent
232
73%
238
71%
349
67%
-
398
87%
1,908
Degree Seeking Students
# Entering
Fall 2006
1,246
Fall 2007
1,395
Fall 2008
1,406
Fall 2009
1,710
Average
1,439
Average
Returning
Number
1,083
1,198
1,204
1,429
Returning
Number
811
929
985
1,220
986
Returning
463
48%
Returning
Percent
51%
51%
55%
52%
273
70%
Source: TMCC 2009 FactBook, page OM-14
F U L L - T I M E EQ U I V A L E N T S T U D E N T ( F T E S ) T A B L E 2 8 :
FT E/HE ADCO UNT
Year
Headcount
AAFTE
2006-07
2007-08
2008-09
12,188
12,831
13,080
6,160
6,479
6,796
A N N U A L IZE D
Percent Change
(AAFTE)
2%
5%
5%
Source: TMCC 2009 FactBook, page ET-2
36
T ABL E 29:
TERM FTE
Academic Years
Fall FTE
% Change
Spring FTE
% Change
2006-07
2007-08
2008-09
6,210
6,545
6,840
0%
5%
5%
6,061
6,356
6,730
5%
5%
6%
% Change
(Fall FTE)
(Spring FTE)
Source: TMCC 2009 FactBook, page ET-3
T ABL E 30:
T E R M H E A DC O U N T
Academic Years
Fall
Headcount
(Fall Headcount)
Spring
Headcount
(Spring Headcount)
2006-07
2007-08
2008-09
12,193
12,774
13,137
1%
5%
3%
12,076
12,764
12,962
3%
6%
2%
% Change
Source: TMCC 2009 FactBook, page ET-4
DIST ANCE EDUCAT IO N:
T ABL E 31:
SP R I N G 2 0 0 6 – S P R I N G 2 0 0 9
D I S T A N C E E D U C A T I ON H E A D C O U N T A N D F T E R A T E S
Semesters
Spring 2006
Fall 2006
Spring 2007
Fall 2007
Spring 2008
Fall 2008
Spring 2009
Headcount
3,736
3,842
4,205
4,293
4,773
5,182
5,117
FTE
1,194
1,226
1,349
1,354
1,534
1,683
1,670
Source: TMCC 2009 FactBook, page ET-8
T ABL E 32:
DIST AN CE EDUC AT ION RET ENT ION R AT ES
Semester
Spring 2006
Fall 2006
Spring 2007
Fall 2007
Spring 2008
Fall 2008
Spring 2009
Retention Rate
59%
57%
58%
58%
60%
62%
65%
Source: TMCC Institutional Research
37
ST UDENT T O F ACU LT Y R AT IO S BY SCHOO L AND PRO GR AM :
F AL L 2009
T ABL E 33:
S P R I NG 2 0 0 6 –
ST U DENT T O F AC U LT Y R AT IO S
SCHOOL
SOBE - School of Business & Entrepreneurship
Accounting
Business
Economics
Entrepreneurship
Logistics Management
Management
Marketing
Real Estate
SOBE Total
SOLA - School of Liberal Arts
American Sign Language
Anthropology
Art
Core Humanities
Counseling & Personal Development
Dance
Early Childhood Education
Education
Education Teacher Preparation
Educational Leadership & Psychology
English
English - Developmental
English As A Second Language
French
German
Graphic Communications
Hebrew
History
Human Development & Family Studies
Humanities
Italian
Japanese
Journalism
Legal Assistant
Mental Health
Music
Philosophy
Political Science
Psychology
Reading
Russian
Social Work
Sociology
Spanish
Speech Communication
Study Skills
Theater
Women’s Studies
Spr
06
Fall
06
Spr
07
Fall
07
Spr
08
Fall
08
Spr
09
Fall
09
Average
SFR
25
24
26
25
26
29
24
24
29
23
25
29
27
26
31
26
24
31
22
28
27
25
24
26
16
25
24
29
19
25
26
27
15
25
22
28
19
26
29
28
34
23
5
31
35
27
30
26
22
34
5
10
32
29
24
26
25
25
31
10
9
26
29
20
26
22
21
16
32
12
11
21
23
8
21
23
17
27
19
9
24
20
21
24
17
27
15
10
20
19
6
14
25
17
30
22
10
22
19
21
24
18
29
14
15
21
19
8
21
26
18
33
14
12
25
27
23
26
18
33
18
11
28
26
24
16
15
12
12
13
11
27
26
18
19
15
16
12
11
17
26
32
27
11
19
19
21
17
22
15
12
31
24
19
17
19
20
16
14
30
30
20
23
25
12
14
15
18
28
34
30
20
11
22
24
17
24
24
13
30
24
17
15
11
24
20
20
17
21
14
8
31
32
22
22
24
9
12
13
20
28
33
33
23
13
30
24
17
25
23
13
28
25
20
17
13
20
14
7
29
29
19
10
23
11
11
9
18
30
34
32
20
13
29
23
15
25
18
9
31
23
26
21
19
16
13
14
21
27
16
32
14
14
20
24
3
23
25
20
17
15
7
15
32
32
22
23
23
16
17
8
25
33
37
33
24
15
20
27
17
27
23
13
32
28
29
19
8
10
13
15
13
22
33
34
33
21
14
31
25
15
24
22
14
28
32
33
23
22
20
25
17
30
17
12
22
22
6
25
25
19
17
16
17
15
11
29
30
20
17
19
12
14
12
20
29
33
31
20
13
27
24
17
25
21
12
29
13
13
28
29
20
13
22
10
12
13
18
24
31
28
13
9
29
22
16
25
18
10
26
10
29
28
23
27
27
26
20
20
23
24
18
13
19
15
27
32
32
33
22
16
39
27
19
27
23
14
29
38
Spr
06
Fall
06
Spr
07
Fall
07
Spr
08
Fall
08
Spr
09
Fall
09
Average
SFR
SOLA Total
SOSC - School of Sciences
21
22
20
22
22
24
23
25
22
Aeronautical Technology
Architectural Design Technology
Architecture
Astronomy
Atmospheric Science
Automotive
Automotive Technician Education
Aviation
Biology
16
15
16
20
13
18
24
12
15
24
21
16
24
19
21
27
11
18
27
11
19
21
10
12
7
23
15
8
16
22
14
8
8
21
11
17
15
5
13
12
14
13
15
15
23
12
22
13
25
24
16
26
35
18
16
15
29
19
12
15
12
21
27
12
20
11
12
12
9
29
27
15
24
10
6
9
38
22
17
14
25
10
12
25
13
21
11
11
14
22
31
23
16
16
19
17
26
20
17
9
11
12
13
10
32
22
16
16
17
16
21
20
20
20
9
12
13
26
31
25
18
18
21
24
24
23
17
9
11
13
14
23
34
25
17
18
22
20
30
25
15
21
9
12
13
7
28
24
25
18
18
26
28
30
32
17
9
10
15
14
7
8
6
19
10
6
18
4
6
14
12
5
14
9
7
14
3
13
9
13
22
11
20
22
24
SCHOOL
Building Inspection
Carpentry Apprentice
Chemistry
Cisco
Computer Information Technology
Computer Science
Construction
Cooperative Education Interns
Criminal Justice
Culinary
Dental Assisting
Dental Hygiene
Diesel Technician Education Cooperative
Drafting
Electrical Tech
Electricians Apprentice
Electronics Technology
Emergency Medical Services
Emergency Medical Technician
Engineering
Environmental Control Technology
Environmental Studies
Fire Science
Geographic Information Systems
Geography
Geology
Health Occupations
Heating, Ventilation, Air Cond/Refrigeration
Heavy Equipment Mechanics
Industrial Maintenance Technology
Industrial Management
Information Systems
Lab Technology
Manufacturing & Production Technology
Manufacturing Technology
Math - Developmental
Mathematics
Mechanical Technology
Medical Records Technology
Military Occupations
Natural Resources & Env Science
6
19
23
6
26
16
8
21
20
24
7
23
15
25
16
26
14
23
17
24
13
24
18
23
18
20
21
12
6
9
9
12
24
20
24
19
21
6
25
22
29
9
6
29
22
29
6
8
15
25
20
26
25
25
9
8
9
18
27
22
31
25
23
8
26
23
24
24
16
6
6
7
8
23
21
7
16
24
3
17
26
7
15
24
6
17
26
6
18
23
21
28
22
12
7
19
27
12
29
27
22
30
7
18
26
17
24
28
21
7
5
18
27
16
12
2
17
16
2
17
9
1
23
3
13
4
31
2
27
3
24
5
19
14
16
13
17
23
5
13
10
13
23
23
32
22
16
16
20
14
24
24
16
13
10
12
13
7
8
5
15
23
21
7
24
16
8
25
22
21
7
7
9
18
26
21
13
6
17
25
15
12
3
20
39
Spr
06
Fall
06
Spr
07
Fall
07
Spr
08
Fall
08
Spr
09
Fall
09
Average
SFR
Nursing
15
Nutrition
21
Physics
20
Pipe Trades Apprentice
Radiological Technology
11
Solar Energy Technology
Surveying
Veterinary Technician
7
Welding
17
SOSC Total
WDCE - Workforce Development & Continuing Education
Bricklayers Apprentice
2
Carpentry Apprentice
Computer & Office Technology
20
Construction
Cosmetology
5
Court Reporting
4
Electricians Apprentice
21
Flooring Apprentice
7
Industrial Apprentice
9
Iron Work Apprentice
23
Operations Engineering Apprentice
10
Painting/Decorating Apprentice
4
Pipe Trades Apprentice
15
Recreation Physical Education
22
Refrigeration Service Apprentice
3
Sheet Metal Apprentice
10
Silver College Computer Training
18
Tile Setter Apprentice
3
Truck Driving
Woodworking
8
13
WDCE Total
COLLEGE-WIDE SFR
18.5
Source: TMCC 2009 Factbook, pages ET-14-16
32
19
19
6
16
11
31
20
21
10
16
15
20
19
12
14
25
25
28
9
12
20
23
24
24
26
25
28
16
30
10
9
18
18
29
21
22
3
16
17
12
11
10
18
10
11
18
12
12
20
9
12
19
14
23
20
12
12
20
23
22
23
8
14
20
16
10
11
19
1
7
15
4
6
1
10
18
4
4
2
12
18
6
5
2
9
16
8
3
2
1
3
21
6
5
24
5
2
23
5
23
3
4
13
9
6
22
19
4
12
16
6
24
3
5
20
9
8
21
20
4
12
14
5
1
29
3
28
3
28
3
27
3
24
3
24
8
10
22
20
5
18
13
2
2
20
6
7
23
21
5
16
15
5
19
5
8
20
21
4
14
16
3
17
4
6
19
22
4
13
14
11
4
5
22
21
4
11
14
11
19.0
11
18.5
12
19.4
14
19.4
13
21.5
13
20.6
12
21.9
SCHOOL
2
8
19
6
5
4
26
3
5
18
7
7
20
21
4
13
15
3
2
8
11
19.9
40
Faculty and Staff Profile (2006 - 2009)
The internal environmental scan data was provided by the TMCC Institutional Research Office. The purpose of
this component of the EMP is to detail the characteristics of TMCC faculty and administrative staff over the last
four years. For more detail related to this section of the EMP please refer to the TMCC Factbook 2009 which is
available at tmcc.edu/ir.
T ABL E 34:
AG E BY EM PLO YM ENT T Y PE – F AL L 2006
18-24
Executive, Administrative,
& Managerial
Full-time Faculty*
Part-time Faculty
Other Professional
(Support/Service)
Technical &
Paraprofessional
Clerical and Secretarial
25-34
35-49
50+
Unknown
Total
N
0
0
10
33
0
43
%
0%
0%
23%
77%
0%
100%
N
0
6
52
126
0
184
%
0%
3%
28%
68%
0%
100%
N
0
67
130
263
21
481
%
0%
14%
27%
55%
4%
100%
N
0
16
47
47
1
111
%
0%
14%
42%
42%
1%
100%
N
0
5
8
10
0
23
%
0%
22%
35%
43%
0%
100%
N
1
13
26
55
0
95
%
1%
14%
27%
58%
0%
100%
N
0
2
21
33
0
56
%
0%
4%
38%
59%
0%
100%
N
1
109
294
567
22
993
%
0%
11%
30%
57%
2%
100%
Service/Maintenance
Total Faculty & Staff
*Includes counselors and librarians.
Source: TMCC Institutional Research
41
T ABL E 35:
AG E BY EM PLO YM ENT T Y PE – F AL L 2007
18-24
Executive, Administrative,
& Managerial
Full-time Faculty*
Part-time Faculty
Other Professional
(Support/Service)
Technical &
Paraprofessional
Clerical and Secretarial
Service/Maintenance
Total Faculty & Staff
25-34
35-49
50+
Unknown
Total
N
0
0
13
30
0
43
%
0%
0%
30%
70%
0%
100%
N
0
9
55
118
1
183
%
0%
5%
30%
64%
1%
100%
N
0
79
156
246
13
494
%
0%
16%
32%
50%
3%
100%
N
0
18
49
45
1
113
%
0%
16%
43%
40%
1%
100%
N
0
4
7
11
0
22
%
0%
18%
32%
50%
0%
100%
N
2
20
24
47
0
93
%
2%
22%
26%
51%
0%
100%
N
0
4
21
33
0
58
%
0%
7%
36%
57%
0%
100%
N
2
134
325
530
15
1006
%
0%
13%
32%
53%
1%
100%
*Includes counselors and librarians.
Source: TMCC Institutional Research
T ABL E 36:
A G E B Y E M P L O Y M E N T TY P E – F A L L 2 0 0 8
18-24
Executive, Administrative,
& Managerial
Full-time Faculty*
Part-time Faculty
25-34
35-49
50+
Unknown
Total
N
0
0
14
20
0
34
%
0%
0%
41%
59%
0%
100%
N
0
11
53
116
1
181
%
0%
6%
29%
64%
1%
100%
N
3
56
95
173
9
336
%
1%
17%
28%
51%
3%
100%
Other Professional
(Support/Service)
N
1
17
44
41
0
103
%
1%
17%
43%
40%
0%
100%
Technical &
Paraprofessional
N
0
3
7
9
0
19
%
0%
16%
37%
47%
0%
100%
N
11
26
35
52
4
128
%
9%
20%
27%
41%
3%
100%
N
0
3
19
25
0
47
%
0%
6%
40%
53%
0%
100%
N
15
116
267
436
14
848
%
2%
14%
31%
51%
2%
100%
Clerical and Secretarial
Service/Maintenance
Total Faculty & Staff
*Includes counselors and librarians.
Source: TMCC Institutional Research
42
T ABL E 37:
08)
EM PLOYM ENT T YPE BY G ENDER F OR F UL L-T IM E ST AF F (F AL L 2006-
Term
Male
Fall 2006
Fall 2007
Fall 2008
3 Year Avg
N
%
N
%
N
%
N
%
118
39%
113
36%
101
38%
111
38%
Full-time Faculty* & Staff
Female
Unreported
188
61%
198
64%
164
62%
183
62%
Total
0
0%
0
0%
0
0%
0
0%
300
100%
311
265
100%
294
100%
Sources: IPEDS Fall Staff Survey; TMCC Institutional Research
*Includes counselors and librarians
T ABL E 38:
2006-08)
E M P L O Y M E N T T Y P E B Y G E N DE R F O R F U L L - T I M E FA C U L T Y ( F A L L
Term
Male
Fall 2006
Fall 2007
Fall 2008
3 Year Avg
98
53%
96
52%
96
53%
97
53%
N
%
N
%
N
%
N
%
Full-time Faculty*
Female
Unreported
86
0
47%
0%
87
0
48%
0%
85
0
47%
0%
86
0
47%
<1%
Total
184
100%
183
100%
181
100%
183
100%
Sources: IPEDS Fall Staff Survey; TMCC 2009 FactBook, page CR-8
*Includes counselors and librarians
T ABL E 39:
2006-08)
E M P L O Y M E N T T Y P E B Y G E N DE R F O R P A R T - T I M E FA C U L T Y ( F A L L
Term
Male
Fall 2006
Fall 2007
Fall 2008
3 Year Avg
N
%
N
%
N
%
N
%
221
49%
216
44%
158
47%
198
45%
Part-time Faculty
Female
Unreported
260
54%
278
56%
178
53%
239
55%
Total
0
0%
0
0%
0
0%
0
0%
481
103%
494
100%
336
100%
437
100%
Sources: IPEDS Fall Staff Survey; TMCC 2009 FactBook, page CR-9
43
T ABL E 40:
ET HNICIT Y -- F UL L-T IM E ST AF F * (F AL L 2006- 08)
Term
Fall 2006
N
%
Fall 2007
N
%
Fall 2008
N
%
3 Year Avg N
%
African
American
6
2%
9
3%
9
3%
8
3%
Asian
Hispanic
12
4%
12
4%
8
3%
11
4%
39
13%
40
13%
34
13%
38
13%
Native
American
5
2%
6
2%
6
2%
6
2%
White
240
78%
239
77%
204
77%
228
77%
Unreported
4
1%
5
2%
4
2%
2
1%
Total
306
100%
311
100%
265
100%
294
100%
Sources: IPEDS Fall Staff Survey; TMCC Institutional Research
*Includes counselors and librarians
T ABL E 41:
E T H N I C I T Y - - F UL L - T I M E F A C U L T Y ( F A L L 2 0 0 6 - 0 8 )
Term
Fall 2006
N
%
Fall 2007
N
%
Fall 2008
N
%
3 Year Avg N
%
African
American
1
1%
1
1%
1
1%
1
1%
Asian
Hispanic
5
3%
7
4%
8
4%
7
4%
8
4%
8
4%
8
4%
8
4%
Native
American
3
2%
3
2%
2
1%
3
2%
White
162
88%
158
86%
155
86%
158
86%
Unreported
5
3%
6
3%
7
4%
6
3%
Total
184
100%
183
100%
181
100%
183
100%
Sources: IPEDS Fall Staff Survey; TMCC 2009 FactBook, page CR-4
*Includes counselors and librarians
T ABL E 42:
E T H N I C I T Y - - P AR T - T I M E F A C U L T Y ( F A L L 2 0 0 6 - 0 8 )
Term
Fall 2006
N
%
Fall 2007
N
%
Fall 2008
N
%
3 Year Avg N
%
African
American
10
2%
11
2%
6
2%
17
4%
Asian
Hispanic
18
4%
23
5%
12
4%
18
4%
24
5%
26
5%
20
6%
23
5%
Native
American
3
1%
2
0%
3
<1%
3
<1%
White
413
86%
418
85%
281
84%
371
83%
Unreported
13
3%
14
3%
14
4%
14
3%
Total
481
100%
494
100%
336
99%
446
99%
Sources: IPEDS Staff Survey; TMCC 2009 FactBook, page CR5
44
Chapter Three: Program Profiles
This section is dedicated to the program profiles for School of Liberal Arts, School of Sciences, School of
Business and Entrepreneurship, Workforce Development and Continuing Education, Student Services division,
and Instructional Support areas that serve this College. The College utilizes a division model that includes an
area dean, department chairs, classified support staff and respective faculty. Profiles are not in alphabetical
order.
45
A c a d e mi c A f f a i r s
SCHOOL OF LIBERAL ARTS
SCHOOL OF SCIENCES
SCHOO L OF BUSINESS AND ENT REPRENEURSHIP
WO RKF ORCE DEVEL O PM ENT AND CO NT INUING EDUC AT ION
46
School of Liberal Arts
E N G L IS H D E P A R T M E N T
HIST O RY , POL IT ICAL SCIENCE AND L AW DEPART M ENT
H U M A N I T IE S D E P A R TM E N T
SO CIAL SCIENCES DEP ART M ENT
V I S U A L A N D P E R F O RM I N G A R TS D E P A R TM E N T
47
ENGLISH
Mission Statement
The overall mission of the TMCC English Department is to promote literacy--specifically the ability to read,
write, and think critically. This mission includes the fostering of such technological literacy as information
retrieval, research, and communication. Literate individuals can gather, analyze, and communicate
information effectively as well as think creatively and draw independent conclusions -- skills that are the
cornerstone of a healthy democracy and key to the future of the community in an increasingly informationbased economy. This purpose is accomplished through academic classes and programs in which the learners
are encouraged to express themselves effectively verbally and in writing, and to grow intellectually into
humane, responsible, and productive members of the community. The Department fosters these goals
through scholarship and instruction in the areas of literature, creative writing, journalism, reading, and
English as a Second Language (ESL). These goals thread through the Department's wide range of programs
and interests: from its contributions to general education, where students are introduced to the skills of
critical thinking, reading, and writing; to the Associate of Arts (AA) degree programs where faculty are
training the next generation of writers, teachers and scholars.
Enrollment Patterns
Program
Data
English
Sections
Student FTE
Retention Rate
Sections
Student FTE
Retention Rate
Sections
Student FTE
Retention Rate
Sections
Student FTE
Retention Rate
Sections
Student FTE
Retention Rate
English (Developmental)
Journalism
Reading
Study Skills
Spring 2004
Fall
2004
81
410
70
56
219
66
6
19
70
3
12
77
5
15
62
Faculty and Staff FTE
Spring 2005
Spring 2006
Fall
2005
95
443
67
62
234
60
7
17
70
5
11
65
5
18
65
Fall
2006
102
460
66
73
265
57
7
16
63
3
10
84
4
19
61
Spring 2007
Fall
2007
104
489
68
68
268
61
9
16
74
4
19
78
4
19
72
Fall
2008
104
521
69
67
266
68
8
25
67
3
16
77
4
18
74
Headcount
Spring 2008
Full-time
Part-time
Full-time
Part-time
Full-time
Part-time
Full-time
Part-time
Full-time
Part-time
19
14
19
18
22
20
22
16
23
43
Note: The source for faculty and staff data is annual department chair release calculations. In spring 08, the methodology was changed from
using FTE to using headcount per updated NFA contract.
48
Factors Expected to Affect the Future of the Department
Over the past five years, the English Department has experienced overall steady growth in enrollments. The
Department expects the growth to remain steady for the next few years as people return to college for
retraining. The English Department also expects the growth in FTE to expand as its fledgling AA degree in
English grows.
Projections and Plans for the Future
The English Department projects an increase in enrollment in all areas. The English Department will continue
to monitor the demands in all areas of instruction for changes in enrollment trends. The Department is
currently developing a Journalism AA, an AA in Creative Writing, as well as exploring certificate programs in
Technical Writing and ESL Academic English.
Faculty/Staff Needs
The English Department has a varied faculty with specialties in English (Composition, Literature, and
Creative Writing), ESL, Journalism and Reading. Due to budget cuts, the office staff has been reduced to only
one full-time employee. The English Department is one of the largest departments and having only one office
staff hinders student assistance. More administrative help will be crucial to the functioning of the Department
as its FTE is already hovering near the 900 mark. The main areas the Department will need to hire in the next
few years are: 1) Reading Specialist; 2) English Generalist; 3) ESL Specialist; and 4) Journalism. The other
area in which the English Department needs assistance is re-instituting the Developmental Coordinator. The
Department’s developmental courses need a dedicated coordinator to assist in research, retention, and
mentoring issues that invariably arise in the demographics of the program.
Facilities
Currently, there are not enough classrooms at peak hours when statistics show students want to take classes,
especially in late morning and early afternoon. More classrooms are needed, but with the current budget
situation, this may be years away from solving. The English Department has begun offering hybrid courses to
try and alleviate the classroom pressures during peak hours. The English Department also offers a wide
assortment of courses online to help with classroom issues. Moreover, the Department has a strong presence
of courses at both the Meadowood and Redfield sites.
Technology
The English programs require full technological access in all of its classrooms. The Department has integrated
curriculum and web–assist courses that require extensive use of technology.
Curriculum
The English Department prides itself in keeping current in its curriculum. The Department constantly monitors
textbooks and course syllabi to help keep its materials timely. The full-time faculty mentors their part-time
instructors to help them develop as better teachers. The faculty also attends workshops and conferences to
stay abreast of current trends in the field. The Department has worked closely with the English departments at
the state universities to make sure its curriculum is in sync with their courses. Finally, the Department has
begun to provide a rotation of courses to help students meet the General Education and Associate degree
requirements.
49
Student Learning Outcomes (SLOs)
The English Department has worked with the Student Learning Outcomes and Assessment Coordinator to
develop SLOs for its courses. This is an ongoing process as the Departmentrevisits its outcomes for its
courses. Currently, the English Department has 15 courses that have been written and submitted to the
Curriculum Committee as of April 2010.
Methods of Instruction
The English Department offers a variety of media for instruction. The English Department offers traditional day
and night time classes in a diverse selection of courses, English, Creative Writing, ESL, and Journalism. The
Department also offers a selection of hybrids and online courses. The Department will continue to offer a mix
of traditional and online course sections, so the Department may offer its students greater access to English
education at TMCC.
50
HIST O RY , POL IT IC AL SCIENCE AND L AW
Mission Statement
The mission of the TMCC History, Political Science and Law (HPL) Department is
To provide students with the knowledge and understanding of society produced through social
•
scientific research;
•
To build analytical thinking skills and written communication skills; and
•
To provide intellectual and cultural enrichment to our community. More specifically, the HPL
Department serves the college and community by:
•
Providing instruction in national and state constitutions to every TMCC student;
•
Providing intellectually challenging general education and diversity courses to transfer students;
•
Training future K-12 social studies teachers;
•
Training and certifying paralegal professionals; and
•
Training future attorneys through pre-law instruction.
In all of these endeavors, the HPL Department aligns with TMCC’s mission and values by making teaching
excellence and student success our first priority and enduring commitment.
Enrollment Patterns
Program
Data
History
Sections
Student FTE
Retention Rate
Sections
Student FTE
Retention Rate
Sections
Student FTE
Retention Rate
Sections
Student FTE
Retention Rate
Paralegal/Law
Political Science
Women’s Studies
Spring 2004
Fall
2004
38
255
72
16
43
79
22
139
71
-
Faculty and Staff FTE
Spring 2005
Spring 2006
Fall
2005
34
203
69
15
40
80
21
142
73
1
5
64
Fall
2006
36
214
66
13
36
82
18
123
71
1
6
50
Fall
2007
37
232
71
13
32
76
21
140
74
1
6
71
Fall
2008
24
151
82
8
28
77
28
206
69
1
6
66
Headcount
Spring 2008
Spring 2007
Full-time
Part-time
Full-time
Part-time
Full-time
Part-time
Full-time
Part-time
Full-time
Part-time
-
-
8
7
9
7
8
7
9
26
Note: The source for faculty and staff data is annual department chair release calculations. In spring 08, the methodology was changed from
using FTE to using headcount per updated NFA contract.
Factors Expected to Affect the Future of the Department
•
Courses in History (HIST), Political Science (PSC), and Women’s Studies (WMST) serve as general
education credits for most students and, as such, tend to fluctuate with overall college enrollment.
With college enrollment expected to rise over the next several years, the HPL Department expects
increased demand for these general education courses. Preliminary enrollment confirms this with
14.3% and 14.4% increases in HIST and PSC FTE in F09 (in comparison to F08).
51
•
Enrollment in the paralegal program tends to increase during difficult economic times as more people
seek retraining.
Preliminary enrollment data for F09 confirms this trend with a 54.2% increase in FTE
in comparison with F08.
Projections and Plans for the Future
The HPL Department anticipates an increase in enrollment at all levels over the next five years, with
percentage increases commensurate with overall college enrollment increases. Providing qualified instructors
will become a challenge in PSC, as that discipline is already overwhelmed and the part-time pool is
desperately thin. In addition, the HPL Department anticipates difficulty finding classrooms in prime time slots
(9:30, 11:00, and 12:30) as enrollment increases. Other plans for the future include:
•
Creation of an Associate of Arts emphasis in Pre-law. This emphasis would center on instruction in Law
courses. The current pre-law degree is based in criminal justice, and this is not the best pre-law
training;
•
Creation of a political science emphasis; and
•
Creation of a women’s studies emphasis.
Faculty/Staff Needs
In order to maintain its current delivery of instruction, the HPL Department will need at least two full-time,
tenure-track faculty members in political science. Currently, that discipline is serving a student FTE of 206
with two full-time faculty members (one of whom is unable to teach more than two traditional courses per
semester due to a medical issue). In addition, the HPL Department anticipates several retirements in
the next few years as follows:
•
HIST: 40% are over the age of 60, and 80% are over the age of 50
•
PSC: 50% are over the age of 60
College planning should consider these anticipated retirements when planning for new full-time faculty hiring.
Facilities
Currently the facilities are adequate for instructors for the HPL Department, although the Department
anticipates a strain on classrooms during high-demand times in the near future.
Technology
The HPL Department has become dependent on smart classroom technology–all of the instructors
complement instruction with visual resources. At present, the faculty needs are met. The HPL Department
requests that all future HPL classrooms be equipped with smart technology.
52
Curriculum
The curriculum is current and stable at this time. Through common course numbering, the Department is
made aware of any new offerings across the system. All of the disciplines have met with NSHE counterparts
over the last year to discuss and streamline course offerings.
Student Learning Outcomes (SLOs)
Faculty and staff from these programs are continually working with and revising assessment procedures, with
the exception of WMST (because only 1-2 sections are offered each semester, and the college employs no fulltime faculty in this discipline). Considerable refinement of the student learning outcome process is needed in
HIST, PSC, and Law, and the full-time faculty in these disciplines are actively engaged in this process.
All HPL courses’ SLOs have been approved, with the exception of eight which are in process (submitted to the
Curriculum Committee in March 2010).
Methods of Instruction
Instructors in this Department utilize a number of instructional strategies in keeping with up-to- date research
in the cognitive sciences. Although lecturing remains the predominant teaching technique, almost all of the
faculty have supplemented lecture with large and small group discussions, group projects, and other active
learning strategies. In addition, each discipline within the Department offers distance-learning courses.
53
HUM ANIT IES
Mission Statement
The mission of the TMCC Humanities Department is to bring the world to the community. The Humanities
Department provides a wide variety of courses in foreign languages, core humanities, philosophy,
humanities, speech and communication. A degree program is offered in philosophy. The Humanities
Department includes the study of languages and culture, film and philosophy, ethics and morality. The high
quality of teaching and learning offered by the Humanities Department helps in our search for answers to life's
fundamental questions, including everything human.
Enrollment Patterns
Program
American Sign Language
Core Humanities
Communication
French
German
Hebrew
Humanities
Italian
Japanese
Philosophy
Russian
Spanish
Data
Sections
Student FTE
Retention Rate
Sections
Student FTE
Retention Rate
Sections
Student FTE
Retention Rate
Sections
Student FTE
Retention Rate
Sections
Student FTE
Retention Rate
Sections
Student FTE
Retention Rate
Sections
Student FTE
Retention Rate
Sections
Student FTE
Retention Rate
Sections
Student FTE
Retention Rate
Sections
Student FTE
Retention Rate
Sections
Student FTE
Retention Rate
Sections
Student FTE
Retention Rate
Fall
2004
6
24
84
37
218
75
11
43
73
4
20
57
1
6
79
2
4
59
16
81
70
4
19
66
1
5
68
11
63
69
28
139
68
Fall
2005
4
21
93
39
225
74
12
45
79
4
20
57
1
5
50
2
3
83
21
81
68
4
18
53
1
5
88
16
80
68
30
141
69
Fall
2006
4
21
89
40
213
76
7
34
73
5
22
65
1
5
55
2
7
77
16
65
63
3
17
55
1
5
76
14
79
70
2
4
73
33
138
69
Fall
2007
6
21
89
39
232
77
9
44
70
4
16
72
1
6
38
2
4
81
16
70
63
3
16
65
1
5
83
15
85
74
2
5
73
37
150
65
Fall
2008
5
26
88
39
256
80
10
55
68
5
20
80
1
3
77
13
53
64
3
17
74
1
5
65
16
104
71
1
4
60
38
155
67
54
Faculty and Staff FTE
Spring 2004
Spring 2005
Headcount
Spring 2006
Spring 2007
Spring 2008
Full-time
Part-time
Full-time
Part-time
Full-time
Part-time
Full-time
Part-time
Full-time
Part-time
21
23
11
18
12
19
13
19
12
55
Note: The source for faculty and staff data is annual department chair release calculations. In spring 08, the methodology was changed from
using FTE to using headcount per updated NFA contract.
Factors Expected to Affect the Future of the Department
Student enrollment numbers and demand are up. In fall 2009, there were 1,672 unduplicated attempts to
enroll in Core Humanities courses alone. This represents students who attempted to take these courses at
TMCC, but were unable to do so, and represents a number closely approximating the number of students the
Department is currently able to serve. In other words, the Humanities Department is able to meet
approximately 50% of the community demand for these courses.
Employment data show that while student demand for courses has increased, the full-time to part-time ratio
has widened with the full-time numbers shrinking and the part-time growing. The full-time to part-time ratio
is even wider between faculty members who teach foreign languages. The forecast is this trend will continue
especially in light of the inability to offer part-time faculty a part-time contract with benefits. The necessity of
hiring such a high number of part- time instructors to meet demand for these courses raises issues of
instructional quality and professionalism.
Projections and Plans for the Future
In this economic downturn, everyone has had to shoulder the burden. The faculty of the Humanities
Department continues to provide excellence in teaching, service, and professional development. The faculty
continues to complete projects pertaining to curricular development, maintenance, and improvement; text
selection; part-time faculty mentoring; classroom observations; learning outcomes; assessment; program
review and self study; etc.
The Humanities Department plans to expand the emphases offered to include an Associate of Arts in Spanish.
Faculty/Staff Needs
Clearly there is a need for a much larger faculty base to meet the demands for the offerings in the Humanities
Department at TMCC. The Humanities Department needs at least two tenure-track instructors immediately to
replace the five and one-half lost over the past 18 months, and at least three more in the next three years to
minimally meet already existing demand. There is also a need to replace a lost administrative assistant
position so that the Department is staffed with two full-time administrative assistants. The need for the
opportunity for professional development remains.
Facilities
There are not enough classrooms or parking to accommodate the large numbers of TMCC students and coenrolled University of Nevada, Reno (UNR) students who travel to TMCC to take classes offered by the
Humanities Department. One way the Humanities Department isaddressing this problem is by shifting more
course offerings into afternoon and evening sections, online sections, and sections at the Meadowood or
Redfield campuses.
The Foreign Languages would benefit from a designated language lab, possibly in conjunction with the English
Department’s English as a Second Language (ESL) Program. The disciplines that involve the study of a second
language could utilize a shared lab.
55
Additional office space for the Humanities Department will be needed when new tenure-track instructors are
hired.
Technology
The General Access Computer Labs (GACLs) have become a necessity to educate students in this day and age.
Expansion, maintenance, and updating of the technology provided by the GACLs are necessary.
The smart classrooms are effective tools to promote excellence in teaching and learning in the Humanities
Department’s class offerings; however, the projectors and speakers in many of the classrooms are of poor
quality. The smart classrooms need to be maintained and updated as required.
The current cycle of renewing computers for faculty should be maintained. Technology would be required in
the designated lab for foreign languages.
Curriculum
Curriculum maintenance and development is an ongoing process that the faculty of the Humanities
Department takes seriously and shares the responsibility for the upkeep.
Full-time faculty members are currently reviewing the entire Core Humanities curriculum including syllabi,
course content, and books to provide an affordable, accessible, and effective book list to be implemented
in fall 2010. Recently, a consultant was hired to improve pedagogical understanding and implementation
of sciences in Core Humanities, in line with the national guidelines of Association of Core Texts and Courses.
Full-time faculty are currently reviewing the entire Spanish online program and working to improve the
curriculum in those class offerings.
Student Learning Outcomes (SLOs)
Student Learning Outcomes (SLOs) have been written for all courses except for 14. SLO for those 14 courses
have been written and submitted to the Curriculum Committee as of April 2010. The courses offered by the
Humanities Department have gone through assessment at least once or are scheduled to be before 2012.
Reports for these assessments have been submitted and some are posted on the TMCC website.
Methods of Instruction
Instructors use a variety of methodological and pedagogical approaches as well as delivery methods including
face-to-face, hybrid, and online classes. The Department’s most significant value is to foster the examination
of basic questions about the meaning of existence and freedom, truth and beauty, diversity and
communication. To deal with these questions, students must explore the languages, the philosophies, the
cultural expressions of the people of the world, both past and present, to stay in step with our future.
56
SO CIAL SCIENCES
Mission Statement
The mission of the TMCC Social Sciences Department is to provide students with a sense of the importance of
cultural influences, a sense of scope of changing cultural themes, and a sense of their own worth as human
beings.
These understandings are refined through a sound curriculum in the behavioral sciences, which explains
variations in human behavior based on theoretical models, instruction in research methods used by
contemporary social scientists, and a special focus on interdisciplinary connections among topical social issues.
The Department is committed to the excellence in the classroom delivered by instructors with deep and up-todate knowledge of their subject and an understanding of the science of pedagogy.
Enrollment Patterns
Program
Data
Anthropology
Counseling and Personal Development/
Education Leadership and Psychology
Early Childhood Education/Human
Development and Family Studies
Education
Mental Health
Psychology
Social Work
Sociology
Spring 2004
Fall
2004
17
76
67
27
82
82
22
103
70
20
70
75
8
9
84
33
214
84
1
8
63
18
98
63
Sections
Student FTE
Retention Rate
Sections
Student FTE
Retention Rate
Sections
Student FTE
Retention Rate
Sections
Student FTE
Retention Rate
Sections
Student FTE
Retention Rate
Sections
Student FTE
Retention Rate
Sections
Student FTE
Retention Rate
Sections
Student FTE
Retention Rate
Faculty and Staff FTE
Spring 2005
Spring 2006
Fall
2005
16
84
63
23
74
81
25
111
71
17
66
78
6
8
83
39
237
83
1
6
63
21
108
62
Fall
2006
16
74
65
23
78
82
27
125
64
19
73
70
8
14
79
38
227
79
1
4
86
22
107
64
Spring 2007
Fall
2007
18
92
70
19
75
84
28
137
66
17
62
72
9
13
82
36
235
82
1
6
47
22
105
61
Fall
2008
21
109
64
3
7
83
23
104
63
16
84
74
7
6
75
40
267
75
1
4
60
23
126
65
Headcount
Spring 2008
Full-time
Part-time
Full-time
Part-time
Full-time
Part-time
Full-time
Part-time
Full-time
Part-time
18
20
12
17
12
16
13
17
11
50
Note: The source for faculty and staff data is annual department chair release calculations. In spring 08, the methodology was changed from
using FTE to using headcount per updated NFA contract.
