AQIP Participation Application
NORTH CENTRAL STATE COLLEGE
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AQIP Participation
Application
North Central State College
Name of Institution
Mansfield, Ohio
City, State
December, 2004
Application Date
Check one of these three categories to describe your organization and then answer the
application questions accordingly. Answer the questions clearly, directly, and concisely. See
AQIP Application Instructions for details about length of application etc.
 If it has been six years or fewer since the date of the Commission
action on its last comprehensive PEAQ site visit of your
organization, you need only provide a brief summary of the team’s
overall evaluation of how well your institution met the Criteria for
Accreditation. Write no more than one page for this summary response
to Question 1.
X If it has been more than six years since the date of the Commission
action on its last comprehensive PEAQ site visit of your
organization, you should write a complete response to Question 1. Your responses
to each item need to be full and complete, probably 2-4 pages for
each of the five Criterion.
 If your organization wishes to participate in AQIP but not use AQIP participation to
maintain your Commission accreditation, you can skip Questions 1 and 2.
To answer Question 1, present evidence that will allow the AQIP Review Panel on
Admissions to evaluate and affirm your organization’s continuing compliance with the
Commission’s accreditation expectations. (See AQIP Application Instructions to determine
whether you need to answer Question 1.)
1. How does your organization demonstrate that it meets each of the Higher
Learning Commission’s five Criteria for Accreditation?
1A. Criterion One: Mission and Integrity. The organization operates with
integrity to ensure the fulfillment of its mission through structures and
processes that involve the board, administration, faculty, staff, and students.
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The Values, Vision, and Mission of North Central State College (NC State) are:
Values:
 Educational Excellence
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Learner-Focus
Community Responsiveness
Diversity
Access
Innovation
Teamwork
Vision:
North Central State College, a model college of the 21st century, will promote a
flexible and responsive, learner-centered environment that is committed to
meeting community educational and training needs.
By offering progressive educational programs, NC State will revitalize the
learning process. We are committed to a quality faculty and staff, building bridges
to local communities by actively contributing to the social, economic,
educational, and cultural well being of North Central Ohio.
Mission:
To provide quality, responsive, lifelong learning opportunities, including
occupational, degree and other educational programs for individuals, business and
industry, and the communities we serve.
As is apparent in the Values, Vision and Mission, providing occupational and degreegranting programs and serving the needs of the community are central to our mission.
NC State recognizes and appreciates the contribution is does and should make to the
social, cultural, economic and educational development of the area it serves.
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The Values, Vision, and Mission are most widely publicized via the College Catalog
and on the College web site.
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The Institutional Goals, based on the mission, were developed and adopted by the
Board of Trustees in 1998-99. The goals are:
 Maximize Student Access
 Guide Students Toward Educational Success
 Guarantee Quality Education Experience
 Provide Quality Workforce Development Opportunities
 Manage Resources Effectively and Efficiently
The Institutional Goals are reviewed annually as part of the budget development
process and endorsed by the Board of Trustees as part of the budget approval process.
Detailed objectives related to each goal are reviewed and changed annually.
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Serving diverse populations is important to NC State as is affirmed in the goals
“Maximize Student Access” and “Guide Students Toward Educational Success.”
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Providing excellent education and training opportunities are a priority for the College
as seen in the goals “Guarantee Quality Education Experience” and “Provide Quality
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Workforce Development Opportunities.” NC State’s “Guarantee of Job
Competency,” developed by the President’s Staff and endorsed by the Board of
Trustees in 2000, exemplifies that priority. The “Guarantee of Job Competency” is
published in the College Catalog.
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NC State’s Mission and Institutional Goals are the foundation for
program/department intended student learning outcomes as is documented in the
assessment process.
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The budget proposal development process is based on the Values, Vision and Mission
of the College. The steps of the process are:
o Review College values, vision, mission, goals, and department mission
statements.
o Consider how your function/department can and should support institutional
goals and objectives.
o Develop plans and programs to support institutional goals and objectives.
o Prioritize and quantify budget considerations.
o Establish goals.
o Develop strategies.
o Formulate plans of action.
o Look at economic and political conditions.
o Evaluate prior historical data.
o Be prepared to justify prior initiatives as well as new initiatives.
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The Board of Trustees:
o Begins each board meeting with a reading of the College’s Mission.
o Annually reviews and endorses the College’s Values, Vision, and Mission.
o Follows the Carver Policy Governance Model that enables the Board to focus
primarily on the purposes of the organization (“Ends”) that relate to the
College Mission and to focus less on the means by which the College attains
those ends.
o The Board functions as an important connection between the College and the
community.
o Is in the process of developing Board Goals. These goals include the
following:
“The purpose of North Central State College is to foster individual and
community prosperity through access to the highest quality, learnercentered education. This purpose will be achieved when:
a. Students are successful in gaining entry to and advancing in the
workplace, resulting in pay commensurate with skills attained
and personal goals.
b. Employers are able to improve their competitive position by
accessing human resource and workforce development
services.
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c. Students are successful in transferring to further education
consistent with skills attained and personal goals.
d. Students have opportunities for lifelong learning, personal
growth, and values development resulting in improved quality
of life.
e. Barriers to accessing education and training are minimized
allowing diverse populations to achieve and get what they
need.
f. The community recognizes the College as an energizing force
to address common issues, a vital community resource, and a
source of community pride” (Policy 1.1, in process of
development/approval).
“As the governing authority of North Central State College, the Board of
Trustees has established the following goals:
1. To demonstrate a spirit of collaboration and mutual purpose in
advancing the mission of the College.
2. To serve as a unified and harmonious voice in promoting the
College’s purpose and vision to area residents.
3. To serve as an informed and responsible representative of the
people’s interests.
4. To successfully conduct its business in accordance with the
Board’s Annual Calendar” (Policy 1.2, approved August 27,
2003).
“As a result of the work of North Central State College:
1. The College will be a visible and recognized contributor to area
and regional problem solving.
2. Area businesses’ training and worker preparation needs are
satisfied.
3. The College will be a model for community organizations
attempting to build their adaptive capacity to the world around
them” (Policy 1.3, in process of development/approval).
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The Board of Trustees oversees the fiscal operations of the College. While the
President is responsible for adequate and appropriate long- and short-term financial
planning, the President assures that budgeting for any fiscal year or any part thereof
does not deviate materially from the Board of Trustee Governance Policy Ends
Statements, strategic initiatives, and priorities, nor risk the financial stability of the
College. The budget governs all transactions involving the College’s financial
obligations and is comprised of budget categories recognized and accepted by the
State of Ohio and the Ohio Board of Regents. No budget becomes effective until
approved by the Board of Trustees.
Monitoring fiscal management includes the comparison of real (actual) data with preestablished criteria as set forth in Board Policies Financial Planning and Budgeting,
Financial Condition, and Asset Protection. Monitoring of actual fiscal performance
includes the comparison of actual condition with board policy about actual condition.
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To monitor the planning of fiscal performance (budgeting) requires the comparison of
budgets with board policy about budgeting.
The Board monitors the actual fiscal performance to date (monthly, quarterly,
annually) and checks the integrity of planning for the remaining part of the fiscal
year.
The data to monitor compliance is gathered, summarized, and reported by the
following:
1) President
On a monthly basis, the President:
 Provides the Board indicators of compliance to board policy criteria.
2) Independent Party
On an annual basis, an independent auditor:
 Meets with Board and provide evidence of compliance with Board
expectations.
 Meets with audit committee of the Board exclusive of North Central State
College staff.
3) Board of Trustees
On a monthly basis, the Board:
 Checks actual fiscal performance to date.
 Checks the integrity of planning for the remainder of the fiscal year.
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Faculty and academic leaders of the College are responsible for the integrity of the
academic offerings of the College. The faculty-led Curriculum Committee,
composed of faculty from each academic area of the College, a dean/supervisor and
the Academic Vice-President, oversees the curriculum revision and new curriculum
approval process. The Assessment Committee, also faculty-led, is composed of
faculty, deans/supervisors, and the Assessment Coordinator (a faculty-release
position). The Assessment Committee’s mission is to “coordinate and assist the
various academic departments of the College in documenting the academic
achievement of students.”
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The rights and responsibilities of the internal constituencies of the College are
addressed in The North Central State College Judicial Code. The Code states that:
“North Central State College is a learning community in which all persons-students, faculty, administration and staff--share responsibility for its growth and
continued welfare. As members of the College community, students can
reasonably expect that the following rights will be respected by all College
offices, programs, employees, and organizations. North Central State College
further encourages all members of the College community to endorse, support,
and abide by the following statement of values, which this community has
deemed fundamental to its mission and integral to its growth.”
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The Rights and Responsibilities addressed in the Judicial Code are academic pursuits,
quality environment, non-discrimination, speech/expression, assembly/protest,
fundamental fairness, confidentiality, privacy/search/seizure, and religion/association.
 NC State’s Student Grievance/Appeal Policy and Procedures states:
“The North Central State College Board of Trustees recognizes that in the interest
of the students it serves, a procedure is necessary whereby the students can be
assured of a prompt, impartial, and fair hearing on their grievances/appeals.
Students considered to be in violation of college rules and/or regulations are
provided this means of appealing the decision to insure fairness, truth, justice, and
due process as defined for educational institutions and guaranteed by law. This
procedure shall be available to all students and no reprisals of any kind shall be
taken against any student initiating or participating in the appeals procedure.”
Grievance procedures can be pursued through five levels from Level I (Initial
Review) to Level V (Review by the President’s Staff).
 The NC State’s Human Resources Department has policies that include:
o Affirmative Action
o Complaint Policy
o Conflict of Interest
o Corrective Action Policy
o Ethics Policy
o Fair Labor Standards and Wage Payment Act
o Full-time Academic Faculty Employment, Renewal or Non-renewal of
Contract, Resignation and Grievance
o Professional Growth Recognition
o Request for Public Records
o Requirements of Work and Conduct
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It is the policy of North Central State College not to discriminate on the basis of sex,
race, age, creed, religion, national origin, or disability status, veteran status or sexual
orientation in its educational programs, activities, or employment practices. Title VI
of the Civil Rights Act of 1964 prohibits discrimination based on race, color, or
national origin in any educational program or activity of North Central State College.
Title IX of the Educational Amendment of 1972 prohibits discrimination on the basis
of sex in any educational program or activity of North Central State College. Inquiries
regarding the College’s obligations in this area should be directed to:
Human Resources Director
Title VI & IX Coordinator
North Central State College
P. O. Box 698 / 2441 Kenwood Circle
Mansfield, Ohio 44901-0698
419-755-4871
Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities
Act (ADA) of 1990, prohibits discrimination on the basis of handicap status in any
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educational activity of North Central State College. Inquiries regarding the College’s
obligation in this area should be directed to:
Coordinator of Specialized Support Services
Section 504 Coordinator
North Central State College
P. O. Box 698 / 2441 Kenwood Circle
Mansfield, Ohio 44901-0698
419-755-4727
419-755-5611 (TTY/Voice)
An internal, formal, grievance procedure for violation of such acts has been set forth
by the College’s Task Force on the Americans with Disabilities Act. Information on
this policy is located in the Student Development, Student Records, and Human
Resources Offices (NC State Notice of Nondiscrimination).
1B. Criterion Two: Preparing for the Future. The organization’s allocation of
resources and its processes for evaluation and planning demonstrate its
capacity to fulfill its mission, improve the quality of its education, and respond
to future challenges and opportunities.
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North Central State College’s Board of Trustees is committed to leading the College
into the future, recognizing its responsibility to the institution and to the public.
“The Board will be actively involved in the governance of the College, being
proactive rather than reactive, staying adequately informed on relevant issues, and
approaching its task with a style which emphasizes outward vision rather than an
internal preoccupation, encouragement of diversity in viewpoints, strategic
leadership more than administrative detail, clear distinction of Board and
President roles, collective rather than individual decisions, and future rather than
past or present thinking” (Board Policy 2.2, Governance Commitment, approved
June 25, 2003).
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The Values, Vision, and Mission of North Central State College (NC State) were
developed in response to an external environmental scanning project that was
conducted in 1998-99. The project was conducted by a team led by the Dean of
Institutional Research with the assistance of an external consultant. The findings of
the project provided the stimulus and background for the President’s Cabinet to
develop the College’s Values, Vision and Mission statements. The statements
subsequently were endorsed by the Board of Trustees.
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In 2002-03, NC State engaged in an internal environmental scanning project
conducted by the Gardner-Shaw group under the auspices of an ad-hoc committee.
The project was triggered by the disbanding of the Faculty Assembly in the spring of
2002. Gardner-Shaw collected information through focus groups and a survey and
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reported their recommendations in May, 2003. A Transition Team was created to
address Gardner-Shaw recommendations. The team’s report includes the following:
“After due deliberation, the team recommends the following values guide North
Central State College in addressing its environmental challenges: The College
must become a more learning-centered, interdisciplinary institution led by
empowered servant/advocate leaders, who in turn have the empowerment of their
people as their first goal.
The team also recognizes the following needs:
1) An improvement in communication,
2) A change in the evaluation-reward system,
3) An alteration in the responsibilities among leaders,
4) An increased awareness by everyone regarding other people’s responsibilities
at the institution,
5) And a change in the mood at the institution that improves cooperation.”
The process resulted in a) the creation of the NC State Congress (consisting of
members elected from and by faculty and staff) and the Manager’s Advisory Council
(consisting of mid-level managers) in 2004 for the purposes of improved
communication, collaboration, and decision-making; and b) an institutional
reorganization for 2004-05. In addition, the Board of Trustees transformed its role by
adopting the Carver Policy Governance Model.
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This year, the President and the Board of Trustees are in the process of developing a
new strategic plan for the College. Using the Carver Policy Governance Model, the
President and the Board generated a list of Ends Statements. From that list, four
strategic issues were identified. They are:
o Financial Health
 Continued Lack of State Funding
 Projected 25% Enrollment Growth to 4,500 Students
 High Instructional Costs
o Faculty Needs of the Future
 Increased Retirements
 Faculty Expertise and Credentials
 Better Utilize What We Know About Learning
 Use of Technology in the Classroom
 Changing Student Needs
o Continue to Assure Access & Success for Students
 Affordability
 Program Mix
 Transferability
 At-Risk Students
o Impact of Changing Student Needs, Enrollment Growth & Technology on:
 Facilities
 Business Operations
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 Fiscal Considerations
The strategic issues were the basis for the development of four key points for strategic
direction, and will become the foundation for the College’s new strategic plan. They
four key points are:
o Resource Development
o Academic Program Direction
o Student Support Enhancement
o Operations Alignment
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The College participates annually in a Mission-driven budget process that includes
representation from all areas of the college (the Budget Committee). The budget
