Category 3 Understanding Students’ and Other Stakeholders’ Needs
The College recently began a transformation in understanding stakeholder and student needs, driven by two
major initiatives, Achieving the Dream and AQIP accreditation. The initiatives have caused the College to
closely examine its stakeholders and become more data driven in decision making. In addition, the College
hired an institutional researcher, filling a position that had been long vacant. (The College had often been
referred to in the past as “data-rich” but “analysis-poor.”) Therefore, most of this category response will
emphasize processes since much of the results reporting (and subsequent improvements) in these areas
have not yet been completed.
3C1
The College does not have a specific method for categorizing our students and other stakeholders into key
groups, although historically there have been some common groups. Categorizing these groups seems to be
dependent upon what a department or area of the College chooses to measure and with what instrument. A
quick browse through the various assessments used for these groups indicates a lack of agency pre-planning
on assessment and the establishment of key groups.
However, in the development of the AQIP Systems Portfolio, and the evaluation process of Achieve the
Dream, categories of students and stakeholders began to emerge. There are three main groups defined as
follows:
Students who receive our services:
 Newly Admitted
 Returning
 Continuing (currently enrolled/attending)
 Involved with Developmental Courses
 Not Involved with Developmental Courses
 Full-Time
 Part-Time
 Alumni
Stakeholders who provide services to students:




Staff, Full-time, Part-time
Full-time Faculty
Part-time Faculty
Community Agencies
Stakeholders who are partners in the process or end results:
 Parents
 Employers
 Clinical/Practicum Sites
 Economic Development Agencies
 Community Leaders
 Community Focus Groups
 Community Businesses/Agencies
 School Districts
 State Agencies
3C2
The College recognizes the following expectations and requirements:
 Both the student and stakeholder groups have the expectation that the College will produce
graduates who are able to be employed and work effectively in jobs in the regional areas served
by the College.
 Students expect to be able to earn a wage sufficient enough to support themselves and their
families.
 Students who transfer to four-year colleges expect to have gained the knowledge and skills
they need in order to be successful at the college to which they transfer.
 Businesses expect current employees to be trained for current industry needs, often as part of a
customized training package delivered by the College.
 All stakeholders expect the College's services to remain current with long-term employment
needs and to be updated or modified as needed.
 The community, as a whole, expects the College to be able to educate its least educated
members, including those who arrive with a completed high school degree but with a need for
developmental education.
3P1
The College has a myriad of methods, both formal and informal, that it uses to assess the changing needs of
students and other stakeholders. Some of the formal instruments used serve dual functions: assessing
student needs and gathering student satisfaction. Some of these techniques are used periodically either at
the end of a quarter or at the beginning of a student’s career, and others are ongoing.
Formal Instruments for Both Needs and Satisfaction
What is the
instrument?
Who administers
the instrument?
Who
participates?
Faculty and/or
course evaluations
Academic
Dean/chairs
-students and
deans/department
chairs
Student
Satisfaction
Survey
Weekend Users
Survey
National
Association
Education Young
Children SelfStudy
Bromfield Library
Staff
-students using
library services
Bromfield Library
Staff
Child
Development
Center
-weekend users of
Library
- student/parent
users
Gathers “needs”
and satisfaction
information on:
-the course,
teaching
techniques,
content, faculty
performance
-library services
and facilities
When is it
administered?
-library services
and facilities
-services offered
through Child
Development
Center - areas of
Relationships,
Curriculum,
Teaching,
Assessment,
Health,
Community
Relationships,
Families, and
Leadership and
Management
Annually
Quarterly/Annually
or according to
contract status or at
the discretion of
the Dean
Annually
Annually
Community
College Survey of
Student
Engagement
Summary
(CCSSE)
Graduate Survey
Institutional
Advancement
-students with the
college; strengths
and weaknesses
related to core
learning outcomes
- areas of
weakness or
needed
improvement
within the College
Biennially
Institutional
Advancement
-alumni with
regard to job
competencies
Quarterly
Clinical evaluation
and Nursing
Course evaluation
Nursing Program
Director
-students with
clinical faculty,
facilities and the
nursing course
Student Activities
Survey
Campus Life
-students using
services and
student activities
Customer Service
Evaluations
Student Services
Division
College Student
Inventory (CSI)
FYE and Student
Success Center
-prospective and
current students
using services
-students using
Center, taking
FYE courses
-needed changes in
course content to
prepare students
for the workplace
-needed changes in
course content to
prepare students
for the workplace;
needs in clinical
sites
-student
recreational needs
and interests in
student
organizations
- student needs in
regards to services
Quarterly
New Student
Registration
Evaluation
Student Success
Center
-new students
completing the
registration
process
Survey of Support
Services
Vice President,
Learning, Support
and Retention
Teaching,
Learning,
Technology
Roundtable
(TLTR) and its
subcommittees
-students using
support services
Admissions
- students who
expressed an
interest in the
-student needs for
information in the
areas of career,
relationships,
finances, personal
counseling, and
academic tutoring
-student needs in
areas of
information
needed to start
classes including
use of the website,
student portal,
location of classes,
bookstore, etc.