57
Factors Expected to Affect the Future of the Department
In the Social Sciences Department there are only two programs that have a terminal degree. These are Early
Childhood Education (ECE) and Mental Health and Developmental Disabilities (MHDD). In the ECE program
85% of the students (ECE Program Review) are already working in a child care center while taking courses.
This is similar in the MHDD program. Because of this, ECE majors are almost all employed upon graduation.
In MHDD students are also typically employed while taking classes so employment is guaranteed.
Education (EDU) and Anthropology (ANTH), along with ECE have good articulation agreements with
UNR for seamless transferability into University of Nevada, Reno’s (UNR) programs.
Psychology (PSY) and
Sociology (SOC) courses are almost all university parallel with transferability to UNR for various programs and
electives.
The demand for classes in the Social Sciences Department remains high.
Projections and Plans for the Future
Within the Department, there are several areas as a whole that it wants to work on in the future. Not all
programs/disciplines need work in all of these areas, however, after reviewing the Social Sciences Academic
Master Plan (2006-2013) the following need to be developed:
•
Review current Master Course Outlines to improve course objectives, develop student learning
outcomes and measures (EDU, Social Work (SW), MHDD, SOC);
•
Begin the process of assessment (EDU, SW, MHDD, SOC);
•
Continue to develop deeper partnerships with the community including UNR (ANTH, EDU, MHDD, SW);
•
Develop advisory boards for EDU, MHDD, SW;
•
Increase full-time faculty in the following programs/disciplines: EDU, PSY, ECE, SOC (as supported
by Program and Discipline Review (PDR)), and hire a part-time coordinator/faculty member for
MHDD; and
•
Develop an AA or AS degree in Peace Studies, as supported by the PDR.
Faculty/Staff Needs
In order to maintain its current delivery of instruction the Social Sciences Department needs to have
additional full-time professors in specific areas. Currently there are 12 full-time professors,
one of whom is on a one-year lecturer position. There are approximately 50 part-time instructors within the
Social Sciences Department.
The two main disciplines which need full-time tenure track positions are Psychology and Sociology. More parttime instructors (22) are used in these two areas than in the other programs/disciplines. Full-time
tenure track faculty would bring more consistency to the disciplines.
Currently, one full-time faculty member is serving as acting Dean for the School of Liberal Arts and one fulltime faculty member is serving as Department Chair. With these two positions not teaching full-time, the
Psychology discipline and Early Childhood Education program do not have the consistency needed to maintain
the discipline and program.
Faculty would like to see more funding for professional development so they can attend conferences in their
related fields to keep up with new trends and other issues.
58
Finally, the hiring of a student worker for 20 hours a week would help faculty in the Department with special
projects.
Facilities
Currently the Social Sciences full-time faculty believes that facilities are adequate for their teaching use. The
Anthropology and Early Childhood Education programs (along with EDU) have laboratories for their use. Other
disciplines would also like to see dedicated classrooms but they do not require specific lab space, as do the
two programs.
The E.L. Cord Child Care Center, which is accredited by the National Association of Education
of Young Children (NAEYC), serves as not only a child care center, but also as an on-site teaching/laboratory
facility for the ECE program. While this has been an ongoing relationship since its inception, it now has a
more significant role given that the Center is now part of the School of Liberal Arts. Plans call for the hiring of
master teachers to play a significant part in the supervision of ECE students in the Center.
Technology
As the Social Sciences programs/disciplines grow, technology must grow with them.
faculty feels that TMCC’s Smart Classrooms are adequate.
At this point in time
Also, there are excellent resources
provided by WebCollege for faculty who teach online. Additional funds for various software needs are greatly
needed in the Department.
Curriculum
Classes in the Social Sciences Department are composed of survey courses (Introduction to Psychology or
Introduction to Sociology for example) or specialized courses (i.e. Introduction to Statistical Methods or
Introduction to Research Methods) in a discipline or program.
Curriculum is kept up to date with current issues and trends. This is done in a number of ways. Coordinators
and faculty generally do textbook reviews especially if there are numerous sections of the same course.
Faculty want the same textbook used for all sections of each course.
Syllabi are consistently revised with each new textbook chosen. This is also taken into consideration when new
trends or issues come up in each discipline/program. Coordinators work with part-time faculty to ensure they
too are up to date on current issues and trends.
Faculty feels that consistency within a discipline/program is essential for student learning outcomes and for
transferability to other NSHE institutions. Because of this, coordinators work with part-time faculty to be sure
they are aware of student learning outcomes and provide assessment to the discipline/program.
Student Learning Outcomes (SLOs)
Programs/disciplines within the Social Sciences area are at varying levels in regards to working on SLOs.
Faculty believe in supporting ongoing assessment as a way to self-reflect so students are better served with
the education they want and expect from TMCC. Anthropology, Early Childhood Education, and Psychology are
currently doing on-going assessment in their programs/disciplines. The other four areas (Education Teacher
Prep, Sociology, Social Work and Mental Health and Developmental Disabilities) need to review course
objectives and develop student learning outcomes with assessment measures.
Currently, 30 courses have been updated with student learning outcomes, 27 courses are under review for
updates and ten courses have not been reviewed; however, these ten courses will be reviewed by the end of
spring semester 2010.
59
Methods of Instruction
Professors/instructors in the Social Sciences Department teach using one of three basic methods. These are
traditional, face-to-face teaching, online and hybrid classes.
In many traditional classes there are hands-on laboratory activities, multi-media lecture presentations,
student research projects, critical thinking assignments, library research, large group discussions, small group
discussions, small group hands-on activities, videos, PowerPoint presentations and library research.
In online classes there are lectures, pod casts, online simulations, web-interaction, exams, quizzes,
videos, student research projects, discussions, critical thinking assignments, library research, etc.
60
VISU AL AN D PER F ORM ING AR T S
Mission Statement
The TMCC Visual and Performing Arts Department’s mission is to provide students with an insightful, cultural
appreciation, and applicable knowledge of the many visual and performing arts genres. Each student is
directed to realize the importance of the arts as being a mirror of and a leader to the global society. In
addition to this acquired knowledge, the Department’s mission extends to place direct emphasis on
developing the students’ leadership, creative problem solving, and communication skills which are vital for
success in the modern workforce.
Enrollment Patterns
Program
Data
Art
Sections
Student FTE
Retention Rate
Sections
Student FTE
Retention Rate
Sections
Student FTE
Retention Rate
Sections
Student FTE
Retention Rate
Sections
Student FTE
Retention Rate
Sections
Student FTE
Retention Rate
Sections
Student FTE
Retention Rate
Dance
Graphic Communication
Music
MUSA (Music Appreciation)
MUSE (Music Ensembles)
Theater
Spring 2004
Fall
2004
45
127
75
9
5
55
26
77
78
22
69
72
16
44
79
Faculty and Staff FTE
Spring 2005
Spring 2006
Fall
2005
50
162
71
13
10
61
27
71
73
21
81
70
11
2
73
6
9
86
16
44
77
Fall
2006
56
187
70
11
7
71
25
79
71
28
100
66
11
2
87
5
8
80
19
53
80
Spring 2007
Fall
2007
58
197
70
14
13
73
27
74
74
29
103
75
8
1
85
4
7
86
22
49
83
Fall
2008
53
189
75
10
10
72
28
73
78
27
124
77
5
1
88
4
6
90
23
50
84
Headcount
Spring 2008
Full-time
Part-time
Full-time
Part-time
Full-time
Part-time
Full-time
Part-time
Full-time
Part-time
-
-
13
11
13
12
13
14
13
35
Note: The source for faculty and staff data is annual department chair release calculations. In spring 08, the methodology was changed from
using FTE to using headcount per updated NFA contract.
Factors Expected to Affect the Future of the Department
Both the visual and performing arts areas of the Department will be affected by plans to develop and
implement a Radio, Television, and Film Broadcasting degree which will further increase enrollment in many of
the department courses. This degree could also bring more public awareness to the Department and the
College. There are plans to create a Bachelor’s degree in Graphic Communications (in association with the
University of Nevada, Reno) which would increase enrollment and notoriety to the Graphic Communications
program. The continued rise in public awareness and respect for the Theater program is drawing more
students to seek degrees from the program which is creating a need to find ways to accommodate the
demand.
61
Projections and Plans for the Future
With the eventual implementation of the Radio, Television, and Film Broadcasting degree (which
incorporates all of the performing arts areas and the graphic communications, animation, and fine arts), the
Department is projected to grow in student enrollment and product output via student broadcast projects,
internships with area media industry, and community interest. The
2+2+2 program in Graphic Communications (a partnership with Washoe County School District, TMCC, and
UNR) is projected to catapult the program to a level where it becomes a major employment source for
businesses in the community and surrounding areas. The Theater program, already an area leader in the
performing arts, is expected to grow to a point where it exceeds the capacity of its current location housed in
the TMCC Nell J. Redfield Performing Arts Center and will precipitate the need for either construction or
renovation of a larger space.
Faculty/Staff Needs
The Department currently includes four full-time Art faculty, three full-time Graphic Communications faculty,
two full-time Theater faculty, and one and one-half full-time Music faculty. In addition to the full-time faculty,
there are fourteen part-time Art Faculty, four part- time Graphic Communications faculty, three part-time
faculty who teach both Art and Graphic Communications, four part-time Dance faculty, two part-time Theater
faculty, and ten part-time Music faculty who teach in the Department. With the growth in all the areas in the
Department, the following positions are needed to be filled: a second full-time Music faculty replacement
position; a full-time Dance faculty position (as there is currently no full-time Dance faculty to lead the
Associate of Fine Arts: Dance Emphasis program); a full-time Art faculty; and a full- time Radio, TV, and Film
Broadcasting faculty to lead the new program. Within the next few years the Department will also need to hire
two replacement positions in Art when two existing full-time faculty retire.
Facilities
The Visual Arts does not have enough classrooms or enough space to accommodate the equipment and needs
of each course. Currently several expensive sets of video and animation equipment are stored on a shelf in a
storeroom and pulled out for each class causing excessive wear and tear.
The art classes are below the requested school size norms due to constraints of space and the quantity of
equipment available for student use. For example, there are only 12 enlargers in the dark room, 15 computer
stations for digital photography, ten pottery wheels in the ceramics studio, one press in printmaking lab, and
only two screen printing presses for Screen Printing courses.
An air washing system for the studio arts should be purchased to remove silica dust and other pollutants.
The Performing Arts is currently in need of a quality on-campus music room to house the Concert Choir and
Concert Band. An additional dance studio space is also necessary to meet scheduling demands. There is a
need in the near future to either secure (purchase or a long-term lease renewal) the existing Nell J. Redfield
Performing Arts Center or build/purchase a new and larger performing arts facility.
62
Technology
The Department needs continual updating of software and equipment to meet industry standards associated
to digital photography (Adobe Lightroom and Photoshop), graphic communications (all the programs of Adobe
Creative Master Suite, Lightwave, Toast, etc.) darkroom equipment (enlargers, developers, and exposure
units) computer assisted sound and lighting compatible with the changing needs of the industry.
Curriculum
The curriculum in all the Visual and Performing Arts is continually analyzed, modified and adapted in order to
remain current and relevant to all the evolving art forms.
All of the Department courses align with all NSHE
institutions teaching the same courses.
Student Learning Outcomes (SLOs)
The Department has developed student learning outcomes for all the courses. The Department instructors
periodically re-examine and revise the SLOs as needed. Ninety-one Visual and Performing Arts courses have
updated student learning outcomes.
Methods of Instruction
Many of the courses in the Department are offered in the traditional face-to-face format, due to the intensive
interaction between faculty and students with many hands-on assignments, student performance projects and
product creation. Students receive a well-rounded array of instruction methods including lecture, lab,
writing, history and analysis. Unique to the Department’s courses, additional instruction includes public
displays (art galleries, performances and purchase of student artwork) opportunities to motivate students to
strive for a higher level of achievement in the class projects knowing their work will be adjudicated by not only
the instructor but the general public. In addition, the Department offers many courses in an online format
meeting the needs of busy students and those not living in the area.
63
School of Liberal Arts Summary
This summary addresses the faculty/staff needs, facility needs, and technology needs in the School of Liberal
Arts. The data to support these needs is contained in each of the departmental summaries.
Faculty/Staff Needs
The departments in SOLA are primarily comprised of areas that fulfill General Education requirements and so
are some of the areas of the college that, despite the hiring of many part- time instructors, cannot meet the
student demand for these courses.
Specifically the following full-time tenure-track faculty are needed:
•
Dance: One
•
Early Childhood Education: One
•
Education: One
•
English Generalist: One
•
ESL Specialist: One
•
Humanities: Two (replacements) Journalism: One
•
Music: One (replacement) Political Science: Two Psychology: One
•
Radio/TV/Film Broadcasting (if new program is to be put in place): One
•
Reading: Two
•
Sociology: One
In the near future, due to anticipated retirements the following will be needed:
•
Replacements in History
•
Replacements in Political Science
•
Replacements in Art
Facilities
Given the high demand for courses offered in the SOLA there is a strain on classrooms during high-demand
times. To manage this issue the SOLA departments have many online offerings and have implemented hybrid
sections. SOLA has a strong presence of course offerings at the Meadowood and Redfield sites.
The Foreign Languages would benefit from a designated language lab, possibly in conjunction with the English
Department’s English as a Second Language (ESL) Program. In order for students to become adept at
languages, intensive, supervised practice is needed and such a lab could offer such a benefit that would allow
for greater student success.
The Visual Arts area is in need of space to accommodate the equipment and needs of each course. Currently
several expensive sets of video and animation equipment are stored on a shelf in a storeroom and pulled out
for each class causing excessive wear and tear. In addition, given equipment and room needs many of the art
classes are in smaller classrooms and so must be limited in size. These courses are high demand, and could
accommodate more students if they were relocated to larger classrooms.
An air washing system for the studio arts should be purchased to remove silica dust and other pollutants.
64
The Performing Arts could benefit from a quality on-campus music room to house the Concert Choir and
Concert Band. An additional dance studio space is also necessary to meet scheduling demands. There is a
need in the near future to either secure (purchase or a long-term lease renewal) the existing Nell J. Redfield
Performing Arts Center, or build/purchase a new and larger performing arts facility.
Technology
The SOLA departments have become dependent on smart classroom technology–all of the instructors
complement instruction with visual resources. At present, the faculty needs are met. The SOLA requests that
all future tier II and tier III classrooms be equipped with smart technology.
If the concept of a dedicated foreign language/ESL lab is adopted computer technology would be required.
Ensuring that secure funding is available to provide the continual updating of software and equipment to
meet industry standards associated to digital photography, graphic communications, darkroom
equipment, and computer assisted sound and lighting is needed.
65
School of Sciences
AL L IED HE AL T H PRO GR AM S
AP PL IED INDUST RIAL T ECHNOLO GIES DEP ART M ENT
BIOLO GY DEP ART MENT
COM PUT ER T ECHNO LOG IES DEPART MENT
M AT HEM AT ICS DEPART M ENT
NURSING PROGRAM
PH Y SIC AL SC IEN C ES D EP AR T M ENT
PUBL IC S AF ET Y PRO GR AM S
66
AL L IED HE AL T H PRO GR AM S
Mission Statement
The mission of the TMCC Allied Health Programs is to provide high-quality instruction based on contemporary
curricula that will meet the needs of students and the food service, dental, radiology, nutrition, and veterinary
technology industries of northern Nevada. The programs, along with its faculty and staff, are committed to
providing competent, certification-ready and employable health care professionals.
Enrollment Patterns
Program
Data
Culinary
Sections
Student FTE
Retention Rate
Sections
Student FTE
Retention Rate
Sections
Student FTE
Retention Rate
Sections
Student FTE
Retention Rate
Sections
Student FTE
Retention Rate
Sections
Student FTE
Retention Rate
Dental Assisting
Dental Hygiene
Nutrition
Radiologic Technology
Veterinary Technology
Spring 2004
Fall
2004
16
29
89
7
23
93
12
26
99
14
62
81
12
20
95
8
19
91
Faculty and Staff FTE
Spring 2005
Spring 2006
Fall
2005
16
35
85
7
25
90
12
25
87
16
61
77
13
20
92
9
13
100
Fall
2006
18
48
89
7
25
98
13
22
96
18
64
71
11
20
91
9
16
95
Fall
2007
18
55
85
16
25
86
13
24
100
17
67
77
11
19
93
9
17
95
Fall
2008
16
48
79
16
27
96
14
25
99
22
107
72
14
21
90
10
21
94
Headcount
Spring 2008
Spring 2007
Full-time
Part-time
Full-time
Part-time
Full-time
Part-time
Full-time
Part-time
Full-time
Part-time
13
27
13
31
14
27
14
35
14
28
Note: The source for faculty and staff data is annual department chair release calculations. In spring 08, the methodology was changed from
using FTE to using headcount per updated NFA contract.
Factors Expected to Affect the Future of the Department
The State of Nevada Occupations and Employment Projection Report states the projected growth rate for
health science technologists to be approximately 33% for 2006-2016 with an annual growth rate of 3.3%.
These projections may be off target due to the recent economic downturn.
The downturn has had the effect of delaying entry into the job market for many students.
Additionally, a number of recent graduates have reported that their hours have been reduced by their
employers. As the economy improves, expectations are that the predicted upward trend will return.
67
Additional external factors are:
•
A new Culinary Arts school is considering opening a site here in Reno. This is a private culinary school
that offers an associate degree.
•
Past employment data demonstrates Dental Assisting completers were hired within weeks of program
completion and despite the economic downturn, students from the recent graduating Dental Assisting
class (June 2009) had jobs within two months of program completion with several students employed
prior to the end of the program. The program has a small group of students each year, between 12%, who does not seek employment immediately upon program completion.
•
According to the Nevada Career Information System, the outlook for the radiologic technology
profession in the Reno/Sparks area is listed as moderate with 14 annual openings. It is predicted that
the majority of the employment opportunities will be in out- patient imaging centers rather than in
hospitals. Positions will be more available as the “baby boomers” continue to retire. Typically the
TMCC Radiologic Technology (RT) program graduates have been on a two-year interview and
were able to secure employment prior to program completion. However, the 2009 graduates found
that securing a position was more difficult.
•
Trends in Nevada in dietetics focus primarily on the growth and aging of the population and the
corresponding need for qualified healthcare professionals, including Dietetic Technicians, Registered
(DTR). TMCC has the only Dietetic Technician program in Nevada despite the state’s growth rate
trends. The program now has a Track 3 providing an opportunity for students with four-year degrees
in clinical dietetics to take the internship portion of the DT program for dietetic technician exam
eligibility. In 2009, the American Dietetic Association (the program’s accrediting agency) began
allowing students with four-year degrees in clinical dietetics to sit for the two-year exam. In 2007 a
new degree in the nutrition discipline, an Associate of Science (AS) transfer degree – Dietetics
emphasis was implemented. In the first year alone, the transfer degree had 39 declared majors.
Trends in nutrition course enrollments continue to indicate a positive, and large, increase in
enrollments and it is anticipated that the enrollment trends will continue.
•
Dental Hygiene graduates are unable to find full-time employment for approximately one year, and
part-time employment of one to two days will take an average of six months.
•
•
Dental Hygiene positions are now saturated and little fluctuation in changing positions occurs.
The expansion of the pre-veterinary program at Washoe County School District’s vocational
high school, The Academy for Arts, Careers, and Technology, provides an excellent opportunity for
developing a feeder program to the TMCC veterinary technology program.
Projections and Plans for the Future
The Culinary Arts program has been in a consistent growth phase, offering more classes and sessions than
ever before and 75% of the classes are at full capacity. With a complete reworking of scheduled classes more
options could be offered. In order to expand, a third full-time position will be necessary. The program would
like to be more involved in regional and national competitions, and planning European student tours. To take
this program up another level, the program coordinator needs more help from staff that is available on a fulltime basis.
Dental Assisting program expectations for future employment opportunities remain strong. Regular review and
evaluation of local/regional dental trends will help the program to remain current and provide program
students and working dental assistants the education necessary to meet the current and changing needs of
the dental community as well as to fulfill employer or state mandates.
68
Radiologic Technology proposes that new associate degree or certificate programs for the advance
certification areas such as mammography, nuclear medicine, or diagnostic medical sonography program will
be desirable in the near future.
The Dietetic Technician program is analyzing the feasibility of an online degree. The primary reason for
considering this is to expand student enrollment to southern and rural Nevada, as well as other states (DTRs
are registered nationally and do not need to have individual state licensing). The impact of adding an
online option to the program would be expanding the program’s service area and offering more flexibility to
students. The program is also considering an online Certified Dietary Manager (CDM) certificate.
The Dental Hygiene program predicts that graduates will have difficulty securing employment in the northern
Nevada region and may require relocation. Dental Hygiene faculty will need to address the employment
situation with the advisory committee on a continual basis.
Veterinary Technician openings will be primarily due to growth in the field. The growth rate is predicted to be
approximately 4 % annually with approximately 30 openings statewide each year.
Faculty/Staff Needs
The Culinary Arts program faculty has two full-time faculty members, one of whom is the Program
Coordinator. It is also necessary to have four part-time instructors and four part-time instructional assistants
to cover all the different classes taught each semester. The Culinary Arts would like to explore the potential
for a third full-time faculty, cutting down the use of part-time faculty, and add more options and sessions of
classes. Staffing a full-time instructional assistant in place of part-time would also give support to the Program
Coordinator and expansion within the program.
In order to maintain the Dental Assisting program’s current delivery of instruction, and to meet the
instructor/faculty ratios required by external accreditation, the program employs three full- time and two (fall
semester only) part-time instructors. Three credits of release time a semester (fall and spring, there is no
release for summer) does not allow enough time for the Program Coordinator to work on program
development, expand program offerings or on legislative issues facing Dental Assisting nationally and within
the state.
In order to maintain its current delivery of instruction, the Radiologic Technology program must maintain its
current faculty base as a minimum.
The Dietetic Technician program faculty includes two faculty members, one of whom is the Program
Coordinator. The full-time/part-time faculty ratio for nutrition has ranged from 71% to 91% of classes being
taught by full-time faculty for the past five years. For program internships, the preceptors are employees of
the facilities which serve as internship sites. Preceptors are notcompensated for training program students,
which is consistent with other dietetics programs throughout the country.
In order to maintain its current delivery of instruction the Dental Hygiene ratio of full-time/part- time faculty
works best with fewer part-time instructors due to the instructional format for clinical courses. It remains
difficult to locate the required supervising dentist as well, due to the limits on the part-time hours for the
supervising dentist.
The Veterinary Technology program has undergone a recent change in faculty and coordinators. Of particular
concern is the loss of a full-time veterinarian. In order to maintain program accreditation and to expand
offerings, stability in faculty numbers must be achieved. The program will always need to recruit
69
expertise in specific content areas to enhance the program. This need will mandate that the adjunct pool of
instructors grows.
Facilities
TMCC has state-of-the-art facilities for the Culinary Arts program: smart classroom, a kitchen/laboratory, a
bakeshop, a line kitchen for the dining room, a 70+ seat dining room, a walk-in refrigerator, a walk-in freezer,
a receiving area, and modern sanitation facilities. The program is looking to purchase additional equipment,
such as a point of sale register system, which has been already wired and electrical put in place to
accommodate a system. Future plans include adding an overhead camera to view and/or film instructor
demonstrations.
Dental facilities are shared by the Dental Hygiene and Dental Assisting programs. Currently the lab/clinic
facilities meet the basic needs of the programs but inhibit the programs’ ability to admit more program
students, to offer expanded courses or sections to meet the needs of a variety of student demographics and
thus limit the opportunities for student development and remediation. Additionally, there has been no plan or
funding for the repair or replacement of costly equipment required for clinical courses (compressors/evac
systems). Neither program has the funds for replacement, which could bring downtime to curriculum delivery
in any given semester.
The Radiologic Technology program has a dedicated classroom and laboratory area due to the permanently
fixed radiographic equipment. Clinically, the program utilizes three local imaging centers and the six hospitals
in the Reno/Sparks/Carson City area.
Program faculty is always interested in cultivating other imaging
centers for student placement to provide greater student rotation flexibility.
The Dietetic Technician program faculty, administrators and support staff, and classes are housed at
the Dandini campus. Internship facilities include most of the hospitals in the area, Carson-Tahoe Regional
Center, St. Mary’s Hospital, the Veterans Affairs (VA) Medical Center, and multiple sites of the Renown Medical
Center. Community nutrition internship sites include the co-operative extension and research grants through
University of Nevada, Reno (UNR), the Washoe County School District (WCSD), Renown Medical Center’s
outpatient center, and multiple health fairs and educational events held in the area throughout the year.
The Veterinary Technology program is housed at the Redfield campus. The program has access to a dedicated
science lab and a single classroom. Much of the clinical work is accomplished at sites off-campus requiring
difficulties in scheduling convenient times and placing an added burden for travel on students.
On-campus
facilities need to be expanded in order to provide better options for classroom and clinical instruction.
Technology
As the Allied Health programs grow they must remain technologically current within the respective fields by
monitoring the trends on both a national and local level. It is possible to take those trends and adapt them to
the curriculum in a broad application. Most often the technology necessary to implement are specific
application programs such as in front office management programs or clinic-based applications. Cost is
prohibitive as are technology updates in these areas and the curriculum, though rich in didactic
knowledge, is lacking in some of the technology application areas.
The x-ray machine in the radiology program’s energized laboratory is considered state-of-the-art, but the
laboratory image method (radiographic film) is not as technologically advanced as those used in the clinical
education sites. Most radiography departments are now using computed radiography (CR) or direct
radiography (DR) to produce radiographic images and are not using radiographic film. All of the program
clinical education sites have either CR or DR or both. Therefore, the students do gain substantial experience
70
with the technology in the clinical setting. However, the students’ understanding of the technology would be
quicker and more thorough if the program had similar technology. The cost of CR (roughly $50,000.00) has
made this program need cost prohibitive. The program is currently researching grants designed to upgrade
allied health program equipment as potential external funding to permit the equipment purchase.
Curriculum
Accreditation requirements and changes in the application of skills in the allied health fields necessitate that
curriculum be constantly updated. The objectives have been developed and implemented to provide
students and employers in the community with the best possible program within the typical
constraints of facilities, budget and staffing. The program coordinators, advisory committees,
administration, faculty, and students are actively involved in curriculum decisions.
Standardized curriculum is most often dictated by external accreditation agencies. The standardized
curriculum identifies the minimum content and allows programs to expand on the content as they see fit.
The curriculum must be competency based and supportive of the program’s mission and goals.
Student Learning Outcomes (SLOs)
Program faculty has developed student learning outcomes for each of the allied health programs as well as for
individual courses. Additionally, national or regional accrediting bodies require specific outcomes for the
programs. Examples include:
1.
Student pass rates on national certifications;
2.
Competency check lists; and
3.
Identification of benchmarks for student progress.
For example, the Dietetic Technician program does on-going assessment of Student Learning Statements and
Outcome Measures for Didactic and Practice Educational Components. Students have had a high level of
achievement, 83%-100%, on outcomes measures over the past five years. The students’ achievement reflects
a program curriculum that meets the students’ educational goals and helps to prepare them for their
careers in dietetics or for advanced education in dietetics. The results of the student learning outcomes
assessment process are used for program planning and evaluation and ensuring that the student
learning outcomes are accurate, current and appropriate to the program goals, outcomes and
measures, the broad student learning statements and the student learner outcomes and measures. In
addition, the program’s accrediting agency requires an 80% first-time pass rate on the national exam; the
program’s pass rate is currently at 86%.
Two programs, Dental Hygiene and Veterinary Technology, have consistently achieved a 100% pass rate on
national examinations.
Fifty-five (55) Allied Health courses have been updated with student learning outcomes. The number of Allied
Health courses still under review for updating student learning outcomes is 11. Finally, the number of Allied
Health courses which have not been reviewed or updated for student learning outcomes is 40 (Vet Tech, and
Culinary).
Methods of Instruction
Many courses utilize a variety of instruction methods including lecture, discussion, peer teaching,
active learning exercises, student presentations and critical thinking exercises. The allied health programs are
71
training students to be professionals within their chosen field. During classes students are treated as
professionals subject to the stress and rigors they may encounter working in the industry.
Several of the programs are offering hybrid courses which split content between online and in class
instruction. This delivery model allows instructors more actual class time because significant content
and/or testing can be done online. This often times results in more time for discussion, practice, and student
advising.
Clinical instruction is also pivotal to student success. Time in the clinic provides the opportunity to synthesize
and apply theory as well as to allow the development of skills required of a technologist. Clinical instruction
also provides the opportunity for one-on-one review of examinations performed by students to determine
student competency.
72
APPLIED INDUSTRIAL T ECHNOLOGIES
Mission Statement
The mission of the TMCC Applied Industrial Technologies (AIT) Department is to provide technical and
academic training for entry-level employment and career advancement in fields related to the architecture,
construction, manufacturing and transportation industries.
Enrollment Patterns
Overall, the AIT Department offers essentially the same number of sections in 2008 (117) as it did in 2004
(119). Student FTE, however, has risen dramatically during this time from 233 FTE in 2004 to 351 in 2008.
Program
Data
Architecture
Sections
Student FTE
Retention Rate
Sections
Student FTE
Retention Rate
Sections
Student FTE
Retention Rate
Sections
Student FTE
Retention Rate
Construction
Manufacturing Technologies
Transportation
Spring 2004
Fall
2004
27
70
79
48
40
82
23
44
72
21
79
81
Faculty and Staff FTE
Spring 2005
Spring 2006
Fall
2005
24
70
76
37
89
81
19
43
72
28
77
85
Fall
2006
19
66
78
51
87
81
42
57
78
23
79
80
Spring 2007
Fall
2007
22
71
83
37
77
65
47
87
77
30
109
85
Fall
2008
18
77
75
33
88
92
36
78
79
31
112
82
Headcount
Spring 2008
Full-time
Part-time
Full-time
Part-time
Full-time
Part-time
Full-time
Part-time
Full-time
Part-time
14
6
18
12
16
8
16
8
15
6
Note: The source for faculty and staff data is annual department chair release calculations. In spring 08, the methodology was changed from
using FTE to using headcount per updated NFA contract.
Factors Expected to Affect the Future of the Department
The AIT Department programs are closely tied to the regional economy, but frequently the relationship is
counter-cyclical. For example, construction-related programs that struggled for enrollment during the building
boom experienced dramatic increases as the construction industry fell into recession and workers sought
education as a competitive employment edge. Nonetheless, the Department anticipates that the recovery
will be slow and employers will place a premium on workers with post-secondary training for the foreseeable
future.
The programs are also affected by developing technologies as they are adopted by local industries.
Nearly all programs will be affected by the emergence of green technologies. Transportation technologies
must expand training in alternative fuels and manufacturing technologies must incorporate smart-grid and
renewable energy production into its curriculum. Architecture emphasizes sustainable design and will develop
new energy efficient training while the construction programs will train students in the proper application of
these new technologies. Additional investments may be required to help the programs keep pace with the
emergence of the green economy. Demand for this expertise is expected to be strong and continue to grow in
all sectors of industry taught in the AIT Department. The Nevada Workforce Informer
(nevadaworkforce.com) projects the following average annual growth rates through 2016:
73
Industrial Sector
Architecture Technologies
Construction Technologies
Manufacturing Technologies
Transportation Technologies
Annual Growth Rate
2.6%
3.2%
2.9%
2.9%
2006-16 % Change
28.8%
37.7%
33.2%
32.6%
Projections and Plans for the Future
The AIT Department will modify curricula and develop new programs as dictated by the local economy,
particularly in response to adoption of green technologies. The following initiatives will be pursued over the
course of the next three to five years:
•
Architecture will expand articulation agreements throughout the region for its transfer degrees. It
will also seek resources to incorporate modern 3-D computer systems such as BIM (Building
Information Modeling);
•
Automotive will incorporate alternative fuels (electric, hybrid, and biofuels) into the curriculum
as technologies develop. Emissions and performance training will also be enhanced;
•
Construction Management will coordinate its curriculum with Bachelor of Technology (BT) and
Bachelor of Applied Science (BAS) programs offered in the region;
•
Diesel will expand with clean diesel and small engines technologies;
•
HVAC/R program will adapt its focus to energy efficiency and energy auditing;
•
Manufacturing will seek funding for professional development and purchase equipment to diversify
its training into the production of smart-grid products;
•
Renewable
Energy
will
continue
curriculum
development
to
allow
students
to “specialize”
in either solar, wind, or geothermal technologies;
•
Welding will seek funding to acquire “clean” welding stations which emit fewer pollutants
into the atmosphere, and
•
Expanded curriculum in renewable energy will include the installation of a fully functional
wind turbine on the Dandini campus. It will be used to provide students with real-time experience in
this technology.
Faculty/Staff Needs
Despite growing student FTE more than 50% since 2004, no new faculty positions have been added to
the AIT Department in over six years. The Department has responded to emerging trends by reassigning positions created through attrition. It is no longer possible, however, to rely on this method as
nearly all existing AIT programs enjoy strong enrollment without excess faculty. Besides the need to create
new faculty positions in emerging subjects such as green technologies, the Department has now hit the
practical staffing limits in programs such as automotive, welding, and construction. Furthermore, the
highly specialized skills required in these areas preclude it from significantly increased reliance on part-time
faculty.
74
The Department anticipates the need for additional faculty positions in the following areas:
•
Automotive
•
Construction
•
Green Technologies
•
Welding
Enrollment growth has also created demand for support positions. It will be necessary to upgrade a part-time
lab attendant position in automotive to a full-time position to oversee the tool room for auto and diesel. A
similar position is also needed to oversee the welding shop which is operating near capacity and can no longer
be supervised by the solitary instructor.
Over the next ten years, more than 75% of AIT’s faculty members will reach retirement age. Unfortunately, a
shortage of younger people who are pursuing these careers will make it difficult to recruit replacements. It
will be necessary for the Department to “cultivate” qualified instructors through innovative programs
that encourage our own students to consider teaching careers.
Facilities
Nearly all programs housed in the Applied Technologies Center have reached their physical capacities. Safety
becomes a critical concern when lab space is at its maximum occupancy. It will be difficult to expand
existing programs or add new ones without funding to renovate space in the building. Short-term priorities
include expansion of the welding shop to accommodate multiple simultaneous classes, added traditional
classrooms, and construction of space to accommodate the growing renewable energy and energy efficiency
programs. In the next ten years, the Department recommends completion of the Phase 3 plans for the
building, as well as construction of a large storage building along the western perimeter of the compound.
Technology
All programs in the AIT Department are technology-intensive. With the ongoing advancement in
manufacturing and transportation green technologies the Department must continue to upgrade its course
curriculum, equipment, and facilities to maintain the high level of instruction and training needed to meet
industry standards. Program budgets should reflect the need to update programs and provide for increased
enrollment. Instructional staff must be allowed the time and resources to continue to address the new
emerging technologies in all areas. Input from advisory committees will guide programs toward the latest
technology and the depth of training needed.
Curriculum
Student success relies on curriculum that is regularly updated to reflect the needs of regional employers,
or university entrance requirements in the case of the Architecture and Landscape Architecture transfer
degrees. Through Department meetings, input from advisory committees, and program reviews, it evaluates
course and program content to ensure the training is relevant to the workplace and students’ goals. Regular
review of articulation agreements will also assist in seamless transfer for students pursuing baccalaureate
degrees.
75
Student Learning Outcomes (SLOs)
The AIT Department has developed learning outcomes for all of its courses and is currently creating a
comprehensive database to aid in measuring outcomes. All faculty members perform at least one course
level assessment as well as one program outcome per year. Coordinators are also assisting part-time
instructors with planning and implementing course level assessment.
AIT currently has 104 courses that have been updated with student learning outcomes. Thirty- five AIT
courses are currently under review and will be submitted in April 2010, and three AIT courses have not been
reviewed or updated for student learning outcomes.
Methods of Instruction
Faculty within the AIT Department continually prioritizes development and implementation of diverse
instruction methods that emphasize critical thinking and problem solving skills. The Department emphasizes
hands-on shop/lab activities, online support materials, multi-media presentations, and the introduction of new
technology in the classroom by qualified instructors.
76
BIOLOGY
Mission Statement
The mission of the TMCC Biology Department is to provide students the basic principles and concepts of
modern biology in order to establish a foundation for those pursuing careers in the natural sciences as well as
allied health professions. As such, the Biology Department offers college transfer courses for biology majors,
provides prerequisite classes for the allied health programs including veterinary technology, and supports
college general education requirements.
ENROL LM ENT P AT T ERNS
Program
Data
Biology
Fall
2004
39
242
73
Sections
Student FTE
Retention Rate
Spring 2004
Faculty and Staff FTE
Spring 2005
Spring 2006
Fall
2005
53
231
72
Fall
2006
57
248
70
Spring 2007
Fall
2007
54
244
75
Fall
2008
54
264
79
Headcount
Spring 2008
Full-time
Part-time
Full-time
Part-time
Full-time
Part-time
Full-time
Part-time
Full-time
Part-time
9
7
12
6
15
7
15
3
12
11
Note: The source for faculty and staff data is annual department chair release calculations. In spring 08, the methodology was changed from
using FTE to using headcount per updated NFA contract.
Factors Expected to Affect the Future of the Department
Employment data show an increased demand for scientific and medical professionals due to: 1) retirement of
people in these positions from the baby boomer generation; 2) subsequent increased demand on
medical services due to an aging population; and 3) retraining demand from displaced workers from other
employment due to the economic recession. As such, exceptional growth is expected within the biotechnology,
allied health and environmental fields. The 50% increase in biology course enrollment observed over the past
years reflects this growing need for trained professionals. Additionally, growth may be enhanced due to the
Department’s outreach efforts to the community, local scientific industries and the K-12 schools through inhouse programs and the federally sponsored Biomedical Pipeline Program. As a result, Biology is one of the
largest departments of full-time faculty in the School of Sciences.
Projections and Plans for the Future
The Department must continue to serve the community and its increasing student population with the highest
quality instruction despite the potential for reduced state funding. Maintenance of instructional aides,
replacement of worn materials, and purchase of new technologies and biological specimens are vital to the
Department’s currency. The Department currently uses its own staff and instructional assistants (IAs) to
repair models and dissect human cadavers and animal specimens.
Additionally, successful applications to the
TMCC Foundation will play a more significant role in introducing new educational materials.