proposal development process requires that proposals support institutional goals and
objectives.
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The creation of the Managers Advisory Council and the Faculty & Staff Congress in
early 2004 included the development of processes to improve communication and
decision-making.
o At the request of the Board of Trustees, the Managers Advisory Council
(formerly the Administrative Cabinet) developed a
proposal/communication/action process that includes communication
pathways between the President, the Council and The Board.
o Article VII Procedures of the North Central State College Constitution of the
Faculty/Staff Congress delineates “procedures [that] are to be followed for
making recommendations to and from the Congress,” the President and the
Board of Trustees. Article VII also defines the role of the Senate and
committees relative to the process.
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In the fall of 2004, the President of the College twice delivered a presentation on
“Characteristics of Ohio’s Two Year Colleges” to the college-at-large. The
presentations focused on the history of NC State relative to the history of two-year
colleges in Ohio, a review of our charter with its emphasis on technical education,
and how our mission has evolved -- especially in the area of transfer education. The
presentations helped lay the groundwork for future planning.
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Ongoing environmental scanning processes that NC State has used to identify trends
and change have included:
o Working with area offices of the Department of Job and Family Services to
assess the overall job skill levels of the youth in the region serve by NC State
College to determine workforce marketability. This information has been
used by city planners when marketing the area to potential employers.
o The following externally developed reports:
 “Measuring our Community” – an annual report of the Richland
County Visioning Board of Citizens.
 “Needs and Priorities Assessment Committee Report” – an assessment
completed every four years to identify the health and human service
needs of the community.
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“Retention and Expansion Survey” – the bi-annual report of the
Richland Economic Development Corporation.
 “Building on Knowledge, Investing in People” – a report of the
Governor’s Commission on Higher Education and the Economy
 “Advance Ohio: Creating a Comprehensive Workforce Development
System for Ohio” – the Strategic Plan of the Governor’s Ohio
Workforce Policy Board (December, 2002)
 “Aligning Ohio Job Development and Global Business Strategy” – a
report of the Governor’s Ohio Workforce Policy Board (November,
2004)
o Annual (at minimum) meetings of Program Advisory Committees to assist in
identifying trends in the professions and reviewing curricula to ensure current
and relevant program content that meets the demands of the employment
marketplace. Advisory Committees are comprised of business
practitioners/employers, students, graduates, faculty and administrators.
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The following are examples of processes, projects, and resource allocations that
demonstrate NC State’s ability to recognize and respond to a changing environment.
o Recognizing the need to reach out to potential students for whom college is
not a natural choice (many first-generation college students), the Outreach
Coordinator position was created in 2004. The purpose of this position is to
determine the existence of and to reach out to potential high school students
and other populations who otherwise would not have the guidance and
direction to obtain college level education.
o Recognizing that many of our students are parents, the campus Child
Development Center (CDC) was established in 1994. The CDC has offered
priority to the students of North Central State College, providing childcare as
students attend class. In addition, the Center acquired an Early Head Start
grant that has enabled the Center to provide more comprehensive services.
o Recognizing that today’s students often attend more than one institution of
higher education:
 NC State has participated in the Ohio Course Applicability System
(CAS) since 2001. CAS is designed to assist students in transfer and
articulation. “CAS provides the ability to publish Course Equivalency
Guides, Academic Programs, Courses Offered, Transfer Course
Evaluations, and Degree Audit Reporting in a web environment.
Information is easily retrieved from a CAS site on the internet by
students, faculty, and the interested public. Students contemplating a
transfer may submit their coursework to any institution within the CAS
network for evaluation against that institution's academic programs.
CAS provides information on courses, course equivalencies, and
program requirements at a CAS institution to anyone who accesses a
CAS website. For students who become a ‘CAS Member,’ CAS
provides information on how their specific coursework will transfer
and apply towards a degree at a CAS institution”
(http://miami.transfer.org/cas/whatiscas.jsp).
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NC State has transfer agreements with 29 colleges and universities,
most in Ohio, for students interested in earning a Bachelor’s Degree.
Recognizing society’s increasing reliance on the Internet to provide
information and services, the “Web Strategy Team was formed in Winter
Quarter 2003 with the charge from Dr. Abrams [College President] to evaluate
and guide development of the college's homepage. The Team determined to
look at and develop strategy to guide the develop [sic] of the college website
as a whole.” The Team’s mission is to support and facilitate department and
individual Internet initiatives as they relate to online learning, marketing, and
the technological image of the college. The Team developed and has acted on
the NC State Strategic Web Plan Roadmap, a plan with short, medium, and
long-range goals. (Web Strategy Team web page)
Recognizing the College’s role in economic development, the College
established a SkillsMax Assessment Center (2001-02) through a partnership
with the Enterprise Ohio Network. SkillsMax provides a broad range of job
skills assessments that lead to job-matching, skills gap analysis, training
referrals, and skills certifications. This partnership has made these services
available to students and area businesses.
Recognizing the difficulty in keeping up-to-date with technology, the College
implemented a formal “Technology Replacement Plan” which calls for an
annual allocation of funds for the upgrade and purchase of student accessed
technology in classrooms and labs. This plan contains a technology rotation
component that assures that areas with higher technology needs receive the
appropriate equipment while older equipment is rotated out to other areas.
The rotation component assures efficient use of college funds and resources.
Recognizing that more of our students are at-risk students, the College created
the Student Success Center (SSC). The SSC provides peer tutoring services,
staff/faculty tutors, developmental courses, COMPASS placement testing and
counseling, academic advising, learning disability testing, and personal
counseling – all directed at increasing student success. In addition, the First
Year Experience courses were developed within the SSC.
NC State is keenly aware of the shrinking level of Ohio’s state funding for higher
education. State appropriations have been cut for five years in a row resulting in a
22% decrease in state funding per FTE since FY 2001 and a loss of capital funding.
In response:
o The Board of Trustees has recognized “support financial resource
development” as a Board responsibility (Board Policy 2.3, approved August
23, 2003).
o The college posted and is searching for a Director of Grants and Institutional
Research to assist in the development of additional funding streams and to
provide data for decisions related to resource allocation.
o The Budget Planning Group established a Priority List for the 2004-05 budget
that included funding for an adjunct faculty/overload pay rate increase, an
increase for full-time employees, the Technology Replacement Plan,
upgrading some faculty/staff computers, filling full-time faculty replacement
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positions, campus-wide team building activities, some program/departmental
requests, and restructuring/planning.
o The College raised tuition by $4.00 per credit hour -- for general use -- and
$2.60 per credit hour to fund Technology Replacement and Low Income
Scholarships.
o The College entered FY 2004-05 with “Expenditure Contingency
Considerations” in place. The balance available in the expenditure
contingency was $772,274. If the “penny tax” was not repealed, the plan was
to roll half of the expenditure contingency into FY 2005-06. The other half of
the expenditure contingency would be expended based on a mid-year
review/evaluation of position needs, salary needs, equipment/software needs,
and restructuring cost needs.
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North Central State College endeavors to provide a quality education experience by:
o Investing in employees.
 NC State offers a Tuition Reimbursement Plan to eligible, full-time
faculty and staff members for coursework taken at an accredited
college or university that has a close relationship to their employment.
In addition, the College offers tuition remission to eligible, full-time
faculty and staff members and their eligible dependents for credit and
non-credit courses taken at North Central State College. Tuition
remission is offered in a more limited fashion for adjunct faculty.
 The Professional Development Committee was (re-)established in
2004 with the charge to plan and implement activities for the College’s
four annual professional development days. The goal is to assist in the
professional development of faculty and staff by providing the most
current technological and pedagogical instruction and services.
 The Information Technology department has offered technology
training through workshops at professional development days, other
face-to-face training, online training, and one-on-one training.
o Investing in technology.
 A new administration system was implemented in 2003-04 to integrate
all administrative areas, allowing all areas to access the same data. The
system also added online capabilities. As a result, advisors access
student records online, faculty enter grades and access course and
student information online, and students access their student
information, register for courses or make payments online. Students
also have a college e-mail account to facilitate communication
between students and college personnel.
o Expanding educational opportunities for the community.
 Through the office of Continuing Education and Community
Outreach, North Central State College partnered with a colleges and
universities to create the Center for University Partnerships at NC
State’s Kehoe Center. This was in response to the lack of public fouryear baccalaureate degree completion programs in the five county
region that North Central State College serves. Partner colleges and
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universities include: Kent State University, Franklin University,
Miami University, Mt. Vernon Nazarene University, Ashland
University, University of Cincinnati, Central State University,
Youngstown State University and the University of Akron. In addition,
an MBA completion program is available in partnership with
Cleveland State University. These degree completion programs are
offered through traditional means as well as via web and video
technologies.
NC State has participated in the Post Secondary Enrollment Option
program (PSEO). High school students who meet PSEO requirements
are able to enroll in college courses offered both on the College
campus and on-site at the high schools.
NC State has participated in the College TechPrep Program in the
areas of business, engineering, and health sciences. High school
juniors who enter the TechPrep program experience a
vocational/technical/college preparatory education designed for a
smooth transition into and through the associate degree program.
Curricula are designed through the collaborative efforts of high school
and college faculty.
NC State opened the College-NOW Engineering Academy in August,
2004. In this very innovative program, students in their junior year of
high school, learn knowledge and skills through practical case studies
and problem solving. Students who complete the two-year program
receive a high school diploma and an Associate Degree in
Engineering. Articulation agreements with four-year colleges and
universities allow students to attain a Bachelor’s degree upon the
completion of two more years of college courses. The project is in full
partnership with Pioneer Career & Technology Center, area high
schools, and area business and industry. College-NOW has been
awarded FIPSE and Ohio Department of Education TechPrep
Visioning grants.
NC State is a TOPS (Training Opportunities for Program Staff)
provider for the Ohio Department of Job and Family Services
(ODJFS). TOPS is designed to meet federally-mandated training
requirements of ODJFS departments and employees.
The College has supported ongoing evaluation and assessment processes.
o The Assessment Committee was reactivated in 2002. The position of
Assessment Coordinator was created (half-time, faculty-release) and filled
in 2003 to provide leadership in learning outcomes assessment. The
assessment budget went from $0 in FY 03 to $5000 (non-payroll) in FY
04 to $35000 (non-payroll) in FY 05.
o The Assessment Committee and the Assessment Coordinator have assisted
academic programs and student services departments in the development
of program/department level intended student learning outcomes and
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assessment processes. In addition, the College is assessing students’
ability to “communicate effectively through writing” across the institution.
 Currently, reporting on program/department-level assessment is
done via a five-column format (Expanded Statement of
Institutional Purpose – College and Program Mission and Goal
Statements, Program Outcomes, Assessment Procedures and
Criteria, Assessment Results, and Use of Results) with records
kept within the programs/departments. The Assessment
Coordinator is working with Information Technology to develop
online reporting that will be more available and transparent.
 The process for the reporting on assessment of outcomes across the
institution has not been formalized.
 Programs and departments are at various stages of maturity in their
assessment processes.
 Assessment of intended student learning outcomes is a required
element in the Program Review process.
The Enrollment Management Team considers national, state, local, and
institutional data to set the institution’s recruitment and retention goals.
After setting the goals, the Team monitors progress toward those goals.
The Board of Trustees has resolved to “monitor and discuss the Board’s
own process and performance. Within this context, the Board commits to
the continuous improvement of its governing processes and for the growth
and development of each Trustee” (Board of Trustees Policy 2.2,
Governance Commitment, approved June 25, 2003). Board self
evaluation is scheduled for August (Board of Trustees Annual Calendar).
The Board of Trustees monitors “presidential job performance . . . against
all policies and presidential job outputs: organizational accomplishment
of Board policies on Ends and organizational operation with [sic] the
boundaries established in Board policies on Executive Limitation.”
Internal reports used for monitoring may include graduation placement
reports, College surveys/community surveys, assessment of student
learning, financial reports, student enrollment reports, College Strategic
Plan and related reports, Foundation Board initiatives and reports, and
institutional data collection. External reports used for monitoring may
include audit reports, licensing examination results, accreditation reports,
transfer data, state/federal entities’ data, reports from the Ohio Board of
Regents, and community surveys/marketing studies. (Board of Trustees
Policy 3.4, Monitoring Presidential Performance, approved February 25,
2004). The President’s performance evaluation is scheduled for December
(Board of Trustees Annual Calendar).
Newly hired staff and administrative personnel are to undergo 30 day, 60
day, and 90 day reviews of performance by their supervisors. After that
time, annual reviews are required. Compliance with this process has been
a problem.
The administrative staff performs a quarterly review session to analyze the
entire registration process from the students’ perspective(s). Areas for
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improvement are identified, possible solutions are discussed, and solutions
are implemented to improve the registration process for subsequent
quarters.
o The Program Review process as the College has struggled to get and keep
momentum. As a result, the process was updated and streamlined for
2004-05 to collect better information and to better match the data
requested in the process with the data available through the College’s
information system. Areas to be reviewed in the new process are:
Program Mission, Goals, Changes; Curriculum and Instruction; Program
Data; Cost Analysis/Revenue/Direct Expenses; Resources and Services;
and Faculty Credentials, Professional Development and Teaching
Effectiveness. One program per division per year is scheduled to be
reviewed. (Four programs are scheduled for this year.) Program
Directors in conjunction with the Coordinator for Academic Services
provide the information as requested by the report form. Program
Directors/Designees meet with the Vice President for Learning and
Dean/Supervisor to review strengths, concerns and recommendations
of/for the program (early March). The completed review is forwarded to
the President. Action plan items requiring additional funding are
incorporated into the budgeting process. The purpose of the process is “to
ensure the very best education experience for our students through the
initiation of a continuous improvement process for all credit programs. To
accomplish this goal, the following objectives were established:
1. To evaluate how programs relate to mission, goals, and
outcomes of the College.
2. To improve the quality, relevance, and currency of degree
programs.
3. To focus on program outcomes as well as to incorporate a
major emphasis on the assessment of student outcomes.
4. To determine if change is needed in outcomes, activities, or
resources (human, physical facilities, and financial).
5. To assist administrative decision-making to determine whether
programs should be changed, expanded, or discontinued.
The process itself was designed to accomplish the following:
1. To create a uniform procedure which is efficient in its use of
time and resources to provide documented evidence of quality
expressed in terms of results achieved.
2. To be a collaborative process which utilizes the knowledge and
expertise of instructors, administrators, current and former
students, employers, and advisory committee members to
ensure that the program meets the needs of students and the
community.
3. To include an evaluation of support services which impact
departmental programs.
4. To provide appropriate and timely recommendations through
an action plan.”
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1C. Criterion Three: Student Learning and Effective Teaching. The
organization provides evidence of student learning and teaching effectiveness
that demonstrates it is fulfilling its educational mission.