Increasing
student enrollment and limited classroom space may require increasing our hybrid and on-line courses,
summer school and night classes, and expanding course offerings at the High Tech Center at Redfield
77
Faculty/Staff Needs
In order to maintain its current delivery of instruction, it is imperative that current Department staffing of
academic faculty be maintained. Qualified part-time instructors will continue to be recruited and trained within
the Department to complement the full-time faculty in meeting student needs and class coverage. The
Department must also retain its administrative assistant, laboratory support personnel, laboratory coordinator
position and IAs to fulfill our educational mission. Redistribution of these human resources throughout the
various campuses may be required as enrollments increase. Funding to support continuation of this area.
Facilities
Currently the availability of smart technology classrooms at the Dandini campus is at maximum to support the
classes that are offered, especially at peak instructional hours.
In addition, the Department requires
classrooms that will accommodate the same number of students as do our laboratories, not less. At the
Dandini campus, Biology has three dedicated laboratories, one for Anatomy and Physiology, Microbiology, and
Cell and Molecular Biology. These facilities and our preparation lab are minimally adequate and in need of
modification. The Department also uses a shared lab at Redfield. All but one faculty member are housed at
the Dandini campus in offices lacking adequate space. The single office for one faculty at Redfield is
satisfactory.
Technology
Advances in molecular biology will necessitate the acquisition of new instrumentation and supporting software.
Microbiology will continue to require new microscopes and the installation of an autoclave at Redfield to
expand class offerings at that center. Anatomy will require replacement of its computers and software to
support simulated animal experiments.
Curriculum
Curriculum is continually moving toward a molecular understanding of life’s processes.
This trend will be
reflected at all levels of biology and require continued modifications in course content and laboratory
experiences. Consequently, laboratory curriculum changes are being made in Cell and Molecular Biology
and Microbiology to incorporate state-of-the-art equipment. To ensure student success, the Department
developed Biol 188 to prepare students for the rigors of Cell and Molecular Biology, and provides IAs for the
tutoring center in our open laboratories. Also, our faculty is exploring options to introduce inquiry-based
curricula into our laboratories. To expedite student completion of allied health prerequisites, the Department is
considering a Biol 190/251 Fast Track program. When combined with the existing Biol 223/224 Fast Track,
students will be able to complete all biology prerequisites in one year. To broaden our biology course
offerings, we added Biol 113, Life in the Ocean, and plan to reintroduce Biol 202, General Botany, to the
curriculum. Additional course offerings are being tested in Biol 299.
Student Learning Outcomes (SLOs)
Faculty and staff from this Department completed SLOs for all biology courses in 2005 and continue an
aggressive assessment program. The SLOs are reviewed and updated as required. Data collected is analyzed
by lead instructors and focus groups to implement modifications.
The number of Biology courses that have been updated with student learning outcomes is seven. Currently,
there are no Biology courses under review for updating and there is only one Biology course which has not
been reviewed or updated for student learning outcomes.
78
Methods of Instruction
Department lead instructors and course instructors establish course objectives, curriculum and select
textbooks. Faculty is given flexibility to teach courses and evaluate student learning in their own way.
Academic freedom is maximized. Instruction is accomplished by lecture supported by media
presentations, innovative active learning methods with student discussion groups and presentations, written
assignments, critical thinking exercises and research projects. Hands-on laboratory activities are developed to
ensure active learning and maximum student interaction. Laboratory activities include experiments,
demonstrations, original research, clinical laboratory methods, dissection, computer simulations, statistical
methods, data analysis, preparation of laboratory reports and scientific posters. Each semester a poster
contest is conducted in Microbiology to prepare students for the rigors of academic competition.
79
COMPUTER TECHNOLOGIES
Mission Statement
The mission of the TMCC Computer Technologies (CT) Department is to provide a comprehensive program of
computer technology courses which meets the needs of three distinct audiences: emerging employees,
transitional employees and incumbent professionals. This is accomplished by continually evaluating regional
market conditions, identifying emergent trends, and adapting the curriculum to meet the changes inherent in
this dynamic field.
The goal of the Department is to provide occupational degrees and certificate programs that are responsive to
the latest trends in computer technologies and in demand by students and regional employers. To meet this
goal, the Department offers many courses in four key areas; Cisco Networking, Computer Information
Technology, Computer Science, and Information Systems. Most of these courses are used by students either
to gain additional technical expertise or to fulfill the discipline specific degree requirements for the AS
Computer Science, AAS Computer Programming, AAS Networking and Server Technologies, AAS Web
Development degrees or the CA Computer Technologies certificate. The AAS degrees, while not formally
articulated, are fully accepted into the BAS Digital Information Technology degree offered by Great Basin
College. Most of the AS Computer Science degree is transferable into the University of Nevada, Reno (UNR)
Computer Science bachelor degree program. Department faculty is working with UNR faculty to develop an
articulation agreement for the AS Computer Science degree. In contrast to these courses, the Information
Systems (IS) courses are used by students to fulfill a university requirement and are transferable. These
courses attract students from a wide range of disciplines not just CT students.
Enrollment Patterns
Program
Data
Computer Information Technologies
Sections
Student FTE
Retention Rate
Sections
Student FTE
Retention Rate
Sections
Student FTE
Retention Rate
Sections
Student FTE
Retention Rate
Computer Science
Cisco
Information Systems
Spring 2004
Fall
2004
60
143
70
9
39
58
16
75
68
Faculty and Staff FTE
Spring 2005
Spring 2006
Fall
2005
52
144
70
9
40
55
17
79
72
Fall
2006
39
116
70
10
41
69
18
83
67
Spring 2007
Fall
2007
30
103
71
2
8
53
8
42
58
23
115
70
Fall
2008
33
108
69
2
8
73
7
37
54
26
143
63
Headcount
Spring 2008
Full-time
Part-time
Full-time
Part-time
Full-time
Part-time
Full-time
Part-time
Full-time
Part-time
9
10
9
9
10
10
11
8
10
20
Note: The source for faculty and staff data is annual department chair release calculations. In spring 08, the methodology was changed from
using FTE to using headcount per updated NFA contract.
80
Factors Expected to Affect the Future of the Department
Employment data nationally and for the state predict there will be strong demand (44% projected increase)
for Computer Specialists (labor code 151000) through 2016. These specialists include computer
programmers, software engineers, computer support specialists, network administrators, and others. The
CT Department teaches courses leading to degrees in all of these areas. Unfortunately, with the exception of
computer support specialists and a handful of miscellaneous entry level positions within the sector, all require
a Bachelor’s degree. The development of the Bachelor of Applied Science (BAS) degree options within the
state to provide TMCC students pursuing one of three AAS degrees with many choices for earning a Bachelor’s
degree, however, this has not occurred for several reasons. Specifically, TMCC students can pursue the BAS
in Digital Information Technology offered through Great Basin College or the BAS in Management from Nevada
State College.
Projections and Plans for the Future
The employment data creates a compelling case that the AAS degree without a baccalaureate companion will
not meet the needs of the students nor the state’s employers. While the BAS degree option through Great
Basin College could meet this need, its location tends to be of concern among TMCC students. The
Department must examine additional degree options such as creating a transfer emphasis that is fully
articulated with UNR. One possibility could be an Information Systems emphasis.
Faculty/Staff Needs
In 2009, the Department had eight full-time faculty. In order to maintain its current and future delivery of
instruction it will be critical to:
•
Have an aggressive professional development program to keep full-time faculty at par with its labor
market sector; and
•
Replace the vacant faculty position.
Facilities
Due to the nature of the course content CT teaches, the Department has been granted access to five Tier 1
computer classrooms. Tier 1 classrooms are those in which a department has nearly exclusive control in
terms of scheduling classes. In addition to the Tier 1 classrooms, the Department has access to three other
computer classrooms. Two of these classrooms are located on the Dandini campus with one located in the
Sierra building and the other one located in the Red Mountain building. Another classroom is located at the
Meadowood campus. The Department has no classrooms at either the Edison or Redfield sites.
Technology
One of the unique characteristics of Computer Technologies degree programs is that 100% of TMCC’s courses
require the use of computer hardware and software. The dynamic nature of this technology ensures that most
of the content that is taught is expected to be obsolete or nearly so within four to five years. This dynamic
aspect of the content area pushes not only curricular content changes but also creates technological needs
that are most often in excess of traditional academic computing. Currently the College has a “one-size-fits-all”
approach to academic computing. CT is finding that not being at the table when academic computing needs
are planned is limiting its ability to adapt its programs to meet future curriculum needs. Lastly, the content
taught in curriculum overlaps much of what TMCC’s Information Technology Operations (ITO) Department
provides in terms of services and resources to the College as a whole. Fortunately, excellent relationships
exist between the Department faculty and the ITO staff.
81
Curriculum
Unlike most other academic areas of the College, the dynamic nature of the computer and information
technologies places a greater burden on the faculty to maintain a curriculum that is up-to-date and relevant to
industry trends and needs. The curriculum taught in the Department is constantly being evaluated for its
relevance. Department is part of the Technology Education and Business Alliance of Nevada. In essence, this
is a statewide advisory board for all NSHE information technology college programs. This organization and its
meetings serve as an external evaluation mechanism for the Department to use in planning and developing
curriculum changes.
Student Learning Outcomes (SLOs)
Faculty and staff from this program have readily embraced the College’s efforts to strengthen assessment of
student learning outcomes. The CT program is now in its fourth year of collecting and using assessment data.
The Department assesses student learning outcomes at both course and program level. While the College
requires the Department to assess one outcome per year, it chooses to assess all of them in order to gain
more insight into the effectiveness of both courses and programs. Additionally, it allows the Department to
gauge the effectiveness and/or appropriateness of the measures themselves. All CT courses have SLOs.
The number of CT courses that have been updated with student learning outcomes is 45. Currently, there are
no CT courses under review for updating and the number of CT courses which have not been reviewed or
updated for student learning outcomes is two.
Methods of Instruction
Instructors in this program teach courses in a variety of modalities including traditional in- person, hybrid,
web-assisted, and e-learning. As is demonstrated in the enrollment data above, the CT Department has seen
exceptional success in more effective course scheduling. In 2004 the Department had 60 sections of CIT
courses to generate 143 FTE. By 2008 the Department had reduced the number of CIT sections by nearly half
(33) while still growing FTE levels for the Department as a whole.
Retention levels are, with the exception of the Cisco courses, consistent with college-wide levels. The Cisco
courses, as noted previously, have unacceptably lower retention levels. The factor most likely contributing
to this low retention level is the use of the Internetworking Fundamentals class within the core of the
AAS degrees. The faculty teaching this course has observed many non-networking students struggling with
many course concepts. To address the issue of retention in these core courses, the Department has added
minimum ACCUPLACER score recommendations. The Department will be monitoring student adherence to
these recommendations as well as their performance in order to evaluate the effectiveness of these
recommended scores. The Department is also exploring developing a beginning networking course to take the
place of the Cisco course. Lastly, there are several faculty within the Department who are actively engaged in
exploring different methods of instruction. One of the most promising methods is the use of scenario-based
learning in some key courses. This faculty has participated in several workshops and is in the initial
implementation stages of incorporating scenario-based learning into their courses.
82
M AT H EM AT IC S
Mission Statement
The mission of the TMCC Mathematics Department is to provide students with the mathematical skills and
conceptual understanding needed for success in college level courses, to help students succeed in their chosen
fields of study, to give students life-long problem-solving and analytical thinking skills, and to increase the
overall math literacy of the student population.
Enrollment Patterns
Program
Data
Mathematics
Sections
Student FTE
Retention Rate
Sections
Student FTE
Retention Rate
Mathematics (Developmental)
Spring 2004
Fall
2004
46
247
55
99
361
51
Faculty and Staff FTE
Spring 2005
Spring 2006
Fall
2005
50
273
46
110
377
50
Fall
2006
53
289
52
119
396
39
Spring 2007
Fall
2007
61
328
58
121
416
41
Fall
2008
66
369
58
119
454
43
Headcount
Spring 2008
Full-time
Part-time
Full-time
Part-time
Full-time
Part-time
Full-time
Part-time
Full-time
Part-time
14
11
16
11
18
15
19
13
18
39
Note: The source for faculty and staff data is annual department chair release calculations. In spring 08, the methodology was changed from
using FTE to using headcount per updated NFA contract.
Factors Expected to Affect the Future of the Department
National and state trends show an increasing number of students in need of developmental math classes.
National trends also show a high workforce demand for MSET (Math, Science, Engineering, and Technology)
graduates. These two factors will keep enrollment in math classes strong. The rising popularity of online
instruction will demand careful attention to the modalities of offering such classes, especially in the
developmental math program.
Projections and Plans for the Future
The Department will continue its efforts to strengthen the integrity of the math program through common
testing, standardization of the curriculum, placement test cut score adjustments, etc. The Department will
continue to focus on increasing retention in its developmental program through better placement of
students, study skills classes, and coordination with early intervention programs. In keeping with the
present institutional organizational plan, the Department will continue to make its work in coordination with
Student Services a priority.
Faculty/Staff Needs
Student demand currently far exceeds the ability of the Department to offer classes, in particular in the
developmental program. The Department needs additional full-time positions to meet this demand. Faculty
teaching online classes would benefit from a testing center where tests for online students could be proctored.
83
Facilities
Pressure for available classroom space continues to grow on the Dandini campus, and is beginning to increase
in the satellite campuses. This pressure may be relieved by the offering of more hybrid and more online
classes.
Technology
Math faculty makes extensive use of technology in their classes (graphing calculators, online learning systems,
etc.). The Department is adequately supported by the IT Department in its instructional technology needs.
Curriculum
In developmental math classes, the curriculum is focused primarily on helping students acquire the necessary
algebra skills and problem-solving skills to succeed in higher-level math classes. In university transfer
courses, the focus is split between offering students general math skills of use in the information age, and
skills and understandings dictated by the demands of MSET degrees and programs.
Student Learning Outcomes (SLOs)
Student learning outcomes are listed in the master course syllabi and in individual faculty syllabi. Six
developmental math courses have been updated with student learning outcomes. Currently, there are no
developmental math courses under review and there are six developmental math courses which have not been
reviewed or updated for student learning outcomes.
Methods of Instruction
The Department offers classes in a variety of formats to accommodate varying student needs and preferences.
Lecture format: traditional and/or non-traditional learning/instruction methods may be used (lecture, group
work, discovery modules, in-class exercises, question-and-answer sessions, etc.). Computer-based format:
students work with interactive software, completing homework and assessments on the computer. Faculty
instruct on an individual and/or small group basis. Individualized computer-based format: based upon an
initial assessment, students work on any one of four developmental math classes. Students work with
interactive software, completing homework and assessments on a computer. This format allows students to
complete more than one class in one semester. Online format: instruction is delivered online. Hybrid format:
online class meeting on campus one day per week for discussion. Mini-session format: mini- session classes
cover a semester's worth of material in seven weeks by meeting four (4) times per week for one hour and
thirty minutes. Self-paced lab format: class meets twice a week for one hour and fifteen minutes in a math
lab. Students work individually and at their own pace. Students take exams after studying the appropriate
sections of the textbook. The instructor helps students on an individual and/or small group basis.
84
NURSING
Mission Statement
The mission of the TMCC Nursing Program is congruent with the College’s mission, providing high quality
associate degree nursing education in order to positively influence the health and well-being of the community
and the clients our students serve. Valuing social and cultural differences, the faculty believes that students
are active learners and use current nursing educational theory and practice to prepare students to be critical
thinkers and competent professionals. Student success is encouraged by providing a thorough welcome and
orientation to the nursing program and access to essential services, college resources and community
mentors for the duration that the student is enrolled in the TMCC nursing program. The importance
of lifelong learning for the graduate is emphasized.
Enrollment Patterns
Program
Data
Health (HLTH110)
Sections
Student FTE
Retention Rate
Sections
Student FTE
Retention Rate
Sections
Student FTE
Retention Rate
Sections
Student FTE
Retention Rate
Lab Technician (LTE 110)
Medical Records Technology
Nursing
Spring 2004
Fall
2004
2
12
78
4
22
90
1
4
100
37
141
90
Faculty and Staff FTE
Spring 2005
Spring 2006
Fall
2005
2
7
76
4
23
94
1
5
83
58
136
89
Fall
2006
2
6
75
3
17
87
1
3
88
24
133
92
Spring 2007
Fall
2007
1
4
67
4
21
90
25
133
84
Fall
2008
1
5
39
4
23
95
33
172
91
Headcount
Spring 2008
Full-time
Part-time
Full-time
Part-time
Full-time
Part-time
Full-time
Part-time
Full-time
Part-time
16
18
14
24
18
22
17
22
15
23
Note: The source for faculty and staff data is annual department chair release calculations. In spring 08, the methodology was changed from
using FTE to using headcount per updated NFA contract.
Factors Expected to Affect the Future of the Department
The need for registered nurses is well documented. On January 10, 2006, the Nevada Nursing Association
presented testimony to the Nevada Legislature on the state of nursing in Nevada stating that the “nursing
shortage has reached a critical level in Nevada…” Citing 2004 data from the quadrennial National Sample
Survey of the Population of Registered Nurses from the U.S. Department of Health and Human Services,
Nevada is “second to last” in the nation in relation to the number of nurses available with 604 employed
nurses per 100,000 Nevada residents. The Nevada Department of Employment, Training, and Rehabilitation
predicts that by
2012, approximately 1,303 registered nurse positions in the Reno/Sparks metropolitan statistical area will
remain unfilled. With approximately 282,000 residents in Reno/Sparks, a shortage of 1,303 nurses would be
catastrophic. In addition, program graduation surveys document that the employment rate is 100% for
students graduating from TMCC’s nursing program.
85
Projections and Plans for the Future
There is increased demand for graduates who are prepared to critically think as novice nurses. There will be
an increased demand for numbers of graduates. There is an increased demand for standardization of
admission processes, curriculum, and program outcomes across NSHE programs. Specifically, to support this
effort please note the following:
•
Additional classroom space for large numbers of students is needed;
•
Additional skills lab space is needed to provide flexible experiences for students who need
remediation;
•
A capital equipment budget is needed as well as an increase in lab fees to support modern simulation
technology;
•
Adding simulation equipment to the campus will help alleviate the shortage of clinical practice sites;
•
Recruitment of Hispanic students is one of the targets of the Department of Labor
•
Retention grant;
•
A new faculty orientation program is needed; and
•
Program support for student tracking and data management is needed.
Faculty/Staff Needs
In order to maintain its current delivery of instruction faculty need support for development of simulation
technology to assist with clinical instruction. Faculty is also developing a Lead Faculty and Clinical
Coordinator position to assist with duties outside of teaching within the program.
Facilities
Currently a lack of classroom flexibility limits the programs’ ability to accommodate student needs for a mix of
clinical and lecture sites. Not all students are in classrooms each week, and the College’s classroom
scheduling system is not flexible enough to meet the need on an ongoing basis.
Skills labs are used extensively by the Nursing program. The Certified Nursing Assistant and Lab Tech
programs also compete for space. One Lab Coordinator over two campuses funded by Perkins is not adequate
to the task of organizing and maintaining equipment and supplies.
Technology
As the Nursing programs continue to compete for clinical practice site, more technology is needed that
duplicates real-patient care so that students are prepared for effective delivery of care when they are at
clinical sites. A student data management system is needed to track student data that is required for clinical
facilities as well as program data.
Curriculum
Curriculum has been revised and implemented and is being evaluated and adapted on an ongoing basis by
faculty. The National League for Nursing Accrediting Commission has standards for the evaluation of
curriculum that have been incorporated into the nursing programs’ Systematic Program Evaluation process.
The evaluation of the curriculum is an ongoing process against these standards.
86
Student Learning Outcomes (SLOs)
Faculty and staff measure both program and individual course Student Learning Outcomes through the
programs’ Systematic Program Evaluation process and Assessment plan.
Nine nursing courses have been updated with student learning outcomes and three nursing courses are under
review for updating student learning outcomes.
Methods of Instruction
Instructors in these programs incorporate a variety of instructional modalities. Most courses are webenhanced, with one nursing course being web-based. There is a current proposal for an on- line web-based
Certified Nursing Assistant program with NevadaWorks that has not yet been funded.
87
PHY SIC AL SCIENCES
Mission Statement
The mission of the TMCC Physical Sciences Department is to provide students with cutting-edge instruction in
the physical sciences and engineering for those pursuing careers upon graduation, in such areas as renewable
energy or geoscience technicians, or earning transfer degrees towards a professional degree in one of the
physical science disciplines (programs). In this regard, the Department provides college transfer courses for
all of its programs, prerequisite classes for the allied health and other programs, and promotes TMCC’s
general education requirements in science.
Enrollment Patterns
Program in Department
Data
Astronomy
Sections
Student FTE
Retention Rate
Sections
Student FTE
Retention Rate
Sections
Student FTE
Retention Rate
Sections
Student FTE
Retention Rate
Sections
Student FTE
Retention Rate
Sections
Student FTE
Retention Rate
Sections
Student FTE
Retention Rate
Chemistry
Engineering
Environmental Science and Natural
Resources
Geography
Geology
Physics
Spring 2004
Fall
2004
2
9
74
18
90
67
8
38
72
8
38
71
4
26
73
7
29
58
Faculty and Staff FTE
Spring 2005
Spring 2006
Fall
2005
2
11
60
19
93
67
9
41
65
7
38
75
4
25
73
6
27
59
Fall
2006
2
9
68
21
102
64
10
44
65
7
39
71
5
32
74
7
26
50
Spring 2007
Fall
2007
3
9
70
27
107
64
2
9
72
12
57
71
8
45
64
6
29
79
8
35
67
Fall
2008
3
16
68
27
124
70
2
8
78
9
43
71
7
55
73
4
27
69
8
46
55
Headcount
Spring 2008
Full-time
Part-time
Full-time
Part-time
Full-time
Part-time
Full-time
Part-time
Full-time
Part-time
6
4.1
5.5
7.6
6.5
6.7
7.5
6.2
9
16
Note: The source for faculty and staff data is annual department chair release calculations. In spring 08, the methodology was changed from
using FTE to using headcount per updated NFA contract.
Factors Expected to Affect the Future of the Department
Employment data show an increasing demand for people trained in the physical sciences and engineering as a
result of:
•
Increasing numbers of retirement of people in these positions from the baby boom
generation;
•
Increasing demand for people trained in natural resource development and management, especially in
emerging fields of renewable energy (solar, geothermal, and wind); and
•
Retraining of the workforce displaced from the ongoing economic recession. For example,
employment in the geosciences (which embraces elements of the environmental science, geography,
88
geology programs) will grow faster than the average of all occupations, having an anticipated growth
rate of 18%, and civil engineering job growth is expected to expand by 24% over the next decade
(much faster than the average of all occupations)1
The Department has also received federal grants (NASA, DOE, and NSF) to develop programs in physics,
renewable energy, and a new civil engineering practitioner’s program that will continue to provide new
opportunities for TMCC students and continued growth of the Department. This growth is reflected in the
above data in which student FTE enrollment in the Department has increased by 55% (230 to 357) from
spring 2004 to fall 2009. A good example of this increase is the recent development of the renewable energy
emphasis (jointly partnered with AIT) which has seen an increase from four declared majors when
inaugurated in fall 2008 to 39 in fall 2009.
Projections and Plans for the Future
Looking to the future, the Department will experience continued growth with the emerging civil engineering
practitioner’s program which will be inaugurated in fall 2010. Student FTE enrollment in this program is
expected to start at 20 and grow to 35 in four years. As noted above, with the continued emphasis of
developing alternative energy resources, the Department sees continued expansion in enrollments in the
geoscience (geography and geology programs), environmental science, and pre-engineering programs. As
these programs grow so will the chemistry and physics programs as they offer required support classes.
Moreover, the chemistry program provides key support classes (general and organic chemistry courses) for
the Biology Department and for the burgeoning allied health programs.
All of this growth mandates growth in facilities to deliver the programs. These facilities would include
instructional aides, procurement of new technologies, replacement of worn supplies, and new space to deliver
program offerings to students. Some of these costs will be borne by existing federal grants and planned
additional grants (e.g. TMCC Foundation) to defray costs associated with current status of reduced state
funding. The Department envisions bringing on more hybrid courses, night classes, and expanded course
offerings at the High Tech Center at Redfield to meet anticipated increased student enrollment.
Faculty/Staff Needs
In order to maintain its current delivery of instruction several points are paramount.
Current Department staffing, in particular faculty, needs to be not just maintained but also increased. The
number of part-time instructors swelled to 22 in spring 2009, and continued to grow to 28 in fall 2009. In
terms of sections taught, part-time instructors now (as of fall 2009) teach about twice as many sections as
full-time faculty. The Department must retain its administrative assistant, physical sciences prep lab manager,
and instructional aides to execute its educational mission.
With the growth in student enrollment, it is
becoming increasingly difficult for the prep lab manager to fulfill the duties with a half-time appointment.
1
Bureau of Labor Statistics, US Department of Labor, Occupational Outlook Handbook, 2010-2011 Edition,
Geoscientists and hydrologists and engineers, on the Internet at bls.gov/OCO.
89
Facilities
Currently
the
availability
of
smart
technology
classrooms
at
the
Dandini
campus
to
accommodate the Department’s courses is at a maximum during peak instructional hours. The Department
requires classrooms that accommodate the same number of students as the labs, which are typically capped
at 28 or 32 for equipment or safety reasons. At the Dandini campus, the Department has two dedicated labs
for general and organic chemistry for allied health care disciplines (CHEM 220), a physics lab shared with
other departments, and a geology/geography lab/classroom also shared with other departments. In order for
the main organic chemistry course sequence (CHEM 241, 242) which supports majors in biology,
environmental science, and nutrition) to support a lab component, an approximately $0.5 million upgrade to
one of the existing chemistry labs would be required. Thus the Department is already outgrowing its facilities
including its preparation lab which is shared with the Biology Department. All faculty members are housed at
the Dandini campus in small offices.
Technology
As the Physical Sciences programs expand and reflect advances in understanding so will the equipment
needed for students to explore the enhanced understanding. For example, in a new course on climate change
(GEOG 121), approximately $2000 was needed to obtain a site license for newly developed climate
modeling software and was awarded from a NASA grant. A planned new course sequence in the geology
program will require acquisition of mineralogical models and associated computer simulations costing about
$5000 to effectively deliver the curriculum. Funds for this will likely be sought from the TMCC Foundation.
Curriculum
Curriculum is varied according to the many programs housed in the Department and is directed to achieving
improved student learning and success. For example, newly instituted CHEM 103 is designed to help students
who have had little exposure to the fundamentals or tools necessary to succeed when they take general
chemistry (CHEM 121, 122). Also some courses in the geology program make use of an electronic response
system which electronically keeps track of student responses to questions posed during lecture and provides
instant feedback to both the instructor and student on how well concepts are being learned on a session-bysession basis, not just at the time of quizzes or midterms.
Curriculum continues to expand in most areas with new course offerings in chemistry, engineering,
environmental science, geography, geology, and physics. In the last two years, chemistry has brought forth
four new courses (CHEM 103, 120, 241, 242), engineering has produced four new courses (ENGR 100, 110,
115, and ME 241), environmental science has engendered a new course on biodiversity (NRES 211),
geography has developed two new courses (GEOG 121, 200), geology has produced three new courses
(GEOL 105, 206, 260), and physics one new course (PHYS 117), for a total of 15 new courses. Additional
course offerings are planned especially in the renewable energy emphasis and the emerging civil engineering
practitioner’s program (with the latter scheduled to launch in fall 2010).
Student Learning Outcomes (SLOs)
Faculty and staff from these programs in the Department write annual assessments of learning outcomes for
courses taught in each of its disciplines. These assessments and learning outcomes are reviewed and updated
annually for the School of Sciences. Lead faculty for each of the disciplines review the collected data and
make modifications to seek continued improvement in curriculum objectives and student learning.
90
The number of physical sciences courses that have been updated with student learning outcomes is 21.
Currently, there are no physical sciences courses under review and there are 11 physical sciences courses
which have not been reviewed or updated for student learning outcomes (mostly special topics).
Methods of Instruction
Instructors in these programs in association with the lead faculty develop course objectives, student learning
outcomes, standardize curriculum and select textbooks and laboratory materials to cover the course content.
Instructors are given the flexibility to deliver the material and evaluate student learning in a way that reflects
their own teaching/assessment style. In this way, academic freedom is promoted but at the same time to
make sure key concepts are being learned across all sections, common final exams have been instituted in
some of the disciplines, namely chemistry and select courses in environmental sciences. Pre- and post-tests
are given in many of the Department’s course offering to measure quantitatively student gains in
understanding of course content. Directed teaching is supplemented by multimedia presentations, hands-on
laboratory experiences, field studies, and student research projects. Small-group collaborative problem
solving is encouraged during class and lab time, where the instructor acts as facilitator and student
participation during class is optimized.
91
PUBL IC S AF ET Y PRO GR AM S
Mission Statement
The mission of the TMCC Public Safety Programs is to improve the quality of health and safety in our
community by professionally preparing students for entry-level employment and career advancement in the
emergency medical, fire technology, law enforcement, and criminal justice fields.
Enrollment Patterns
Program
Data
Criminal Justice
Emergency Medical Services
EMPT
(Emergency Medical Paramedic, merged
into EMS, 2006)
Fire Science Tech
Fire Technology
Military Occupations
Spring 2004
Fall
2004
39
161
81
14
51
86
8
41
96
34
121
86
Sections
Student FTE
Retention Rate
Sections
Student FTE
Retention Rate
Sections
Student FTE
Retention Rate
Sections
Student FTE
Retention Rate
Sections
Student FTE
Retention Rate
Sections
Student FTE
Retention Rate
Fall
2005
59
266
81
14
52
80
8
39
100
10
24
93
30
111
83
2
1
50
4
1
63
Faculty and Staff FTE
Spring 2005
Spring 2006
Fall
2006
44
230
77
27
85
87
3
4
74
21
108
76
3
1
43
Spring 2007
Fall
2007
59
230
69
32
88
91
2
1
83
18
90
87
3
1
80
Fall
2008
57
249
81
28
93
87
3
4
100
16
59
76
2
1
75
Headcount
Spring 2008
Full-time
Part-time
Full-time
Part-time
Full-time
Part-time
Full-time
Part-time
Full-time
Part-time
9
74
8
77
9
74
10
99
8
93
Note: The source for faculty and staff data is annual department chair release calculations. In spring 08, the methodology was changed from
using FTE to using headcount per updated NFA contract.
Factors Expected to Affect the Future of the Department
For the State of Nevada, employment projections indicate a growth rate of approximately 35% from 20062016 in the protective services community. This represents approximately 200 openings annually.
Specifically, growth in firefighter positions is forecasted slightly higher at 48%, or 4% annually. Criminal
Justice related placements are projected to be 34% representing 453 openings annually. Emergency medical
personnel are forecasted to grow at a 36% rate over the same period resulting in an estimated 56 openings
annually.
The State of Nevada is also implementing a policy requiring approved paramedic programs to earn
accreditation, similar to requirements for nursing programs. The Nevada Office of Emergency Medical Systems
has communicated that it will be necessary for TMCC to become accredited through the Commission on
Accreditation of Allied Health Education Programs (CAAHEP) by 2012-13. Without accreditation, students from
the TMCC program would not be eligible for certification to work in Nevada.
92
Although many students complete their core technical training and immediately seek
employment, many local firefighting agencies have implemented policies that provide pay increases for
employees who complete an AAS degree. The program offers three different AAS degrees and two
certificates, but it has been understaffed and unable to offer a regular sequence of the required courses to
accommodate those individuals seeking their degrees. A thorough curriculum review is required to
discontinue unnecessary degree tracks, strengthen those that remain, and streamline course sequences to
eliminate redundancy.
The vast majority of TMCC’s Criminal Justice program students who choose to complete a bachelor degree do
so at UNR. There is currently a trend for about 7% of criminal justice students to be co-enrolled at UNR and
TMCC. The assumption is that 7% of TMCC’s criminal justice enrollments are UNR students who take criminal
justice classes at TMCC for ease of access, reduced cost, and quality of instruction, but without the intention
of obtaining their associate degree. One of the strong marketing points of the program is the potential
rewards to graduates working in the criminal justice field. Reno Police Department will award a 5% pay raise
for earning an associate degree and Sparks Police Department (and soon Washoe County Sheriff’s Office)
requires college credits in criminal justice to apply or be promoted.
Projections and Plans for the Future
Currently, the Emergency Medical Services (EMS) program offers a Paramedic Certificate of Achievement, but
does not offer an associate degree. The academic credential is not required in most states for students to
obtain employment once they complete the technical training and pass the National Registry exams.
Nonetheless, it is becoming evident that student interest in a two- year degree is increasing and employers
will favor AAS graduates with additional compensation. Students who complete their technical training have
traveled out of state to earn an AAS degree because of its value to employers. Nationally, several
colleges offer AAS degrees for EMS/Paramedics. Specialization in other areas, such as EMS Management or
disaster training is limited and offered primarily in the eastern United States. Opportunities exist to develop
these programs responsive to public need in the western U.S.
TMCC’s Fire Science Program is at a crossroads not unlike the Fire Service industry as a whole. Over the last
three years the College has made significant improvement in the quality of instruction and students produced
within the program and working along in partnership with the EMS program. Current Fire Science curriculum
will need to be revised and realigned to incorporate national standards promulgated by IFSAC, NFPA, NWCG,
and State of Nevada. The program lists a substantial number of courses in the catalog that do not fulfill any
requirements within the published degrees or certificates. The analysis shows that most of these have not
been offered within the past five years. Many have been retained in the catalog in anticipation of requests for
upgrade training from local professionals. Nonetheless, maintaining a large selection of inactive classes result
in unnecessary complexity for students reviewing the catalog and additional work, such as developing learning
outcomes, for faculty. It would be more effective to formally discontinue these courses and respond to
industry needs for specialized and upgrade training by utilizing Special Topics courses, FT 198 and FS 285.
Firefighting professionals continue to identify the need for Wildland Urban Interface training as a top priority.
Fire Science must evaluate its current offerings to determine the best and most effective mix of courses while
developing an efficient plan to incorporate this additional training.
Contracts with field training providers are the responsibility of the College and must be established in advance
of each course. Having contracts in place prior to starting a course of instruction will shorten the time to
certification and decrease failure rates for certification.
The Criminal Justice program meets the twin goals of providing stand-alone Law Enforcement Associate of
Applied Science degree for practitioners and a Criminal Justice Associate of Arts degree for bachelor degree
93
transfer students. The AA degree needs to be continually revised so that it is completely articulated to
UNR’s criminal justice program. The Criminal Justice program also has a loose affiliation with the Police
Academy offered in conjunction with the local law enforcement agencies. Graduates of the police academy can
receive 30 credits toward their associate degree in law enforcement. Changes in the academy curriculum can
affect the integrity of the articulation and thus need to be monitored continually. There exists the potential for
a separate police academy track in the Law Enforcement AAS. Currently, most of the academy slots are filled
by full-time employees of the local law enforcement agencies thus reducing access by those who are seeking a
career and are not currently employed. Efforts will continue to provide more non-affiliated slots in the
academy.
Faculty/Staff Needs
All three areas in the public safety programs are drastically understaffed. The Criminal Justice program has
two full-time faculty members with a 20% full-time to 80% part-time instructional ratio.
The EMS program has relied on one full-time employee to serve as coordinator and instructor. For six years
prior to this, the EMS program endured the turnover of multiple full-time employees, including five
coordinators. The Fire Science program has also endured significant staff turnover in recent years which has
contributed to a reputation of instability among the primary firefighting agencies in the community.
Inadequate staffing and chronic turnover have disrupted the Fire Science program's ability to maintain
consistency, implement curriculum updates, or expand enrollment. The staffing shortage has also
hindered the program's ability to effectively communicate with client fire agencies in the community. The
long-term viability of the program depends on the College addressing these staffing issues, including
decreasing the number of part-time instructors to a smaller, higher qualified group who can better provide for
delivery of course content and better student performance. This is particularly important with core curricula.
Facilities
Operating at the Regional Public Safety Training Center, the EMS, Police, and Fire programs function within an
interagency environment. Working with regional public safety agencies, the program coordinates its training
by sharing facilities, rooms, equipment and personnel.
Like other public safety and allied health programs,
students must complete field training such as hospital rotations and fire, police, and EMS ride-alongs.
By its nature, Fire Science is equipment-intensive. The program must maintain in good working order
functional fire engines, protective clothing (turnouts), tools, and equipment. Unlike other programs, defective
or inadequate equipment doesn't just deny the student an effective experience; it could result in lifethreatening accidents. Unfortunately, the reassignment of the wildlands fire workshops to Workforce
Development and Continuing Education (WDCE) has diverted a crucial source of income that was previously
used to help keep equipment up-to-date. Since then, Fire Science has relied on grants and donations to
replenish equipment and supplies, but those resources are inconsistent. It is essential to develop reliable
sources of funding to ensure equipment is not only current, but safe for the students and cadets.
Technology
The Regional Public Safety Training Center has maintained state of the art technology relative to computer
equipment and smart classrooms. The Center has also recently implemented a learning management system
which helps support classroom training. As technology changes affect the public safety programs, efforts are
undertaken to maintain state-of-the-art equipment. Lab fees and operating budget are the primary source of
funds and allow only enough support to produce a slow increase in equipment and technology that aids
instruction. The Criminal Justice program has been slowly expanding its technical education, notably in the
94
area of forensics and investigative photography. The program has added an advanced investigative
photography class and expanded sections of crime scene investigation.
Curriculum
The current curriculum used for the Northern Nevada Fire and Rescue Academy (NNFRA) is Essentials of Fire
Fighting, 5th edition, published by the International Fire Service Training Association (IFSTA). This is in line
with the suggested course of study to obtain certification of Firefighter 1, Firefighter 2, and Hazardous
Materials requirements by the Nevada State Fire Marshal. All curriculum in the Fire Science programs are
guided and adhere to the International
Association of Fire Chiefs (IAFC), National Fire Protection Association (NFPA), National Wildfire Coordinating
Group(NWCG), Nevada State Fire Marshall, DOT, OSHA, NIOSH, and local fire service policy and procedures.
Since inception, the EMS curricula have been designed and developed by the U.S. Department of
Transportation, National Highway Traffic Safety Administration (NHTSA) in cooperation with the U.S.
Department of Health and Human Services, Public Health Service as well as other entities. The curricula were
developed to ensure that all EMS training programs were taught from a national standard. Through their
respective departments, states are charged with the regulation and quality management of EMS programs
conducted within their jurisdictions. For Nevada, the State Health Division, Office of Emergency Medical and
Trauma Services provide certification, licensure and quality oversight of such programs.