Assessment of student learning outcomes occurs at the course level.
o The Curriculum Committee is responsible for monitoring/approving all
curriculum proposals and revisions at North Central State College. The
Committee requires the submission of course syllabi as part of the approval
process. Course syllabi must follow the approved template which includes
documentation of course level intended student learning outcomes and (as of
2004) assessment methods for each outcome.
o Course syllabus updates that occur beyond the purview of the Curriculum
Committee are under the supervision of the Deans/Supervisors. Updates,
including the addition of assessment methods for course outcomes, have
occurred inconsistently.
o Students receive the syllabus at the start of each course.

Assessment of student learning outcomes occurs at the program/department level.
o All of the academic (occupational/technical) Associate Degree and credit
certificate programs have developed program level intended student learning
outcomes and assessment processes. Many programs have “closed the loop”
in the assessment process, some many times over. Other programs are
working on their first assessment cycle. Some programs are lagging behind.
o Student Services developed boundary-crossing, division-wide intended
student learning and development outcomes through workshop activities in
2003-04. The outcomes are:
 Students will attain interpersonal skills.
 Students will demonstrate achievement and persistence.
 Students will demonstrate civic/social awareness.
 Students will attain intrapersonal skills.
These outcomes have become the foundation for several department-level
assessment projects started this year.
o Currently, reporting on program/department-level assessment is done via a
five-column format (Expanded Statement of Institutional Purpose – College
and Program Mission and Goal Statements, Program Outcomes, Assessment
Procedures and Criteria, Assessment Results, and Use of Results) with records
kept within the programs/departments. The Assessment Coordinator is
working with Information Technology to develop online reporting that will be
more available and transparent.
o Many programs (especially those with external accreditation) document and
report pass rates on licensing exams, job placement rates, graduate salaries
and other results of program specific graduate and employer surveys.
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Assessment of student learning outcomes at the institutional level is in its infancy at
the College. The College is struggling with this issue.
o The College laid the groundwork for the assessment of student learning at the
institutional level through the creation of the Learning Outcomes Inventory for
North Central State College. The Inventory documents the subdivisions’
learning goals for students and the courses where those goals are addressed.
This included the general education goals established by the division of Arts
and Sciences. The process for creating the inventory was:
 In 1998, an ad hoc committee on general education met and defined
general education as the foundation of a student's education intended
to impart core knowledge, intellectual skills, and attitudes that every
educated person should possess and integrate into their personal and
professional lives. The three components of general education were
further defined as:
 Core Areas of Knowledge -- The core areas of knowledge
involve a broad base of concepts outside the student’s chosen
technical field including but not limited to such topics as the
arts, philosophy, science, history, theology, interdisciplinary
studies, and so on.
 Intellectual Skills--The intellectual skills include the
professional and personal skills required to understand, apply,
and communicate general and technical concepts.
 Attitudes--Attitudes include concepts needed for the
development of positive personal perspectives as related to the
self and others and active involvement in self improvement.
 The Arts and Sciences division developed the Goals of General
Education based on the three components.
 By the conclusion of 1999-2000, each subdivision of programs at the
College had established a similar pattern of information based on the
three components. The information included a definition, a
philosophy, and student learning goals for the major discipline
represented by each subdivision.
 During 2000-2001, each department within the major disciplines
(subdivisions), including Arts and Sciences, conducted a course-bycourse analysis of each department's curriculum and documented
where students have the opportunity to attain the learning goals
identified for the major discipline.
 The results of this process were documented in the Learning Outcomes
Inventory for North Central State College under the auspices of the
Curriculum Committee.
o In Winter 2004, the Curriculum Committee developed “Practical
Considerations,” of which two had implications for institutional level
assessment of student learning. They are:
“In the Arts and Sciences Division, the advisability and possibility of
developing a rubric for evaluating student competencies in English, the
humanities, and the social sciences must be considered. In the Arts and
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Sciences Division, the assessment of general education outcomes must
occur in each associate degree program at some logical place in the
curriculum. The actual location within each curriculum may vary with the
cycle of assessment. Ideally the point of assessment would occur in a
‘capstone’ type of course.”
o In 2003-04, the Assessment Committee in partnership with the English
Department began a process to assess students’ ability to “communicate
effectively through writing” across the institution. The English Department
developed a rubric and a training document and offered workshops during the
year for interested faculty. Several faculty members in various programs used
the rubric to assess the writing of students in 2003-04. For 2004-05, programs
in the Engineering, Health Sciences and Business Divisions plan to assess
students’ writing in capstone courses and to report results to the Assessment
Committee, Assessment Coordinator and the English Department. The
process for the reporting on assessment of outcomes across the institution has
not been formalized.
o In 2003-04, the Assessment Committee in partnership with the Speech
Department developed a rubric to assess students’ ability to communicate
effectively through speech. Plans for implementing that assessment have not
been made.
o The College’s Career Services department conducts annual employer and
graduate follow-up surveys. Results have included job placement rates, salary
information, and employers’ and graduates’ satisfaction with their
education/job preparation. Historically, return rates have been very low.
Methods to increase return rates have been recently implemented. Survey
results are shared with the Academic Council, President’s Staff, and the larger
college community. Admissions advisors and career counselors share this
information with students. A partial report is posted on Career Services web
page.

Assessment of student learning and integration of the data from the Graduate Followup survey, licensure/credentialing exam pass rates, and
enrollment/retention/graduation patterns are required for a successful outcome in the
Program Review process. The process also evaluates course syllabi for compliance
with college/program requirements and the use of innovative strategies in the
teaching/learning environment.