The TMCC EMS training programs adhere to the standards of the National Registry of Emergency Medical
Technicians (NREMT’s), the governing body that conducts competency testing for EMS personnel nationally.
Obtaining National Registry certification is essential in nearly all states including Nevada. The NREMT’s is also
actively participating in activities intended to develop a national scope of practice which defines necessary job
knowledge, skills and actions which will help generate national standards of training for EMS education. The
TMCC program must adapt as these standards evolve.
Student Learning Outcomes (SLOs)
The fire science program monitors student performance on state exams as well as post- completion
employment. As a program based on state of Nevada standards, the most important measure of success is
student pass rates on state exams. The program annually compiles pass rates of its students and compares
them to the national averages
Because the EMS program is based on national standards, the most important measure of success is student
pass rates on national exams. The program annually compiles pass rates of its students and compares them
to the national averages. The data are gathered for the EMT Basic, EMT Intermediate, and Paramedic exams.
The Criminal Justice program uses a pre-test/post-test method of Outcome Assessment where major
competencies are tested in CRJ 289 (Law and Justice) which serves as a capstone course.
The number of public safety courses that have been updated for student learning outcomes is 21. Currently,
there are only two public safety courses which are still under review for updating and there are 66 public
safety courses which have not been reviewed or updated for student learning outcomes (CRJ and Fire).
95
Methods of Instruction
Fire Science and Emergency Medical programs require field training sites that have opportunities for relevant
experience, a mix of patient types and medical problems. This includes the pre- hospital phase of care,
medical transportation and transfer of the patient to a healthcare facility.
TMCC seeks to find adequate field training and preceptor sites with providers of pre-hospital care and
transportation. It is simply not acceptable for students not to experience the complete process of scene
management, transport and delivery of the patient to a healthcare facility. The Fire Academy is now offering
a hybrid class, a combination of online classroom and hands on skills learning. This program makes use of the
WebCollege and weekend classes, increasing flexibility of potential students.
Most under-Paramedic classes are offered at night in a traditional college format. Paramedic courses,
however, are offered in a concentrated format where students take one class at a time before progressing to
the next course in the sequence. Under this format, a student completes the program in two semesters. This
sequence begins in the fall semester and ends in spring semester, adhering to the start and end dates of each
semester.
The Criminal Justice program uses multiple delivery methods including traditional classroom, evening,
weekends, web-based, and summer school. The Criminal Justice program has been a leader at TMCC in
offering online and distance education classes and offers the Criminal Justice Associate of Arts degree
completely online.
96
School of Sciences Summary
Future projections for curriculum development and revisions within the School of Sciences are primarily
dictated by the needs of industry, growth and diversity of the local economy, as well as transfer opportunities
to four-year institutions in the region, specifically the University of Nevada, Reno.
Growth trends in industry must be carefully monitored because of their affects on the applied industrial
technology, public safety, nursing, allied health, and computer technology programs. Many of these programs
also must respond to external accreditation and/or requirements on students to obtain industry certifications
in order to be employable. More and more students are also looking at additional education opportunities
beyond the two-year degree. New transfer options to Bachelor of Applied Science Degrees at Nevada State
College and Great Basin College are an excellent four-year match to our career programs.
The need to maintain and further develop fully articulated transfer programs and linkages to additional fouryear programs will increase transfer opportunities and improve graduation rates. Almost all of the science
programs now offer an emphasis designed for transfer. In 2009, the number of AS degrees awarded at TMCC
almost doubled indicating a rejuvenation of students interested in science careers. The renewed national
emphasis on STEM (Science, Technology, Engineering, and Mathematics) programs offers an excellent
opportunity for expansion of offerings and increased focus on the recruitment of STEM students.
Future Faculty/Staff Needs
No tenure-track faculty has been hired to replace departing or retiring faculty since 2006 except in Nursing.
The School of Sciences now has 15 faculty members serving on annual contracts, approximately 16% of the
total number of faculty in the School of Sciences. The highly specialized skills required for many of the
programs as well as the restriction to hire only to annual contracts will continue to place an even larger
reliance on adjunct faculty pools as a way of accommodating continued student growth. Enrollment growth
while maintaining or reducing staff has also created additional stress on support positions. The school will
continue to seek outside grant opportunities to fund staffing for any new program initiatives.
Future Technology Needs
All programs in the School of Sciences are technology-intensive and a simple software site license upgrade can
wipe out the projected operating budget of a department. Program budgets should reflect the need to update
programs and provide for increased enrollment. Instructional staff must be allowed the time and resources to
continue to address the new emerging technologies in all areas.
Future Facilities Needs
Science programs are very dependent on specialized skills labs. It is essential to develop reliable sources of
funding to ensure equipment is not only current, but also safe. Aggressive pursuit of outside funding
opportunities such as the Perkins grant, the TMCC Foundation, federal grants, and private donations may
provide possible solutions to funding shortfalls.
Nearly all programs housed in the Applied Technologies Center and at the Dandini campus have reached their
physical capacities. Currently a lack of classroom flexibility limits the programs’ ability to accommodate
student needs for a mix of clinical and lecture sites. Pressure for available classroom space continues
to grow on the Dandini campus, and is beginning to increase in the satellite campuses. This pressure may be
relieved by the offering of more hybrid and more online classes.
97
School of Business and Entrepreneurship
ACCOUNTING
BUSINESS
ECONOMICS
ENTREPRENEURSHIP
LOGISTICS
M AN AG EM ENT
M ARKET ING
R E AL EST AT E
98
BUSINESS AND ENT REPR ENEURSHIP
Mission Statement
The mission of the TMCC School of Business and Entrepreneurship (SOBE) is to inspire student success in
business studies through motivation, encouragement and student centered learning within a supportive
environment.
Enrollment Patterns
Program
Data
Accounting
Fall
2004
23
96
59
17
85
66
16
89
56
9
45
81
6
31
74
10
47
63
Sections
Student FTE
Retention Rate
Sections
Student FTE
Retention Rate
Sections
Student FTE
Retention Rate
Sections
Student FTE
Retention Rate
Sections
Student FTE
Retention Rate
Sections
Student FTE
Retention Rate
Sections
Student FTE
Retention Rate
Sections
Student FTE
Retention Rate
Business
Economics
Entrepreneurship
Logistics
Management
Marketing
Real Estate
Faculty and Staff FTE
Spring 2005
Spring 2006
Spring 2004
Fall
2005
21
100
72
17
88
64
19
107
64
10
43
76
7
32
61
10
60
69
Fall
2006
20
97
71
20
105
61
19
112
63
9
44
77
6
31
65
11
34
49
Spring 2007
Fall
2007
18
83
73
21
103
55
19
110
70
8
41
73
6
33
63
8
24
45
Fall
2008
16
94
69
17
96
51
19
131
70
1
5
83
2
2
70
7
43
72
5
35
64
3
21
38
Headcount
Spring 2008
Full-time
Part-time
Full-time
Part-time
Full-time
Part-time
Full-time
Part-time
Full-time
Part-time
11
4
11
5
11
4
12
5
11
11
Note: The source for faculty and staff data is annual department chair release calculations. In spring 08, the methodology was changed from
using FTE to using headcount per updated NFA contract.
Factors Expected to Affect the Future of the Department
Employment data show that Nevada’s unemployment figures are going up. The number of full- time teaching
faculty has decreased and there have been no new hires with the exception of one instructor
initially
brought
on
with
soft
money
specifically
for
the
who
was
new entrepreneurship, logistics
management and international business programs. In addition, considering the age of the current faculty,
SOBE will have to deal with further retirements and must undertake succession planning. Washoe County
demographics have changed as well with the largest growth in the 55-64 age bracket. Reno will be redefining
its workforce and the SOBE can play a part in reshaping this workforce.
99
Projections and Plans for the Future
Looking to the future based on research and the available data in 2007/8, SOBE developed new degrees in
Logistics Management and Entrepreneurship and planned the development of an International Business
degree. The current data will be reviewed in light of the current economic situation to determine if the
planned introduction of new courses in Logistics Management and Entrepreneurship as well as the addition of
an International Business program are desirable.
Faculty/Staff Needs
As mentioned above, in light of the School’s need for succession planning, the need to continue to develop a
strong part-time pool is evident. There has been a trend of adjunct faculty with strong credentials and this
trend of hiring newly graduated and Ph.D. candidates have had positive results. In addition to well-qualified
adjunct faculty, students have benefitted from the internationalism represented (including China, Greece,
Zimbabwe, Brazil, and Germany).
In addition, to maintain excellence in the classroom, professional development workshops should be offered in
Angel Gradebook and hybrid, Smart Classroom technology and Excel/Word correct/use Markup feature.
Facilities
Currently, there is a great need for dedicated classrooms for Accounting, Management and Economics courses.
Technology
As the School of Business and Entrepreneurship grows, it needs to stay current with the increasing use of
technology in all aspects of business and obtain necessary training in all aspects of classroom delivery, study
aids, online course materials, etc.
Curriculum
Curriculum is the map for teaching. Curriculum content needs to reflect the changes or new direction in the
market place, the so-called tools of the trade – equipment, ideology, interpersonal dynamics, etc. and should
offer practical lessons to enhance/retain what is learned. The School’s ongoing course review process helps
SOBE to ensure that its courses are in line with quality institutions across the USA.
Student Learning Outcomes (SLOs)
Faculty and staff need to be cognizant of the diversity of the student culture. The learning outcomes should
reflect a global culture, not simply a Nevada or U.S. mindset. Student abilities are the barometer for student
success. An increasing number of students require remedial courses and in line with this, the BUS 098 course
was developed. SOBE must ensure that assessment is a part of every course and embedded in every class.
Annual reports must be completed every year to assess the effectiveness of all courses and overall programs.
SOBE has currently updated 53 courses with SLOs, 14 courses are under review for SLOs, and 14 courses
have yet to be reviewed or updated for SLOs.
100
Methods of Instruction
Instructors who choose to teach courses online need to stay ahead of their technology-savvy students. This
mode of delivery has challenges and it should be taken into consideration when scheduling classes online. The
hybrid method helps bridge the differences between online and face-to-face teaching and maximizes the use
of classrooms. SOBE is moving toward offering more hybrid classes to bridge the gap between classroom and
online environments.
101
School of Business and Entrepreneurship Summary
Since UNR is planning to phase out their Supply Chain Management program, the demand for TMCC Logistics
Management courses should increase.
Future Staffing Needs
Depending on retirement of full-time faculty in the SOBE, the need may be greater for replacements of fulltime teaching faculty.
In addition, targeting and identifying part-time faculty with appropriate qualifications to increase our part-time
pool and/or replace full-time faculty is an on-going concern.
Future Technology and Facilities Needs
Recent work done on the tiered classrooms has met SOBE’s current need for classrooms and/or labs. SOBE
technology needs are maintained through the renewal of software licensing as appropriate.
If additional instructional faculty are hired to meet the growing demand in class offerings or as replacements
for full-time faculty who have retired or are planning on retiring are hired, there will be a need for additional
office space, computer stations, printers, and phone numbers.
Offering cablecast classes has been hampered by the lack of technical support for the sections offered at the
remote locations. Additional resources in this area would facilitate the delivery of these classes (ex: BUS
101).
102
W orkforce Development and Continuing Education
AP PR EN T ICESHIP PROG R AM S
ADM INIST R AT IVE PROF ESSION AL
NO N- PROG R AM B ASED COURSES
NO N- CREDIT PROGR AM S AND COURSES
103
AP PR EN T ICESHIP PROG R AM
Mission Statement
The mission of the TMCC Apprenticeship program is to provide quality instruction to those apprentices at the
TMCC affiliated building trades joint apprentice training centers which will allow the apprentices to earn their
journey card and credits toward a certificate and/or an Associate of Applied Science (AAS) degree.
Program Description
This is a three to five year program, depending on the program, which leads to an Associate of Applied
Science in Apprenticeship. The student who completes this field of study will have the skills, knowledge and
abilities to work in one of the building trades and will be provided with basic technical-trade knowledge and
manual skills required in the field. Courses include trade/industry law and principles, job safety, job skill
practices, tool and equipment operation and applied math applications along with 21 credits of general
education requirements.
Enrollment Patterns
Program
Brick Layers
Cement Masons
Carpenters
Electricians
Floor Coverers
Industrial Maintenance
Ironworkers
Operating Engineers
Plasterers
Plumbers and Pipefitters
Painters
Data
Sections
Student FTE
Retention Rate
Sections
Student FTE
Retention Rate
Sections
Student FTE
Retention Rate
Sections
Student FTE
Retention Rate
Sections
Student FTE
Retention Rate
Sections
Student FTE
Retention Rate
Sections
Student FTE
Retention Rate
Sections
Student FTE
Retention Rate
Sections
Student FTE
Retention Rate
Sections
Student FTE
Retention Rate
Sections
Student FTE
Retention Rate
Fall
2004
2
1
67
5
47
100
10
59
93
3
6
100
1
2
60
3
19
70
4
20
84
10
41
92
3
4
100
Fall
2005
1
11
100
6
68
100
5
35
92
3
7
100
1
3
100
2
14
93
4
25
89
6
32
100
4
11
100
Fall
2006
1
0
100
3
5
86
6
57
100
5
38
96
3
3
100
3
4
75
3
13
84
4
20
100
2
1
100
5
36
88
4
8
100
Fall
2007
3
7
57
6
62
98
6
59
90
3
3
100
4
31
66
4
16
100
4
8
96
6
44
95
4
13
100
Fall
2008
1
1
100
3
6
71
5
52
100
5
47
97
3
3
100
4
25
80
4
11
100
4
13
68
5
33
95
4
10
100
104
Program
Data
Refrigeration Servicing
Sections
Student FTE
Retention Rate
Sections
Student FTE
Retention Rate
Sections
Student FTE
Retention Rate
Sheet Metal Workers
Tile Setters
Spring 2004
Fall
2004
4
4
92
4
16
88
2
2
67
Faculty and Staff FTE
Spring 2005
Spring 2006
Fall
2005
4
5
100
4
16
81
2
2
100
Fall
2006
4
5
93
4
15
98
1
2
100
Spring 2007
Fall
2007
4
7
90
4
24
94
2
1
100
Fall
2008
4
5
86
4
18
93
2
2
100
Headcount
Spring 2008
Full-time
Part-time
Full-time
Part-time
Full-time
Part-time
Full-time
Part-time
Full-time
Part-time
-
12
-
12
-
14
-
12
-
12
Note: The source for faculty and staff data is annual department chair release calculations. In spring 08, the methodology was changed from
using FTE to using headcount per updated NFA contract.
Factors Expected to Affect the Future of the Department
Employment data show that there has been a tremendous drop in construction employment in the last 12
months because of the economy. Economists are predicting that in Nevada, construction will be stagnant at
best for the next 2-3 years, so the demand for qualified apprentices will be at its lowest in 20 years. The local
unions will continue to enroll apprentices to keep the pipeline open; however, the program can anticipate
enrollments of 50-60% of the peak years, 2006, 2007 and 2008.
Projections and Plans for the Future
Looking to the future, the number of apprentices will be considerably less, but there is an opportunity to
expand the program to include journeypersons who attend apprenticeship courses and/or give credit for the
journey upgrade courses conducted at the Joint Apprenticeship Training Centers (JATCs).
Faculty/Staff Needs
The level of part-time instructional funds is adequate to maintain the current delivery of instruction.
Facilities
Since 95% of the training of the apprentices is conducted on site at each of the JATCs, the facilities
requirements are currently adequate for the number of apprentices to be trained.
Technology
The technology for this program is provided by each JATC and appears adequate.
Curriculum
The curriculum for all the JATCs is based on national skills standards and is updated periodically by each JATC.
Student Learning Outcomes (SLOs)
In 2009-10, all apprenticeships curricula will be updated to include objectives and outcomes. All 44 active
apprenticeship courses have up-to-date course objectives and outcomes.
105
Methods of Instruction
Instructors in the program use lecture and hands-on demonstration projects.
106
ADM INIST R AT IVE PROF ESSION AL
Mission Statement
The mission of the TMCC Administrative Professional program is to provide both a certificate of achievement
and AAS degree in the occupation of office and clerical administration.
Program Description:
This degree was transferred to WDCE in 2008 from the Computer Technologies Department and was reevaluated as to relevance of the course content versus the needs of the community. This has led to the
addition and elimination of courses as suggested by the advisory board. The new course sequence was
introduced in fall 2009.
This program is designed to be completed in two years; the Administrative Professional Associate of
Applied Science degree gives a well-rounded background in business, computer applications and management.
The one-year Administrative Professional Certificate of Achievement focuses on the specific skills that are a
necessity to advance in this profession. The student will learn office procedures, computer applications,
communications, customer service, accounting, and supervision.
Factors Expected to Affect the Future of the Department
With the input from the advisory board which led to creation and elimination of courses, it is anticipated that
enrollments and graduation rates will increase. The promotion effort will target individuals who already hold
administrative jobs rather than those with little or no experience.
Projections and Plans for the Future
The plan is to have all the COT courses required for graduation online and in the five-week
University of Phoenix model. This model is particularly popular with working professionals/adults which is the
target market.
Nationally, the number of administrative professionals employed is expected to rise 9%, according to the
Bureau of Labor Statistics. The Nevada Workforce Informer projects that the number of similar positions will
climb 28.8% by 2016.
Faculty/Staff Needs
Currently, we have one full-time faculty and several part-time instructors. Future needs will be finding faculty
that can teach effectively in the five-week online format.
Facilities
No needs at this time since this program works through the WebCollege.
107
Technology
Live courses utilize smart classrooms and the online courses use the features available through WebCollege.
Curriculum
Plans are to continue to convert remaining live curricula into online and ultimately, five-week delivery.
Student Learning Outcomes (SLOs)
All five active COT courses have up-to-date course objectives and outcomes.
Methods of Instruction
Mostly online with some courses live.
108
NO N- PROG R AM CREDIT COURSES
Mission Statement
To fulfill the community need for credit courses to prepare students for occupational licensure and provide
courses in fitness and recreation which do not lead to a certificate of achievement and/or degree.
Enrollment Patterns
Program Courses
Data
COS-Cosmetology
(Eliminated in 2009)
CSVS-Computer Classes for Seniors
(Became SENR due to common course
numbering in 2009)
CTRP-Court Reporting
(Switched to self-supporting in 2006)
and eliminated in 2008)
DRV-Truck Driving
(Eliminated in 2008)
PEX-Physical Education
PT-Personal Trainer
(Switch to self-supporting in 2006)
RPED-Recreation and Physical
Education (Became PEX due to common
course numbering in 2006)
SENR-Courses for Senior Citizens
(Mostly computer training)
WOOD-Woodworking
(Switch to self-supporting in 2006)
Spring 2004
Sections
Student FTE
Retention Rate
Sections
Student FTE
Retention Rate
Sections
Student FTE
Retention Rate
Sections
Student FTE
Retention Rate
Sections
Student FTE
Retention Rate
Sections
Student FTE
Retention Rate
Sections
Student FTE
Retention Rate
Fall
2004
37
63
87
18
39
86
6
7
93
26
58
75
Fall
2005
30
53
90
15
37
88
5
6
91
2
2
90
29
69
77
Fall
2006
23
51
98
19
41
80
29
38
72
-
Fall
2007
27
54
97
18
31
89
15
5
83
29
43
66
-
Fall
2008
16
11
100
10
19
94
32
49
72
-
Sections
Student FTE
Retention Rate
Sections
Student FTE
Retention Rate
4
9
70
3
5
96
-
-
13
28
89
-
Faculty and Staff FTE
Spring 2005
Spring 2006
Spring 2007
Headcount
Spring 2008
Full-time
Part-time
Full-time
Part-time
Full-time
Part-time
Full-time
Part-time
Full-time
Part-time
0
10
0
10
0
12
0
12
0
12
Note: The source for faculty and staff data is annual department chair release calculations. In spring 08, the methodology was changed from
using FTE to using headcount per updated NFA contract.
Factors Expected to Affect the Future of the Department
For the fitness and recreation areas, enrollments have been fairly constant and follow the general college
enrollment increases. The $10 enrollment fee for senior citizens affects the demand for these courses as they
are exempt from paying the regular fees per NSHE Code. Courses offered in this area are usually out of the
mainstream academic offerings, but respond to the interests of certain market niches. Until the recent
buyouts, this area was managed by the division’s assistant dean. With the reduction of staff, this program
area is a low priority in the division.
Projections and Plans for the Future
109
There are no plans for expansion in this area. If the student interest remains, the current courses will be
offered.
Faculty/Staff Needs
None at this time.
Facilities
The senior citizen computer classes are being adequately provided by one computer lab at the Meadowood
site. The PEX classes use specially equipped classrooms at Dandini or at other off- site locations and are
adequate for the current demand.
Technology
Updated Microsoft suite software is needed for the senior citizen computer classes.
Curriculum
The Courses for Senior Citizens (SENR) curriculum has been updated.
Student Learning Outcomes (SLOs)
SENR courses have objectives and outcomes. Newer Physical Education (PEX) courses have objectives and
outcomes; older courses will be reviewed and by summer 2010 course objectives and outcomes will be
updated. All 24 active courses have up-to-date course objectives and outcomes.
Methods of Instruction
Classroom instruction and practicum.
110
NO N- CREDIT PROGR AM S AND COURSES
Mission Statement
The Workforce Development and Continuing Education Division (WDCE), the entrepreneurial academic unit of
TMCC, is committed to economic success and quality of life for the community by providing customized
training, educational services, and personal enrichment programs to businesses, organizations, and the
general public.
Vision Statement
WDCE will be the preferred educational option for companies that require customized training services and
for individuals seeking a lifetime of educational experiences and personal enrichment opportunities.
Values Statement
We think “YES” first.
We work to best meet the needs of our growing community. We respect and value our customers.
We are flexible, responsive, relevant, and innovative.
We are entrepreneurial and collaborative in our endeavors.
We are honest and fair in our dealings.
We are committed to quality and continuous improvement.
We believe in cost effective and efficient program management.
Enrollment Patterns
Program
Custom Training
Wildland Fire
Industrial Safety
Conferences and Events
Online Courses
Certificate Testing
Professional Skills
Massage and Personal Trainer
Personal Enrichment
Adult Basic Education/ESL
Computer Training
Motorcycle Safety
Dance
Fitness/Sports
Total
Data
Participants
Participants
Participants
Participants
Participants
Participants
Participants
Participants
Participants
Participants
Participants
Participants
Participants
Participants
Participants
2005
857
424
419
167
270
2006
2,096
430
438
857
249
409
346
2,098
2,200
315
343
785
661
9,294
560
367
3,194
2,340
495
230
929
552
12,737
2007
1,520
368
360
802
307
269
542
298
3,294
2,375
470
239
755
730
12,329
2008
1,776
350
290
900
313
197
487
369
3,511
2,446
671
279
654
837
13,080
2009
1,997
287
237
910
239
241
452
314
3,168
2,312
408
365
680
602
12,212
111
Spring 2004
Faculty and Staff FTE
Spring 2005
Spring 2006
Spring 2007
Headcount
Spring 2008
Full-time
Part-time
Full-time
Part-time
Full-time
Part-time
Full-time
Part-time
Full-time
Part-time
19
250+
19
250+
22
250+
22
250+
22
250+
Note: The source for faculty and staff data is annual department chair release calculations. In spring 08, the methodology was changed from
using FTE to using headcount per updated NFA contract.
Factors Expected to Affect the Future of the Department
In recessionary times, the credit programming at colleges and universities is acyclical to the business cycle.
Student enrollments usually increase dramatically as students decide to retrain for careers that are high
growth demand and/or want to pursue a lifelong career desire. For non- credit programming it lock steps with
the business cycle as students or companies who have spent their discretionary income on courses and
training for their employees now retrench and keep the money in their pockets.
Competition in continuing education and workforce development in the Reno-Sparks service area is incredibly
fierce. UNR, Morrison University, University of Phoenix, Nevada Association of Employers, MAP (a sister NSHE
program), Career College of Nevada, New Horizons, ABA Training Center, WCSD, City of Reno and the City of
Sparks along with a gaggle of independent trainers struggle to capture at least 20-35% of the total market.
In the area of personal interest programming, WDCE is the leader with over 60% market share. It offers wide
range of courses and the revenues derived supports the fixed expenses of the entire division. WCSD’s
Community Education and the cities of Reno and Sparks each have smaller programs and fewer offerings than
WDCE and grade school youth and recreation programs are their target markets.
Projections and Plans for the Future
The short-term strategy we are employing is to continue to reduce expenses except for marketing and
promotion. With retirements, deaths, and transfers, we have reduced our professional and classified
headcount substantially (we have lost eight positions) over the past two years.
With the major change in the economy, the employment needs have shifted from employer to worker. In the
past, jobs were abundant and the unemployment rate in northern Nevada was low. Employers lamented that
there was shortage of skilled labor. Now, there is a shortage of jobs. Training budgets have been all but
eliminated. However, the federal government is pumping millions of dollars into Nevada via the Workforce
Investment Act. WDCE is collaborating with Nevada Works and JOIN to provide work skills training and
assessments to the unemployed.
In the College’s efforts to realign its mission, WDCE has volunteered to take the lead in re- kindling the efforts
started last year to respond to the students who seek a college degree but fail to attain appropriate
ACCUPLACER scores at such a level where they cannot pass the “ability to benefit” barrier. Over the summer,
WDCE participated in a “task force” which included Academic Affairs and Student Services staff and has made
recommendations to the Interim Vice president of Academic Affairs and student services in order to
strengthen our college preparation to improve our retention and completion rates.
We will continue to deploy a marketing and promotion mix to stay “in front” of the customer to salvage
whatever enrollments we can in the near term and hopefully, when the economy rebounds, we will have
outlasted the competition and our past customers will quickly return.
112
Faculty/Staff Needs
Due to recent retirements, buyouts, and layoffs over the past two years, the headcount for WDCE has been
reduced by eight professional and classified staff positions. We have determined that the current, full-time
headcount of professional and classified staff is the bare minimum (five professional and four classified staff)
to conduct effective and efficient operations and competent customer service. Any future hires to the division
will be funded with self-supporting funds.
The Adult Basic Education (ABE) program is grant funded and employs five full-time professionals and one
classified staff with a half dozen part-time office staff. Its staffing requirements are based on the annual grant
allocation provided by the State Department of Education.
Facilities
WDCE (including the ABE/ESL program) primarily uses classrooms at Meadowood and dozens of other sites in
the community. Securing an adequate number of classrooms for our use is always a challenge since we can
only schedule college classrooms after all the credit classes have been scheduled. The popular times for noncredit classes are the same for credit classes: evenings and mornings.
Technology
WDCE instructors utilize smart-classrooms whenever available. WDCE offers hundreds of online courses
offered by six third party vendors. Computer training is conducted in labs where each student has access to a
computer and the software is continually updated.
Curriculum
All WDCE curricula are either created by the instructor, or purchased from third party vendors. In the case of
customized training for businesses, the employer is actively involved with the instructor in the course
development. In the ABE/ESL program, the curriculum is based on the CASAS model. All WDCE curricula are
approved by the program manager or program director.
Methods of Instruction
WDCE offers an instructional delivery mix that includes open enrollment courses which are delivered live,
customized training, conferences, events, seminars, certification courses, certification testing and
assessments, and online courses from six different vendors.
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W DCE Summary
Apprenticeship
•
Future Staffing Needs: Part-time instructors to teach general education and core requirements at the
apprenticeship training centers.
•
Future Technology Needs: None.
•
Future Facilities Needs: None; all courses are offered off-site.
Administrative Professional
•
Future Staffing Needs: As the program grows, need part-time faculty to deliver online courses in a
five-week format.
•
Future Technology Needs: None.
•
Future Facilities Needs: None; almost all the courses are taught online.
Non-Program Based Courses
•
Future Staffing Needs: None.
•
Future Technology Needs: Update computer labs as needed.
•
Future Facilities Needs: PEX classes use specially equipped classrooms at Dandini.
Non-Credit Programs and Courses
•
Future Staffing Needs: As economy improves, more instructors will be added
•
Future Technology Needs: Update computer labs as needed.
•
Future Facilities Needs: As economy improves, more classes will be added.
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S t u d e n t S e r vi c e s
ADM ISSIO NS AND RECO RDS
F INANCI AL AID
AC ADEM IC ADVISE M ENT
C AREER PL AC EM ENT SER VICES
COUNSELING
DIS ABIL IT Y RESO URCE CENT ER
M AND AT O RY SERVICES
RE-ENTRY CENTER
ST UDENT O UT RE ACH AND RECRUITM ENT
VET ER ANS UPW AR D BO UND
ST UDENT GO VERNM ENT ASSO CI AT ION
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ADM ISSIO NS AND RECO RDS
Mission Statement
The mission of the TMCC Admissions and Records Department is dedicated to providing quality services, with
student success in mind, and in compliance with State and Federal rules and regulations. As “custodian of
records” the office further affords secure guardianship of records and strict control over the release of such
records according to the requirements of the Family Education Rights and Privacy Act (FERPA).
Program/Service Description
The Admissions and Records (A&R) Department advances the mission of the College by promoting Strategic
Initiative 1, student success, via access, support, and graduation services throughout the career of the
students. A&R further supports Initiative 2 not only through student access, but also by creating a welcoming
and diverse environment as one of the primary access points to the College and through its ability to offer
services in Spanish and Tagalog. By providing an open service area in a centralized location, and through
participation in extended hours, A&R is readily accessible to students. A&R:
•
Is primary records storage area;
•
Serves special student populations; and
•
Is the hub of FERPA and provides training to all staff on the requirements of FERPA as well as the
guidelines and scenarios associated with the release of student information.
In addition to standard student admission, A&R also facilitates admission for international students. Currently
host to approximately 70 students from around the world, TMCC continues to monitor the international
student population, from admission into the college to work experience and training throughout the academic
careers of all F1 students at the college. In this way the college is further supported in its initiatives #2
(Welcoming and Diverse Environment) and #4 (Partnerships and Service), particularly with respect to
diversity in its student population and through community partnerships with other academic and cultural
agencies throughout the city of Reno. The additional requirement that international students be full-time,
degree-seeking assures a positive impact to graduation rates at the college. Finally, international students at
TMCC contribute approximately $8,000 in tuition and fees, and $21,000 in the community, annually while
enrolled at TMCC.
Factors Expected to Affect the Future of the Department
Technology:
TMCC is entering a new era of technology with the implementation of a new Oracle system. The
current effort has created an ongoing strain on the staff, especially as staffing levels and other resources have
dwindled.
With the completion of the iNtegrate project, staff will be able to return to a normalized workload
and use of a substantially more useful student data system. The new system will additionally empower
students to manage more of their career online, allowing staff to better serve the unique needs of the
students and to process more quickly those things which students do not have access to themselves.
Staff and Student Interaction: One area that cannot be overlooked, however, is the need for centralized and
efficient service in terms of walk-in and telephone/electronic service. The data over the last six months
clearly shows the impact of, and accompanying student need for, interaction with staff.
With a base of 12 staff, five of which are full-time on the system project, plus the absence of the director for a
variety of meetings both within and outside of the project, six remaining staff members and a number of
student workers served in the following capacity:
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•
On average, 4,233 students visited the Starting Point each month;
•
A&R received an average of 3,202 telephone calls per month;
•
A&R handled over 200 chat sessions per month;
•
A&R also answered over 400 emails per month; and
•
Records processed an average of 1,525 transcripts per month.
Projections and Plans for the Future
A few major changes are on the horizon for not only A&R but also Student Services overall: namely,
PeopleSoft. With the approach of PeopleSoft there is a natural level of cross-training already occurring.
Technology will continue to influence and should improve operations, allowing for improved records
keeping and access, and providing student self-service options unlike anything previously available at TMCC.
This latter factor becomes very important as the College continues to grow in student population.
Staffing Needs
Staffing levels at TMCC are manageable, and will improve once PeopleSoft is fully implemented due to the
sheer reduction in workload. The most important area of A&R in terms of long-term staffing at the moment is
at the Starting Point where two full-time staff members are over- supported by student workers. If the unit
were to lose even one more staff member, now or in the future, an immediate replacement would need to be
found. Administrative operations would value greatly from an assistant registrar.
Current staffing consists of: Director/Registrar, admissions supervisor, 2 A&R specialists (Starting Point),
international specialist, records supervisor, 3 DARS specialists, graduation specialist, technical support
supervisor and technical support specialist.
Facilities
The physical separation of Admissions from Records continues to prove challenging as the Department strives
to work together as one unit separated by two floors. Students often must wait for service as staff travel
between floors to meet with them, or they are sent to find one office or the other in search of the answers to
their needs. A solution which unifies services, or which clearly separates student service from operations, will
solve the facility challenges which we currently face. Starting Point is particularly ill suited from a facilities
perspective for the services it is expected to provide.
Technology
Technology continues to develop as a fundamental resource of A&R. From document imaging and automated
degree audit programs, to the new student data system, technology and student self-service, the opportunity
is being created for A&R to offer more efficient service to students whose needs go beyond electronic services.
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F INANCI AL AID
Mission Statement
The mission of the TMCC Financial Aid Department is to assist students in securing the necessary
financial resources to make college affordable. As stewards of federal, state and institutional funding, it is our
goal to administer all funds within the appropriate guidelines while supporting overall student success.
Program/Service Description
The Financial Aid Department is responsible for administering all federal, state and institutional aid programs.
In addition to the numerous grants, loans, scholarships and work programs, the office also certifies all Veteran
students for their educational benefits.
Recent Trends and Current Status
The following is a five-year comparison of awarded funds to students:
GRANTS
Students Served
Amount Awarded
GRANTS-IN-AID
Students Served
Amount Awarded
LOANS
Students Served
Amount Awarded
SCHOLARSHIPS
Students Served
Amount Awarded
EMPLOYMENT
Students Served
Amount Awarded
FY2004
FY2005
FY2006
FY2007
FY2008
3,189
$ 4,011,325
3,523
$ 4,252,570
2,863
$ 3,640,309
3,000
$ 3,591,887
3,550
$ 4,630,005
361
$ 162,503
517
$ 168,769
171
$ 61,906
476
$ 303,811
418
$ 178,093
1,731
$ 4,074,933
1,717
$ 4,403,030
1,381
$ 4,206,809
1,443
$ 4,266,158
1,992
$ 5,757,069
2,737
$ 1,391,954
3,218
$ 1,699,019
3,277
$ 1,643,258
2,802
$ 1,525,654
2,976
$ 1,618,015
467
$ 1,406,629
385
$ 1,259,066
324
$ 929,234
385
$ 1,020,435
374
$ 1,069,666
Historically, approximately 25% of TMCC’s student population received some type of financial assistance. This
figure is relatively low compared to the average percentage of students funded nationally at two-year public
institutions, which is 50%.
Given the median income of residents in Washoe County, the Department is committed to increasing the
percentage of financial aid recipients to a minimum of 50% over the next five years. Annual goals have been
set to increase the recipients by 5% each year.
Staffing Needs
Over the past two years, the Department has experienced a number of vacancies which remain unfilled due to
budgetary constraints. In order to bridge staffing gaps, the Department has evaluated and redesigned its
organizational structure.
Since staffing is an important component of federal regulations pertaining to administrative capability, the
Department will continuously evaluate staffing levels to ensure compliance.
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Facilities
Currently, space and facilities are adequate for the existing needs of the office.
Technology
The Financial Aid Department is currently involved in NSHE’s iNtegrate Project and will be implementing the
PeopleSoft Student Information System for the 2010-2011 academic year. During the implementation, the
Department has evaluated current business practices and has streamlined operational processes to enhance
existing services to students.
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AC ADEM IC ADVISE M ENT
Mission Statement
The mission of the TMCC Academic Advisement Department is to provide a quality advising program which
provides students with information and support while assisting them in the development of educational and
career plans that are consistent with their needs, interests and abilities, in the most efficient, effective and
productive manner possible.
Program/Services Description
Academic advising services are an essential element of the TMCC student support system and a required
enrollment step for new students. Academic advisors are available throughout the year to provide students
with information regarding:
•
Educational programs and degrees offered;
•
Selecting a major;
•
Transfer procedures to and from other institutions;
•
Class selection and course pre-requisites;
•
Degree progress and graduation preparation;
•
International student advisement and support services; and
•
Career exploration.
Factors Expected to Affect the Future of the Department
With the increase in student enrollment and the commitment to student success via the establishment of
required enrollment procedures, the Advising Center has been faced with multiple challenges. In the past five
years the data indicates a significant increase in student visits to the Advising Center. Despite the increase in
numbers, of upmost importance is the ability to provide all students with accurate information as they move
through the educational process at TMCC, from matriculation to graduation. New initiatives have been
developed to provide all new students to TMCC with a consistent process by which to explore degree options
and enroll in the appropriate classes as well as providing an efficient and effective process to serve all
students. Although the data indicated large number of student visits to the Advising Center, it became clear
that many of those visits were duplicative in nature, resulting in inefficient use of time on the part of
the professional advising staff and frustration to students.
The table below indicates advisor/student contact for years 2005–2009 respectively.
FY 2005
FY 2006
FY 2007
FY 2008
4,051
7,627
15,382
27,223
FY 2009 (July 1
through Oct 1)
12,430
Projections and Plans for the Future
A more efficient process has been initiated and will begin November 2009. All new students will attend a New
Student Advising Workshop, which is designed to educate students on all aspects of the initial college
experience, from program or degree selection to class selection and registration. In addition, “Drop-In
Advisement” has been replaced with a more strategic approach to the “quick advisement” question via
the Advising CAFÉ, where a student can receive immediate answers to questions without the lengthy wait to
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see an advisor. Both the Advising CAFÉ and timely appointment scheduling with advisors will alleviate the
long wait
time for students and the drain on human resources. As the economic climate in Nevada continues
to push more individuals into unemployment and/or the need to re-tool and re-train, TMCC will continue to
experience enrollment increases. In addition, new, first-generation students will be attending college and,
more than ever, will be dependent on quality academic advising services.
Staffing Needs
Results from the ACT 2004, Sixth National Survey indicate that the mean national average for advisor/student
ratio is 371/1 in two-year public colleges. The mean number of student contacts per full-time advisors during
an academic term (not to be confused with an academic year) is 2.5.2
The National Academic Advising
Association’s (NACADA) recommendations from their 2006 ACT National Survey suggest that advisors have
2.5 contacts per year with an advisor/student ratio of 375:1. With a head count of 12,000 students, eight
professional advisors and three “peer advisors,” each staff member could potentially see approximately 1,090
students at least once a year. Obviously, not all students seek advisement, but those students who are now
required to complete the required enrollment steps average approximately 900 students per semester which
approximates 163 new students, per advisor @ two visits a year = a 327:1 advisor/student ratio. If TMCC
continues to expand its outreach to special populations, particularly first-generation students, quality
academic advising must be a priority. Options to supplement the current academic advising process need to
be explored. The addition of a faculty advising component, especially for those students who have a
declared major and have completed all developmental course work is an important area to be addressed.