NC State values and supports effective teaching.
o Qualified faculty play a key role in determining curriculum content and
strategies for instruction. Faculty are hired on the basis of degrees, special
licensure or certification, and professional experience in their field. The
Faculty, in consultation with other experts, such as members of an Advisory
Committee, develop and update the curriculum. Once developed, the
curriculum, including course syllabi and other supporting documents, is
reviewed by the Curriculum Committee for additional input and approval.
The syllabi include, among other items, the course purpose, outcomes,
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assessment methods, content and planned activities. Day-to-day instructional
strategies are determined by the faculty member teaching the course.
A Tuition Reimbursement program is available for faculty who are seeking
additional degrees. For the last four years, the number of faculty making use
of this program and seeking additional degrees has been increasing.
Adjunct and full-time faculty members are evaluated under the direction of
the Dean/Supervisor/Program Director. In this process, the instructor and the
course are evaluated by students using the Student Evaluation of Instruction
form. Results are shared with the faculty member in a composite format to be
used for the improvement of his/her teaching. In addition, a classroom
observation is conducted by the Dean/Supervisor/Program Director or another
faculty member. Each observation is followed by a written evaluation and a
conference between the observer, the Dean/Supervisor, and the instructor.
Methods for teaching improvement will be determined as necessary in a
cooperative manner and implemented as quickly as possible by the instructor.
The College supports the professional development of faculty through four
professional development days per academic year. These days are set aside
for workshops and activities designed to foster effective and varied methods
of instruction in light of the diversity of our student population. Examples of
recent programs/workshops include: "Effectively Using Small Group
Activities in the Classroom," "Lecturing vs Discussion," "Effective
Lecturing," "Using Blackboard," "Web-Enhancing a Course," "Profile of NC
State Students," “The Culture of Poverty” and "Classroom Management."
Adjunct faculty are invited to attend these professional development days, but
also are paid to attend a special development day designed for them.
The College recognizes effective teaching through annual "Faculty Member of
the Year Award," the "Phi Theta Kappa Quarterly Teaching Award," and
through specialty awards at the annual "Employee Appreciation
Dinner/Winter Celebration."
The Blackboard Learning System was implemented at NC State in the
summer/fall of 2004. The system offers easy access to course syllabi,
assignments, resources and grades and can serve as a communication medium
for students and the faculty member. Training on the Blackboard system is
ongoing and comprehensive.
To facilitate the use of technology in the teaching/learning environment, the
College equipped a number of "smart classrooms" throughout the campus.
“Smart classrooms” are furnished with a standardized array of equipment
including a document camera, computer, audio/video outputs, projector,
internet access, and laptop inputs. A Faculty Media Lab is also available for
faculty to produce classroom materials. An Instructional Technologist is
available for assistance and training. Workshops recently offered include:
"Basic PowerPoint," "Advanced PowerPoint," "Best Chat Practices," and
"Blackboard Open Lab."
Faculty are encouraged to participate in and attend professional conferences
and workshops that will expand their knowledge within their discipline and
enhance their pedagogical skills. Monies for such activities are available
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through departmental funds and the Vice President for Learning budget.
o Recently, the Curriculum Committee passed a resolution encouraging faculty
to make use of varied and innovative methods to deliver course content. The
resolution also recognized the need to provide additional monies to support
this effort.
o An Employee Computer Purchase program assists employees in the purchase
of computers for their homes. The premise for this program is that better
technology in the home allows for better access to information and better
teaching and learning.

The College has strived to create effective learning environments.
o Over the last few years, the College has followed a finals week schedule that
is identical to the class schedule during the quarter. The purpose was to
minimize disruptions for students who also are parents and employees.
o The College’s reorganization this year grouped Recruiting and Marketing with
Intake, moved Financial Aid into the Business Office, and moved the
Developmental Education courses into the Arts and Sciences Division. The
purpose was to streamline services to students and increase operating
efficiency for the College.
o The College offers open computer/audio-visual labs, open science/technology
labs, a library, a student lounge, the Physical Activities Center, a cafeteria,
and ample free parking on a beautiful campus in an effort to make the
environment conducive to learning. In addition, the College has multiple
contractual arrangements with various facilities to provide
clinical/professional experiences for students in Health Sciences programs.
o NC State offers disability services, faculty and peer tutoring services and
developmental courses to help students be successful. To measure the
effectiveness of these services, the Director for Developmental Education
documents and evaluates the number of students enrolled in developmental
courses and their academic success in subsequent courses. The Tutoring
program tracks students who have utilized the service, the courses for which
the students received tutoring and their final grades for the courses. The
College is continuing to evaluate technology in the area of Disability Services
and how students, faculty and staff can effectively use it.
o Advisors assess and advise students for placement into math, reading, writing,
and First Year Experience courses using the COMPASS placement test.
o The First Year Experience courses were developed to facilitate the transition
into college for recent high school graduates as well as non-traditional
students. Elements in the courses include career exploration,
introduction/familiarization with the College facilities, services, and
processes, and tools for success such as time management techniques, testtaking strategies, and learning styles/learning methods.
o Online registration, online grade postings and college e-mail accounts for
students were implemented last year to provide convenient and efficient
communication and service to students.
o The Bromfield Library, a shared service area of NC State and the Ohio State
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University-Mansfield (OSU-M), evaluates Library usage and service in
several ways:
 The Library documents and evaluates daily gate counts, number of
books checked out, number of calls to the help desk, the rate of
electronic usage, and the number of classes taught by Library staff.
 The Library conducted surveys on library quality for NC State in 2003.
 The Library staff has designed its own user satisfaction survey that
will be administered to faculty and staff in Winter 2005 and to students
in Spring 2005.
 The Library staff have observed a large increase in electronic usage
(and more calls to the help desk) and a decrease in physical usage of
the Library.
The Library recently updated its web site.
o The Office of Student Activities is a shared service area of NC State and
OSU-M. The Office plans events and leadership opportunities, works through
the College Programming Board, and help other groups plan, implement and
evaluate numerous events each year.
 “Mission Statement
The Office of Student Activities strives to complement the academic
programs at The Ohio State University-Mansfield and North Central
State College and enhance the overall educational experiences of
students by providing co-curricular programming that is intended to
foster interpersonal and leadership skills development, appreciation for
diverse people and opinions and opportunities for social, cultural,
intellectual, physical and emotional growth.
 Campus Activities
The Office is the hub of many student-orientated activities on campus.
In conjunction with the College Programming Board (CPB), advised
by the Coordinator of Student Activities, the Office coordinates a wide
range of activities and is devoted to providing quality programming for
students. Additionally, other student organizations provide
opportunities for further student involvement. To see what is
happening on campus, check out the Student Activities Calendar.
 Student Organizations and Leadership Programs
The Office of Student Activities is responsible for overseeing and
assisting the Student Organizations at The Ohio State UniversityMansfield and North Central State College. The student organizations
recognized by the Office of Student Activities represent professional,
religious, recreational, special interests, service, performance groups,
and academic honoraries. The Office of Student Activities publishes
the Student Organizations Handbook (pick on up in the Office of
Student Activities) which contains policies, information, and resources
for student organizations”
(http://mansfield.osu.edu/studentactivities/Documents/handbook.pdf).
 “The College Programming Board provides opportunities for students
to become effective and productive leaders, as well as develop
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personal, professional and leadership skills through planning,
implementing and evaluating a variety of activities for the students,
faculty and staff of The Ohio State University-Mansfield and North
Central State College”
(http://mansfield.osu.edu/studentactivities/cab.htm).
1D. Criterion Four: Acquisition, Discovery, and Application of Knowledge. The
organization promotes a life of learning for its faculty, administration, staff,
and students by fostering and supporting inquiry, creativity, practice, and
social responsibility in ways consistent with its mission.

The College supports freedom of inquiry for faculty, staff and students.
o The Board of Trustees’ policy states that the President “shall foster an
environment” in which faculty, staff, and students “may express controversial
or opposing ideas and opinions without fear of recrimination or retribution
(Board Policy 4.3, approved April 28, 2004).
o The NC State Judicial Code includes the following student rights and
responsibilities:
 Speech/Expression
Students have the right to express themselves freely on any subject
provided they do so in a manner that does not violate the Code of
Student Conduct. Students in turn have the responsibility to respect the
rights of all members of the College to exercise these freedoms.
 Assembly/Protest
Students have the right to assemble in an orderly manner and engage
in peaceful protest, demonstration, and picketing which does not
disrupt the functions of the College, threaten the health or safety of
any person, or violate the Code of Student Conduct. Peaceful protest,
demonstration, or marches must be conducted pursuant to the
following time, place and manner regulations. First, these activities
are not permitted inside College buildings. Parking Lot #10, behind
the Health Sciences Center, is the designated area for assembly,
marches or demonstrations by NC State students. Second, requests for
approval to use North Central State College property for the purpose
of conducting a demonstration or march activity must be made in
writing to the Dean of Student Services or his/her designee at least five
(5) working days in advance of the anticipated activity. Third, in the
event that a specific activity is determined to be disruptive, any one of
the following persons is authorized to terminate the activity: (1) the
vice presidents of the College or their designee; (2) the Dean of
Student Services or a designee; (3) a representative of the Campus
Security department; (4) or the President or a designee.
o The College’s Statement on Academic Freedom states that “teachers are
entitled to full freedom in research and in the publication of the results” and to
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“freedom in the classroom in discussing their subjects, even though the
material may be controversial.”

NC State values a life of learning.
o The Mission of the College is “to provide quality, responsive, lifelong
learning opportunities, including occupational, degree and other educational
programs for individuals, business and industry, and the communities we
serve.”
o The Board of Trustees goals include, “Students have opportunities for lifelong
learning, personal growth, and values development resulting in improved
quality of life” (Board Policy 1.1, proposed).
o NC State’s Tuition Remission Policy allows full-time employees and family
members to take NCSC courses free of charge, allows part-time faculty to
take a maximum of one tuition-remitted course per year and allows part-time
staff to take one tuition-remitted course per quarter. Over the past 12 months
(approx.), 23 full-time employees, 41 dependents, a part-time staff member
and 8 adjunct faculty registered for courses through the tuition remission
program (Director of Human Resources).
o Under the Tuition Reimbursement Policy, financial assistance is provided for
full-time employees taking courses toward a degree at another college or
university, encouraging employees to pursue advanced degrees in their field.
The program is funded with fixed monies each year. As a result, employees
using the program receive varying amounts of reimbursement depending on
the number of participants in the program. The number participating in the
program has increased, peaking at 15 participants in 2003-04. (In 2003-04,
employees were reimbursed for 71% of their tuition.) The amount budgeted
for this program has increased every year from $8000 in FY 02 to $40000 in
FY 05. The Tuition Reimbursement Policy is under review by the
Professional Development Program Committee.
o Attendance at professional conferences is promoted through funds for
registration fees and travel costs and through professional leave time.
o Under the Extended Leave of Absence Without Compensation Policy,
employees are permitted to take up to twelve months for an educational or
professional development leave.
o The College has four days per year devoted to professional
development/inservice training for administrators, faculty and staff. A
committee was recently formed to define the purpose of and improve the
quality of the activities offered during the four days.
o Faculty and staff who earn professional certifications or advanced degrees
related to their employment receive salary increases.
o NC State assists students through scholarship awards and financial assistance.
 The NC State College Foundation has several scholarships. The
Foundation sponsors an annual donor-drive as well as a rib cook-off to
raise funds for scholarship awards and educational opportunities for
faculty and staff.
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A new scholarship award has been created by the College that targets
low income students.
Scholarship information is published in NewsBriefs, posted on the
college website with a link from the Financial Aid page, and posted in
the Financial Aid office. The Financial Aid office has handouts with
information about all scholarship opportunities.
The college has a short-term emergency loan fund to assist students
with financial needs related to academic needs.
The Nancy Hultz Childcare Fund provides grants for NC State
students who need emergency financial assistance with childcare. The
funds are the result of contributions to the Foundation, and are
administered by the Foundation.
NC State publicly acknowledges the achievements of students and faculty in
acquiring, discovering and applying knowledge.
o “Recent NC State News” headlines include:
November 30, 2004 - IST Program Gets Grad Back Into the Workforce
November 10, 2004 - Radiology Students Win State Awards
October 26, 2004 - Nursing Instructor Named Outstanding Adjunct of the
Year
October 8, 2004 - FIPSE Grant Awarded to Engineering Academy
September 28, 2004 - Human Services Degree Leads to Opportunity
July 1, 2004 - Mechanical Engineering Students Get Back to Medieval Times
June 28, 2004 - Graduates Excel... College Helped IT Grad on Career Path
June 28, 2004 - Graduates Excel... ER Nurse Manager Got Her Start at NC
State
June 28, 2004 - Nursing Program Graduates Largest Class in College History
May 24, 2004 - NC State Partners with Cleveland State to Offer Area's First
MBA
May 13, 2004 - NC State Alumni Wins State Community College Award
May 10, 2004 - NC State Class Repairs Computers for Toy Time
April 21, 2004 - Graduates Excel... Business Graduate Finds Success
April 21, 2004 - Faculty Spotlight: Adjunct Instructor Loves Her Job
October 9, 2003 - Engineering Students Solve Real World Problems
October 9, 2003 - Graduates Excel... Digital Media Technology Grad is on
the Go
October 9, 2003 - Dan Kraska named Outstanding Faculty Member
October 6, 2003 - Two Generations Start Career at NC State
October 6, 2003 - Student Focus: Mother of Five is On the Path to Teaching
Career
April 17, 2003 - NC State Student Named to International Office of Phi Theta
Kappa
March 12, 2003 - NC State Professor Ken Ekegren Receives National Award
o The Institutional Advancement Office in conjunction with the NC State
Foundations holds an annual Scholarship Recognition Luncheon to recognize
students and their benefactors (people who have contributed to scholarships).
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o The College runs an advertisement in the local newspaper each year to
recognize scholarship recipients.

The College uses information to stimulate organizational and educational
improvements.
o NC State has repeatedly participated in ACT’s “Faces of the Future” survey.
The survey has provided a comprehensive report of first year students’
objectives, perceptions and vision for their college experience. The data has
allowed the College to identify, and, through trendline data, realize changes in
the College’s student profile. (Of recent note was the overwhelming increase
in all categories of students learning about NC State from family and friends.)
The raw data and the student profile have been shared with the Enrollment
Management Group, the President’s Staff, the Academic Council, and with
faculty and staff through workshops and orientation activities. The NC State
student profile has also been shared with external constituencies for fundraising, advocacy, and public relations.
o NC State participated in ACT’s “Survey of Student Opinions” in 2002-03.
The survey was administered to continuing students to assess students'
perceptions of the importance of, and satisfaction with, the range of programs,
services, and environmental factors at North Central State College. The
survey provided data used by the Resource Development/Student Services
Divisions to guide the process improvement project currently underway for
the recruitment, intake and advising functions of the College.
o NC State reports institutional outcomes measures to the Ohio Board of
Regents (OBR). OBR prepares an annual report compiling the data from all
of Ohio’s colleges and universities -- The Performance Report for Ohio’s
Colleges and Universities. This document is used by NC State to benchmark
its performance against like institutions. The President of the College reviews
the report with the Board of Trustees and presents pertinent portions of the
report in addresses to the College-at-large. In addition, the data from the
report is used to inform the budget process. Sections of The Performance
Report for Ohio’s Colleges and Universities, 2004 (Draft version, November
2004) are: Impact of Higher Education on the Economy, Enrollment and
Student Characteristics, Preparation for College-Level Work, Transfer
Options, Student Academic Progress, Graduates’ Outcomes, Financial Issues
and Resource Use in Higher Education, Higher Education Authority, Missions
of Higher Education Institutions in Ohio, and Institutional Characteristics.

General education is integral to NC State’s programs. “NC State students will be able
to integrate the core knowledge, intellectual skills, and attitudes to evaluating and
solving problems throughout their personal and professional lives. General Education
at North Central State College is designed to provide all students with the opportunity
to achieve each of the following goals:
Core Areas of Knowledge:
-To understand concepts of ethics, philosophy, theology, aesthetics, and
interdisciplinary studies.
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To understand concepts of social science, law, politics, and economics.
To understand concepts of literature, performing arts, and visual arts.
To understand concepts of science and technology.
Intellectual skills:
-To develop the ability to read with comprehension, to communicate
effectively in writing and speech, and to work effectively in groups.
-To develop the ability to comprehend and apply mathematical
concepts.
-To develop the ability to research a problem or a topic by using library
skills, computer skills, and community resources.
-To become independent planners, creative problem solvers, effective
decision makers, and independent critical thinkers, using mathematics,
computers, and communication skills as appropriate.
Attitudes:
-To develop self-respect, personal responsibility, and social
responsibility.
-To develop sensitivity to other people by recognizing the common
elements of the human condition.
-To develop the desire to be lifelong and self-directed learners” (200405 College Catalog).
The Associate Degree at North Central State College requires three English courses,
one speech course, one First Year Experience course, and three humanities/social
science courses. (NC State is on a quarter system.)

The College offers curricula that are useful in today’s society.
o The College strives to keep its programs and courses current and relevant.
 The Program Review Process schedules one program per year
from each academic division for review. The following objectives
for the process were established:
 To evaluate how programs relate to mission, goals,
and outcomes of the College.
 To improve the quality, relevance, and currency of
degree programs.
 To focus on program outcomes as well as to
incorporate a major emphasis on the assessment of
student outcomes.
 To determine if change is needed in outcomes,
activities, or resources (human, physical facilities, and
financial).
 To assist administrative decision-making to determine
whether programs should be changed, expanded, or
discontinued.
 Program directors and faculty use input from advisory committees,
data from employer and graduate surveys, job placement rates, and
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licensing/credentialing exam pass rates to update program
curricula.
 External environmental scanning identifies needs for new
programs. Internal scanning (the Program Review Process)
identifies programs no longer needed. Since 2000, the Pharmacy
Technology, Therapeutic Recreation, Electrical Utility, HVAC and
Welding programs have been closed. Since 2000, new programs
added have included Digital Media Technology, Educational
Assisting, Integrated Systems Technology and Die Basics (for
Spring 2005).
o Students’ mastery of skills and knowledge necessary for independent
learning are demonstrated through capstone courses and in
clinical/practicum courses.
o NC State provides curricular opportunities that promote social
responsibility.
 One of the “attitude” goals of general education is “to develop selfrespect, personal responsibility, and social responsibility. This
goal is addressed through multiple courses offered by the Arts and
Sciences division.
 “Attitude” goals of the Health Sciences programs include:
 To develop self-esteem, personal and professional
responsibility, while maintaining professional licensure.
 To develop a set of standards that include integrity,
confidentiality and professional growth.
 To develop an awareness of the humanities and cultural
diversity/respect as it relates to practice within the health
care community.
These goals are addressed through multiple courses offered by the
Health Sciences Division as well as the Arts and Sciences
Division.
 The Public Service programs “attitude” goals include:
 To develop cultural awareness and respect for the
individual.
 To develop standards thatinclude integrity, confidentiality
and professional growth.
These goals are addressed through multiple courses offered
through the Arts and Sciences Division.
 One of the “attitude” goals for the Business Division and the
Engineering and Industrial Technology Division is “to develop
self-respect, personal responsibility, and social responsibility while
pursuing career development goals. This goal is addresses in
multiple courses offered by the Business Division and the Arts and
Sciences Division (Learning Outcomes Inventory for North
Central State College, Winter 2004).
o NC State provides curricular-cocurricular opportunities that promote
intellectual inquiry, practice, creativity and social responsibility.
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The College’s nationally recognized chapter of Phi Theta Kappa
has sponsored multiple service activities that promoted social
responsibility and collaboration across the College community.
Some examples include: voter registration activities, "Phi Theta
Kappa Presents: Community Awareness for Respect & Education
-- U.S. Congressional Candidates and County Commissioner
Candidates Debates, participation in United Way Day of Caring,
volunteering for the Pat Kracker Breast Cancer Fund walk, fund
raising for the 2005 Relay for Life, participating with the Big
Brothers Big Sisters of Richland County in Make a Difference
Day.
The College’s chapter of the National Student Nurse Association
sponsored activities to raise money for the Pat Kracker Breast
Cancer Fund.
The Engineering Club is automating a Power Wheels car for a 6year old quadriplegic. The project was set up through the Richland
County Rehabilitation Center.
In 2004, the Mechanical Engineering Program’s Project Design
Class designed and built a medieval trebuchet, a counterweighted
throwing machine capable of hurling five pound projectiles over
300 feet. The students researched various types of trebuchets, used
their engineering skills to calculate and design properly sized
beams and steel shafts to comply with current-day safety factors,
and used trebuchet simulation software to determine maximum
expected loads, proper sling lengths and approximate throwing
distances. The students fabricated the parts and assembled the
trebuchet. Testing at the end of spring quarter resulted in five
pound frozen water "cannonballs" being hurled up to 350 feet.
Associate Degree Nursing students do safety assessment at
extended care facilities and community blood pressure screening
each year.
Every summer, Respiratory Care students work as camp
counselors/instructors for Camp Superkids, sponsored by the
American Lung Association.
NC State students serve on the Pioneer Career and Technology
Center External Marketing Committee and on various College
Advisory Committees.
Physical Therapy Assistant students develop and implement a
service learning project each year with the requirement that it must
involve a community agency.
Licensed Practical Nursing students participate in a flu shot clinic
each fall.
Many faculty and staff engage in community service through board
memberships with organizations such as the Visiting Nurse
Association, Domestic Violence Shelter, Third Street Clinic,
Richland Performing Arts, Rotary Club, Richland County
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Foundation, Mansfield/Richland County Chamber of Commerce
and through committee memberships such as Pioneer Career and
Technology Center External Marketing Committee.
The Campus Activities Board and the Office of Student Activities
sponsor and co-sponsor several activities. A sampling of their
activities is listed below:
 Community Awareness for Respect and Education Forums:
Hate Crimes & Sexual Orientation (May 2004), Politics
(Sept 2004)
 Black History Month Programming (every February)
 World AIDS Food Drive to benefit North Central Ohio
AIDS Foundation (December 1, 2004)
 Women’s History Month -- lecture (March 2004)
 Habitat for Humanity site visit to help build a home (July
2004 & September 2004).
Many of the occupational programs have clinical/practicum
courses and capstone courses as part of their curricula.
The College supports the ethical and responsible use of knowledge.
o The College’s Judicial Code addresses confidentiality:
Students have the right to access and control access to their education
records as provided in the federal Family Educational Rights and Privacy
Act of 1974, also known as the Buckley Amendment. These include the
rights to review and challenge the content of educational records, to
control disclosure of personal and academic information to third parties,
and to limit the routine disclosure of all or some information defined as
"directory information" by the Act.*
Please note that there are specified exceptions to FERPA, and therefore
the student’s right to access and privacy is not absolute. *The above
statement is also true for international students except where specified by
the legislation, rules, and regulations governing the particular visa status.
o The College’s Judicial Code addresses academic honesty and academic
integrity:
“Academic Honesty: It is the position of the College that the
responsibility for academic honesty is that of the student. It is expected
that the student’s work will be the product of his/her own efforts unless
the student clearly indicates otherwise. Academic honesty is an important
element of mature, responsible learning.”
Examples of dishonest scholarly practices that are addressed in the Code
include plagiarism, cheating, fabrication, aiding and abetting academic
dishonesty.
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“The faculty of the program in which the dishonest practices occured shall
decide consequences for proven cases of dishonest scholarly practices.
Consequences may include:
1.
“F” being given for the particular test, project, paper, etc., on
which the cheating occurred; or,
2.
Failure for the course in which the offense occurred; or,
3.
Dismissal from the College.”
Students have the right to appeal the decision. More information is
available to students in the Student Rights and Responsibilities document.
“Members of the College community are expected to be honest, thoughtful
and responsible in their academic endeavors. A shared sense of
enthusiasm for learning and respect for other persons is essential to the
community. The suspicion of academic dishonesty is a serious matter
because it threatens the atmosphere of respect essential to learning.”
“Guidelines for Students” are included in the Code.