Facilities
Office space is at a premium throughout the campus, but with the addition of the Re-Entry Center staff, the
Advising Center has limited available office space. Peer advisors and visiting staff from other institutions need
to “share” offices. Should the Job Placement Specialist position be filled, office space will become more critical.
Of more significance is the availability of “smart rooms” in which to hold “New Student Workshops” (see
above). At present, the use of large lecture rooms only while school is not in session limits the ability to serve
a larger portion of students for workshop sessions. Vying for space is difficult, as each entity believes their
programs, courses and/or events are important.
Technology
Computer access is necessary for the New Student Workshops, as is the ability to print TMCC’s program
descriptions and class schedules. Computer access is available only if the room itself is available. Please see
above discussion.
2
Habley, W.R. (2004), NACADA Clearinghouse of academic advising Resource Web site:
nacada.ksu.edu/clearinghouse/Advisingissues/advisorlad.htm
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C AREER PL AC EM ENT SERVICES
Mission Statement
The mission of Career Placement Services at TMCC is to provide a collaborative and comprehensive program
that provides self-assessment, career exploration, planning, skills training and internship opportunities
which empowers students to make effective career decisions and accomplish career goals. The program
emphasis is for students to assess, explore, focus and implement individual career and educational plans
and master techniques and strategies in preparation for entry into the workforce.
Program/Service Description
Career Services, located in the Advising and Career Center, uses a combination of in-person and online
resources to provide students with career exploration, job search strategies, résumé preparation and access to
current job listings. “Choices” is an online version which allows students to identify interest areas and links
those interest areas to the Holland Code Career Model for further career exploration. The Nevada Career
Information System (NCIS) is another online tool which allows students to do individualized career
exploration, as well as interest inventories and skills assessments. At present, only one advising staff member
is certified to do more in-depth career assessments, such as the Myers Briggs Type Indicator or the Strong
Interest Inventory; therefore, those students seeking a more comprehensive approach to their career search
must either wait for this advisor’s availability or make an appointment with a Counselor in the Counseling
Center. An Employment Specialist, assigned to the Re-Entry Center, now located in the Advising and
Career Center, is available to help students with job search strategies, résumé writing and interview
techniques. It should be noted, however, that the specialist’s availability is limited due to other assignments.
In addition, an online Career Center website is functional, but questions frequently sent to this site have more
to do with academic advising than career exploration.
Factors Expected to Affect the Future of the Department
The data below indicates a significant number of students visited the Advising and Career Center for the selfidentified purpose of career exploration.
One reason students go to college is to obtain employment.
Choosing a career has been identified as one of the most important decisions that educators help students
reach (CAS; Frameworks for Assessing Learning and Development Outcomes, 2006). Currently, however,
TMCC’s ability to provide comprehensive career services (as stated in the mission statement) is limited by
staff and budgetary constraints.
FY 2005
FY 2006
FY 2007
FY 2008
8,130
5,545
5,449
8,137
FY 2009 (From
July 1 to Oct 1)
720
As indicated by the numbers in the table above, there has been a significant decrease in the number of
students served by the Career Center in 2009. A direct correlation can be made between numbers served and
staffing practices. The primary contact point for the Career Center is no longer a functioning position, thereby
eliminating many services to both students and to TMCC’s many community partners who utilized the Center.
The Job Board still is functional, as are many “self-service” options, but ultimately all services provided by the
Career Center, at this point in time, are marginal.
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Projections and Plans for the Future
With an estimated increase in enrollment and a regional and national job market crisis, the need to address all
aspects of career counseling becomes imperative. Career exploration and job search skills will be a critical
component to any educational plan. The process of career development varies within each sub group of
college students: first-generation students, with limited exposure to career opportunities; returning women,
who need to balance career and family; and older students facing midlife career changes or job loss. TMCC
needs to be poised to meet the career development needs of all students.
Staffing Needs
A full-time career specialist trained in all aspects of career counseling should be hired to assume the daunting
task of re-configuring Career Services.
Internship opportunities are languishing, due to a lack of staffing, as
are the popular job fairs that bring employers from the community to recruit from TMCC’s student population.
No amount of cross-training can accomplish the functions necessary to provide quality career counseling and
placement services. Until a full- time career specialist or career counselor is hired, the limitations currently in
place will persist.
Facilities
Office space would need to be allocated for a Career Specialist. Adequate space is available for online access
to career assessment and exploration tools via computer labs and student computing stations.
Technology
Online access is currently available for most career exploration databases. No immediate need exists for
additional technology.
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COUNSELING
Mission Statement
The mission of the TMCC Counseling Department is to help students define and achieve success through
counseling, programs, services and partnerships.
Program/Service Description
Counselors assist students in decision making about school, careers, relationships and other personal issues
which can interfere with normal day-to-day life. Counselors assist students in promoting individual well-being
through balance in the following areas: social, emotional, spiritual, intellectual, life planning, cultural, and
physical. Students may learn to make better decisions, change unwanted behaviors, improve personal skills
and relationships, develop increased confidence, and set future goals. The Department offers free counseling
services to current and prospective TMCC students including: personal and crisis counseling; career
exploration and counseling; educational planning; college success programs including educational, career and
personal development classes; Academic Success Kit (ASK); community resources and referrals; and
diversity.
Factors Expected to Affect the Future of the Department
Data shows the total number of students enrolled in EPY 101 (Education Leadership Psychology, formerly CPD
122) increased from 264 to 329 with a corresponding increase in number of sections offered from ten to
fifteen (fall 2002 – fall 2006). Currently, in fall 2009, 837 students are enrolled in EPY 101 and 23 sections
are offered. EPY 101 has a very high student to faculty ratio, about 30 to 1. This is much higher than the
college average of 19 to 1. Due to the weekly journal writing assignments in EPY 101 a lower student to
teacher ratio would be beneficial.
Counselors are serving more students through EPY classes which will affect the need to retain and hire fulltime counseling faculty. Evidence from the program review shows student retention in EPY (formerly CPD 122,
2002 through 2006) increased from 75% to 82%.
TMCC’s Office of Institutional Research reported that first-time/full-time degree-seeking students who
participated in the QUEST program (took 12 credits to include math, English, EPY 101 – formerly CPD 122 and
an elective) were: 1) more academically successful during first and second semesters at TMCC (% of classes
completed with ‘C’ or better); 2) had a 20-30% higher persistence rate; and 3) their overall success
(graduated, transferred, still enrolled, earned 30+ credits in good standing) was 10-15% higher than the
comparison group.
The College has seen an increase in first-time/full-time students, first-generation students and an increase in
returning students seeking career changes. Counselors can affect these populations in EPY 101 classes and
through personal and career counseling. The development of a late start, two-credit class on career
development would be another way to reach this population.
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Projections and Plans for the Future
Looking to the future, an increase in students attending college, needing educational, career and personal
development skills is anticipated. The Department has seen an increase in first- time/full-time
students, first-generation students, returning students seeking career changes andcrisis counseling. Currently,
the Department is assessing its future needs. A counselor’s expertise is applied in counseling, teaching and
special projects. Based on an initial assessment to these student increases, it is imperative additional full-time
counseling faculty be hired and a chair position is secured. Additionally, the hiring of certified career
counselors as well as support staff is necessary.
Staffing Needs
In order to maintain its current delivery of services, the Department needs to retain the current seven
counselors. The Department has one tenured academic faculty member who teaches part- time. Should
TMCC’s enrollment continue to increase and counselors continue to teach two class sections each semester of
EPY 101, additional counselors will need to be hired. Because counselors are academic faculty it would be
appropriate for the Department to have a chair. The College currently has unsatisfactory career counseling
assessment services due to the use of invalid assessments. The hiring of full-time career counselors would
assure that students are receiving statistically valid and reliable career assessment and counseling once again.
It would also be necessary to hire additional support staff.
Facilities
The current facilities are adequate for staff. However, with the increased workload on the lead administrative
assistant (AA), it would be beneficial if the AA had an office. Additionally, there are three student computer
work stations; however, with the increase of teaching Heartmath in EPY 101 and the requirement to take
online assessments (MBTI) in some EPY 101 sections the Department would greatly benefit from an additional
three computer workstations.
Technology
As the Department has progressed, unfortunately the technology has not. The Department would like to
purchase Titanium, a software program which enables counselors to input confidential and secure notes. This
program would provide counselors with a central recordkeeping system whereby students who are at-risk for
suicide or violence are stored. Currently, a potentially suicidal or violent student can visit one counselor and
then enter into crisis when that counselor is off contract. The counselor on duty must then handle the crisis
blind. The appropriate administrators would also have access to these student records to more professionally
deal with potentially legal situations. Additionally, Titanium would provide a better way to keep statistics in the
Department.
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Student Learning Outcomes (SLOs)
EPY101 has been updated with student learning outcomes. Specific student learning outcomes are shown
below:
1.
Ability: Communication, Collaboration, and Analytical Skills
Learning Outcome Statement: Students will demonstrate the ability to articulate specific career,
educational and personal skills they have acquired in the course.
Measure: Articulation will be measured by a paper that describes and demonstrates the skills they
have acquired, which will be evaluated using a predetermined rubric.
2.
Ability: Communication, Collaboration, Global and Cultural Awareness
Learning Outcome Statement: Students will gain knowledge and understanding of selfresponsibility; self-motivation; self-management; interdependence; self-awareness; attitude toward
lifelong learning; emotional intelligence; and belief in themselves.
Measure: Knowledge and understanding of beliefs about: self-responsibility; self-motivation; self
management; interdependence; self awareness; attitude toward lifelong learning; emotional
intelligence; and belief in themselves will be measured by pre- and post-tests that are evaluated using
a predetermined rubric.
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DIS ABIL IT Y RESO URCE CENT ER
Mission Statement
The mission of the TMCC Disability Resource Center is to provide equal access to curricular and co-curricular
college activities for qualified participants with disabilities.
Program/Service Description
The Disability Resource Center (DRC) supports and provides accommodations/services to persons with
disabilities. The DRC is committed to serving the college community in the following areas: serving as an
advocate and liaison; providing appropriate accommodations and services; giving guidance and training on
disability matters; fostering self-sufficiency and acting as a resource regarding areas of compliance. These
services and accommodations are provided for free to qualified participants in accordance with federal and
state disability law.
Factors Expected to Affect the Future of the Department
Persons with disabilities are the single largest minority group in the United States (Prentice, 2002). The DRC
experienced a 30% increase of students with Learning Disabilities in fiscal year 2008-09. Overall, 602
students with qualifying disabilities were served in FY 2008-09. It is not known exactly how many students
with disabilities attend TMCC since they must self-disclose.
Projected campus-wide upgrade to PeopleSoft will affect all Disability Resource software and programs. This
means that every assistive technology computer program will require updates as well.
Projections and Plans for the Future
•
Assist in incorporating Universal Design for teaching and learning into TMCC’s academic and
educational goals.
•
Taking every opportunity to encourage and teach Universal Design at professional development
training sessions and promoting the established utilities on the ANGEL Universal Design for Learning
website.
•
Review and revise the viability of the DRC strategic evacuation plan and recommend changes as
needed.
•
Assist the Accessible Electronic Information Committee in creating and recommending points and
procedures in the ADA Accessibility Plan for TMCC.
•
Research and develop more ways to establish CAS standards to DRC processes and procedures.
•
Connect DRC students with the career center.
•
Incorporate TMCC’s goals to capture more students with disabilities from the Washoe County School
District (WCSD).
Staffing Needs
A 30% growth rate has brought the DRC population to 602 registered students in the 2008-09 academic yearend has precipitated the need for both additional space and permanent staffing in order to provide timely
services and accommodations to customers. The fastest growing population is students with Learning
Disabilities, specifically in the Reading and Math disciplines. Because of the dramatic increase in these areas, a
specialist with an assessment background would benefit these students by performing in-house assessments
which would enable the DRC to address specific needs directly. This growing population impacts the increasing
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need for alternate text and the need for additional student working staff to meet this need. In fall 2008, the
Assistive Technician helped 168 students gain alternate text for their classes. In fall 2009, the students
needing alternate text grew to 255 students, a 34% increase. This growth increased the number of hours it
took to accomplish this Federal and State mandated accommodation, from 733 hours/semester to 980
hours/semester or a 25% increase.
Staffing Recommendations:
•
DRC Manager
•
Learning Specialist
•
DRC Advisor
•
Assistive Technician
•
Office Manager
•
Staff American Sign Language Interpreter/Coordinator
•
3 Front Desk Receptionists (student workers)
•
2 Alternate Text Assistants (splitting one Regents’ Award position)
Facilities
The current testing area is too small to accommodate the current population, let alone the projected growth.
There are only eight seats available to students for “Quiet Testing” conditions as required by ADA law. Should
students have to wait for an open seat, this could potentially compromise exams if they are unable to test at
their scheduled time as they may have an opportunity to converse with students who have just completed
exams.
The testing area should be increased to accommodate at least 12 students in one enclosed, distraction
reduced room which is wheelchair accessible. The door should hang on “swing clear hinges” to allow ease of
wheelchair access. The room should have 12 partitioned testing stations, measuring at least 38 inches wide.
This room also requires security cameras and computer drops. The cameras are a requirement in testing areas
for people with seizure disorders.
Additionally, two private rooms for students who require a reader and/or scribe for their tests are needed.
These rooms should be approximately 6 ft. by 8 ft. to allow wheelchair access and maneuvering.
A computer/Learning Lab is needed to better assist students with Learning Disabilities to have greater access
to assistive technologies such as literacy tools, and Dragon Naturally Speaking. This space could also be used
for assessment and proctoring student tests. Finally, with any projected increase in staff, additional office
space is required.
Technology
The DRC assists TMCC with ADA Laws and Mandates compliance by providing accommodations to students
through state-of-the-art adaptive equipment, technologies and programs. The adaptive equipment ranges
from specialized software which allows a person with mobility or vision impairments to use voice command or
keyboard navigation, computer mice that create an enlarging window, screen enlargement tools, portable
handheld devices or closed circuit TVs (CCTV) that enlarge text, and digital literacy programs which allow
students access to their educational materials. However, these technologies are not solely dedicated to
students with disabilities. Currently with the aid of the Information Technology Office, assistive technology is
installed on every academic computer creating an accessible environment which fosters learning and self-
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reliance for all students from every learning modality. This accessibility also assists the 20% of the general
population who go undiagnosed with learning and reading disabilities.
Maintaining this unparalleled accessible environment is a fully dedicated Assistive Technician whose duties
include keeping TMCC’s accessible environment state-of-the-art; continual dedication to research and selftraining in cutting edge technologies; and safeguarding TMCC from potential litigation by keeping its academic
environment in compliance with ADA law and mandates. The Assistive Technician provides professional
development training and in-class demonstrations to faculty and staff, and serves on campus technology
committees. The DRC maintains a website which aids in the understanding of disability law and the creation of
a universal teaching and learning environment. The end result of this work has been a technology
infrastructure that provides faculty, staff and students with the best practices of the industry.
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M AND AT O RY SERVICES
Mission Statement
The mission of the Mandatory Services Department at TMCC is to provide the complement of services intended
to improve student course completion, program persistence and graduation rates. The ultimate goal of the
complement of services is to enhance student access to TMCC and promote/sustain efforts of students to
succeed in their educational endeavors. The process provides a coordinated effort that links admission,
assessment, orientation and academic advising.
Program/Service Description
Students are provided matriculation process information at TMCC via the Steps to Enroll student
communication document. This handout/checklist describes the seven steps and lists of umbrella of services
that a student must complete in order to register for classes.
•
Step 1. Complete a TMCC application
•
Step 2. Complete the online FAFSA application
•
Step 3. Take the ACCUPLACER placement test
•
Step 4. Attend an orientation (in person or online)
•
Step 5. Attend a new student advising workshop
•
Step 6. Register for your classes
•
Step 7. Pay for fees prior to the payment deadline
The Required Enrollment Steps (RES) process information is included within the Steps to Enroll matriculation
document, is posted on the web and is available at various locations within the Student Services area for
students to reference. This process requires all new, degree-seeking students to complete the ACCUPLACER
placement test, orientation (in-person or online) and attend a group academic advising workshop. Once these
steps are completed, the hold on the student’s account is removed and they are able to proceed with
registering for classes.
Mandatory Services is also responsible for new student orientation for new and transfer students. The goal of
the orientation session is to enhance the overall educational experience by introducing new students to
TMCC’s educational opportunities, the campus community and environment, and by initiating the integration
of new students into the intellectual, cultural, and social climate of the College. New students may complete
the orientation session requirement via two methods, in-person or online.
Mandatory Services will also implement a pilot on-site orientation program at two Washoe County School
District (WCSD) high schools in April 2010. Edward Reed and North Valleys High Schools are the selected
pilot schools as determined by senior administrators represented by the WCSD and TMCC. The on-site high
school TMCC orientation will meet the orientation component of the RES process. The long-term plan is to
offer the on-site high school orientation at all of the WCSD high schools in the near future. Mandatory Services
is also responsible for the coordinated efforts of the implementation of the student success strategies that
have been developed to improve course completion, persistence and graduation rates of our new student
cohort that matriculates annually every fall semester.
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Graduation Rate Summary (GRS) Cohort
Success strategies have been created for each of the six semesters that correlate with the U.S. Department of
Education graduation summary report and time line as defined by the Federal Department of Education
Integrated Postsecondary Education Data System (IPEDS) reporting process.
Factors Expected to Affect the Future of the Department
TMCC’s enrollment numbers have been increasing for the past ten years and as these numbers increase,
Mandatory Services’ functions and services are stretched. In spite of the negative economic situation in
Nevada, we continue to serve more students regardless of reduced staffing in Student Services.
Data shows that new degree seeking students are completing the RES process that resulted with the focused
RES implementation that took place in fall 2008. In fall 2008, 51% of all new applicants completed RES. In
fall 2009, 54% of all new applicants completed RES, an increase of 3% from the prior year. However,
persistence data comparing fall 2008 and fall 2009 to the past years before the RES implementation was put
into place, has yet to be analyzed by TMCC’s Institutional Research Office. Such an analysis will provide
Mandatory Services with base data to use in refining processes and services that will continue to support an
increase of student completion rates.
It is known that even non-degree-seeking students complete the RES process although they are not required
to do so. These students also add to the staff workload of serving students.
To date, there has not been any significant data analysis of the GRS Cohort efforts since this is the first
semester that we began implementing the first of the six semester strategies. However, with minor efforts,
the College did experience an increase in its graduation rate for the 2005 class. The graduation rate went
from 8% to 11%.
Projections and Plans for the Future
In fall 2009, TMCC enrolled the largest fall GRS Cohort class, 911 students. In the past, TMCC only averaged
between 600-700 new students each fall semester. As a result, TMCC needs to be more strategic in their
planning and how it can be more effective in graduating students regardless of the enrollment
numbers. One can’t dispute larger numbers do require additional staff time. However, as we move to the
iNtegrate PeopleSoft student information system, much of the manual labor currently required by staff will be
replaced by the capability of automation. The new system is especially beneficial in communicating with new
students via their MyTMCC portal and the student checklist they will view each time they log into the student
information system.
Mandatory Services is in the process of redesigning the in-person, online and high school orientations.
The
goal is to complete the redesigned in-person orientation by November 14, 2009, the high school orientation by
February 1, 2010 and the enhanced online version by April 1, 2010.
Also, as Mandatory Services redesigns its orientation session’s plans, the plans will include and determine
specific parameters of who would do the in-person orientation session and who would do the online
orientation. For example, Mandatory Services may require a first generation student, or a student who
tests into both developmental English and math to attend an in-person orientation session only. It would not
be an option for them to complete the online orientation.
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Staffing Needs
In order to maintain the current delivery of services, besides the current Director position, Mandatory Services
needs to be funded for a 1.0 full-time professional staff member position to do the new student orientation
sessions. Mandatory Services also needs a 1.0 administrative assistant III to assist with all of the
essential planning that is required to effectively and efficiently run this area. Currently, the retention
budget only provides for $9,300 of wage funds which is being used to pay for student employment wages.
This fund provides $9,036 for wage funds that supports staff coverage for the orientation lab and it is
insufficient at this amount.
One of the continuing challenges is that there are numerous workgroups that must be pulled together to
accomplish the student success strategies each semester. Because of our numbers of students within our GRS
Cohorts, it is impossible for one or two staff to complete the tasks needed within the prescribed time line
when staff also has their demanding primary job responsibilities they are required to complete. There needs
to be clarity of how this workload or challenge to meet expectations can be accomplished each semester. One
possible solution would be to have specific staff designated as part of the workgroup/s and also have these job
responsibilities written as part of their job responsibilities and included in their annual plan.
Facilities
Currently, Mandatory Services’ location is sufficient for assisting and serving the new students with the
matriculation process, specifically new student orientation in it. It is imperative that the Department be
located in the heart of where the matriculation services are located to best serve the students. Being centrally
located reduces and eliminates the inability to provide the students top-notch customer services as well as
make necessary referrals from one department to another.
Technology
Currently, the Student Outreach and Recruitment Department computers and network printer are being used.
The student computers are maintained by the Information Technology Office (ITO) pays for the printer
cartridges, however, the Department pays for the printer paper. Because ITO maintains this student lab, this
includes computer replacement and support which is essential to having functional staff workstations and
student computer stations.
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RE-ENTRY CENTER
Mission Statement
The mission of the TMCC Re-Entry Center is to empower individuals to overcome barriers to education and
employment, so they can create a life of self-actualization, self-sufficiency and economic independence.
Program/Service Description
The Center offers assistance to special populations who are returning to school and/or the workforce. The
Center, which is funded by TMCC as well as by federal, state and private grants, is dedicated to helping single
parents and individuals who were previously dependent on another for support, to become economically selfsufficient through career exploration, access to education in specified vocational training programs and
enhanced job search skills. The Center administers two programs:
1.
The Displaced Homemaker Program of Washoe County: Established by legislative action in 1985, the
Washoe County Displaced Homemaker Program is intended to serve individuals, of any economic
level, who have lost their primary means of support due to death, divorce, separation or the disability
of a partner. Services offered by this program include: vocational assessments, personal and career
counseling, referrals for community assistance, job search workshops, job development and placement
assistance and referrals for vocational training. The program is open to any individual who meets the
basic definition of a “Displaced Homemaker.” This definition reads: “a person whose primary job was
caring for the family, but now through death, divorce or disability of her/her partner must become the
primary wage earner.” The person may have been either unemployed or underemployed during the
time he or she was a homemaker, as long as the homemaker was dependent upon another
person for financial support. Persons formerly dependent upon government programs such as
TANF may also qualify as Displaced Homemakers.
2.
The Perkins III Educational Partnership Program: Special populations served by this federally funded
program include single parents and Displaced Homemakers (see above definition). To qualify for this
program an applicant must be pursuing a vocational education which will result, upon graduation, in
employment in a “high wage,” “high skill” occupation. The definition of “high wage,” “high skill” is
typically redefined each year based on national economic indicators and trends. Services offered to
program participants include mandatory academic advising, educational planning, vocational
assessments, personal and career counseling and referrals for instructional assistance and community
resources. Program participants are also eligible to request financial assistance for the
purchase of books, child care, instructional supplies, technology support, and transportation and,
in some cases, tuition assistance. To qualify, candidates must present appropriate documentation of
“special population” status, economic eligibility, and an educational focus in an approved program of
study.
Factors Expected to Affect the Future of the Program
In a speech in October 2009, President Obama demonstrated his support of single mothers returning to
school and encouraged this special population to consider education as a viable option for a more secure
future. This publicity and focus on federal financial aid programs for single mothers may result in an
increased interest in Re-Entry Educational Programs nationally. TMCC’s program, which has been recognized
as a “best practice” program, would be poised to capitalize on this national push and potentially grow
the program, if it is viewed as an institutional priority. Conversely, the Displaced Homemaker Program of
Washoe County has experienced a decline in those individuals divorcing, which directly affects the primary
funding source for the Displaced Homemaker Program. Twenty dollars of every divorce filing fee is funneled
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into TMCC’s program and due to the decrease in funding TMCC has been supplementing this portion of the
Center’s programs.
ST AT IST ICS F OR RE- ENT RY CENT ER FROM F ISC AL Y E AR S 2003- 2008
Fiscal Year
’03-‘04
’04-‘05
’05-‘06
’06-‘07
’07-‘08
’08-‘09
Displaced Homemaker
201
229
238
227
219
270
Educational Partners
62
55
66
51
42
45
Additional Individuals Served
311
206
191
149
161
178
Note: 2010 Waitlist for EP Program = 133 applicants
Staffing Needs
Historically, the Center was staffed by a Director, a full-time Counselor, a full-time Employment Specialist, a
part-time Transition Specialist and a full-time Administrative Assistant. Due to recent budgetary issues, the
Center has relocated from the Meadowood Center to the Dandini Campus and is staffed by an Administrative
Assistant, one Counselor and one Employment Specialist, all who now divide their time between serving ReEntry clients and the general TMCC student population. The Director’s position has not been filled, but as with
the other functions, the senior administrative duties for the Center have been assimilated into another
Director’s job duties. If the program is to continue to function at current levels, one of two things needs to
occur. Either all advisors need to be cross trained in Re-Entry programs and services or another staff
member needs to be added to the program. One of the benefits of Re-Entry programs is the support,
understanding, individualized attention, personalized service and sense of belonging that participants
experience as they move through the educational system. In order to “grow” the program and maintain the
high standards of student outcomes, one additional staff member would be needed so that the client/staff
ratio would be sufficient for quality service.
Facilities
The Center is currently housed in the Advising and Career Center. The most challenging aspect of the recent
move from the Meadowood Center to the Dandini Campus is where to store the used books that are recycled
from client to client each semester, as well as the limited filing capacity within the office to store client files.
Storage options include: scanning files for archival storage, utilization of “off site” storage facilities as well as
reconfiguring current space to optimize what is currently available.
Technology
No current need exists for an increase or expansion of technology. All requests for technology support have
been addressed during the recent move from Meadowood to Dandini.
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ST UDENT O UT RE ACH AND RECRUITM ENT
Mission Statement
The mission of Student Outreach and Recruitment (Outreach and Recruitment) is to increase college
enrollment and support for prospective students from all backgrounds in order for them to realize their full
potential.
Program/Service Description
Outreach and Recruitment staff plans, coordinates, performs, and evaluates outreach and recruitment services
and partnerships in support of enrollment management goals and plans. Areas include high school recruitment
of seniors, outreach and recruitment for grades 9 through 11, early outreach, on-campus programs and
events, rural outreach, outreach to prospective students’ parents, Community English as a Second Language
(ESL) outreach, under-represented outreach, Saturday Services and outreach to non-traditional students.
Activities include:
•
Presentations and information tables at high schools, middle schools, employee resource fairs, career
fairs and community events;
•
Campus events that include tours, student panels, presentations and other information for parents,
students and community members;
•
Application workshops at high schools;
•
ACCUPLACER placement testing at high schools and on campus;
•
Special presentations for students with disabilities and under-represented populations;
•
Meetings with high school counselors and career facilitators; and
•
College Fairs for high schools in Nevada’s rural communities.
The total number of prospective student contacts in 2008-2009 was 27,259. This included all outreach and
recruitment events, on- and off-campus, tours, orientation (in-person and online), application workshops and
ACCUPLACER testing at high schools.
Outreach and Recruitment has experienced many changes in the past five years. In 2001, it was with New
Student Programs and in 2006 it was with Student Enrollment Services. In 2008, it was re-organized under
Admissions and Records and more than half of its staff was reduced. In 2009, Outreach and Recruitment was
combined with Access Programs and has a new Director.
Factors Expected to Affect the Future of the Department
The current and projected economic downturn will continue to affect students who in the past might have
opted to apply to universities, private or out-of-state colleges and increase the number of students
who will apply to TMCC. Some students will look to higher education due to unemployment by looking to
increase their skills and employability. More students will choose TMCC over the university due to affordability
and University of Nevada, Reno’s recent decision to raise the GPA for admission from 3.0 to 3.2.
Another factor which will impact TMCC is that the WCSD is expected to increase its enrollment at the high
school level by 24% by 2012. Contrary to this forecast, high schools are currently reporting under capacity for
the first time in the last five years due to the economic turndown.
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There is no hard evidence, but some immigrant and undocumented students may have returned to their
country of origin due to lack of work.
Projections and Plans for the Future
Outreach and Recruitment will work to increase the overall high school capture rate by 2% from fall 2008 to
fall 2010 and increase Hispanic capture rate by 2% by fall 2010. This supports the institution’s measurable
outcome to increase the percentage of Hispanic students from 12 to 18% by 2012. Outreach and Recruitment
will also update and revise marketing and its website to reflect new changes and create a web page in
Spanish. In the near future, Outreach and Recruitment will support, train, and assist in the implementation of
the new student information system, iNtegrate/PeopleSoft. A strategic effort to increase parent, underrepresented and early outreach is underway.
Staffing Needs
In order to maintain its current delivery of services, TMCC outreach and recruitment is staffed by a program
manager, a student specialist and student ambassadors. Outreach and Recruitment is in urgent need of
administrative support since a position was recently reassigned. Outreach and Recruitment needs a classified
position who can process student paperwork, payroll, process mailings, oversee prospective student data
entry, create prospective student reports and program capture rate, maintain budgets, order outreach
materials, prepare purchase orders, order office supplies, and organize events. It is important for this position
to have experience in event management, student employment and office support.
Should Access Programs be separated from Outreach and Recruitment, it will need another full- time recruiter
and its own student ambassadors to maintain the same level of service.
Facilities
Outreach and Recruitment is currently located on the Dandini Campus in Red Mountain 122 and the student
ambassadors are located in Red Mountain 114 and are shared with Access Programs. Locating both Outreach
and Recruitment and Access programs in the same area would be ideal as the two areas currently share
responsibilities and staff. Should Access Programs become a separate program which no longer does
recruitment to 12th grade students, then each area would require their own student workers. Outreach and
Recruitment would have student ambassadors that would support recruitment events on campus and at
schools and Access would have student mentors.
Technology
Outreach and Recruitment will continue to need the current technology. Access to a computer lab is needed to
administer ACCUPLACER to visiting prospective students and for mobile technology to access calendars and
email when off campus
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VET ER ANS UPW AR D BO UND
Mission Statement
The mission of the TMCC Veterans Upward Bound program is to assist veterans to prepare for success in a
program of post secondary education.
Program/Service Description
Veterans Upward Bound (VUB) is a federally funded TRIO grant program through the U.S. Department of
Education (USDOE) designed to assist veterans of the U.S. Armed Services in preparing for success in college
and/or other post-secondary training. VUB offers a wide variety of services and activities to meet the
individual educational needs and aspirations of its participants.
Program Services
•
Outreach and recruitment to identify and inform potential participants;
•
Intake procedures to determine eligibility and need for services;
•
Advisement and counseling;
•
Academic needs assessment;
•
Career counseling;
•
GED preparation;
•
Pre-college academic skills development;
•
Support services for participant retention and success;
•
Learning communities;
•
College transition services; and
•
Referrals to community and campus resources.
All VUB services are free to the qualified participant, including the books and supplies necessary to complete
the program. A monthly transportation stipend is also available to all low-income students. The time required
to complete the VUB program will vary based on individual needs and desires of the student. On average, the
length of participation is six months.
Since 1989, the VUB project at TMCC has been the only program in the entire state of Nevada serving the
comprehensive educational needs of veterans who are low-income and potential first generation college
students.
•
TMCC’s VUB program has been recognized as a Best Practices;
•
The grant is rated as one of the TOP 10% in the nation as evaluated by the US
Department of Education;
•
The Director and Program Specialist provide national training in program management, data collection
and outcomes assessment; and
•
The Program serves as the national data clearinghouse for programs across the country.
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Factors Expected to Affect the Future of the Department
A confluence of several factors will affect the way we serve veterans in higher education. Hundreds of
thousands of veterans are returning home from the Global War on Terror operations
in Iraq and Afghanistan. Under the Post-9/11 Veterans Educational Assistance Act of 2008 benefits will be
provided at a level not known since the end of World War II. In addition, the Americans with Disabilities
Amendment Act of 2008 (ADAAA) presents new requirements that are changing how programs make decisions
about eligibility for services. Meanwhile, institutions are facing unprecedented budget issues.
The State of Nevada, and specifically the target area, has a critical need for the VUB program and services.
There are a large number of veterans who qualify as low-income and potential first- generation college
students. Most recent statistics show that there are 300,018 veterans in Nevada (Source: Nevada
Office of Veterans Services Report July 2006). Nevada veterans increased by 30.8% or 56,044 new veterans
between 1990 and 2000, representing the greatest percentage increase in veteran population in the
country. As a result, 16% of Nevada’s population is the second highest percentage of veterans in its
population in the nation. For the target area, there was a 9.1 % increase since 2002 and nearly 20% of the
population is veterans (Source: Nevada Office of Veterans Services, July 2006).
These veterans experience a multitude of needs and barriers that limit their access to education and hinder
their successful attainment of a college degree. The need for adult education is critical in Washoe County,
where veterans continue to face higher than average rates of low income, low educational levels,
unemployment and homelessness.
Projections and Plans for the Future
VUB will continue to meet and exceed its stated objectives under the auspices of the USDOE, while promoting
the following:
•
Increased assistance to military students transitioning to the college environment;
•
Professional development for faculty and staff on the transitional needs of military students;
•
Awareness of the needs of military students with disabilities;
•
Streamlining campus administrative procedures for veterans returning from military
deployments; and
•
Opportunities for veterans to connect with their peers.
Staffing Needs
The positions of Director, Counselor (2), and Program Specialist are contracted, professional positions. The
Program Assistant is on a Letter of Appointment. Part-time instructors complete the personnel needs of the
program. The current professional staff, with a zero turn-over rate in nearly 18 years, have been working
together almost since the inception of the program in 1989. The program is 100% federally funded and has
been flat-funded for at least two grant cycles (ten years), allowing for only cost of living increases and no
merit raises for staff.
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Facilities
Project offices are located at TMCC’s Meadowood Center conveniently accessible to the veterans
served and are ideally configured for the purposes of VUB that meet the special program service
needs and specifications of the federal grant. All professional staff members in the office complex have private
offices that are handicap accessible. The VUB Program includes a computer lab with ten computers and
printer, and two classrooms dedicated to VUB instruction and workshop activities.
Technology
All VUB computers (office and computer lab) have access to the college and university system computer
network. Office and lab computers are replaced and upgraded to meet prevailing technology standards when
grant funding is available to do so. Printers, scanners, and other peripherals augment computer technology.
Computer technology classes are offered every fall and spring semester and workshops are offered during the
summer and at semester interval. Individual assistance is available.
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Student Services Division Summary
ADM ISSIO NS AND RECO RDS
Future Staffing Needs
Future staffing will be affected by PeopleSoft. Our ability to manage transcripts, process audits, and enroll
and grade students will be improved considerably. Front line services such as counter service for walk-ups,
electronic correspondence such as phone, email and chat, as well as the ability to elevate a student's need for
documents, manifest one half of the units ability to operate. Processing constitutes the other half of
operations, including the new duties of system management of PeopleSoft which requires a variety of new
skills in managing error reports, systems functionality, and accessibility for students and faculty/staff.
The other technical component is document imaging. As the central academic record data repository,
document imaging needs oversight and review for effective cleanup and accuracy of these critically important
documents. The short list for future staffing is as follows:
•
One communications manager
•
One document imaging manager
•
One assistant registrar
Understanding that new positions are unlikely to be filled, it may be that adjustments in workload
following the full implementation of PeopleSoft will allow a restructuring of the unit with existing staff. Future
staff loss due to retirement or resignation would create obvious challenges not anticipated in this review.
Future Technology Needs
The PeopleSoft system creates a new level of technological support for Admissions and Records. Due
to the ever-increasing reliance on computers, A&R will need to replace several computers within the next few
years, and in the interest of ergonomic health, replaced with larger screens.
Future Facilities Needs
In combination with technology, a centralized communication center is important for maximum student
service. In a communication center services of telephone, chat, incoming email, mail, and facsimile
correspondence, and even letter/email communication through PeopleSoft, could be centrally managed for the
office while other staff focus on processing and front desk services.
Additionally, the reuniting of Admissions and Records would greatly improve service capabilities and
future cross-training efforts. By having staff in the same proximity, all services can overlap and redundancy
can lend to efficiency. By having all forms and documents, student files, and staff located together the delays
and communication struggles presently seen in the unit will be largely eliminated.
F INANCI AL AID
Future Staffing Needs
State budget cuts over the past few years have reduced the current financial aid staff by approximately 25%.
With the increase in student population and number of aid applicants along with changing federal compliance
requirements, the staffing levels within the Financial Aid Office will have to be restored to original levels at 13
full-time staff members.
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Future Technology Needs
Over the next five years, the Financial Aid Office will need to adhere to the normal lifecycle replacement of our
personal computers.
Future Facilities Needs
Current facilities are adequate to accommodate the future needs of the office.
CO UNSEL ING AND SUPPO RT SERVICES
AC ADEM IC ADVISE M ENT
Future Staffing Needs
If TMCC continues to expand its outreach to special populations, particularly first-generation students, quality
academic advising must be a priority. Options to supplement the current academic advising process need to
be explored. The addition of a faculty advising component, especially for those students who have a declared
major and have completed all developmental course work is an important area to be addressed.
Future Technology Needs
Computer access is necessary for the New Student Workshops, as is the ability to print TMCC’s program
descriptions and class schedules. Computer access is available only if the room itself is available.
Future Facilities Needs
Office space is at a premium throughout the campus, but with the addition of the Re-Entry Center staff, the
Advising Center has limited available office space. Of more significance is the availability of “smart rooms” in
which to hold “New Student Workshops.” Vying for space is difficult, as each entity believes their programs,
courses and/or events are important.
C AREER PL AC EM ENT SER VICE
Future Staffing Needs
A full-time career specialist, trained in all aspects of career counseling, should be hired to assume the
daunting task of re-configuring Career Services.
Future Technology Needs
Online access is currently available for most career exploration databases. No immediate need exists for
additional technology.