NC State’s course syllabi include the Statement of Academic
Dishonesty/Plagiarism/Copyright Infringement. “It is the position of the College that
the responsibility for academic honesty is that of the student. It is expected that the
student’s work will be the product of his//her own efforts unless the student clearly
indicates otherwise. Academic honesty is an important element of mature,
responsible learning. Dishonest scholarly practices include but are not limited to
appropriating, in whatever form, another’s work and submitting it as one’s own
(known as plagiarism), intentionally falsifying information, or taking another’s ideas
with the intention of passing these ideas off as one’s own (also known as plagiarism).
In addition, cases of academic dishonesty may involve photocopied materials.
Materials used may fall under the Copyright Act. Violation of said Act may subject
the user and/or the College to sanctions. If you have questions whether a particular
use is in violation of the Act, please contact the office of the Vice President of
Academic and Student Services.

Students in the Health Sciences programs receive instruction on the Health Insurance
Portability and Accountability Act which includes significant regulation regarding
patient privacy and confidentiality.

NC State’s Information Security Plan defines safeguards that are provided to ensure
the security and confidentiality of covered data and information; protect against
anticipated threats or hazards to the security or integrity of such information; and
protect against unauthorized access to or use of covered data and information that
could result in substantial harm or inconvenience to any customer.
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1E. Criterion Five: Engagement and Service. As called for by its mission, the
organization identifies its constituencies and serves them in ways both value.

The Mission of North Central State College is “to provide quality, responsive,
lifelong learning opportunities, including occupational, degree and other educational
programs for individuals, business and industry, and the communities we serve.” In
service to the community, the College strives to support and advance the economic
development and economic well-being of the community.

The North Central State College foundation provides an important link
between the College and the community. The Foundations goals are:
o To provide financial assistance to full-time and part-time students in
the form of scholarships, grants, and aid.
o To support on-going professional development of faculty and staff
in order to provide the most current technological instruction.
o To purchase or obtain gifts of equipment and supplies for use in
various College technologies.
o To build a general endowment fund for the support of NC State.
o To enlist support for North Central State College within the
community” (http://www.ncstatecollege.edu/foundation.htm).
The Board of Trustees of the Foundation is comprised of 40 community
leaders from the north central Ohio region. Examples of Foundation activities
that strengthen the College-community link are:
o The Foundation-sponsored bi-monthly coffees with the President of
the College that provide opportunities for diverse groups of people
to meet, learn about initiatives at NC State and offer input.
o The annual North Central Ohio Entrepreneurial Hall of Fame event
that celebrates the entrepreneurial spirit and accomplishments of
individuals who have achieved business prominence and have
bettered the community as a result.
o The series of Community Awareness Workshops where
constituents were surveyed for input on potential programming for
the Kehoe Center.
o The annual NC State Rock-n-Ribs rib cook-off that brings large
crowds to the campus and generates monies used for scholarships
and faculty-staff development.

NC State is committed to building community partnerships in workforce and
economic development. One result of that commitment was the establishment of the
James W. Kehoe Center for Advanced Learning, dedicated in 2002. Also dedicated
were these areas within the facility: The Ralph H. Phillips Manufacturing
Technology Center, the Robert H. Enscat General Motors Center, the Katherine
Kenyon Lippitt Foundation Conference Center, and the Richland County Foundation
Advanced Technology Labs. The purpose of the Kehoe Center was to provide
educational and training opportunities in an advanced technological environment.
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The facility expanded the College’s capacity to respond to the training and education
needs of the community. Today, the Kehoe Center houses the NC State/Enterprise
Ohio Network’s Skillsmax Center, the Integrated Systems Technology Training
Center, the Center for University Partnerships, and the Engineering and Industrial
Technologies Programs.

NC State has actively sought to understand the changing needs of its constituencies
and communities. Environmental scanning has occurred through:
o Working with area offices of the Department of Job and Family Services
to assess the overall job skill levels of the youth in the region serve by NC
State College to determine workforce marketability. This information was
used by city planners when marketing the area to potential employers.
o The following externally developed reports:
 “Measuring our Community” – an annual report of the Richland
County Visioning Board of Citizens.
 “Needs and Priorities Assessment Committee Report” – an
assessment completed every four years to identify the health and
human service needs of the community.
 “Retention and Expansion Survey” – the bi-annual report of the
Richland Economic Development Corporation.
 “Building on Knowledge, Investing in People” – a report of the
Governor’s Commission on Higher Education and the Economy
 “Advance Ohio: Creating a Comprehensive Workforce
Development System for Ohio” – the Strategic Plan of the
Governor’s Ohio Workforce Policy Board (December, 2002)
 “Aligning Ohio Job Development and Global Business Strategy”
– a report of the Governor’s Ohio Workforce Policy Board
(November, 2004)
o Annual (at minimum) meetings of Program Advisory Committees to assist
in identifying trends in the professions and reviewing curricula to ensure
current and relevant program content that meets the demands of the
employment marketplace. Advisory Committees are comprised of
business practitioners/employers, students, graduates, faculty and
administrators.
o The College’s Marketing and Admissions personnel actively identifying
the populations that make up the community, developing plans to attract
them to the College and to meet their needs.
o The Kehoe Center’s Skillsmax assessment programs used to:
 Identify the training needs of companies and their employees in
areas ranging from basic literacy to job-specific knowledge to
manufacturing-specific certifications.
 Provide job profiling for companies.
 Assess young people in the community to determine their
readiness to enter the workforce. This has been a collaborative
effort with local high schools, the Richland Economic
Development Council, Richland County Jobs and Family
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Services, the Neighborhood Youth Program of Richland County,
the Community Act for Capable Youth program, and the YMCA.
o The Workforce and Community Development Division of the College:
 Working closely with the area Workforce Investment Board and
the Richland County Jobs and Family Services One Stop
Employment Training Center
 To determine the need for services and to deliver effective
services to their clients.
 To collaborate with politicians and industry partners on
major economic development and training grants for the
community and for students.
 Using a Training Consultant to contact business and industry
representatives from companies throughout Richland County and
surrounding counties on a regular basis. The Consultant’s
mission is to identify customers/clients and their needs and to
report back to the College division identified as best able to
address the need. Client’s needs include skills assessment and
technical, IT, software, and/or softskills/HR training.
o Frequent participation by the College in civic and political discussions
about economic and workforce development. Presently, the College is
involved in a collaborative effort with the Richland County Job and
Family Services One Stop Employment Training Center, 15 local
industries, the County Commissioners, Ohio Congressional leaders, the
Ohio Department of Jobs and Family Services, and the U.S. Department of
Labor to activate a $3,830,000 pilot program to train incumbent workers.
The purpose is to increase productivity and competitiveness and to create
new wealth and jobs in north central Ohio.

NC State has met workforce and industrial training needs in the area.
o NC State has been the partner-of-choice for General Motors for over
twenty years, training all of GM’s apprentices and providing specialty
programs as needed.
o Presently, NC State and industry partners are constructing a state-of-theart tool and die training center that will serve as the regional Tool and Die
Center for the mid-west. Tied to this is the Die Basics Program scheduled
to open Spring, 2005.
o In Ohio, there has been a shortage of highly skilled workers. The
Integrated Systems Technology (IST) program, located in the Integrated
Systems Technology Training Center (first in Ohio), was created to
address that shortage. The IST program consists of a task-based, handson, self-paced, individualized, interactive/multimedia, open entry/open
exit curriculum designed to meet the growing need for technologists who
can maintain industrial equipment with multiple systems and integrated
controls. Funding support has been provided through a FIPSE grant, state
and local support, the Richland county Department of Job and Family
Services, and the U.S. Department of Labor.
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o The Workforce and Community Development Division has provided
training and assessment for business customers in the community. Once
the needs of a customer are identified, instructors meet with the customer,
visit their establishment, and design a customized plan for training.
Delivery of training and instruction is extremely flexible – delivered on
campus or on the customer’s site, and scheduled for any shift, any day of
the week.

The College’s educational programs have connected students with external
communities.
o In the capstone course for the Computer Information Systems Program,
teams of students develop solutions to problems, culminating in oral
presentations of the solutions before a panel of professionals in
information systems.
o Practicum and directed practice courses/experience are included in the
Criminal Justice Program, Early Childhood Education Program,
Educational Assisting Program, Human Services Program, and Physical
Therapy Assistant Program curricula.
o The Digital Media Technology Program and the Paralegal Studies
Program have included internships in their curricula.
o Clinical courses are included in the Associate Degree Nursing Program,
Practical Nursing Program, Radiological Sciences Program, and
Respiratory Care Program curricula.

NC State has collaborated with other education sectors.
o Through the Post-Secondary Enrollment Option Program, qualifying high
school students may enroll in courses at NC State.
o The College TechPrep Program combines high school college preparatory
classes and vocational education classes in a program that facilitates a
relatively seamless, efficient transition into Associate Degree programs in
health, business or engineering. The curricula for the TechPrep Program
are a result of the collaborative efforts of area high school and College
faculty.
o North Central State College has partnered with a growing number of
colleges and universities to create the Center for University Partnerships at
the Kehoe Center. This has been in response to the lack of public four-year
baccalaureate degree completion programs available in the five county
region that North Central State serves. The degree completion programs
available through the Center are being offered through traditional means
as well as via web and video technologies.
o Though the College-NOW Engineering Academy Program has combined
the last two years of high school with the first two years of college
resulting in a high school diploma and an AAS degree in Engineering
conjointly attained. This project operates under the full partnership of
Pioneer Career & Technology Center, area high schools, area business and
industry, and North Central State College.
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o NC State is a participant in Ohio’s Course Applicability System (CAS).
CAS provides web-based access to course acceptability, equivalency and
applicability information among participating colleges and universities.
Information may be retrieved from a CAS site on the internet by students,
faculty, and the interested public. Students contemplating a transfer may
submit their coursework to any institution within the CAS network for
evaluation against that institution's academic programs.
o The Articulation and Transfer Advisory Council of the Ohio Board of
Regents is working on the Transfer Assurance Guide, a collaborative
effort of Ohio’s public two- and four-year colleges and universities
(including NC State). The purpose of the Council is to “coordinate the
Ohio institutions of higher education in the development and
implementation of a statewide student credit-hour transfer policy to
address the articulation problems associated with students transferring
between institutions of higher education. As a result, [a] policy has been
developed to facilitate the transfer of students and credits from one
institution to another so that a transfer student with an equivalent
academic record may complete a degree comparable to that of the student
who began at the receiving institution”
(http://www.regents.state.oh.us/transfer/policy.html).