Future Facilities Needs
Office space would need to be allocated for a Career Specialist. Adequate space is available for online access
to career assessment and exploration tools via computer labs and student computing stations.
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COUNSELING
Future Staffing Needs
In order to maintain its current delivery of service, the Department needs to retain the current seven
counselors. Should TMCC’s enrollment continue to increase and counselors continue to teach two class
sections each semester of EPY 101, additional counselors will need to be hired. Because counselors are
academic faculty it would be appropriate for the Department to have a chair. The hiring of full-time career
counselors would assure that students are receiving statistically valid and reliable career assessment and
counseling. Additional support staff will be necessary.
Future Technology Needs
The Department would like to purchase Titanium, a software program which enables counselors to input
confidential and secure notes.
Future Facilities Needs
The current facilities are adequate for staff. However, with the increased workload on the lead administrative
assistant (AA), it would be beneficial if the AA had an office. Three additional workstations for taking online
assessments would be beneficial.
DIS ABIL IT Y RESO URCE CENT ER
Future Staffing Needs
A 30% growth rate has brought the DRC population to 602 registered students in the 2008-09 academic year
and precipitated the need for both additional space and permanent staffing in order to provide timely services
and accommodations to students.
Staffing Recommendations: DRC Manager; Learning Specialist; DRC Advisor; Assistive Technician; Office
Manager; Staff American Sign Language Interpreter/Coordinator; 3 Front Desk Receptionists (student
workers); 2 Alternate Text Assistants (splitting one Regents’ Award position)
Future Technology Needs
The DRC assists TMCC with ADA Laws and Mandates compliance by providing accommodations to students
through state-of-the-art adaptive equipment, technologies and programs. The adaptive equipment ranges
from specialized software which allows a person with mobility
educational
materials.
However,
or
vision
impairments
access
to
their
these technologies are not solely dedicated to students with disabilities.
Currently with the aid of the IT office, assistive technology is installed on every academic computer creating
an accessible environment for all TMCC students.
Future Facilities Needs
The current testing area is too small to accommodate the current population, and with the projected growth
the following amenities are requested:
•
“Quiet Testing” area increased to accommodate at least 12 students in one enclosed distraction
reduced room with a door on ”swing clear hinges” to allow for wheelchair access;
•
The room should have 12 partitioned testing stations with security cameras and computer drop;
•
Cameras are required in testing areas for people with seizure disorders;
142
•
Two private wheelchair accessible rooms for students who require a reader and/or scribe for testing;
and
•
A Computer/Learning Lab.
RE-ENTRY CENTER
Future Staffing Needs
Historically, the Re-Entry Center was staffed by a Director, a full-time Counselor, a full-time Employment
Specialist, a part-time Transition Specialist and a full-time Administrative Assistant and one to two student
workers. Due to recent budgetary issues, the Re-Entry Center has relocated from the Meadowood
Center to the Dandini Campus and is staffed by an Administrative Assistant, one student worker, one
Counselor and one Employment Specialist, all who now divide their time between serving Re-Entry clients and
the general TMCC student population. If the program is to continue to function at current levels, one of two
things needs to occur. Either all advisors need to be cross trained in Re-Entry programs and services or
another staff member needs to be added to the program.
Future Technology Needs
No current need exists for an increase or expansion of technology.
Future Facilities Needs
The Re-Entry Center is currently housed in the Advising and Career Center.
ST UDENT O UT RE ACH AND RECRUITM ENT
Future Staffing Needs
Outreach and Recruitment is staffed by a program manager, a student specialist and student ambassadors.
Outreach and Recruitment is in urgent need of administrative support since a position was recently
reassigned.
Future Technology Needs
Outreach and Recruitment will continue to need the current technology. Access to a computer lab is needed to
administer ACCUPLACER to visiting prospective students and for mobile technology to access calendars and
email when off campus.
Future Facilities Needs
Outreach and Recruitment is currently located on the Dandini campus in Red Mountain 122 and the student
ambassadors are located in Red Mountain 114 and are shared with Access Programs.
Locating both Outreach and Recruitment and Access programs in the same area would be ideal as the two
areas currently share responsibilities and staff.
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VET ER ANS UPW AR D BO UND
Future Staffing Needs
The positions of Director, Counselors (2), and Program Specialist are contracted, professional positions. The
Program Assistant is on a Letter of Appointment. Part-time instructors complete the personnel needs of the
program. The program is 100% federally funded and has been flat- funded for at least two grant cycles.
Future Technology Needs
All VUB computers (office and computer lab) have access to the college and university system computer
network.
Future Facilities Needs
Project offices are located at TMCC’s Meadowood Center conveniently accessible to the veterans
served and are ideally configured for the purposes of VUB.
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ST U D ENT GO VER NM ENT ASSO C I AT ION ( SG A)
Mission Statement
The TMCC Student Government Association conducts its business and engages in projects that are dedicated
to advancing the overall quality of the total learning experience. The SGA seeks to accomplish this mission
by:
•
Providing effective and responsive student governance;
•
Promoting student activities as an enhancement to the overall learning experience;
•
Promoting the general welfare of all students; and
•
Advocating student rights and concerns.
Program/Service Description
The Student Government Association (SGA) provides learning, leadership and service opportunities outside
the classroom. The SGA leaders facilitate active participation in governance process on campus by their
service on a variety of campus committees. The SGA plans, promotes and implements numerous
events/activities on campus throughout the academic year. These activities complement the instructional
programming at TMCC and are aligned with the following strategic goals:
1.
Community Service – To promote TMCC student participation in community service projects
through the Truckee Meadows region.
2.
Students, Clubs and Organization Representation – To recognize students, clubs and organizations
while encouraging fellowship and student involvement.
3.
Student Leadership – To facilitate the creation of a student leadership program at TMCC.
4.
SGA Facilities – To provide appropriate facilities for student use that are aesthetically pleasing, safe,
environmentally friendly and conducive to the learning experience.
5.
Club/Organizations Outreach – To support and foster the creation and growth of student clubs and
organizations at TMCC.
6.
Processes, Standards, Procedures and Awareness – To provide information to the student body about
academic and administrative processes.
7.
Student Life, Culture and Diversity – To create a fun, energetic and lively atmosphere through events
and programs.
8.
Student Government Participation and Presence – To increase awareness of an involvement in
student government, provide service to the student body and integrate all branches of TMCC students
into the SGA.
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Factors Expected to Affect the Future of the Department
On July 1, 2009, the Student Activities and Leadership Coordinator position became vacant. Due to the budget
woes of TMCC this position has not been funded for 2009-2010 and will likely impact the effectiveness of the
SGA and student life programming. All student life programming is contingent upon the SGA’s approval and
financial support.
Projections and Plans for the Future
The success of the SGA is directly linked to the attention, support and training it receives from the Advisor.
Until funding is available to support the position, short-term and long-term planning for student life and
leadership programming is expected to be limited at best. The SGA will struggle with being proactive on
important issues that are likely to impact the student body (e.g., tuition and fee increases, program
eliminations, etc.).
Staffing Needs
The success of the SGA and student activities at TMCC is directly linked to the leadership of their advisor.
Required by the SGA Constitution, the SGA must be mentored and advised by a full-time academic or
administrative faculty member. In the past, the SGA has been advised by a
1.0 FTE Student Activities and Leadership Coordinator and is currently vacant.
Facilities
Since the Student Center at TMCC was constructed, the SGA has occupied quality square footage to conduct
their meetings, business, and offer a variety of events/activities to students.
Technology
The SGA has expanded their use of the College website. All meeting agendas and minutes are posted on the
web; special events and activities are marked via the SGA webpage and the College e-calendar; all SGA
recognized student clubs/organizations have information posted on the web; and the SGA website is used to
solicit feedback from the student body. The SGA in recent months has made additional use of social
networking sites such as Facebook and Twitter. The SGA Advisor is the manager of the SGA and Student
Activities and Leadership web pages.
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Instructional Support
AC ADEMIC SUPPORT CENTER
L IBR AR Y
TESTING CENTER
T UT O RI AL CENT ER
WEBCOLLEGE
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AC ADEMIC SUPPORT CENTER
Mission
The TMCC Academic Support Center is committed to providing outstanding service and support for students,
faculty, and staff.
Program/Service Description
The Academic Support Center (ASC) provides information, services and support to students, faculty and staff
both during and outside standard operating hours. The ASC is responsible for managing the TMCC Information
Desk/Center, the TMCC Switchboard, the Part-time Faculty Support Center, and Room Scheduling. Services
include: main information desk for the College, answering all calls to the main College telephone
number (673-7000), evening/weekend coverage with site supervisors for the Dandini campus, part-time
faculty support (includes mailboxes, voicemail, Gradebook training, student evaluations, access to student
conferencing room, access to computers), and coordination of academic scheduling/all special event room
scheduling.
Factors Expected to Affect the Future of the Department
Staffing, which is down two positions (1.6 FTE), has affected the professionalism of the services rendered; the
ASC has had to revert to the use of student workers to answer the switchboard and to deal with questions at
the front desk.
Projections and Plans for the Future
Plans are underway to promote improved levels of efficiency and service. Major projects include
implementation of a “phone tree” for the main switchboard which will ensure accurate and timely transfers for
more than 70% of the overall daily call volume. A substantial redesign of the part-time faculty
orientation/mandatory training process is planned. The ASC has asked academic deans to determine
whether student comments on semester evaluations need to be typed (a major time demand for ASC staff).
In addition, the implementation of the new R25 software has been successfully completed. (Please note,
R25 has been adopted as part of iNtegrate project. R25 software manages all academic room scheduling
to promote greater room utilization and efficiency as well as to manage all special room scheduling requests.)
Currently, a rollout strategy to coincide with the new PeopleSoft student information system is planned.
Academic departments and schools will have the opportunity for an increased role in academic scheduling,
with the Scheduling Office focusing on special room requests.
Staffing Needs
The Information Center/Switchboard has been able to maintain coverage for college hours of operation by
increasing the use of student workers and utilizing a staggered shift schedule for the remaining classified
positions. As college budgets return to normal, the need for filling the current 1.6 FTE vacancy in support of
the Information Center/Switchboard/Part-time Faculty Office is acute. The Scheduling Office is in need of a
permanent solution for a back-up/cross-trained R25 scheduler to deal with work volume and coverage issues
(up to 1 FTE position).
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Facilities
The current ASC location is inadequate for the services provided because of the size and configuration. Parttime faculty is especially poorly served by the current space. A handful of computers are made available, in
the Financial Aid area, and there is only one private room for faculty/student meetings and conferences and
no adequate workspace for the 450 part-time faculty the office supports. The Information Desk/Switchboard
are oddly located on the third floor of the building making it very unlikely any campus visitors can actually find
the assistance they are seeking. The few individual offices for staff are poorly designed and cramped, and not
in the best location to monitor activities at the Information Center. A more centralized, better designed space
of adequate size is needed.
Technology
The current telephony system is outdated including switchboard functionality. Part-time faculty, some 450,
has access to only six computers. Efforts have been made recently to provide updated/new computers for
staff as old equipment was beyond lifecycle replacement timeframes.
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Academic Support Summary
Future Staffing Needs
The ASC is down 1.7 FTE in positions and now relies on student workers to staff the switchboard
and information counter. Ideally, if these positions could be restored, the professional level of our
service would improve.
Future Technology Needs
As concerns technology needs, the most significant need will be an updated switchboard console. A
better solution for life-cycle replacement of six part-time faculty computers is also needed.
Future Facilities Needs
The ASC is a "front-line" service for the college. Oddly, it is currently located on the third floor of the Red
Mountain building. This is not a "first-stop" location and severely disadvantages the ASC as the frontdesk/information center for the college, as well as any campus visitors seeking its services and support.
Current space is adequate but oddly located and disjointed. A more coordinated space with a more logical
location would better serve the general public, students, and part-time faculty.
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L IBR AR Y
Mission Statement
The mission of the TMCC Libraries is to support the mission and goals of TMCC by providing essential
information resources and instruction to faculty, students, and staff.
Program/Service Description
The Library staff proactively interacts with faculty and administration to enhance the College’s teaching
mission and curriculum. It introduces students to the tools needed to empower them to become independent
researchers, critical thinkers, and disseminators of information. The Library provides resources and training to
support distance education.
Factors Expected to Affect the Future of the Department
The primary factor expected to affect the Library’s future is the state budget for higher education.
The College experienced a 16% budget cut in FY 2009-2010. Although the Library’s operating budget did not
suffer, all college employees are or will be taking mandatory unpaid furloughs through the 2010-2011 budget
year. This is already impacting the Library’s service to some degree. The staffing issues, discussed below, will
also continue to be a challenge as enrollment and need for library services grows at TMCC.
In addition, an increase in the cost of databases is expected. In a typical year, the prices of many databases
may be expected to increase by 10%. At present, the Nevada State Library absorbs the cost of the
mainstream major databases (about $12,000). Future state support is questionable in the current economic
environment. These databases are imperative for supporting both online and traditional courses. Surveys
reveal that 90% of traditional classroom students use online resources to support their research. Because
so many of TMCC’s students work, support families, and take classes, the ability to conduct research at
any time of the day or night is critical to their success.
Projections and Plans for the Future
The primary plans for the future are to continue to support the students, faculty, staff, and curriculum of the
College. This will be a challenge at current staffing levels, but excellent service is the first priority. There is a
need for additional support of students enrolled in distance education courses. Heavy usage of laptop
computers supports the need to purchase additional computers to meet demand. Increased class sizes call for
an expansion of the Library’s computer lab to accommodate a minimum of 40 students. Cross-training for
some classified staff has taken place and there are plans for more. Currently, the librarians conduct over 100
tours each semester in addition to their other work, such as collection development, proactive work with
instructors, tours, reference duties, and service to the College. If some relief is not found in the future, an
already stretched staff will begin to disappoint the expectations of both students and faculty.
Staffing Needs
To continue providing service at the current level indefinitely, the Library will need to add additional staff.
Additional services would require more positions. There is currently no back- up staff left in the Library.
At the time of the College’s 2005 self study, the Library was significantly understaffed in comparison to the
Association of College and Research Library’s (ACRL) standards. These standards recommended a total of 20
full-time employees and the Library had 16. Only 11 of these were full-time. By 2008, the number of
employees had dropped to nine full-time and seven part-time, where it remains today.
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It must be noted that while the ACRL standards indicate staffing for single campus services, TMCC staffs
multiple sites with its employees.
Facilities
The Library was the subject of a consultant’s visit in 2007. The final report from that visit indicated that the
Library has plenty of room for growth in the stacks for the next 15-20 years, although that growth will require
the addition of more shelving. More electrical outlets are needed and aging VCRs and other equipment should
be replaced.
Technology
The Library does an excellent job of using technology to serve its patrons. A wide variety of scholarly
databases, digital videos and ebooks are available for use, both on and off campus 24/7 and the Library takes
advantage of wireless Internet connectivity by offering laptop computers for use in the Library. All of these
resources are heavily used.
152
Library Summary
Future Staffing Needs
In the future, the Library would like the ability to replace staff that retire or resign. Currently, there is zero
redundancy in staffing. The following staffing are current and future needs:
Branch Libraries
•
1 full-time classified employee
•
1 full-time librarian
Sturm Library
•
1 full-time classified employee
•
2 full-time librarians
Future Technology Needs
Sturm, the main Library, needs to replace old audio-visual equipment, install additional outlets for powering
laptops, additional shelving, and purchase one dozen additional laptops.
Future Facilities Needs
Sturm Library: Expand the Computer Lab to accommodate 40 students for use in library tours/classes.
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TESTING CENTER
Mission Statement
It is the mission of TMCC Testing Center to provide a low-stress testing environment to help all students and
faculty reach their educational goals.
Program/Service Description
Critical functions of the Testing Center service area include assessing student readiness for college by
administering the ACCUPLACER placement test to all new degree-seeking students; administering the
General Education Diploma (GED) test; proctoring a variety of essential exams for academic programs
and courses; and administering the College-Level Examination Program (CLEP).
The Testing Services Program Officer relies on an Administrative Assistant and student support personnel to
ensure the critical functions of Testing Services are performed. Only TMCC College Recruiters and
Veterans Upward Bound staff are trained to proctor the ACCUPLACER Placement Exam.
Factors Expected to Affect the Future of the Department
As the data shows, the demand on testing services continues to grow yet the space available for providing
access to testing services has not.
If the growth patterns continue, it is likely that testing services may not
be able to accommodate the demand and need without expanding the size of the testing center or staffing to
expand hours of access.
Year
Placement
Testing
Academic/
DE
Testing
CLEP
Testing
Licensure/Cert
Testing
Program
Testing
Non
TMCC
Testing
GED
Testing
Total
2006 07
N
%
5,130
55.6%
3,074
33.3%
47
0.5%
378
4.1%
273
3.0%
332
3.6%
0.0%
9,234
100.0%
2007 08
N
%
6,304
53.4%
3,730
31.6%
65
0.6%
398
3.4%
378
3.2%
227
1.9%
708
6.0%
11,810
100.0%
2008 09
N
%
6,986
53.1%
4,067
30.9%
56
0.4%
449
3.4%
451
3.4%
195
1.5%
962
7.3%
13,166
100.0%
Projections and Plans for the Future
In spring 2007, Required Enrollment Steps (RES) was proposed and the groundwork for implementation was
laid. In fall 2007 the first cohort of new degree-seeking students was required to follow the steps prior to
registering for spring 2008 semester. Student outreach and testing services workload was greatly impacted.
The Testing Center saw a 31% increase in placement testing from February 2007 to June 2007 and in July
saw a record increase of 60%.
That same spring, the decision was made to add a few additional testing services to the Testing Center. Two
major tests, GED (General Education Diploma) and the NICET (National Institute Certification of Engineering
Technology) transitioned in fall 2007. With the incorporation of Required Enrollment Steps, administering the
various tests (including academic test proctoring), and implementing the nursing entrance exam (HESI), the
Testing Center has experienced significant challenges with meeting the demand with limited space and staff.
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Exam proctoring for academic courses taught at TMCC (online and traditional) has placed the greatest strain
on the Testing Center. In the spring of 2007, there were 286 distance education classes with over 5,000
students enrolled in those courses. By fall 2009, just five semesters later, the number of classes offered had
risen to 353 with 7,305 students enrolled. If each course had two exams and every instructor requested the
proctoring service, the Testing Center would have had to administer 14,610 proctored exams (29,220 hours of
testing time) for the fall 2009 semester. Fortunately, only 9% (25 out of 275) of the distance education
faculty use the proctoring service for class examinations compared with 91% or 250 faculty choosing to
proctor their own distance education exams. Still, with only 9% of the distance education faculty using the
service, the volume of students is overwhelming during peak times with most students required to stand in
line for two – three hours before being able to take an exam. Efforts have since been implemented to remove
this service from the Testing Center with an alternative approach for distance education exam proctoring
being implemented spring 2010.
Staffing Needs
Currently, the Testing Center is staffed by two classified employees and several part-time testing assistants.
Facilities
Current facilities:
•
1,105 – square feet
•
25 – Student Computer Testing Stations
•
1 – Teachers Computer Testing Station
•
8 – Paper and Pencil Testing Stations
A proposal has been submitted to rearrange the Testing Center’s front desk configuration as well as building a
wall. The Testing Center is currently awaiting approval and funding to complete this necessary construction.
The changes requested are needed to meet FERPA requirements, reduce the noise level at the front desk as
well as allow the proctor staff to effectively monitor the lab. With the current configuration, the proctor faces
away from the testing lab and students are able to approach the proctor and see the Testing Center’s
computer screen which may show student information. There have been complaints of too much noise at the
reception desk so the Center has requested a wall be built to reduce noise generated by student and staff foot
traffic into the Testing Center.
Technology
The Testing Center offers computerized testing to students by providing real-time access to test results. This
provides on-time information to assist the students with their short-term and long- term academic planning
needs.
ACCUPLACER (Placement Exam)
The ACCUPLACER test is to assist with the determination of course placement that is appropriate for students.
CLEP Exam
The College Level Examination Program or CLEP provides students of any age with the opportunity to
demonstrate
college-level
achievement
through
a
program
of computerized exams in undergraduate
college courses.
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C.N.A.
The Certified Nursing Assistant exam is the certification exam for students who have completed CNA training
and want to complete the State licensing process.
HESI Exam
HESI (Health Education System, Inc.) Admission Assessment™ (A²) is a part of the requirements for
considThe Testing Center currently offers the GED Exam in paper and pencil format.
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Testing Center Summary
Future Staffing Needs
Hire a 12-hour LOA GED Examiner to administer the GED Exam on the Dandini Campus and at the Washoe
County Detention Facility. In addition, hire a few student/part-time test proctors who would be cross-trained
to not only proctor tests, but also assist during special projects and during peak testing times.
Future Technology Needs
The testing lab computers are on a scheduled rotation for 2012 for replacement by TMCC ITO Department.
The purchase of SychronEyes Software for computer-lab instruction software will help create a focused
learning environment. SynchronEyes allows monitoring of the entire lab and blocks specific applications and
access to the internet.
Future Facilities Needs
To bring the reception area up to Americans with Disabilities Act (ADA) standards for accessibility and provide
storage of confidential records, in accordance with FERPA regulations, it is necessary to remodel this area.
Currently, this space is not fully accessible for current and future staff that may need accommodations.
Increase the current GED testing space to allow this function to become more self-sufficient. Install coin key
locker system outside the testing center for students to store personal items (backpacks, coats, hats and
personal electronics) while they are testing to help provide the highest level of integrity.
157
T UT O RING AND L EARNING CENT ER (TL C)
Mission Statement
The mission of the TMCC Tutoring and Learning Center is to support the institution in its mission to improve
the quality of life for its students. In this effort, the Tutoring and Learning Center (TLC) staffs its inviting
environment with well-trained tutors to help students become independent learners for academic success.
Tutors are trained to create a positive learning experience, to clarify content and to help students to attain
higher academic achievement.
Program/Service Description
The primary purpose of the TLC is to offer free tutoring to TMCC students. Tutoring may be individual, small
group, and for some student drop-in tutoring is offered. TLC staff tutors for all math levels, computer
technologies, the sciences, the languages, study skills, and for the Writing Center. Math tutoring is available
by individual appointments and on a drop-in basis. Also, tutoring for computer technologies classes is offered
on a drop-in basis. Tutoring for all other subjects and the Writing Center is offered as individual
appointments. The purpose of the Writing Center is to help students with any and all phases of the writing
process. The Writing Center can help students with writing assignments across all disciplines.
TLC also oversees the English as a Second Language (ESL) Resource Center, where students can come to
work with an ESL liaison that will help them with listening, reading, pronunciation, and grammar. The ESL
Coordinator hires and trains the ESL liaisons, but the TLC Coordinator helps to oversee the ESL budget and
the payroll process.
The schedule of tutors is available through an online scheduling system that all students have access to
through the my.tmcc.edu student portal. Students may use up to two hours per week of individual tutoring
per subject, but no more than one hour of tutoring per subject per day. There is no restriction on the amount
of drop-in tutoring students can use.
Other services the TLC offers include free workshops for student success. These workshops cover topics
dealing with collegiate study skills, coping with college life, and using the graphing calculator. The TLC rents
graphing calculators to students for a semester. TLC also offers a supportive and studious environment for
students to meet study groups, or work independently, 18 student computers, two printers, and other office
supplies.
Factors Expected to Affect the Future of the Department
Data collected within the Department since the fall of 2006 shows that student usage of the TLC for tutoring is
between 6500 and 7000 appointments per semester, with an average growth rate of 1.1% per semester. This
number does not include the number of students who also use the TLC for general computer use, the ESL
Resource Center, or workshops. Including those services, the TLC serves an average of 11,150 visitors per
semester. Each semester, TLC sees an average of 4500 students who use computers, 50 students who
attend our workshops, and about 100 students who use ESL Resource Center. This breaks down to 743
visitors per week, 150 students per day (Monday through Thursday), and 14 students per hour. TLC serves on
average 1300 individual students per semester, or about 10% of the TMCC student body. Past surveys reflect
that 80% - 90% of the students who use our tutoring services strongly agree that the tutor addressed their
main concerns and were overall satisfied with the tutoring they received.
158
Projections and Plans for the Future
Looking to the future, the TLC is going to continue to grow in usage and will need to respectively
grow in staff and facilities to accommodate this increase in demand. As the number of students enrolled in
developmental-level classes increases, the usage of the TLC will increase as well. The program has reached a
new level in quality control and data collection with the initiation of an online scheduling system in the fall
2007 semester. The strongest areas of usage within the TLC are the tutoring services provided as well as
student access to computers. TLC projects a continual growth rate in overall tutoring usage 1.1% per
semester, and 1.25% in individual student usage per semester. TLC plans to continue to offer tutoring in the
major subject areas and will explore other areas of need on the campus. Two immediate areas of tutoring to
be expanded to meet an increase in demand are mathematics and chemistry.
Even if the TLC was able to
hire more tutors for these areas, there is very limited space to accommodate an increase of tutoring hours.
Our overall space will need to be addressed if the TLC is going to continue to grow.
Staffing Needs
The TLC is staffed by one full-time coordinator, one part-time classified employee, one part- time Writing
Center Coordinator, and part-time employees, including receptionists and tutors. Part-time receptionists and
tutors may be students or LOA contracts. The number of receptionists and tutors varies from semester to
semester. On average, since the fall 2006, the TLC has 20 math tutors, 14 Writing Center tutors, 2 language
tutors, 6 science tutors, 2 psychology tutors, 1 economics tutor, 1 computer technologies tutor, and 5
receptionists. For the full-time coordinator, the ratio of tutors to supervisor is around 30 to 1. The Writing
Center Coordinator oversees the Writing Center tutors and the classified employee supervises the reception
staff. The TLC Coordinator is in charge entirely of scheduling, budget, and data collecting.
In order to meet the growing demands of tutoring, a plan needs to be developed to acquire two new
employees. First is to add another classified employee to oversee evening and weekend operations of the
TLC. Currently, the evening and weekend hours are staffed entirely by student employees. Having another
classified position for these hours would ensure consistency in delivery of service and will allow the TLC to
expand its staff during these times. Secondly, the TLC needs to add an additional staff member who will be
designated to help all the students using the TLC for general computer use. Currently, the reception staff
deals with all student computer questions, which causes them to have less time to tend to their duties of
helping students to make appointments, being available at the front desk for walk-in appointments, and
answering the phone. Often the questions pertain to resetting passwords, online classes, and word processing.
Many of these questions are actually beyond the scope of the reception staff, but students can be very
persistent to help them even though the receptionists are not supposed to leave the front desk while working.
Currently the TLC occupies the space of Vista B106 and B104. All tutoring and computer use takes place in
this area. For the workshops, the TLC has reserved a small conference room in Vista B108, since the current
space is no longer able to accommodate the workshops. The Writing Center occupies all of Vista B104. There
are five tables for Writing Center appointments and eight computers for student use. Three main areas of
Vista B106 accommodate all other tutoring. There are ten computers in Vista B106 plus a computer lab that
has 18 computers. The computer lab is reserved for the ESL Resource Center and the computer technologies
tutoring 16 hours of the week. The other hours are available to classes to reserve and for general computer
use. The six computers located directly in front of the reception desk see the most use. The TLC designates
eight tables in one room for Math Drop-In Tutoring, two tables for Chemistry tutoring, and seven
tables for all other appointments. Currently, during our peak hours, TLC is at maximum capacity. Although
the TLC would like to expand its services, it is nearly impossible with the space it currently occupies.
159
The location of the TLC is becoming an issue. The TLC historically has been in the Vista Building because of
the proximity to the Math and English departments. Math and English make up 88% of the students served.
However, now that many of these classes are being held outside of the Vista Building, it no longer seems
necessary for the TLC to be in the Vista Building. In fact, many students do not know where TLC is located.
Best practices for Tutoring Centers indicates that close proximity to the Testing Center, Counselor/Advising
Center, and or Library is the ideal location as that is where most students spend their time during the
semester.
Technology
The TLC currently has 18 computers and 2 printers: six are located in the front of the reception desk, eight
are located in the Writing Center for quiet use, and two are established kiosks for students to easily make
appointments and for staff to check their appointments. Also, TLC has two computers located in the back
rooms for students to use while in tutoring sessions. The TLC will need to increase the number of kiosks as
often a line forms at the front door causing a bottleneck at the reception desk, but space for an additional
kiosk is an issue. Vista B106C is the computer lab reserved for the ESL Resource Center and computer
technologies tutoring 16 hours of the week. TLC prefers that the computer lab only be used for computers and
tutoring, and not used for classes. This would allow the TLC to eliminate the six computers in front of the
reception desk, and add more tables for tutoring, in order to expand tutoring. All computer use could then
take place in the computer lab with a lab assistant to monitor and to answer general computer questions. For
all individual appointments, the current online scheduling system works very well, but for drop-in tutoring, a
plan needs to be developed to create a student ID card reading system to simplify the check in process.
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Tutoring and Learning Center Summary
Future Staffing Needs
The Tutoring and Learning Center will need specifically three staffing positions to meet the continually growth
increase.
Currently, the TLC is operating with only one full-time coordinator. The TLC came to be in the fall of 2006
with the intention that two full-time coordinators would oversee operations. A second full-time coordinator is
needed to manage the staff of approximately 50 tutors and receptionists, assist with budget, operations,
marketing, etc.
Secondly, the TLC has only one part-time Administrative Assistant II position. The TLC is generally open 55
hours a week. The TLC needs another classified, Administrative Assistant II, position for evening, Friday, and
Saturday operations. Currently, the TLC is not serving evening and weekend students with the same service
as day students.
Lastly, the TLC needs to hire people to serve as computer assistants within the TLC. These employees would
be available during operational hours to help students working at the computers, similar to the general
computer labs. Currently, all funds are used for tutoring and part-time receptionists. We have been unable to
add this type of position to the TLC’s budget.
As for tutoring, three main areas of growth are ESL, Mathematics, and Chemistry. The TLC is currently limited
in the number of hours offered to students, due to limited space and a limited budget. Utilization in these
areas is at a maximum. The TLC needs to be able to hire more tutors for these areas in the future to meet
these growing demands.
Future Technology Needs
The TLC will need more computers to act as “scheduling kiosks.” Even with two stations, students have to wait
to simply check in for math drop-in tutoring, and can become discouraged. The TLC would like one scheduling
kiosks designated just for drop-in math tutoring.
Future Facilities Needs
The major issue of concern for the TLC is space. Tutoring in the subjects of Mathematics and Chemistry, for
example, are at a maximum utilization. And, our schedule of tutoring is limited by the space available. In
order for the TLC to expand services, a larger area will be needed. We have organized the TLC into different
sub-sections for the different tutoring we do, i.e. the Writing Center, the Drop-In Math tutoring, individual
subject tutoring, Chemistry tutoring, ESL and computer technologies, and larger group tutoring areas. The
ideal space would accommodate our major areas of tutoring without overlapping.
161
WEBCOLLEGE
Mission Statement
The mission of the TMCC WebCollege is to provide leadership, advocacy and appropriate support of
electronically mediated instructional solutions for students and faculty. WebCollege will
by
providing
increased
access,
comprehensive
virtual
support
students
learning opportunities, assistance, and
interaction with current technologies. WebCollege will support faculty by providing needed administrative
oversight, instructional design assistance, and training.
Program/Service Description
The WebCollege offers increased student access to higher education in support of the College’s mission,
promotes best practices to improve overall course quality, consistency, retention and assessment, and
provides appropriate technical and course design assistance as well as training for faculty. Currently, 43% of
all TMCC students take at least one online class each semester. In addition, 18% of TMCC’s students only
attend online. Twelve degree options are available for online students.
Factors Expected to Affect the Future of the Department
It is anticipated that both student and faculty interest in online classes will continue; enrollment growth has
been double-digit every semester since the program’s inception as students continue to balance complex lives
with higher education needs. Given the fiscal challenges facing the state of Nevada and the evolving nature of
the Nevada population, it is likely that TMCC will need to continue to grow online
enrollments/programs/degrees to meet the ever-increasing educational needs of Nevadans.
Projections and Plans for the Future
The WebCollege continues to focus on accommodating anticipated growth in offerings and enrollments,
identifying and managing related technology infrastructure needs, and improving the overall quality of the
courses and learning environment support. The WebCollege will offer training, in cooperation with the TMCC
Professional Development department, in related instructional technologies for faculty, expanded assistance in
instructional design and multi- media, implement universal design and appropriate ADA compliance features in
electronically delivered instruction, and provide needed assistance and support to faculty and students. This
will include efforts to improve the hiring pool of qualified part-time faculty, standardize faculty training and
identify minimum expectations for faculty teaching online classes. Emphasis will also be given to better
preparing students for the online learning environment. The WebCollege will also launch a fast-track degree
program in support of efforts to further improve student access and to improve overall course retention,
persistence, and degree completion. WebCollege will continue to implement a Quality Matters rubric program
to enhance overall course quality and consistency, and will explore possible alternatives to the current
Learning Management System (Angel). Recent passage of the Higher Education Opportunities Act (HEOA) will
require the WebCollege to document that the students enrolled in an online class are the students doing the
work of the course.
The WebCollege will explore strategies for improving access and engagement of nontraditional students ages
(25-62) with the focus on degree completion. Related services and programs will also be reviewed and
implemented as appropriate.
162
Staffing Needs
Both the college’s 2005 self-study and the WebCollege administrative unit review concluded that there was a
need for additional staffing to support faculty training, preparation, and technical assistance, and to improve
overall course quality through course increased consistency and appropriate instructional design/multi-media
content. The office currently operates without any administrative assistant and ultimately is in need of
multiple positions for instructional design and multi-media content development. Effective with 2010, the
office will have a .5 instructional design position and a .5 multi-media videographer. As demands on the
existing staff continue to increase, there is also a need for additional back-end administration staff to manage
the Learning Management System, to integrate related programs and software, and to deal with technical
issues.
Facilities
Current office space in the Sierra Building is inadequate to the needs of this growing unit. SIER 104 and SIER
113 are assigned to the WebCollege. The spaces are located at opposing ends of the main floor of the Sierra
Building. In addition, the office space is “open” and therefore does not afford the opportunity for privacy for
any of the professional staff or the administrator. Any new space must be centrally, and conveniently, located
so as to effectively serve both faculty and students. The space can generally be “open” in nature but must
also afford some privacy space. Any new space must also be able to support a general lab (up to eight
computers) to support faculty during course review and development.
Technology
The WebCollege has adequate budget to support current technology needs. The student technology fee, as
well as college funds, is used to provide needed software and hardware support for the Learning Management
System and related programs/software for instruction. These technologies have been adapted to support
college-wide professional development efforts as well as the new online student orientation and students on
probation. It is critical that server capacity keeps pace with the growth in student enrollments as well as
growing faculty interest in the use of web-assist with traditional instruction. During the past ten years, the
WebCollege has focused on online delivery, but the program continues to support cable-based and InterActive Video (IAV) instruction as well.
The WebCollege will continue to explore and adopt various software and services designed to support its
faculty and students in online instruction. Current projects include Panopto (a lecture capture solution) and
Big Blue Button (a video conferencing solution).
163
W ebCollege Summary
Future Staffing Needs
Given the growth in online enrollments and the expanding need for online instruction, additional staffing for
the WebCollege is essential. Specifically, in the next five years, WebCollege will need one-two instructional
designers, a full-time videographer, and an additional technology specialist (for back-end administration), as
well as a full-time administrative assistant.
Future Technology Needs
As concerns technology needs, WebCollege is a "bleeding edge" user and implementer of instructional
technologies. It benefits from a more rapid life cycle replacement schedule and will continue to need
adequate server support as well as the ability to adopt and explore emerging technologies.
Future Facilities Needs
The WebCollege has out-grown its existing space allocation with current staff. Any relocation will need to
factor in additional space needs as new staffing becomes available. Any space location will need to be
highly visible and convenient for the faculty and students the WebCollege supports.
164
Chapter Four: Ke y Findings, Strategic Ar eas of Focus
and Recommended Strategies
This chapter provides the analysis of the key findings as a result of the data and information gathering related
to the external and internal scans. More specifically, the data tables and information in Chapter 2 provided the
detail used in the development of this section. Also, listed below is a summary of feedback provided to TMCC
as a result of several community forums which included representatives from college program advisory
committees, community leaders and current and past TMCC students. The outcome is designed to summarize
what has been identified, reviewed and assessed in order to set the stage for specific areas of focus that can
be a part of the implementation of the Educational Master Plan which will ultimately support the College
Strategic Master Plan.
Findings Based Upon External Scan Data and Information
The following summary findings are a result of the External Scan data and information gathered as a part of
this process. The data and information were provided by local, state and national sources as well as from the
TMCC Office of Institutional Research.
The findings include the following observations:
•
The demographics of Washoe County ( Reno, Sparks MSA’s) show a relatively small up or down
change in the size of the population over the last few years;
•
While individuals with advanced degrees increased slightly, those with high school diplomas
declined;
•
The labor market has changed dramatically with unemployment in Washoe County hitting
13.1% as of 2009;
•
A review of the data suggests the impact of the large unemployment rate may not be accurately
reflected in the demand occupation assessments for Reno-Sparks, Nevada and the Nation;
•
A review of the demand occupation assessment for the Reno-Sparks area is more similar to that of
Nevada’s demand occupation assessment than the nation;
•
A review of the Reno-Sparks and Nevada demand occupation assessments indicates that much of
the program offerings at TMCC are appropriately aligned with the needs of the community and state;
•
TMCC CTE area data is not tracked and reported using the same or similar occupational codes as the
local, state and federal governments report;
•
It appears that the way data and information have been collected and entered into the existing
TMCC database makes it very difficult to delineate specifically CTE from transfer level courses
when reports are created;
•
Nationally the Nursing profession continues to be identified as a top 25 demand growth industry,
but locally and statewide that is no longer the case;
165
•
Likewise, the Dental Hygiene profession is listed as a top 25 demand growth industry for Nevada, but
locally and nationally that is not the case;
•
TMCC appears to be positioned to provide an educated and trained workforce for the high growth
occupations and Green industries;
•
In fall 2009, an NSHE Transfer Task Force (comprised of members from TMCC, UNR, CSN and UNLV)
was established to review NSHE general education and degree requirements for the AA and AS
degrees due to reports that these were problematic. This Task Force reviewed the data provided by
Task Force member institutions after an audit of transfer agreements. The data suggested that major
changes are needed to facilitate transfer. The proposed policy changes should result in ease of
transfer for Nevada community college students, which then may result in an increase in the
percentage of students who come to TMCC with this goal in mind.
This may have implications for
things such as joint admission programs between TMCC and the four-year institutions within NSHE.
These types of programs will need to be explored in the near future.
•
Comments related to external feedback from the community members and students were very clear:
o
TMCC needs to improve on its brand and marketing efforts to the community in general but
especially to business and industry;
o
The community is not aware of what TMCC does and has to offer;
o
TMCC needs to have more direct and consistent relationships with high schools;
o
TMCC needs to rethink its image and brand and then develop a marketing plan to make sure
the community knows what we offer (academic and services);
o
Marketing of student services and hours of operation need improvement;
o
TMCC needs to refine how it connects with the community through the development
and delivery of its semester course schedules;
o
TMCC needs to be more responsive to community needs and improve meeting the needs of
special populations, especially the Hispanic population;
•
Comments related to internal issues from the community members and students suggested:
o
TMCC needs to reach out to students more to meet their needs;
o
TMCC needs to reinforce a spirit of community to enhance the building of relationships
beyond the classroom;
o
The communications with how to apply for federal financial aid and how to complete the
Required Enrollment Steps need improvement;
o
TMCC should provide better transfer and job placement support to students;
o
TMCC should consider improving the quality of student services to students enrolled in the
trades/apprenticeship type programs; and
o
TMCC should consider expanding its core course offerings at the extended campus
locations (Edison, Meadowood and Redfield).
166
F i n d i n g s B a s e d Up o n t h e I n t e r n a l S c a n Da t a a n d I n f o r m a t i o n
Students
•
The TMCC student population has continued to grow steadily and become more ethnically
diverse over the last five years;
•
Interestingly, the average age has continued to drop over the same period;
•
While the high school capture rate varies from school to school and year to year it appears the overall
rate (the past three years) has increased by about 2%;
•
Over the last three years student persistence and retention rates for categories identified have
steadily improved toward specific goals for 2012;
•
Graduation rates have increased slightly over the last three years toward the goal of 15% in 2012;
•
Distance Education participation rates have increased greatly, although the retention rates seem not
to have kept pace with the headcount increase; and
•
Student to faculty ratios have grown slightly in each school and in the workforce area over the last
five years.
TMCC Faculty, Staff and Administrators
•
The change in numbers of full-time and part-time faculty has declined over the last three years;
•
The age and gender numbers and percentages appear to fluctuate a bit but for the most part stay
relatively the same;
•
The ethnic distribution of full- and part-time faculty as well as in administration has not increased
much over this period and is still very small;
•
Though the percentage has decreased slightly, 64% of the full-time faculty report being age 50 or
older;
•
The three-year average of employment by gender with full-time faculty is 53% male and 47% female;
•
The three-year average of employment by gender with part-time faculty is 45% male and 55%
female; and
•
The three-year average of employment by gender with staff is 38% male and 62% female.
General Education Course Assessment
Submission, approval, and tracking of general education courses have been sporadic for the last few years.
This has affected which general education courses have student learning outcomes. Numerous factors have
played a role in the inconsistent documentation of general education student learning outcomes:
•
The General Education Committee Chair resigned unexpectedly in the fall 2009 semester;
•
Faculty confusion on the system core requirements and the connection to general education
requirements;
•
Confusion on what criteria the General Education Committee utilized for course approval;
•
Lack of articulation agreements with a chosen NSHE institution as required in the Board of Regents
Handbook;
•
Lack of specific criteria and rubric for the committee to use when considering course approval or
denial; and
•
Responsibility for the tracking of GE courses was reassigned to the Faculty Senate office;
•
Faculty Senate staff changes left the management of tracking courses incomplete.
Currently the newly elected General Education Chair is working with the VPAA/SS and academic deans
to establish a clear, concise process for approval of general education courses.
167
C o n c l u s i o n s B a s e d U p o n D i vi s i o n R e p o r t s
Staffing Needs
Nearly all summaries expressed need for additional part-time and tenure-track faculty positions,
administrative support positions, and/or administrative faculty positions. Efforts by the College to reach the
goal of a 60% full-time faculty to 40% part-time faculty ratio persist but with little progress the past few
years. This is due in large part to the fiscal crisis in Nevada and the United States. Budgets have been
significantly reduced, a hiring freeze is in effect, and voluntary buyouts of existing contracts were extended to
faculty and staff during the last biennium.
Efforts are underway to establish a comprehensive staffing plan which will prioritize the hiring of positions in
the coming months and years. Elements of the staffing plan must be tied to key college planning documents
like the EMP and a revised Enrollment Management Action Plan. In addition, a strong relationship must exist
with the Facilities, Technology and Marketing Plans. As strategic initiatives are implemented, careful
consideration must be made to provide a workforce which meets accreditation, compliance, liability and safety
needs.
Technology Needs
The School of Sciences certainly places the highest demand and need for technology in the classroom and
laboratories. Most programs within the College itemized specific needs, some of which are referenced below,
but nearly all expressed concerns associated with the availability of funds. In a few cases the need to
purchase specialized high-tech equipment for Radiology and Biology or upgrading a Chemistry lab may require
strategic planning to incorporate possible creative funding sources to make possible.
While the School of Sciences places the highest demand on the need for technology, nearly all academic areas
(School of Liberal Arts, School of Business and Entrepreneurship, School of Sciences, and Workforce
Development and Continuing Education) have grown dependent on smart classroom technology. Therefore, it
was noted that the smart classroom technology be regularly maintained and upgraded.
In the areas of Student Services, most of their immediate technology needs will be met by the implementation
of the new student information system, PeopleSoft. The Counseling Center and Testing Services seem to be
the only areas with additional specialized software needs.
The following list represents some of the expressed needs that were identified after an examination of the
program profiles:
•
Virtually all programs have become smart classroom technology dependent;
•
General Access Computer Labs need to be expanded and updated regularly with the most current
technology and software;
•
Programs in the areas of Allied Health, Applied Industrial Technologies, Biology, Computer
Technologies, and Visual and Performing Arts expressed needs to more frequently update technology
so that it is congruent with current industry standards (computers, software, microscopes and related
instrumentation, etc.);
•
Programs, primarily in the areas of Allied Health, Applied Industrial Technologies, Biology,
Computer Technologies, and Visual and Performing Arts expressed additional needs to upgrade or
purchase high-cost equipment and/or technology for their areas to remain up-to-date with their
training;
168
•
In some cases, the “one-size-fits-all” approach to academic computing at TMCC may create some
added challenges for some specialized high-tech programs of study, such as Computer Technologies;
•
The implementation of PeopleSoft has addressed much of the technology needs in Student
Services;
•
A central record keeping system which is confidential and supports the needs of the counseling
center has been and continues to be requested;
•
Updating the telephony system and switchboard was identified by the Academic Support Center as a
need; and
•
Additional computers have been requested to support the needs of part-time faculty.
Facilities Needs
Given the high demand for courses offered by all of the schools, there is a strain on classrooms during highdemand times. To manage this issue, all academic departments have many online offerings and have
implemented hybrid sections.
In addition, and when possible, each school has made efforts to increase
their course offerings at the Meadowood and Redfield sites.
Aggressive pursuit of outside funding opportunities such as the Perkins grant, the TMCC Foundation, federal
grants, and private donations may provide possible solutions to funding shortfalls. This may be especially
important for departments or programs with high-cost needs.
The following list represents some of the expressed needs that were identified after an examination of the
program profiles:
•
Pressure for available classroom space continues to grow on the Dandini campus, and is beginning
to increase in the satellite campuses;
•
A growing concern is the lack of classroom flexibility which limits the ability of some programs to
accommodate student needs when combining clinical or lab work with lecture series;
•
Inadequate parking continues to be a concern expressed by all areas of the college;
•
Additional office space is anticipated for most departments and program areas when the time comes
that the college may begin filling numerous vacancies and hiring for new positions;
•
Most programs housed in the Applied Technologies Center, at the Edison site, and at the Dandini
campus have reached their physical capacities (see the program summary for specifics);
•
Most Allied Health programs have reached their physical capacity or are in need of plans for repairing
and replacing equipment (see the program summary for specifics);
•
General Access Computer Labs need to be expanded and updated regularly with the most current
technology and software;
•
Visual and Performing Arts does not have enough classrooms or enough space to
accommodate the equipment and needs of each course;
•
Three laboratories on the Dandini campus and the Biology preparation lab are minimally adequate
and in need of modification;
•
In order for the main organic chemistry course sequence to support a lab component, an upgrade to
one of the existing chemistry labs would be required;
•
Foreign Languages would benefit from a designated language lab;
169
•
Student Services (all departments and services) expressed a desire to re-align services so that the
locations on the first and third floor are used to the maximum potential. Such an action would improve
communications, efficiencies and services to students;
•
The Tutoring and Learning Center is at maximum capacity during peak times, with limited
space limiting any opportunity to expand programming and services;
•
The current Academic Support Center location has inadequate space to appropriately support the
office needs of nearly 450 part-time faculty; and
•
All departments report a solution to classroom availability is to offer more hybrid and online
courses thus increasing the demand on services and support from the WebCollege staff. Current
space in the Sierra Building no longer meets the needs of the online delivery method.
Strategic Areas of Focus
These areas of focus listed below must be addressed with the reality that the use and allocation of resources
cannot be taken lightly and must be implemented in a manner which takes into account the direct impact that
the college has on individual students as well as the community, the workforce and the economic vitality of
this region and the state. Accountability is key to the survival and success of any organization and to that end,
these areas are presented at least as an approach that TMCC can use to enhance how the College develops
and delivers programs and services. In order to align the College Strategic Master Plan with the EMP,
the strategic initiatives and related goals have once again been listed below. Also, after each recommended
strategy in this “Strategic Areas of Focus” section, there is a note that connects that recommended
strategy to one of the strategic initiatives and related goal(s).
170
C o l l e g e Mas t e r P l a n : S t r a t eg i c I ni t i a t i ve s a n d G o a l s
Strategic Initiatives
1. Achieve student success by fostering a culture that ensures access to programs and services essential
to student academic and personal achievement and demands and which supports excellence in teaching and
learning.
•
Goal #1: Enhance access, retention and success of students
•
Goal #2: Maintain and regularly evaluate student progress and achievement
2. Enhance and ensure a welcoming and diverse environment that is mutually respectful, socially supportive,
accessible, safe, physically pleasing, provides opportunities for personal growth and meets the needs and
demands of changing communities.
•
Goal #1: Maintain a student, employee and community-friendly environment
•
Goal #2: Strengthen and nurture an understanding of, and relationships with, the communities we
serve
3. Maintain stewardship of college resources through responsible and accountable human, fiscal and facility
management.
•
Goal #1: Recruit, hire, and retain quality employees that reflect the diversity of students and
communities we serve
•
Goal #2: Maintain the public’s trust by being fiscally responsible and accountable
4. Maintain partnerships and service to build communities by strengthening and expanding connections with
civic, community, educational and business/industry organizations.
•
Goal #1: Maintain and expand community partnerships and promote services from TMCC to
the community
Aligned with Strategic Initiative 1: Achieving Student Success
Area
#1:
The
College
should
continue
to
improve
student
course
completion
(from
developmental to advanced level courses) rates, retention, persistence, graduation and transfer rates.
Recommended Strategy #1: The College should focus greater attention on refining the
development and delivery of programs and services in Academic Affairs and student services in order
to continue to improve student access, retention and course/program completion. (Related to
Strategic Initiative 1, Goal 1 as well as feedback from community, business leaders and
students)
Recommended Strategy #2: The College should continue to refine and implement Student
Learning Outcome and Assessment (SLOA) and Program and Discipline Review (PDR) processes in
order to maintain a focus on assessing student and program/discipline accomplishments. (Related to
Strategic Initiative 1, Goals 2 and 3) Updated annual progress reports for all Program Unit Reviews
(PURs) to be included.
171
Recommended Strategy #3: The College should establish a Transfer Center to provide students
with current information about how to improve transfer to four-year colleges/universities and how
courses and programs are articulated to those institutions. (Related to Strategic Initiative 1, Goal 1)
Recommended Strategy #4: The Office of the Vice President of Academic Affairs and Student
Services should work with deans and department chairs in developing a document that includes
specific data and information that can be used as departments assess their effectiveness each year
in preparing students for transfer. (Related to Strategic Initiative 1, Goal 2)
Area #2: The College should continue to improve collaboration with K-16 educational partners that will
enhance student access and success.
Recommended Strategy #1: The College should continue to improve collaboration with local high
schools to increase the participation of students into TMCC and coordination of academic affairs and
student services programs and services. (Related to Strategic Initiative 1, Goal 1 as well as feedback
from community and business leaders)
Recommended Strategy #2: The College should continue to improve working relationships with
four-year colleges/universities so that transfer and articulation and related issues can be addressed in
a timely and coordinated manner. (Related to Strategic Initiative 1, Goal 1)
Aligned with Strategic Initiative 2: Enhance and Ensure a Welcoming and Diverse Environment
Area #1: The College should continue to promote its welcoming and diverse environment.
Recommended Strategy #1: The College should develop a way to be more focused on informing the
public about college events, initiatives and successes. (Related to Strategic Initiative 2, Goal 1 as well
as feedback from community and business leaders and students)
Recommended Strategy #2: The College should provide the opportunity for community and
business organizations to interact with college faculty and staff and hold events on the college
campus. (Related to Strategic Initiative 2, Goal 1 as well as feedback from community and business
leaders)
Recommended Strategy #3: The College should continue to refine student outreach and
recruitment plans and services to better understand and address the changing nature of the
community, workforce and workplace, especially as it relates to the Hispanic community. (Related to
Strategic Initiative 2, Goal 2 as well as feedback from community, business leaders and students)
Aligned with Strategic Initiative #3: Maintain Stewardship of College Fiscal and Human Resources
Area #1: The College should continue to focus on improving the diversity of employees.
Recommended Strategy #1: The College should regularly review hiring practices, demographics
and refine outreach and recruitment efforts used in the hiring processes.
(Related to Strategic Initiative 3, Goal 2 as well as feedback from community and business
leaders)
172
Recommended Strategy #2: The College should improve working relationships with community,
business and civic organizations as a way to enhance recruitment efforts. (Related to Strategic
Initiative 3, Goal 2 as well as feedback from community and business leaders)
Recommended Strategy #3: The College should continue to refine outreach and recruitment plans
and services to better understand and address the changing nature of the community, workforce and
workplace, especially as it relates to the Hispanic community. (Related to Strategic Initiative 3, Goal 2
as well as feedback from community, business leaders and students)
Area #2: The College should be more focused on how to support the TMCC workforce to continuously
enhance their skills and abilities.
Recommended Strategy #1: The College should increase the professional development
opportunities for TMCC employees to enhance their technology skills wherever they may be located
and duties assigned. (Related to Strategic Initiative 3, Goal 1 as well as feedback from community and
business leaders)
Recommended Strategy #2: The College should regularly assess the effectiveness and efficiency of
areas of the College by gathering feedback from employees, students and members of the
communities served. (Related to Strategic Initiative 3, Goal 1 as well as feedback from community
and business leaders)
Aligned with Strategic Initiative #4: Maintain Partnerships and Service to Build Communities
Area #1: The College must take a more aggressive approach as to how it brands itself and markets
programs and services to the community in order to raise the level of awareness among external stakeholders
regarding the achievements and value of TMCC.
Strategy #1: The College must develop and maintain a refined brand to address the changing needs
and demands of the students and communities served. (Related to Strategic Initiative 4, Goal 1
as well as feedback from community, business leaders and students)
Strategy #2: The College must develop a more focused marketing plan to increase the visibility of
educational and student services programs and services, as well as the accomplishments, and the
specific impact that the educational programs have on students, the community, the workforce and
the economy. (Related to Strategic Initiative 4, Goal 1 as well as feedback from community and
business leaders and students)
Area #2: The College needs to focus greater attention in Science, Technology, Engineering and Mathematics
(STEM) education to support local and regional workforce needs, especially in the areas of renewable energy
and related initiatives.
Strategy #1: The College must develop and maintain a planning and decision making process to
support Career and Technical Education (CTE) that is guided by the most current demographic and
Labor Market information to ensure that future planning decisions are congruent with the workforce
needs and demands of the workplace and economy. (Related to Strategic Initiative 4, Goal 2 as well
as feedback from community and business leaders)
Strategy #2: Career and Technical Education management and faculty must develop and implement
a strategy to survey employers and workers, in coordination with the Office of Institutional Research,
regarding their preference and ability to attend classes day and/or evening. The resultant data will be
173
used accordingly to guide future scheduling of related courses. Consideration should be given to
using a web-based system to capture the desired data. (Related to Strategic Initiative 4, Goal
2 as well as feedback from community and business leaders)
Strategy #3: The College must develop and maintain a business and industry central website
designed to meet the customized information needs of business and industry stakeholders. The site
should include a master calendar of events and functions sponsored by the college to support
business and industry. (Related to Strategic Initiative 4, Goal 1 as well as feedback from community
and business leaders)
174
Program/Unit Review Progress Reports FY 2010-2011
175
TRUCKEE MEADOWS COMMUNITY COLLEGE
PROGRAM/UNIT REVIEW
PROGRESS REPORT
PROGRAM/UNIT REVIEWED: COMPUTER TECHNOLOGIES
Self Study Committee Chair(s):
Cindy Mortensen
Dean: Ted Plaggemeyer
School: School of Sciences
Year of Review: 2010-2011
Date Progress Report Submitted VPAA/SS May 1, 2012
VPAA/SS Recommendations
Status
i.e. ongoing,
complete
Action
Timeline
1.
Continuing assessment of scenario-based learning is
warranted, as is the development of an overall
assessment format and reporting schedule.
Ongoing/
completed
SBL assessment is ongoing.
Development of an overall
assessment format is completed –
SBL will be integrated into the
existing assessment format, and the
reporting schedule will align with the
schedule of the courses in which it is
used.
Ongoing
2.
CIT maintain an advisory board to maintain Perkins
funding and meet TMCC needs.
Ongoing
The department meets once a
semester with the advisory board.
Ongoing
3.
Continue to seek grants and funding partnerships.
Ongoing
Three CT faculty members are
currently involved as consultants or
CO-PI for grants: Destination PBL,
and BATEC.
Ongoing
4.
Continue to pursue collaboration with TMCC’s IT
department.
Completed/
Ongoing
At this time we have a good working
relationship with TMCC IT
department. Faculty in CSCO and
Server Technologies have worked
amicably to maintain infrastructure
in those classrooms and labs, and the
Web Development instructor works
closely with IT to apply monthly
software upgrades to a new server
that was necessary for a Spring class.
Completed/
Ongoing
176
TRUCKEE MEADOWS COMMUNITY COLLEGE
PROGRAM/UNIT REVIEW
PROGRESS REPORT
PROGRAM/UNIT REVIEWED: CONSTRUCTION TECHNOLOGIES
Self Study Committee Chair(s):
Mike Holmes
Dean: Ted Plaggemeyer
School: School of Sciences
Year of Review: 2010-2011
Date Progress Report Submitted VPAA/SS May 18, 2012
2010-11 VPAA/SS Recommendations
1. Prioritize assessment and develop an
assessment plan rather than a timeline.
Status
i.e.
ongoing,
complete
Completed
Action
Assessment plan has been developed and is
attached.
2.
Work with Institutional Research and
advisory boards to obtain employer
feedback.
On-going
Awaiting industry recovery.
3.
Pursue alternative funding sources, given
the current budgetary constraints and the
technological dependence of the
programs in Construction Technologies.
On-going
Construction Technologies has pursued multiple
grant opportunities and will continue to do so.
Recent grants have been awarded from Perkins,
Nevada State Office of Energy, and the
Department of Labor.
Timeline
2012-13
On-going
177
2010 – 2011 CONSTRUCTION TECHNOLOGIES PUR
2011 – 2012 PROGRESS REPORT ON PUR REVIEW RECOMMENDATIONS
Recommendation #1
Prioritize assessment and develop an assessment plan rather than a timeline. More frequent assessment of
courses and course sequences would provide for more nimble positioning; assessment of specific upgrades in
specific skill sets would provide a point of assessment for students who will not complete a certificate or
degree.
Progress on Recommendation #1
The programs within the Construction Technologies Unit have established an assessment sequence schedule
that is in line with the various focused tracks of subjects within the course sequences that compliment or
supplement a particular management skill set within each program.
For example, the Construction Management program has 3 specific tracks that incorporate the 10 emphasis
required courses. The track subjects and planned year of assessment are listed below.
(A) Business management focus regarding supervision, scheduling, cost control and contracts;
CONS 155
CONS 211
CONS 281
CONS 282
Onsite Construction Supervision
Construction Cost Control
Construction Planning, Scheduling and Control
Construction Law
2012
2012
2013
2014
(B) Project documents, plan reading, specifications, material takeoff and estimating;
CONS 221
CONS 283
CONS 121
Construction Estimating II
Construction Documents and Specifications
Construction Estimating I
2013
2014
2015
(C) General construction knowledge regarding safety, materials, methods and production.
Bl 101
SUR 161
CONS 120
Introduction to Building Codes
Elementary Surveying
Print Reading and Specifications
2015
2014
2015
178
Recommendation #2
Work with Institutional Research and advisory boards to obtain employer feedback. Employer feedback is a
critical piece of assessment in this program.
Progress on Recommendation #2
Advisory committee feedback has been favorable with regard to the program designs, the emphasis required
courses and the elective course offerings. Due to the recent economic recession however, reductions in the
management and skilled workforce within the construction technology fields remains weak and specific
employer feedback through Institutional Research would provide limited statistical information and data at this
time. Once the industry recovers, employer hiring and needs information can be gathered and incorporated
into discussions with the various advisory committees.
Recommendation #3
Pursue alternative funding sources, given the current budgetary constraints and the technological dependence
of the programs in Construction Technologies. Full-time faculty may need to diversify and pursue specialized
credentials.
Progress on Recommendation #3
The Construction Management program received a Perkins grant in excess of $30,000 to purchase and install
digitizers for the estimating sequence of courses in a new computer lab. The HVAC instructor completed
professional development training in solar energy. The Construction Management instructor taught associated
structural and mechanical systems courses within the Architectural program and received additional training in
Green Building systems, while the HVAC instructor taught photovoltaic courses within the Renewable Energy
program. All instructors are continuing their professional development within their program disciplines and
pursuing advanced academic degrees, while maintain their respective professional licenses and certifications.
179
Prior
Assessment
Next
Assessment
Course
Title
AC 150
Basic Refrigeration Servicing
2013
AC 200
Commercial Refrigeration I
2013
AC 210
Boiler Operation and Maintenance
2013
CONS 221
Construction Estimating II
2013
CONS 281
Construction Planning Scheduling and Control
2013
ELM 134
Programmable Logic Controllers I
2013
ENRG 120
Fundamentals of Energy Efficiency
2013
AC 102
Refrigeration Theory
AC 205
HVAC Control Systems
2014
CONS 282
Construction Law
2014
CONS 283
Construction Documents and Specifications
2014
ELM 127
Introduction to AC Controls
2014
ENRG 150
Introduction to Wind Energy
2014
SUR 161
Elementary Surveying
2014
AC 106
Residential Gas Heating
2010
2015
BI 101
Introduction to Building Codes
2010
2015
CONS 120
Print Reading and Specifications
2010
2015
CONS 121
Principles of Construction Estimating
2010
2015
ELM 129
Electrical Motors and Drives
2015
ENRG 110
Basic Electricity
2015
ENRG 132
Solar Photovoltaic Technologies
2015
AC 122
Sheet Metal II
2016
ENRG 142
Solar Thermal Technologies
2016
ENRG 171
Well Design, Construction and Geology
2016
ENRG 172
Fluids, Piping, Valves and Pumps
2016
ENRG 173
Geothermal Plants, Turbines and Generators
2016
ENRG 174
Environmental Regulations for Geothermal Plants
2016
ENRG 271
Fundamentals of Process Controls and Instrumentation
2016
AC 111
Heat Pumps
2012
2017
AC 121
Sheet Metal I
2012
2017
CONS 155
On-Site Construction Supervision
2012
CONS 211
Construction Cost Control
2012
2017
ELM 233
Introduction to Instrumentation
2012
2017
ENRG 130
Introduction to Solar Energy
2012
2017
2009
2014
2017
180
TRUCKEE MEADOWS COMMUNITY COLLEGE
PROGRAM/UNIT REVIEW
PROGRESS REPORT
PROGRAM/UNIT REVIEWED: CORE HUMANITIES/HUMANITIES/PHILOSOPHY
Self Study Committee Chair(s):
School:
Blakely K. Hume
School of Liberal Arts
Year of Review: 2010-2011
VPAA/SS Recommendations
Dean: Armida Fruzzetti
Date Progress Report Submitted VPAA/SS April 25, 2012
Status
i.e. ongoing,
complete
Action
Timeline
1.
Complete assessments.
Ongoing
We are currently completing assessment reports
in Spring 2012 according to the 5-year
assessment cycle for: Core Humanities 202 and
Philosophy 210. We completed course
assessments reports in 2011-2012 as per the 5year assessment cycle for: Core Humanities 201,
Humanities 101, Humanities 214/History 289,
Humanities 295, Philosophy 119, Philosophy
203, and Philosophy 207.
For next Fall
2012-Spring
2013:
CH 203,
HUM 271, and
PHIL 114
2.
Develop a plan to mentor part-time
faculty.
Ongoing
There is a current process as set forth by the
previous Coordinator of the Humanities
Department. This is a 3-step process designed to
create interaction and to develop a rapport with
the part-time faculty:
1.
Contact several part-time faculty
members each semester: contact
through e-mail, phone, or in person the
first week of the semester.
Goal: develop rapport, assess
workload, and offer assistance if
needed.
2.
Observe part-time instructors once
during the academic year with respect
to teaching and provide peer
evaluations.
3.
Meet with the part-time instructors to
review evaluation and to answer any
questions or concerns they may have.
We will continue
with this process
in the future.
This also
includes the
mentoring of
each new parttime faculty
member.
3.
Develop a plan for improving
retention.
Ongoing
TMCC has a retention rate of 71.6%; the average
retention rate for SOLA is 73%; and the average
retention rates for Humanities are as follows: CH
78%, HUM 71%, and PHIL 72%. As of Fall
2012, there will be an English 101 prerequisite on
80 general education classes, of which many are
Humanities courses. This should help with
retention rates. Please see attached document
indicating student retention rates (see Addendum
1 and 2).
Current
181
VPAA/SS Recommendations
4. Evaluate the need for an emphasis in
philosophy.
Status
i.e. ongoing,
complete
Spring 2011 –
Spring 2012
5.
Develop a plan for better enrollment
management (address decreasing
Student Faculty Ratio).
Ongoing
These averages represent Fall 2005-Spring 2011.
The average SFR for TMCC is 20.4%. The
average SFR for SOLA is 23%. The average
SFR for the Humanities by discipline is as
follows: PHIL 31.6%, CH 28.8%, and HUM
21.4%. Due to TMCC’s enrollment strategies the
student enrollment was considerably lower in Fall
2011 and should not reflect an average
enrollment per semester (see Addendum 4 and 5).
Current
6.
Develop statement and goals and
objectives for Core Humanities.
Ongoing
See Addendum 6.
Current
Action
Timeline
While the Humanities Department has not
Current
produced any emphasis graduates, this has largely
been due to the fact that the full-time Philosophy
instructor resigned in Spring 2008 and was never
replaced. In the interim the Humanities
Coordinator and Advisor has taken on the role of
mentoring students interested in Philosophy.
Please see attached sheet for the philosophy
emphasis status and information (see Addendum
3). In addition between 2-3 times each semester
an informal philosophy club meeting is held.
182
Addendum 1
Average retention rates in percentages for core humanities, humanities, and philosophy between Fall
2005-Spring 2011, compared to the School of Liberal Arts (SOLA) and TMCC as a total
Total School TMCC
SOLA
Core Humanities
Humanities
Philosophy
Fact Book 2011
71.6
73
79
70
71
Addendum 2
Humanities and Foreign Language Retention Rates*
Subject
Retention Rate by Term
Fall
Spring
Fall
'10
'11
'11
Communications
77%
82%
77%
Core Humanities
78%
77%
77%
Humanities
69%
77%
67%
American Sign Language
91%
87%
84%
French
81%
76%
74%
German
74%
82%
--
Hebrew
--
--
71%
Italian
86%
91%
73%
Japanese
78%
58%
68%
Philosophy
70%
73%
73%
Portuguese
73%
--
55%
Russian
94%
95%
69%
Spanish
71%
67%
71%
*Retention Rate = number of students who complete a course with an A, B, C, D, In progress, or Audit, divided by the total
number of enrolled
students.
183
Addendum 3
Academic Year 2011-2012
Philosophy Emphasis information
Student
Expected Graduation
Transfer to UNR?
Emphasis of
Choice at
TMCC
Date
1. Student 1
Spring 2012
Student 1 was on track to graduate,
however, because of personal issues
student moved.
Philosophy
2. Student 2
Spring 2012
Yes
Philosophy
3. Student 3
Spring 2013
Yes
Philosophy
4. Student 4
Spring 2014
Yes
Philosophy
5. Student 5
Spring 2015
Yes
Philosophy
*Four other possible candidates with whom I am in
dialogue.
Addendum 4
Average Student-to Faculty Ratio in percentages for core humanities, humanities, and philosophy
between fall 2005-spring 2011, compared to the School of Liberal Arts (SOLA) and TMCC as a total.
Total School TMCC
SOLA
Core Humanities
Humanities
Philosophy
Fact Book 2011
20.4
23
30
21
29
Addendum 5
Humanities and Foreign Languages Student to Faculty Ratio
Subject
Communications
SFR* by Term
Fall '10
Spring '11
Fall '11
29.4
27.0
28.3
184
Core Humanities
29.6
29.2
26.7
Humanities
25.1
24.2
15.4
American Sign Language
22.2
23.2
20.6
French
19.5
15.3
22.3
German
27.0
17.0
--
Hebrew
--
--
21.0
Italian
25.5
17.5
20.0
Japanese
23.0
24.0
25.0
Philosophy
33.2
33.4
30.8
Portugese
26.0
--
20.0
Russian
17.5
11.0
16.0
Spanish
20.8
19.8
19.5
*SFR= Student to Faculty Ratio
Data provided by IR
185
Addendum 6
Core Humanities Learning Objectives & Outcomes:
CH 201 Learning Objectives:
1. Demonstrate the ability to find, read, and interpret relevant historical literature from the Ancient to
Medieval period that reflect differing values and cultural practices.
2. Be able to historically and factually link the concepts, places, practices, and institutions from ancient
to Medieval Western traditions and how they affected the historical context of the period.
3. Demonstrate orally, in writing, and through research an understanding of how the knowledge,
perspectives, ideas, and concepts embodied in the humanities have contributed to Western
development.
CH 201 Learning Statement & Goals:
1. Read, interpret, and analyze primary texts from the ancient to medieval period being able to recognize
practices, ideas, and habits that characterize the culture.
2. Develop a basic understanding of the varying cultural values, practices, achievements, and historical
figures in the arts, sciences, literature, and history from Ancient Greece to Medieval Europe.
3. Be able to argue the different practices and culturally significant issues that were important in the
West and how they contributed to the development of the West.
CH 202 Learning Objectives:
1. Demonstrate the ability to find, read, and interpret relevant historical literature associated with the
modern development of European identity that reflects differing values and cultural practices.
2. Be able to historically and factually link the concepts, places, practices, and institutions from the
Renaissance to the present and how they have affected the historical context of the period and the
modern achievements of the West.
3. Demonstrate orally, in writing, and through research an understanding of how the knowledge,
perspectives, ideas, concepts, and figures embodied in the humanities have contributed to Western
development since the Renaissance.
CH 202 Learning Statement & Goals:
1. Read, interpret, and analyze primary texts from the Renaissance to the present being able to
recognize practices, ideas, habits, and figures that have contributed to modern achievements in the
West.
2. Develop a basic understanding with the varying cultural values, practices, and achievements in the
arts, technologies, literature, and history from the Renaissance to contemporary Europe.
3. Be able to argue the different practices and trace important intellectual traditions and institutions
important in the modern Western contexts of nationalism, colonialism, post colonialism, and
globalization.
CH 203 Learning Objectives:
1. Demonstrate the ability to find, read, and interpret relevant American literature reflecting different
values and cultural practices of the diversity that underlies American culture.
2. Be able to historically and factually link the concepts, places, practices, institutions, and figures from
American history and how they have affected the individual and collective identity in the United States
of America including U.S. and Nevada constitutions.
3. Demonstrate orally, in writing, and through research an understanding of how the knowledge, ideas,
arts, scientific discoveries, and economic ideas embodied in the humanities have contributed to
American cultural ideas and institutions.
CH 203 Learning Statement & Goals:
1. Read, interpret, and analyze primary American texts focusing attention on historical and cultural
context which contributes to the American experience.
2. Develop a basic understanding of the varying cultural values, practices, and achievements embedded
in the humanities that have contributed to American achievements including the U.S. and Nevada
constitutions.
3. Be able to argue the different practices and trace important intellectual traditions as well as
philosophical, political, and social implications of American ideas and institutions as reflected in
American society.
186
TRUCKEE MEADOWS COMMUNITY COLLEGE
PROGRAM/UNIT REVIEW
PROGRESS REPORT
PROGRAM/UNIT REVIEWED: CULINARY ARTS
Self Study Committee Chair(s):
Karen Cannan
Dean: Ted Plaggemeyer
School: School of Sciences
Year of Review: 2010-2011
Date Progress Report Submitted VPAA/SS April 20, 2012
2010-11 VPAA/SS
Recommendations
Status
i.e.
ongoing,
complete
Action
Timeline
1.
Work with SLOA to solidify course
and program learning outcomes and
develop a robust assessment plan.
Ongoing
Assessment reports are on a rotation, with three
courses being done a year. These course results
help in evaluating the overall assessment plan
for our program.
Constantly in
rotation.
2.
Explore the feasibility of offering noncredit training/recertification courses
to bring in additional revenue.
Nothing to date.
We offer up to nine opportunities for one credit
workshops each year that can be taken by
degree or non degree students. No prerequisites
required. We are not looking into doing any
non-credit workshops in the near future, as we
do not have the staff or kitchen availability.
--------------
3.
Employ an alternative method for
surveying employers.
Ongoing
Data base is being built with students’ current
workplace information. Employer surveys will
be submitted via e-mail each summer, and we
will be utilizing employer information through
the Work Experience/Internship packets.
Constantly in
rotation.
First surveys will
be sent summer
2012.
4.
Develop strategies and
recommendations to increase the
graduation rate.
--------
Graduation rates are already on the incline and
have been in a consistent increase pattern for
over five years. Class sizes remain high and in
many cases we have reached a plateau for the
maximum size.
-------------
187
TRUCKEE MEADOWS COMMUNITY COLLEGE
PROGRAM/UNIT REVIEW
PROGRESS REPORT
PROGRAM/UNIT REVIEWED: DENTAL HYGIENE
Self Study Committee Chair(s):
Patti Sanford
Dean: Ted Plaggemeyer
School: School of Sciences
Year of Review: 2010-2011
2010-11 VPAA/SS Recommendations
1. Establish a schedule to achieve
comprehensive course and program
assessment.
2.
Continue to seek alternative funding to
offset equipment/maintenance/facility
costs.
Date Progress Report Submitted VPAA/SS April 11, 2012
Status
i.e.
ongoing,
complete
Completed
S-12
Action
•
A plan to complete a comprehensive course
assessment for all dental hygiene courses over
the next four years has been completed. Please
see attached.
On-going
•
Continual communication with Paula Lee
Hobson in TMCC Foundation.
Perkins and TMCC Foundation Grants were
obtained to purchase computers and dental
software at each dental chair.
Since this is a shared facility with Dental
Assisting Program, both programs benefit
from any upgrades made to the clinic. DA
Coordinator in progress with modifications
and expansion of current facility through
TMCC Foundation.
•
Completed
S-12
•
On-going
Timeline
Unknown
188
2010-11 VPAA/SS Recommendations
3. Develop an exit process to assess
student attrition from the program.
Status
i.e.
ongoing,
complete
On-going
Action
•
•
On-going
•
Completed
•
On-going
•
On-going
4.
Consider incorporating more continuing
education or non-credit courses, such as
Alternative Practice.
Tabled
•
•
On-going
•
On-going
Re-evaluate application process and prerequisites for next admission cycle.
Reduce number of total credits needed for
degree.
Limit number of times a student may take a
science pre-requisite course to 2.
Consider offering a 1 credit Dental Hygiene
Orientation course as a pre-requisite once
other pre-requisites have been reduced.
Exit survey to determine reasons why people
drop out of program:

Academic – too rigorous

Clinical – not well suited for repetitive,
detail oriented work; lack fine motor
skills
•
(could be reduced by offering
DH Orientation course +/or
dexterity test used by CSN as
admission criteria

Personal
•
Discomfort with touching
people/putting hands in mouths
•
DH Orientation Prerequisite course
•
Fear of blood-borne pathogens
•
DH Orientation Prerequisite course
•
Unexpected life situations that
cannot be anticipated
Current economic and political climate in NV
not conducive to Alternative Practice.
Continue to offer Skills Assessments and
Remediation courses to RDHs referred to us
by Nevada State Board of Dental Examiners.
Develop clinical Continuing Education
courses to licensed RDH’s on limited
enrollment basis on topics such as Advanced
Instrumentation to introduce new instruments,
techniques and procedures.