The College strives to serve the needs of its constituencies and to build bridges
among diverse communities:
o Richland County Transit Board joined forces with North Central State and
Ohio State University-Mansfield to provide free bus service to all
students.
o The Child Development Center (CDC) provides half-day and full-day
early child care and education programs for children, 6 weeks to
kindergarten age. As a provider of Early Head Start (birth to three) and in
partnership with Ohio Heartland Head Start (preschool), the CDC works
toward these three cornerstones: Child development, family and staff
development, and community building. Parents who use the services of
the CDC provide feedback to the CDC through annual surveys and
through representation on the Parent Committee and the Policy Council,
both of which meet monthly.
o The Physical Activity Center (PAC) offers non-credit physical education
classes in the areas of Health and Wellness, Dancing, and Recreation, as
well as intramural sports programs. The PAC tracks registration for these
programs. The PAC also hosts public events such as College Night where
students can meet potential employers and representatives from 4-year
institutions, high school athletic events such as the Ohio High School
Women District 6 All-Star Volleyball Match, and traveling shows such as
the Names Project AIDS Memorial Quilt. These events and courses are
open to the public.
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o The recently formed Enrollment Management Team has these goals: To
increase enrollment in targeted academic programs and to align student,
faculty and staff profiles more closely with that of the community. The
Team is examining recruitment and retention strategies in relationship to
their impact on diverse populations.
o The College employs a full-time recruiter whose responsibility is to recruit
the under-served inner city students from Mansfield City Schools and the
north end of Mansfield.
o Kid’s College and Rising Stars are short summer programs targeted to
grade school and junior high school students, respectively, to introduce
these students to the college environment and to provide them with a
variety of learning opportunities. Written evaluations by Kid’s College
students and faculty provide feedback to the program coordinator.
o Student representatives serve on program Advisory Councils.
o Your Career Leader is a quarterly publication from the Office of
Institutional Advancement mailed to over 130,000 households in the
College’s service area. Features typically include college news, campus
calendar of events, graduate and faculty spotlights, college/career facts
and statistics, and non-credit course offerings.
o Focused mailings with information about the College’s programs and
services are sent to members of identified groups having specific needs or
interests. Examples are recent GED recipients and recent certificate
recipients who might pursue Associate Degrees.
o Portions of eight of the College’s eleven buildings as well as some outdoor
spaces may be rented for a variety of uses. In the past these have included
private training, retreats, sales meetings, private screenings, weddings,
private parties, etc. In addition, Pioneer Career and Technology Center,
the Adult High School, and the Alternative School are more permanent
residents of the College.
o Program 60 allows persons 60 years of age or older to audit courses at no
charge, other than lab fees.
2. Answer both parts of this question candidly and substantively. (See AQIP
Application Instructions to determine whether you need to answer
Question 2.)
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2A. Through what specific actions has your organization demonstrated its
responsiveness to the Commission in addressing specific accreditation
concerns or challenges identified by the Commission’s last comprehensive
evaluation?
2B. What specific actions or activities are you planning to take in order to
address any accreditation concerns or challenges from the Commission’s last
comprehensive evaluation that are still active issues?
2A – CHALLENGES ADDRESSED:
1.
There needs to be administrative control of faculty assignments and faculty overloads,
particularly with emphasis on teaching within the area of academic preparation.
Response:
 Some full-time faculty were reassigned to teach in areas of expertise.
 The College paid education costs for those who needed to further their education
in order to teach in a particular area.
 The Academic Deans and Vice President for Learning have developed guidelines
for faculty teaching in each of the divisions.
2.
Full-time staff should be appointed to oversee and supervise the evening program.
Response:
 A full-time staff member has been assigned to the position of Week-end/Evening
Coordinator.
3.
The community service and continuing education department should be located in the
office of academic services.
Response:
 This is now under the direction of the Dean of Continuing Education and
Community Outreach who reports to the Vice President for Learning.
4.
Faculty professional development should have a plan and an annual dedicated budget.
Response:
 A Professional Development committee has been formed and is under the
direction of a College dean. This Committee is currently meeting and working on
the professional development program. Funds have been allocated to pay for
professional development activities.
5.
The College cannot be totally free of the embezzled funds issue until the total amount has
been reimbursed.
Response:
 The funds were recouped via the insurance company.
6.
The College must ensure that all full-time general studies and technical faculty
credentials be upgraded to meet North Central Accreditation standards.
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Response:
 Credentials have been examined and are now in compliance.
7.
The College needs a grievance procedure for staff.
Response:
 A Complaint Procedure policy has been developed by the Human Resource
Department.
8.
The College must clarify to its constituents the availability of the transfer module.
Response:
 The Transfer Module is published in our College Catalog, published on our web
site, and is available as a booklet. The Transfer Module is included in our college
transfer advertisements and is discussed with high school counselors. Additional
marketing is being explored at this time.
 The College participates in the Course Applicability System (CAS). Information
is available on the College web page.
2A – CHALLENGES ONGOING:
1.
The Plan for Assessment of Student Academic Achievement did not meet the
requirements set forth by the North Central Association.
Response:
 The plan was completed and accepted.
 The plan was shelved until 2002.
 In 2002, the Assessment Committee was created. The Committee’s primary focus
was to promote the assessment of program-level and institution-level student
learning outcomes.
 In 2003, the College created a budget for assessment and hired a half-time
Assessment Coordinator. In the last two years, the College has made progress in
the assessment of student learning outcomes.
2.
The College still has not reached the level of statistical based long-range planning that
will be required to address total institutional effectiveness.
Response:
 The Board of Trustees recently adopted the Carver Policy Governance to facilitate
Board processes. Through this model, the Board is developing and approving
“Ends” or goals by which the institution can measure its effectiveness.
 The College currently is seeking to fill a Director of Grants and Institutional
Research position so that the College will have access to better information from
the data is collects.
3.
A long-range strategic plan is not yet in place.
Response:
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The Board of NC State College is functioning under Policy Governance in
repositioning the College strategically. In June, the Board met and endorsed 4
points of strategic direction as the foundation for a strategic planning process set
to begin January, 2005.
The College must develop a comprehensive informational technology plan that includes
all segments of the College community.
Response:
 The Information Technology Department, along with other college personnel,
developed a long-range technology plan for computer/technology replacement.
 Following a search of software companies, the College chose to install COCO
college-wide.
 Funding for the plan has been problematic and the plan has fallen somewhat
behind schedule.
 Resource development is one of the four strategic directions adopted by the
College President and the Board of Trustees for 2005.
5.
Recent enrollment declines are serious enough to require an advanced marketing plan.
Response:
 Total enrollment and FTE increased from FY 2001 through FY 2003. FY 2004
saw an essentially flat enrollment.
 An Enrollment Management Team was established in 2004.
6.
A plan for acquisition, maintenance, and replacement of instructional equipment needs to
be developed.
Response:
 The Technology Replacement Plan was put into place in July of 2000.
 Funding of the plan has been problematic. However, $145,000 (possibly more)
has been dedicated to the Plan in FY 05.
 Resource development is one of the four strategic directions adopted by the
College President and the Board of Trustees for 2005.
7.
The full-time faculty must develop a philosophy of general education that encompasses
assessment.
Response:
 Curriculum Committee developed a philosophy of general education and “Core
Competencies” for all programs, including general education through the Arts and
Sciences Division. The Learning Outcomes Inventory documented in what
courses those core competencies were addressed.
 As of 2004, the Curriculum Committee required documentation of assessment
methods for course outcomes in course syllabi submitted to the Committee. At
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this time there is no requirement to review all course syllabi to determine the
presence of general education outcomes or the assessment of those outcomes.
The College is currently assessing one general education outcome, “to
communicate effectively in writing” across the institution.
The Assessment Committee plans to initiate the assessment of two more general
education outcomes over the next two years.
The demographics of the staff do not mirror the demographics of the community.
Response:
 The Human Resource Department has increased efforts in minority recruiting by
notifying various service agencies in the area when a position at the College
becomes available.
 The College employs the Committee Chairperson and the Secretary of the Ohio
Association of Counselors of Color, a subcommittee of the Ohio Association for
College Admission Counseling.
 The Enrollment Management Team is examining recruitment and retention
strategies in relationship to their impact on diverse populations.
 Cultural diversity was the theme of the October 2004 Professional Development
Day.
To answer questions 3 - 8, present information that will allow the AQIP Review Panel on
Admissions to evaluate your organization’s understanding of academic quality
improvement and its ability to benefit from participation in AQIP.
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3. Why does your institution wish to participate in AQIP? What benefits do
you hope to gain as a consequence of participating?

NC State College wishes to participate in AQIP because:
o The College recognizes that, in committing to AQIP, the College is
committing to a continuous improvement process that:
 Provides a framework for the engagement of the entire campus
community -- all become stakeholders in the College’s future.
 Facilitates meaningful dialogue to break down barriers to change and
open up creative thinking.
 Is ongoing, therefore assists the College in becoming the innovative,
responsive, learning-centered institution we want to be and should be.
 Puts the concepts of quality in the forefront, including the
measurement of institutional effectiveness. Quality becomes part of
the institutional mindset.
o The process of and investment in maintaining accreditation through AQIP is
more forward-thinking and benefits the College’s planning and decisionmaking processes relative to institutional priorities and resource management,
thus enabling the institution to be more effective.
o After sharing the AQIP model with administration, faculty and staff, there was
much greater support for this continuous improvement approach than for the
traditional approach for maintaining institutional accreditation.

The benefits NC State College hopes to gain include:
o A culture change in which the continuous improvement process (Plan, Do,
Study, Act) becomes part of the fabric of the College.
o The identification of areas for improvement with strategies created,
implemented, and re-evaluated – continuing the cycle of improvement.
o A new strategic plan.
o Improved student learning and development.
 Faculty energized to develop and deliver student learning outcomesdriven curricula and pedagogies.
 Staff energized to provide student learning outcomes-driven services.
o Ultimately, graduates who are better educated and better prepared to function
in and contribute to the community.
o Increased interconnectedness between departments, programs, and divisions
of the College.
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o Institutional re-accreditation.
o Direct benefits from Action Projects and Systems Portfolio.
o Opportunities to learn from the experiences of others through interactions with
other institutions and AQIP via the Strategy Forum and the Systems Appraisal
process.
o Better communication among the College’s internal and external stakeholders.
o More useful data for strategic planning.
4. Since broad understanding of, support for, and commitment to a
continuous improvement approach and AQIP are essential for their
success, what is the current level and extent of these elements in your
organization? What is the evidence that key groups in your organization
(e.g., Board, CEO, senior leaders, faculty, and staff) understand the nature
of continuous improvement efforts and the demands of AQIP?

North Central State College is aware of the nature and demands of AQIP and the
continuous improvement process.
o In May of 2003, the College began to educate the various groups within the
College to the two choices available for institutional re-accreditation -- AQIP
and PEAQ. The College Assessment Committee posted on the NC State
Intranet a comparison of the AQIP and PEAQ reaccreditation choices. The
Committee then presented information and asked for feedback at a College
wide presentation in early May of 2003.
o In June of 2003, a questionnaire was mailed to everyone at the College asking
for responses regarding the College’s “AQIP or PEAQ” discussion/decision.
Responses to the questionnaire were summarized and returned to the College
community.
o Discussion on AQIP continued throughout 2003-04 and into Fall 04.
Presentations about AQIP were given by the Assessment Coordinator and
members of the Assessment Committee to various groups within the College
at professional development days and other meetings, encouraging the
involvement of staff, faculty, and administration. The President discussed
AQIP with the Board of Trustees.
o As the groundwork for adapting the AQIP accreditation model was being
developed, the College sent four employees to Terra Community College to
meet with key people involved with Terra’s continuous improvement/AQIP
efforts.
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o During the May 6, 2004 NC State Professional Development Day activities,
representatives from both Terra Community College and Lorain Community
College gave a presentation and held a question and answer period to discuss
the AQIP process and demands. This was followed by lunchtime roundtable
discussions on the AQIP criteria. Results of the roundtable discussions were
compiled and shared with the College community.
o Several members of the College attended the Higher Learning Commission’s
regional meeting on accreditation and the new criteria held in Columbus, Ohio
in 2004. Of those that attended, most went to the sessions on AQIP. In 2004,
the Leader of the Staff Caucus, the Assessment Committee Chairperson and
the Assessment Coordinator attended the HLC’s annual meeting, learning
about AQIP and continuous improvement practices among other things.
o On May 27th and 28th of 2004, the College sponsored two one-day
workshops to provide an introduction to Continuous Quality Improvement
principles (CQI 101). These workshops were facilitated by Dave Trites from
the Center for Institutional Effectiveness. Attendees were College
administrators, faculty and staff.

Elements of continuous improvement processes exist in the organization. Most of
these are new.
o The student services areas, under the supervision of the VP of Institutional
Advancement and Dean of Learning, are currently collaborating on a process
mapping project to document, evaluate, and improve the initial student
experience from first point of contact to the second quarter of classes.
o Assessment of student learning and development outcomes is occurring in
many areas of the College.
 The academic programs have established intended student learning
outcomes. Many (not all) programs have assessed the intended
outcomes, implemented changes for improvement, and re-assessed the
intended outcomes. The College is committed to having all programs
“close the loop” in program outcomes assessment.
 The Student Services departments collaborated in establishing student
learning and development outcomes for their areas. This was
accomplished through workshops in November and December of
2003. The outcomes were in the areas of interpersonal skills,
intrapersonal skills, civic/social responsibility, and
achievement/persistence. These outcomes have been the foundation
for new efforts to develop specific, measurable outcomes for areas
within student services as they strive to assess their impact on students
and improve their processes. For example, the Student Records Office
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plans to evaluate the College’s transcript review process as it impacts
on students’ ability in the area of “achievement and persistence.”
o The Board of Trustees, under the Carver Model of Policy Governance, has
included assessment of its effectiveness as an annual process.

North Central State College is committed to the continuous improvement approach
and AQIP.
o In the Spring of 2004 the Faculty and Staff Senate as well as the Managers
Advisory Council (old Administrative Cabinet) endorsed the change to the
AQIP model. Discussions continued throughout the Summer of 2004
culminating with the Board of Trustees passing a resolution in support of
adopting the AQIP model at their meeting on October 13, 2004.
o The Assessment Department’s budget was increased to support AQIP. Funds
were allocated for a) training in AQIP/continuous improvement processes; b)
training in working effectively in teams; c) retreats for AQIP teams working
on core structures and processes, institutional self-assessment, Action
Projects, and the Systems Portfolio; d) fees for outside consultants; and e)
travel expenses for the Strategy Forum Team.
5.
What are your plans for integrating participation in AQIP into your organization’s
current agenda? Are there major events on the horizon (e.g., a change in
leadership, a major contract negotiation, budget cuts), and how are you planning to
address them or integrate them into your quality efforts?

AQIP has been and will be integrated into the organization’s agenda.
o In 2004, the Board of Trustees identified four strategic issues to guide planning –
Financial Health; Faculty Needs of the Future; Access and Success for Students;
and Impact of Changing Student Needs, Enrollment Growth and Technology.
From these strategic issues, the Board developed four key points for strategic
direction/strategic planning. They are: Resource Development, Academic
Program Direction, Student Support Enhancement, and Operations Alignment.
The AQIP initiative was endorsed by the Board in recognition of the usefulness of
AQIP’s criteria and processes as tools to support the development and
implementation of the College’s strategic plan.
o AQIP was part of the budgeting process last year when the Assessment
Department’s FY 05 budget was increased to support AQIP.
o The establishment of the NC State Congress (Faculty and Staff Caucuses) and
Managers Advisory Council in 2004 created procedures for communication and
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decision-making among these and other constituencies of the College that will
facilitate participation in AQIP. These bodies also endorsed the AQIP initiative.
o During 2003-04, the Assessment Committee and the Assessment Coordinator
were the primary champions of AQIP, disseminating information about and
marketing the concept of AQIP to the College community. In the summer of
2004, the Early-On AQIP Supporters (EOAS), an ad-hoc team whose members
represented administration, staff and faculty, was established to guide the AQIP
initiative. In early 2005, EOAS will be disbanded and a permanent, sanctioned,
core group of AQIP Champions will be established to provide leadership and
supervision for following AQIP processes and meeting AQIP requirements. The
AQIP Champions membership will represent a diagonal slice across the
organization. The activities of these groups have and will continue to integrate
participation in AQIP into the organization’s agenda.

There are major events on the College’s horizon.
o For 2004-05, reorganization has taken place and will continue to take place within
the College.

The VP of Academic and Student Services position was eliminated and
the VP of Learning and Dean of Learning Services positions were created.
 The Dean of Learning Services position was filled by promotion
from within the College.
 The College is in the middle of a search process for the new VP of
Learning. Knowledge of and experience in assessment of student
learning and continuous improvement processes have been
identified as important qualifications for candidates. Any further
reorganization within the Learning (Academic) Division of the
College awaits the filling of this position.

Some of the Student Services areas were reassigned to the Institutional
Advancement Division (Admissions and Career Services) and to the
Business and Administrative Services Division (Financial Aid).
 At this time, the VP of Institutional Advancement and Dean of
Learning are collaborating on a process mapping project to
document, evaluate, and improve the initial student experience
from first point of contact to the second quarter of classes. The
findings from this project will provide input to any further
reorganization within and across those specific areas of the
College.
o State funding for higher education is uncertain. State appropriations have been
cut for five consecutive years resulting in a 22% decrease in state funding per
FTE since FY 2001 and a loss of capital funding.
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
Institutional budget and planning is based on a delayed or nonexistent
state capital bill and expected cuts for FY06.

It is anticipated that the continuous improvement processes associated
with AQIP will help the College to use its resources more efficiently.
6. How are you planning to organize your quality effort? Explain which
current or new structures (committees, systems, etc.) you will use to
organize and run your improvement efforts? What organizational systems,
structures, and other resources (e.g., a quality council, quality
“champions,” task forces, training programs, etc.) currently exist or are
planned that will sustain your continuous improvement efforts?

The Early-On AQIP Supporters (EOAS), an ad-hoc team whose members represented
administration, staff and faculty, was established in 2004 to guide the College through
the AQIP application and self-assessment processes. Under the leadership of EOAS
and the Assessment Coordinator: a) AQIP Application Teams were created to gather
and report information and evidence in response to the AQIP Application questions;
b) AQIP Examiner was selected and administered for institutional self-assessment;
and c) outside consultants are in the process of being selected.

Once the College is accepted into AQIP, EOAS will be disbanded and a permanent,
sanctioned, core group of AQIP Champions will be established to provide leadership
and supervision for following AQIP processes and meeting AQIP requirements. The
AQIP Champions membership will represent a diagonal slice – vertical and
horizontal – between levels and across functions of the organization. The goals for
the AQIP Champions for this year will be to:
o Establish the connection between AQIP criteria and processes and the
Board of Trustee’s four key points for strategic direction/strategic
planning -- Resource Development, Academic Program Direction, Student
Support Enhancement, and Operations Alignment
o Determine the group’s operational practices and how it will integrate with
the levels and layers of the organization;
o Guide the evaluation of the AQIP Examiner survey results;
o Determine possible Action Projects (in conjunction with outside
consultation) to take to the May 2005 Strategy Forum;
o Select a team to attend the Strategy Forum;
o Set up teams, reporting processes and timelines for working on Action
Projects and the Systems Portfolio.
Action Project teams and Systems Portfolio teams will report to the AQIP
Champions. It has not yet been established to whom the AQIP Champions will
report. Possibilities include the Manager’s Advisory Council and the President’s
Staff. The AQIP Champions will communicate with the College’s constituencies
through the NC State Congress (Faculty and Staff Caucuses), the Managers Advisory
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Council, the Shared Services Board (for services shared by The Ohio State
University-Mansfield and NC State) and the President’s Staff, as well as through email and the web site.

The Assessment Department’s budget was increased to support AQIP. Funds were
allocated for a) training in AQIP/continuous improvement processes; b) training in
working effectively in teams; c) retreats for AQIP teams working on core structures
and processes, institutional self-assessment, Action Projects, and the Systems
Portfolio; d) fees for outside consultants; and e) travel expenses for the Strategy
Forum Team.

NC State currently holds two Professional In-Service Training days and a Fall
Training Conference for Faculty and Staff each year. A committee plans the topics
and activities for these days. Training in AQIP and continuous improvement
processes could be proposed to the committee for future training days.
7. Prior to attending a Strategy Forum, how are you planning to meet AQIP’s
requirement to conduct a preliminary self-assessment from a systems- or
process-focused perspective, one that includes input from perspectives
external to the organization?

NC State conducted the AQIP Examiner online survey November 29 through
December 6, 2004. Information about the survey and encouragement to participate in
the survey were disseminated via e-mails from the President, the Assessment
Coordinator, and the Faculty Caucus Leader; mailbox inserts for adjunct faculty (who
may not check e-mail regularly); posters in buildings; paycheck inserts; and
announcements at a professional development day and a President’s Forum. The
College soon should receive the AQIP Examiner report.

The Early-On AQIP Supporters is currently in the process of selecting an outside
consultant to help the College interpret the results of AQIP Examiner. The role of the
consultant will be to guide the AQIP Champions through the interpretation process
by:
o Assisting the group to interpret Examiner results in light of issues, problems
and priorities previously identified by other processes;
o Providing an unbiased viewpoint;
o Leading the group toward valid conclusions.

The Assessment Coordinator and others at NC State have consulted with and will
continue to consult with colleagues at four AQIP community/technical colleges in
Ohio -- Washington State Community College, Zane State Community College,
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Lorain Community College, and Terra Community College. These colleagues have
been very willing to share their experiences and give advice.
8. Prior to attending a Strategy Forum (within the 12 months following
admission), how will your organization identify issues, challenges,
problems, or opportunities that might become Action Projects?

To identify issues, challenges, problems and opportunities that might become Action
Projects, the College will:
o Establish the AQIP Champions group to lead the process.
o Contract with an outside consultant to facilitate the institutional selfassessment process (via AQIP Examiner).
o For the process of identifying issues, challenges, problems and opportunities
as possible Action Projects, the AQIP Champions will:

Consider and evaluate information and data available from the last
three years, such as:
 AQIP Examiner Report – NC State’s results from AQIP’s
process-focused online survey for institutional selfassessment.
 The Gardner-Shaw Report – The outside consultant’s
recommendations arising from their internal environmental
scanning process conducted at NC State.
 The Transition Team Report – Recommendations for
implementation of the Gardner-Shaw proposals.
 The Board of Trustees’ Strategic Issues and Strategic
Directions -- Four strategic issues to guide planning
(Financial Health; Faculty Needs of the Future; Access and
Success for Students; and Impact of Changing Student
Needs, Enrollment Growth and Technology) and four key
points for strategic direction/strategic planning (Resource
Development, Academic Program Direction, Student
Support Enhancement, and Operations Alignment).
 The Reorganization Plan.
 Existing quality initiatives such as the student services
area’s process mapping project, and student learning and
development outcomes-based assessment projects in many
areas of the College.
 Results of last May’s AQIP Roundtable discussions.
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 Other reports and studies such as “The Performance Report
for Ohio’s Colleges and Universities” published by the
Ohio Board of Regents, and employer and graduate
surveys.

Look for intersecting points to identify key issues, challenges,
problems and opportunities.

Rank the importance of the key areas, keeping in mind the College’s
Values, Vision and Mission.

Conduct focus groups with membership from faculty, staff,
administration, students, area businesses and the community to get
input on key areas.

Establish the Strategy Forum Team and work with them to identify
three to four tentative Action Projects and prepare for the Strategy
Forum.

Use relevant data to establish a baseline of where we are and, through
a gap analysis, determine where we need to go.
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When you submit this application, please name a formal AQIP Liaison for your organization —
someone who is centrally involved in your quality initiative. (It need not be the CEO or chief
academic officer. We intend to continue to communicate closely with your CEO, CAO, and other
members of your leadership, but having someone we can call or email directly and regarding
details of your relationship with AQIP will make our communications more efficient. You should
inform AQIP whenever you change your AQIP Liaison.)
Contact Information for Organization’s AQIP Liaison:
Katherine Peresie
Salutation, Name
______
Assessment Coordinator__________
Job Title of Liaison
North Central State College
Organization Name
2441 Kenwood Circle, P.O. Box 698
Office address
Mansfield, OH 44901-0698
City, State, Zip
419-755-4849
Office phone(s) and extension(s)
419-755-5630 _____ kperesie@ncstatecollege.edu
Office fax
Email address
Name and address to which AQIP should send invoice for application fee of $275:
Same as above
Salutation, Name, Title
Organization Name
Office address
City, State, Zip
Before you email your AQIP Participation Application to AQIP@hlcommission.org, make certain
it has been reviewed and approved by your organization’s CEO. Then have the CEO sign the
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separate Application Affirmation form and fax it to AQIP at 312-263-7462. Questions? Call 800621-7440 and ask for AQIP.