Timeline
Fall 2013
Fall, 2014
Fall 2014
Fall, 2012
Spring 2013
189
Prefix Nbr
Catalog
2011-12
Department Assessment Cycles
Course
Fall Spr Fall Spr Fall Spr Fall Spr Fall Spr
2011 2012 2012 2013 2013 2014 2014 2015 2015 2016
DH
102
C
ORAL BIOLOGY
X
DH
103
C
HEAD AND NECK ANATOMY
DH
104
C
DENTAL HYGIENE I
DH
105
C
INTRO CLINICAL PRACTICE
DH
107
C
LEGAL/ETHICAL IMPLICATIONS IN DH
DH
110
C
CONCEPTS OF ORAL HEALTH
DH
112
C
ORAL RADIOLOGY
DH
113
C
GENERAL/ORAL PATHOLOGY
X
DH
115
C
CLINICAL PRACTICE I
X
DH
118
C
ADVANCED CLINICAL TOPICS IN DENTAL
DH
120
C
FUND OF NUTRITION IN DENTISTRY
DH
202
C
PHARMACOLOGY
DH
203
C
SPECIAL PATIENTS
X
DH
205
C
CLINICAL PRACTICE II
X
DH
207
C
PERIODONTICS I
X
DH
208
C
COMMUNITY DENTAL HEALTH I
X
DH
209
C
DH
211
C
PAIN AND ANXIETY CONTROL
DENTAL MATERIALS & TECHNIQUES
FOR DENTAL
DH
214
C
PERIODONTICS II
X
DH
215
C
CLINICAL PRACTICE III
X
DH
216
C
PRIN OF DENTAL PRACTICE
X
DH
218
C
COMMUNITY DENTAL HEALTH II
X
DH
299
C
INDEPENDENT STUDY
X
X
X
X
X
X
X
X
X
X
X
X
190
ALASKA
University of Alaska Anchorage
Date Submitted: 10/31/2011
College of Health
Dental Programs
3211 Providence Dr.; AHS #160
Anchorage, AK 99518-0000
Sandra Pence, RDH, MS — Assistant Professor, Program Director
Phone: (907) 786-6925 Ext.: Fax: (907) 786-6938
Email Address: pence (at) uaa.alaska.edu Website: uaa.alaska.edu
Degrees Awarded
Degree Completion: BS-DH
ARIZONA
Northern Arizona University
Date Submitted: 10/31/2011
College of Health Professions
Department of Dental Hygiene
P.O. Box 15065
Flagstaff, AZ 86011-5065
Marge Reveal, RDH, MS, MBA — Coordinator, Degree Completion Program
Phone: (928) 523-0520 Ext.: Fax: (928) 523-6195
Email Address: marjorie.reveal (at) nau.edu Website: nau.edu
Degrees Awarded
Degree Completion: BS-DH
CALIFORNIA
Loma Linda University
Date Submitted: 11/17/2011
School of Dentistry
Dental Hygiene Department
11092 Anderson Street
Loma Linda, CA 92350-0000
Michelle Hurlbutt, RDH, MSDH — Program Director
Phone: (909) 558-4631 Ext.: Fax: (909) 558-0313
Email Address: degreecompletion (at) llu.edu
Website: llu.edu/dentistry/dentalhygiene/degree-comp.page?
Degrees Awarded
Degree Completion: BS-DH
191
CONNECTICUT
University of Bridgeport
Date Submitted: 11/08/2011
Fones School of Dental Hygiene
Division of Health Sciences
60 Lafayette Street
Bridgeport, CT 06604-0000
Meg Zayan, RDH, MPH, EdD — Dean, Fones School of Dental Hygiene
Phone: (203) 576-4138 Ext.: Fax: (203) 576-4220
Email Address: mzayan (at) bridgeport.edu Website: bridgeport.edu
Degrees Awarded
Degree Completion: BS-DH
University of New Haven
Date Submitted: 11/14/2011
Div. of Hlth. Professions-College of Arts & Sciences
Dental Hygiene Program
419 Boston Post Road
West Haven, CT 06516-1918
L. Teal Mercer, RDH, MPH — Program Director
Phone: (203) 931-6005 Ext.: Fax: (203) 931-6083
Email Address: tmercer (at) newhaven.edu Website: newhaven.edu
Degrees Awarded
Degree Completion: BS-DH
FLORIDA
Nova Southeastern University
Date Submitted: 11/17/2011
College of Allied Health and Nursing
Bachelor of Health Science Program
3200 N. University Dr.
Ft. Lauderdale, FL 33328-0000
Christopher Mitchell, MS — Program Director
Phone: (954) 288-9695 Ext.: Fax: (954) 262-1181
Email Address: cmitchel (at) nova.edu Website: nova.edu/bhs
Degrees Awarded
Degree Completion: BHSc
192
St. Petersburg College
Date Submitted: 11/18/2011
College of Health Sciences
Dental Hygiene Program
7200 66th Street N
Pinellas Park, FL 33781-0000
Katherine A. Woods, MPH, PhD, RDH — Interim Program Director
Phone: (727) 341-4150 Ext.: Fax: (727) 341-4152
Email Address: Woods.katherine (at) spcollege.edu Website: spcollege.edu/bachelors/dental
Degrees Awarded
Degree Completion: BAS-DH
GEORGIA
Clayton State University
Date Submitted: 11/11/2011
College of Health
Dental Hygiene
2000 Clayton State Blvd.
Morrow, GA 30260-0000
W. Gail Barnes, RDH, PhD — Interim Chairperson Dental Hygiene
Phone: (678) 466-4969 Ext.: Fax: (678) 466-4997
Email Address: gailbarnes (at) clayton.edu Website: clayton.edu
Degrees Awarded
Degree Completion: RDH-BSDH
Georgia Health Sciences University
Date Submitted: 11/22/2011
College of Allied Health Sciences
Department of Dental Hygiene
1120 15th Street, GC-4354
Augusta, GA 30912-0200
Marie A. Collins, RDH, EdD. — Department Chair and Professor
Phone: (706) 721-2938 Ext.: Fax: (706) 723-0220
Email Address: mcollins (at) georgiahealth.edu
Website: georgiahealth.edu/alliedhealth/dh/index.html
Degrees Awarded
Degree Completion: BS-DH
193
ILLINOIS
Southern Illinois University
Date Submitted: 11/01/2011
Dental Hygiene - College of Applied Sciences & Art
School of Allied Health
Mail Code 6615
Carbondale, IL 62901-6615
Dwayne Summers, DMD — Program Director
Phone: (618) 453-7213 Ext.: Fax: (618) 453-7020
Email Address: dsummers (at) siu.edu Website: siuc.edu/~sah/DH/home.htm
Degrees Awarded
Degree Completion: BS-DH
IOWA
Iowa Western CC/Creighton University
Date Submitted: 11/01/2011
School of Dentistry
Dental Hygiene
2700 College Road
Council Bluffs, IA 51503-0000
Janet L. Hillis, RDH, MA — Professor and Program Chair, Dental Hygiene
Phone: (712) 325-3738 Ext.: Fax: (712) 325-3335
Email Address: jhillis (at) iwcc.edu Website: iwcc.edu
Degrees Awarded
Degree Completion: BA
INDIANA
Indiana University School of Dentistry
Date Submitted: 10/31/2011
Periodontics and Allied Dental Programs
Dental Hygiene Programs
1121 West Michigan Street
Indianapolis, IN 46202-5186
Nancy A. Young, RDH, BS, MEd — Director
Phone: (317) 274-7801 Ext.: Fax: (317) 274-1363
Email Address: nayoung (at) iupui.edu Website: iusd.iupui.edu
Degrees Awarded
Degree Completion: BS-DH
194
Indiana University South Bend
Date Submitted: 11/02/2011
College of Health Sciences
Dental Hygiene Program
1700 Mishawaka Ave, P.0. Box 7111
South Bend, IN 46634-7111
Kristyn Quimby, LDH, MLS — Director, Dental Education
Phone: (574) 520-4405 Ext.: Fax: (574) 520-4854
Email Address: krirhawk (at) iusb.edu Website: iusb.edu/~sbdental/
Degrees Awarded
Degree Completion: BS-DH
University of Southern Indiana
Date Submitted: 11/09/2011
College of Nursing and Health Professions
Dental Hygiene Program
8600 University Blvd.
Evansville, IN 47712-0000
Deborah Carl Wolf, RDH, MEd — Director, Dental Hygiene Program
Phone: (812) 464-1702 Ext.: Fax: (812) 465-7092
Email Address: dcarl (at) usi.edu Website: usi.edu
Degrees Awarded
Degree Completion: BS-DH
KANSAS
Wichita State University
Date Submitted: 11/21/2011
College of Health Professions
Dental Hygiene Department
1845 Fairmount
Wichita, KS 67260-0144
Denise Maseman, RDH, MS — Department Chairperson
Phone: (316) 978-3614 Ext.: Fax: (316) 978-5459
Email Address: N/A Website: wichita.edu/dh
Degrees Awarded
Degree Completion: BS-DH
195
KENTUCKY
Western Kentucky University
Date Submitted: 10/31/2011
Allied Health & Human Services
Dental Hygiene Program
1906 College Heights Blvd. #11032
Bowling Green, KY 42101-1032
Lynn D. Austin, RDH, MPH, PhD — Department Head
Phone: (270) 745-3827 Ext.: Fax: (270) 745-6869
Email Address: lynn.austin (at) wku.edu Website: wku.edu
Degrees Awarded
Degree Completion: BS-DH
LOUISIANA
University of Louisiana at Monroe
Date Submitted: 11/02/2011
College of Health Sciences
Department of Dental Hygiene
700 University Ave.
Monroe, LA 71209-0420
Beverly B. Jarrell, RDH, BS, MEd — Department Head
Phone: (318) 342-1621 Ext.: Fax: (318) 342-1687
Email Address: jarrell (at) ulm.edu Website: ulm.edu
Degrees Awarded
Degree Completion: BS-DH
MASSACHUSETTS
Massachusetts College of Phar. & Hlth Scis.
Date Submitted: 11/10/2011
Forsyth Dental Hygiene Program
AD (Associate Degree) to Master of Science in Dental Hygiene
179 Longwood Avenue
Boston, MA 02115-0000
Becky DeSpain Eden, RDH, MEd — Graduate Program Director & Professor
Phone: (617) 879-5987 Ext.: Fax: (617) 732-2225
Email Address: becky.eden (at) mcphs.edu Website: online.mcphs.edu/ad_ms_dental.shtml
Degrees Awarded
Degree Completion: MS-DH
196
Mount Ida College
Date Submitted: 11/09/2011
School of Business
Dental Hygiene Program
777 Dedham St.
Newton Centre, MA 02459-0000
Jacyn Stultz, RDH, MS —Program Director
Phone: (617) 928-7343 Ext.: Fax: (000) 000-0000
Email Address: jstultz (at) mountida.edu Website: mountida.edu
Degrees Awarded
Degree Completion: BS-DH
MAINE
University of Maine at Augusta-Bangor Campus
Date Submitted: 11/01/2011
College of Mathematics & Professional Studies
Dental Hygiene Program
201 Texas Ave.
Bangor, ME 04401-4324
Diane Blanchette, RDH, MEd — Coordinator, Dental Health Programs
Phone: (207) 262-7876 Ext.: Fax: (207) 262-7871
Email Address: dianeb (at) maine.edu Website: uma.maine.edu
Degrees Awarded
Degree Completion: BS-DH
University of New England
Date Submitted: 11/16/2011
Westbrook College of Health Professions
Dental Hygiene Program
716 Stevens Ave.
Portland, ME 04103-2670
Bernice Mills, RDH, MS — Dental Hygiene Program Director
Phone: (207) 221-4314 Ext.: Fax: (207) 221-4889
Email Address: bmills (at) une.edu Website: une.edu
Degrees Awarded
Degree Completion: BS-DH
197
MARYLAND
University of Maryland, Baltimore
Date Submitted: 11/01/2011
School of Dentistry
Division of Dental Hygiene
650 West Baltimore Street, Room 1203
Baltimore, MD 21201-0000
Sheryl Syme, RDH, MS — Associate Professor, Director Degree Completion Program
Phone: (410) 706-7773 Ext.: Fax: (410) 706-0349
Email Address: ssyme (at) umaryland.edu Website: dental.umaryland.edu
Degrees Awarded
Degree Completion: BS-DH
MICHIGAN
Baker College
Date Submitted: 11/14/2011
Dental Hygiene Program
3403 Lapeer Rd.
Port Huron, MI 48060-0000
Sharon Walby, RDH, MS —Dental Hygiene Program Director
Phone: (810) 985-7000 Ext.: 2104 Fax: (810) 989-2136
Email Address: sharon.walby (at) baker.edu Website: baker.edu
Degrees Awarded
Degree Completion: BS-HA
Ferris State University
Date Submitted: 11/04/2011
College of Allied Health Sciences
200 Ferris Drive, 405 VFS
Big Rapids, MI 49307-0000
Theresa Raglin, RDH, MA — Department Head Dental Hygiene and Medical Imaging
Phone: (231) 591-2224 Ext.: Fax: (231) 591-2325
Email Address: raglint (at) ferris.edu Website: ferris.edu/cahs/link_desc.cfm?subLinkID=36
Degrees Awarded
Degree Completion: BS
198
University of Detroit Mercy
Date Submitted: 10/31/2011
School of Dentistry
Dental Hygiene Program
2700 Martin Luther King Jr. Blvd.
Detroit, MI 48208-2576
Pamela V. Gibes, RDH, BS, MA — Coordinator, DH Degree Completion Program
Phone: (313) 494-6628 Ext.: Fax: (313) 494-6697
Email Address: gibespv (at) udmercy.edu
Website: dental.udmercy.edu/programs/hygiene/completion/index.htm
Degrees Awarded
Degree Completion: BS-DH
University of Michigan
Date Submitted: 11/01/2011
School of Dentistry
Dental Hygiene Program
1011 N. University – Room 3066
Ann Arbor, MI 48109-1078
Anne Gwozdek, RDH, BA, MA — Program Director
Phone: (734) 615-7749 Ext.: Fax: (734) 763-5503
Email Address: agwozdek (at) umich.edu
Website: dent.umich.edu/dentalhygiene/education/dc/campus
Degrees Awarded
Degree Completion: BS-DH
MINNESOTA
Metropolitan State University
Date Submitted: 11/21/2011
College of Nursing and Health Sciences
Dental Hygiene
700 E. 7th Street
St. Paul, MN 55106
Christine Milbrath, RN, EdD — Director of Health Science Programs
Suzanne Beatty, DDS – Curriculum Coordinator
Phone: (651) 793-1403 Ext.: Fax: (651) 793-1382
Email Address: christine.milbrath (at) metrostate.edu or suzanne.beatty (at) metrostate.edu
Website: metrostate.edu/cnhs
Degrees Awarded
Degree Completion: BS-DH
199
Minnesota State University, Mankato
Date Submitted: 11/02/2011
College of Allied Health and Nursing
Department of Dental Hygiene
3 Morris Hall
Mankato, MN 56001
Angela Monson, RDH, PhD — Degree Completion Coordinator
Phone: (507) 389-1041 Ext.: Fax: (507) 389-5850
Email Address: angela.monson (at) mnsu.edu Website: ahn.mnsu.edu/dental/completion/
Degrees Awarded
Degree Completion: BS-DH
MISSISSIPPI
University of Mississippi Medical Center
Date Submitted: 11/01/2011
School of Health Related Professions
Department of Dental Hygiene
2500 N. State St. – Shrp.
Jackson, MS 39211-0000
Beckie Barry, RDH, MS — Chair and Associate Professor
Phone: (601) 984-6310 Ext.: Fax: (601) 815-1717
Email Address: bbarry (at) umc.edu Website: shrp.umc.edu
Degrees Awarded
Degree Completion: BS
MISSOURI
University of Missouri-Kansas City
Date Submitted: 11/28/2011
School of Dentistry
Dental Hygiene Program
650 E. 25th St.
Kansas City, MO 64108-2795
Lorie Holt, RDH, MS — Associate Professor and Director
Phone: (816) 235-2057 Ext.: Fax: (816) 235-2157
Email Address: holtla (at) umkc.edu
Website: dentistry.umkc.edu/Future_Students/DHdegreecompletion.shtml
Degrees Awarded
Degree Completion: BS-DH
200
NEVADA
College of Southern Nevada
Date Submitted: 11/01/2011
School of Health Sciences
Dental Hygiene Program - W1a
6375 W. Charleston Blvd.
Las Vegas, NV 89146-0000
Sharon Peterson, RDH, MEd — Program Director
Phone: (702) 651-5853 Ext.: Fax: (702) 651-7401
Email Address: sharon.peterson (at) csn.edu
Website: sites.csn.edu/health/dental/dental-hygiene(bs).html
Degrees Awarded
Degree Completion: BS-DH
NEW JERSEY
University of Medicine & Dentistry of New Jersey
Date Submitted: 10/29/2007
School of Health Related Professions
Baccalaureate Program - SHRP
65 Bergen Street
Newark, NJ 07107-0000
Cheryl Bellamy, BS — Program Director - Baccalaureate Programming
Phone: (973) 972-8512 Ext.: Fax: (000) 000-0000
Email Address: bellamcg (at) umdnj.edu Website: shrp.umdnj.edu/programs/under_grad.html#da
Degrees Awarded
Degree Completion: BSHS and BA-BIOLOGY
NEW MEXICO
University of New Mexico
Date Submitted: 11/19/2010
Health Sciences Center
Division of Dental Hygiene
2320 Tucker NE
Albuquerque, NM 87131-1391
Christine Nathe, RDH, MS — Graduate Program Director
Phone: (505) 272-8417 Ext.: Fax: (505) 272-5584
Email Address: cnathe (at) salud.unm.edu Website: hsc.unm.edu/som/dentalhy/
Degrees Awarded
Degree Completion: BS-DH
201
NEW YORK
Farmingdale State College of New York
Date Submitted: 11/01/2011
School of Health Sciences
Department of Dental Hygiene
2350 Broadhollow Road
Farmingdale, NY 11735-0000
Laura Mueller-Joseph, RDH, MS, EdD — Director
Phone: (631) 420-2060 Ext.: Fax: (631) 420-2582
Email Address: Josephlm (at) farmingdale.edu Website: farmingdale.edu
Degrees Awarded
Degree Completion: BS-DH
New York University
Date Submitted: 11/09/2011
College of Dentistry
Dental Hygiene Program
345 East 24th Street
New York, NY 10010-0000
Rosemary D. Hays, RDH, MS — Coordinator of the Bachelor Programs
Phone: (212) 992-7124 Ext.: Fax: (212) 995-4593
Email Address: rh22 (at) nyu.edu Website: nyu.edu/dental
Degrees Awarded
Degree Completion: BS-DH
SUNY at Canton
Date Submitted: 11/29/2010
Dental Hygiene Program
34 Cornell Drive
Canton, NY 13617-0000
Susan Willette, RDH, MS, EdD — Program Director
Phone: (315) 386-7405 Ext.: Fax: (315) 336-3485
Email Address: willettes (at) canton.edu Website: canton.edu/sci_health/dhyg/
Degrees Awarded
Degree Completion: BTech.-DH
202
NORTH CAROLINA
The University of North Carolina
Date Submitted: 11/01/2011
School of Dentistry
Dental Hygiene Program
3270 Old Dental Building CB# 7450
Chapel Hill, NC 27599-7450
Rebecca Wilder, MS — Director, Dental Hygiene Programs
Phone: (919) 966-2800 Ext.: Fax: (919) 966-6761
Email Address: rebecca_wilder (at) dentistry.unc.edu Website: dentistry.unc.edu
Degrees Awarded
Degree Completion: BS-DH
OHIO
Ohio State University
Date Submitted: 11/03/2011
College of Dentistry
Division of Dental Hygiene
305 West 12th Avenue
Columbus, OH 43210-0000
Michele Carr, RDH, MA — Chair, Division of Dental Hygiene
Phone: (614) 292-2228 Ext.: Fax: (614) 292-8013
Email Address: carr.3 (at) osu.edu Website: dent.osu.edu/dhy
Degrees Awarded
Degree Completion: BS-DH
Youngstown State University
Date Submitted: 11/19/2010
Bitonte College of Health and Human Services
Health Professions Bachelor’s in Applied Science
One University Plaza
Youngstown, OH 44555-0000
Salvatore Sanders, PhD — Director,Bachelor of Science in Applied Science Degree
Phone: (330) 941-7157 Ext.: Fax: (330) 941-2921
Email Address: sasanders (at) ysu.edu Website: ysu.edu
Degrees Awarded
Degree Completion: BS-AS
203
OREGON
Oregon Institute of Technology
Date Submitted: 11/18/2011
School of Health, Arts & Sciences
Dental Hygiene Program
3201 Campus Drive
Klamath Falls, OR 97601-8801
Jill Schultz, RDH, MEd —Professor
Phone: (541) 885-1366 Ext.: Fax: (541) 885-1849
Email Address: jill.schultz (at) oit.edu Website: oit.edu
Degrees Awarded
Degree Completion: BS-DH
Pacific University
Date Submitted: 11/15/2011
School of Dental Health Science
Degree Completion Program
222 SE 8th Avenue, Suite 271
Hillsboro, OR 97123-4218
Lisa Rowley, CDA, RDH, MS — Program Director
Phone: (503) 352-7252 Ext.: Fax: (503) 352-7260
Email Address: lisajrowley (at) pacificu.edu
Website: pacificu.edu/dentalhealth/hygiene/index.cfm
Degrees Awarded
Degree Completion: BS-DH
PENNSYLVANIA
Pennsylvania College of Technology
Date Submitted: 12/03/2009
School of Health Sciences
Dental Hygiene Program
One College Avenue
Williamsport, PA 17701-0000
Shawn Kiser, RDH, MEd — Director of Dental Hygiene
Phone: (570) 320-8007 Ext.: Fax: (570) 320-2401
Email Address: skiser (at) pct.edu Website: pct.edu
Degrees Awarded
Degree Completion: BS-DH
204
University of Pittsburgh
Date Submitted: 11/11/2011
School of Dental Medicine
Dental Hygiene Program
B-80 Salk Hall
Pittsburgh, PA 15261-1937
Angelina E. Riccelli, RDH, MS — Director
Phone: (412) 648-8432 Ext.: Fax: (412) 383-8737
Email Address: Riccelli (at) pitt.edu Website: dental.pitt.edu
Degrees Awarded
Degree Completion: BS-DH
TENNESSEE
East Tennessee State University
Date Submitted: 11/01/2011
College of Clinical & Rehabilitative Health Sciences
Department of Allied Health Sciences
ETSU P.O.Box 70690
Johnson City, TN 37614-0690
Debbie Dotson, RDH, PhD — Dental Hygiene Program Director and BSDH Online Program
Coordinator
Phone: (423) 439-5232 Ext.: Fax: (423) 439-4030
Email Address: dotsond (at) etsu.edu Website: etsu.edu/crhs/alliedhealth/bsdh
Degrees Awarded
Degree Completion: BS-DH
Tennessee State University Date Submitted: 11/03/2011
College of Health Sciences
Department of Dental Hygiene
3500 John A. Merritt Boulevard
Nashville, TN 37209-1561
Marian Williams Patton, RDH, EdD — Department Head
Phone: (615) 963-5801 Ext.: Fax: (615) 963-5836
Email Address: mpatton (at) tnstate.edu Website: tnstate.edu
Degrees Awarded
Degree Completion: BS-DH
205
TEXAS
Texas Woman's University
Date Submitted: 04/21/2011
College of Health Sciences
Department of Dental Hygiene
Box 425796 - Twu Station
Denton, TX 76204-5796
Patricia Nunn, RDH, MS —Dental Hygiene Program Director
Phone: (940) 898-2870 Ext.: Fax: (940) 898-1869
Email Address: pnunn (at) mail.twu.edu Website: twu.edu/hs/dh
Degrees Awarded
Degree Completion: BS-DH
Univ of Texas Health Science Center at Houston
Date Submitted: 11/09/2011
School of Dentistry
Dental Hygiene Program
6516 M. D. Anderson Blvd., Suite 1.085
Houston, TX 77030
Jayne A. McWherter, RDH, MEd —Director and Associate Professor
Phone: (713) 500-4399 Ext.: Fax: (713) 500-0410
Email Address: jayne.a.mcwherter (at) uth.tmc.edu Website: db.uth.tmc.edu
Degrees Awarded
Degree Completion: BS-DH
U of Texas Health Science Center at San Antonio
Date Submitted: 11/01/2011
School of Health Professions
Department of Dental Hygiene
7703 Floyd Curl Dr.
San Antonio, TX 78229-3900
Mary Jacks, RDH, MS — Advanced Degrees Program Director
Phone: (210) 567-8837 Ext.: Fax: (210) 567-8843
Email Address: Jacks (at) UTHSCSA.edu Website: uthscsa.edu/shp/dh/bachelor-completion.asp
Degrees Awarded
Degree Completion: BS-DH
206
UTAH
Dixie State College
Date Submitted: 12/08/2011
Division of Nursing and Allied Health
Dental Hygiene Program
225 South 700 East
St. George, UT 84770-0000
Karmen Aplanalp, RDH, BS, MEd — Program Director
Phone: (435) 879-4901 Ext.: Fax: (435) 879-4929
Email Address: aplanalp (at) dixie.edu Website: dixie.edu
Degrees Awarded
Degree Completion: BS-DH
Weber State University
Date Submitted: 11/01/2011
College of Health Professions
Dental Hygiene
3920 University Circle
Ogden, UT 84408-3920
Stephanie Bossenberger, RDH, MS — Department Chair, Professor
Phone: (801) 626-6451 Ext.: Fax: (801) 626-7304
Email Address: bossenberger (at) weber.edu Website: weber.edu/dentalhyg
Degrees Awarded
Degree Completion: BS-DH
VERMONT
Vermont Technical College
Date Submitted: 11/01/2011
School of Nursing and Allied Health
Dental Hygiene Department
301 Lawrence Place
Williston, VT 05495-0000
Ellen B. Grimes, RDH, MA, MPA, EdD — Program Director
Phone: (802) 879-5632 Ext.: Fax: (802) 879-2317
Email Address: Ellen.Grimes (at) vtc.edu Website: vtc.edu
Degrees Awarded
Degree Completion: BS-DH
207
VIRGINIA
Old Dominion University
Date Submitted: 11/18/2010
Gene W. Hirschfield School of Dental Hygiene
College of Health Sciences
4608 Hampton Blvd., Health Science Building, Room 2011
Norfolk, VA 23529-0499
Sharon Stull, BSDH, MS — Lecturer
Phone: (757) 683-5235 Ext.: Fax: (757) 683-5239
Email Address: sstull (at) odu.edu Website: odu.edu/dental
Degrees Awarded
Degree Completion: BS-DH
WASHINGTON
Clark College/Eastern Washington University
Date Submitted: 12/08/2011
College of Science, Mathematics & Technology
Dental Hygiene Program
1933 Fort Vancouver Way
Vancouver, WA 98663-3598
Brenda Walstead, RDH, MSEd — Program Director
Phone: (360) 992-2528 Ext.: Fax: (360) 992-2880
Email Address: bwalstead (at) clark.edu Website: ewu.edu
Degrees Awarded
Degree Completion: BS-DH
Eastern Washi Univ at Pierce Col Fort Steilacoom
Date Submitted: 11/01/2011
College of Science, Health and Engineering
Dental Hygiene
9401 Farwest Drive S.W.
Lakewood, WA 98498-1999
Monica L. Hospenthal, RDH, MEd — Program Co-Director
Phone: (253) 912-3642 Ext.: Fax: (253) 964-6313
Email Address: mhospenthal (at) ewu.edu
Website: ewu.edu/CSHE/programs/Dental-Hygiene/Expanded-BS-in-DH.xml
Degrees Awarded
Degree Completion: BS-DH
208
Shoreline Comm. College/Eastern Washington Univ.
Date Submitted: 11/15/2010
Dental Hygiene Program/Health Occupations Building
16101 Greenwood Ave., N
Seattle, WA 981335667
Karen Barter, RDH, BS — Shoreline Expanded Degree Program Director
Phone: (206) 533-6625 Ext.: Fax: (206) 533-5103
Email Address: kbarter (at) ewu.edu
Website: ewu.edu/CSHE/Programs/Dental-Hygiene/Expanded-BS-in-DH/Shoreline-CC.xml
Degrees Awarded
Degree Completion: BS-DH
University of Washington*
Date Submitted: 12/05/2011
School of Dentistry
Oral Health Sciences DH Degree Completion Program
1959 North East Pacific St, Suite D583H, Magnuson Health Sciences Bldg.
Seattle, WA 98195-7475
Norma Wells, BS, RDH, MPH — Associate Professor and Director
Phone: (206) 616-1675 Ext.: Fax: (206) 685-4258
Email Address: N/A Website: dental.washington.edu/departments/ohs/oral-health-sciences.html
Degrees Awarded
Degree Completion: BS-DH
* Currently Not Enrolling Students
209
WEST VIRGINIA
West Liberty University
Date Submitted: 12/06/2011
College of Science/Department of Health Science
Sarah Whitaker Glass School of Dental Hygiene
208 University Drive, College Union Box 121
West Liberty, WV 26074-0295
Margaret J. Six, RDH, MSDH — Program Director
Phone: (304) 336-8030 Ext.: Fax: (304) 336-8905
Email Address: sixmj (at) westliberty.edu Website: westliberty.edu
Degrees Awarded
Degree Completion: BS-DH
West Virginia University
Date Submitted: 12/07/2011
School of Dentistry
Division of Dental Hygiene
1188 HSN, P.O. Box 9425
Morgantown, WV 26506-9425
Amy Funk, MSDH — Interim Director – Assistant Professor
Phone: (304) 293-3417 Ext.: Fax: (304) 293-4882
Email Address: afunk (at) hsc.wvu.edu Website: hsc.wvu.edu/sod
Degrees Awarded
Degree Completion: BS-DH
210
TRUCKEE MEADOWS COMMUNITY COLLEGE
PROGRAM/UNIT REVIEW
PROGRESS REPORT
PROGRAM/UNIT REVIEWED: PHYSICAL EDUCATION
Self Study Committee Chair(s):
Andrea Simone-Call
Dean: Marie Murgolo-Poore
School: School of Business and Entrepreneurship
Year of Review: 2010-2011
Date Progress Report Submitted VPAA/SS May 10, 2012
2010-11 VPAA/SS Recommendations
Status
i.e. ongoing,
complete
Action
Timeline
5.
Develop and implement an assessment
plan.
Completed
Turned into Dean
6-1-2011
6.
Pursue college avenues for basic
safety equipment, such as an AED
device in RDMT 240.
Completed
Purchase order submitted, waiting for equipment
to arrive and be installed
7-31-2012
7.
Explore a facilities needs/usage study.
Ongoing
Meeting with instructors individually to see needs
and if they have facility needs for current courses.
Working with outside facilities to see availability
and facility use costs. Submitting lab fees for
approval to cover facility use fees is the last step
in order to put the classes up. Submitted special
request for lab fees for approval with Zumba at
an outside facility for Fall 2012 – lab fees were
denied. Will keep submitting.
Fall 2011 – Fall
2012
For classes to
be listed Spring
2013
211
PEX-POCAR
5-Year Assessment Timeline
All courses will be assessed on the approved student learning outcomes and measures in accordance
with the timeline below.
•
Fall 2010- PEX 199 Circuit Training
•
Spring 2011- PEX 174 Fitness Analysis and Application
•
Fall 2011- PEX 183 Weight Training
•
Spring 2012- PEX 169 Yoga
•
Fall 2012 - PEX 170 Aerobics
•
Spring 2013- PEX 155 Fencing
•
Fall 2013 - PEX 143 Karate
•
Spring 2014 - PEX 172 Body Contour and Conditioning
•
Fall 2014- PEX 199 Boxing,
•
Spring 2015- PEX 207 Slimnatics, PEX 117 Golf
•
Fall 2015 - PEX 199 Mat Pilates, PEX 129 Volleyball
•
Spring 2016- PEX 199 Spinning
212
Chapter Fi ve: Implementing and Updating The
Educational Master Plan
Implementation of the Educational Master Plan
The Educational Master Plan is the academic blueprint for Truckee Meadows Community College. The essence
of the EMP is found in Chapter Three in the reports that were generated at the faculty and operational level. It
is the intent of the College to use this EMP to help guide its development of priorities and the ways in which
the college will address its instructional, student services, professional development, technology, and facility
needs over the course of the next five years.
As a result of this EMP document, the TMCC Professional Development Office will have the opportunity to offer
and/or expand training workshops which will be designed to support faculty, staff and administration in a
variety of areas such as: a) effective use of technology in the classroom and in colleges offices; b) Student
Learning Outcomes and Program and Discipline Review; c) teaching methodology related to student
engagement and learning as well as meeting the needs of diverse learners; and d) the opportunity for the
college to continue to refine and/or expand professional development activities to support individual and
institutional effectiveness, even within the continuing budget related environment.
Updating the Educational Master Plan
The fiscal environment of the State of Nevada is currently in an unstable condition and may begin to be even
more so as the next legislative session begins in January 2011. This instability and decreasing funding
situation has and will continue to directly impact the education sector for
many years to come. Given this situation, it will be very important for Truckee Meadows Community College
to carefully assess data and information on an annual basis as programs and services are continually refined.
This approach will be a practical real-time activity that will keep the external fiscal situation in front of the
College community as planning takes place at all levels of the College.
The process to update the EMP should begin in approximately four years. Each year from the time this current
EMP document is completed, the data and information should be updated by the Office of Academic Affairs
and Student Services with support from the Office of Institutional Research, so that when it is time to start the
next cycle there will be at least four years of trend data that has been documented. Annually, the use of
existing current data and information will help the college address any possible changes that may impact the
comprehensive nature of its programs and services so that planning does not appear to be only about future
issues but also can address fiscal and budget matters as needed.
At the end of four years, TMCC should establish an EMP Task Force with a similar membership to the current
EMP Task Force. It is recommended that the Task Force be established in spring of 2013. It is also
recommended that the Task Force have its first meeting related to updating the EMP in fall 2014. Once that
meeting takes place then the timeline, process and method of data and information gathering will be
established so that the actual process can begin soon after the start of the fall 2014 semester, with a
suggested completion date of late spring 2015.
Overall, this EMP is a dynamic document that will be critical to the ongoing institutional effectiveness and
efficient use and allocation of College resources in the years to come. While fiscal constraints will continue to
be an issue in the State of Nevada, the creativity and innovative ability of the College community at TMCC
should maintain its energy, enthusiasm and positive focus on serving the needs and demands of students and
communities served.
213
A p p e n d i x A : G l o s s a r y o f Te r ms
AA: Associate of Arts degree
AS: Associate of Science degree
AAS: Associate of Applied Science degree
Capture Rate: The percent of Washoe County School District graduates who attend TMCC in the fall or spring
term immediately following graduation from High School.
Census: The reporting date to submit preliminary enrollment data to the Chancellor’s Office is known as the
“census date.” For fall semesters it is October 15 and for spring semesters it is March 15.
Co-Enrollment: Student enrollment at more than one institution during the same semester.
CTE:
Career and Technical Education in this section applies to either occupational or vocational
programs. Career and Technical Education (CTE) includes a wide range of programs specifically designed to
prepare students to enter the workforce immediately upon completion. CTE programs typically emphasize
hands-on training that leads to Associate of Applied Science degrees and/or Certificates of Achievement.
Industry advisory committees from the community are organized for each CTE program and provide input into
the curriculum at regular meetings. Approved CTE programs are eligible to apply for additional funding
through the Federal Carl Perkins grant for equipment, personnel, activities and supplies. Most CTE programs
also participate in Tech Prep agreements, which articulate high school courses of similar content for college
credit.
Degree Conferred:
Each academic year the number of degrees and certificates earned by TMCC students are
reported by discipline. Within an academic year, students may graduate in the fall, spring, or summer terms.
Degree Types: In general, degrees and certificates can be broken down into two categories, transfer degrees
or vocationally oriented degrees. At TMCC, the Associate of Arts and Associate of Science is considered
transfer degrees, while the Associate of Applied Science and Certificate of Achievement are considered
vocational degrees. The Associate of General Studies degree can be either a transfer degree or a terminal
degree.
Enrollment:
A measure of the number of students enrolled in courses at an institution; enrollment
data are represented by either headcount or FTE.
Enrollment Status: All students at TMCC are classified as continuing students, new transfer students, or new
college students (first-time students).
FTE: Full-time Equivalent Enrollment (FTE) in this section applies to the statistical measure of the
instructional workload generated by students taking courses. One FTE is equal to registration in 15 credit
hours, whether taken by one student or by the combination of several students. The State uses FTE as a
measure of enrollment in determining the budget for the College.
Graduation Rate: Based on a cohort of first-time, full-time, degree-seeking students graduating within 150%
of normal time.
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Headcount: As the most basic form of student enrollment information, headcount represents an
unduplicMinorities: Student who indicated their ethnicity as African America, Asian, Hispanic, Native
American. International students and students with non-reported ethnicity are excluded.
NSHE: Nevada System of Higher Education
Persistence: The tracking of students from one semester to the next. This measure is derived by isolating a
cohort of students and then calculating the percent of the original group that returns with each advancing
semester. Based on this definition, students who leave for one or more semester(s) and then return to the
College still contribute to the persistence rates for each semester they attend. Persistence is best measured
by tracking first-time college student cohorts (standing = U01, status = NW).
# Retained: The number of students who remain in a class until the end of the semester and receive A, B, C,
D, Pass (P), Satisfactory (S), In Progress (X), or Audit (AD) grade notations (Math 000L enrollments are
excluded).
Retention Rate: The number of students retained in a course or program divided by the total number of
students enrolled (a.k.a. percentage retained).
Rollover: Also known as carryover, rollover refers to enrollments that occur after a census date. In past
years, rollover was added to the next semester’s enrollment totals to produce an official headcount or FTE
figure. Beginning with AY 2003-04, rollover is no longer included.
State Supported: Credit-bearing academic courses that are degree related, developmental, or vocationally
oriented are considered state supported.
Subsequent Enrollment: Students who attend another post-secondary institution after attending TMCC.
Successful Transition (developmental to collegiate): The number of students who enter and successfully
complete developmental courses and continue advancing to higher-level coursework within that subject area.
Successful completion is defined as a final grade of A, B, C, or P. Cohorts are determined by the fall semester
in which the students complete remedial English (ENG 090) or math (096). Cohorts were given three
semesters to complete English or math 120/126 respectively.
Tenninal Degree:
A degree that does not transfer.
Transfer: Students who have previous college experience and have earned more than 24 transferable
college credits with 2.5 GPA in all coursework.
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A p p e n d i x B : C o m m u n i t y, A d vi s o r y a n d S t u d e n t F o r u m Q u e s t i o n s
Presented to Participants
Advisory Forum and Chamber Forum
1.
How do you perceive TMCC as an institution of higher education today? How should we prepare for
tomorrow?
2.
What do you perceive as the college’s strengths? Weaknesses?
3.
How can the college enhance its relationship with community?
4.
What role do you see TMCC playing in impacting the economy and workforce in the next five years in
this region?
5.
How best can TMCC inform the community as to who it is, what it does and whom it impacts?
Student Forum
1.
How long have you been at TMCC?
2.
What are the things that the college does well? The areas we need to improve?
3.
What role should TMCC play in impacting the economy and the workforce in this region?
4.
In general, how do you think students are treated?
5.
What do you think about our educational programs?
6.
What do you think about our student services?
7.
If you were just starting college would you start at TMCC again?
8.
How should TMCC market programs and services to the community? To business and industry? To
the high schools?
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