-student needs in
the areas of student
services
- satisfaction of
students and
faculty regarding
their computer
skills, student
abilities, attitudes,
needs regarding
computers and
technology
- student
satisfaction with
admissions
Flashlight
Assessment
Did Not Enroll
Survey
- faculty and
students
Quarterly
Continually
Continually
Quarterly
Quarterly
Annually
15 days after the
new quarter begins
college but did not
enroll
process,
enrollment needs
of students
Formal Methods and Tools to Assess Only Needs
What is the
instrument?
Admissions Needs
Assessment
Who administers
the instrument?
Admissions
recruiters
Who participates?
Distance Learning
Evaluation
Distance learning
department
Online course
students
Health Science
programs
licensure/credentia
ling exams
Licensure/credentia
ling bodies
Graduates
Discover
Career Exploration
Advisor
FYE students
New students
Gathers “needs”
information on:
Student
information needs
on childcare,
housing, and
financial aid
A Blackboard
evaluation tool
used in all online
distance learning
classes to asses
whether there are
unmet needs with
the individual
course and its
delivery
Pass rates of
students on state
boards are guides
to assessing student
needs in their
curriculum.
Interests, abilities,
and values of all
FYE students to
provide guidance
in choosing a major
and/or career
When is it
administered?
Upon matriculation
Began Spring 2007
Post graduation
Quarterly
Besides formally administering surveys or assessments, the following demonstrate how NC State works
actively to understand the needs of its students and address them through informal methods:
Informal Processes
1. Direct Contact with Students –Direct contact with the students is the easiest method that both
student services and faculty members use to select a course of action. On a daily basis, faculty,
administrative assistants, advisors, and staff, ascertain a student’s needs through requests or
conversations and then take immediate action to fulfill those designated needs.
a. 700-1300 monthly student walk-in inquiries at the Welcome Desk
b. 30-55 calls per hour at the Welcome Desk
c. 10,000 + yearly one-on-one student contacts in the SSC
2. Achieve the Dream Focus Groups -The College uses focus groups comprised of students and other
college and community constituents to discern unmet needs of the students. The results affect
changes in advising, course offerings, and pedagogy.
3. Publications –
a. Researching national trends in student needs through journals like NACADA, Journal of
Dev. Ed., Health Science journals, Disability newsletters and magazines provides
4.
5.
6.
information useful to the College’s population; the President’s office reviews The
Chronicle and the OAYTC regularly.
b. Evaluation of external reports- The CC Benefits Regional Job Growth Report by
Educational Level shows the predicted growth of Health Services by 21% in the
College’s 3-county service region between 2005-2010. Hence NC state is working on
multiple ways to address this need including offering a new program for a bioscience
degree for which the College recently applied through the OBR and increasing the
distance learning opportunities as a result of study of residency of our students
Post Secondary Enrollment Option (PSEO) – The Assistant Vice President for Learning’s direct
contact with high school advisors guides high school student needs in off-campus course
offerings. A recent grant award increased the offerings at the schools in math and science through
Dual Enrollment to fulfill a statewide need in math and science in the high schools.
Tech Prep- Direct contact between the College and Tech Prep coordinators provides information
that impact articulation agreements with the College. As a result, the College in process of
reevaluating all these agreements.
Data
a. Tutoring – Analysis of tutoring requests guides the number of tutors provided and their
hours of availability in the Student Success Center.
b. Health Science Wait List numbers – Analysis of these numbers has begun the search for
additional clinical sites as steady enrollment increases in health programs.
c. Registration numbers and patterns- Analysis of this data by deans and chairs and viewing
of the number of students on course Wait Lists provides input as to future course
offerings.
d. Library – This facility reviews the Ohio LINK book requests and number of student visits
during peak hours in addition to the requests of faculty to guide them in service
improvement.
e. Traffic patterns- All student service offices study these to better accommodate student
needs. Saturday hours were recently changed as a result of this.
f. Health Science State Board pass rates –These are closely monitored in all the health
science programs in order to maintain an excellent program. The most recent nursing
students class had a 99% pass rate.
g. Disability Services – The type and number of student requests are reviewed in order to
provide enough student assistance. As a result, a group of volunteers was just brought
into the office in order to provide more availability for test monitoring.
h. Analysis of local data regarding employment and workforce development
i. Analysis of the Mansfield Metropolitan Statistical Area, Moody’s
Economy.com- It stated that poor demographic trends, heavy reliance on the
struggling auto manufacturing industry and very poor educational attainment
weaken the area’s economic outlook. This information had direct input into the
College’s strategic initiatives.( Strategic list, p3)
ii. Labor Market Information (LMI) – Admissions reviews this national web
resource to review the number of college attendees and assess the labor needs of
the areas to assist in development of programs to be offered at the Outreach
Centers in the surrounding communities of Bucyrus, Willard, and Ashland.
iii. Achieve the Dream – The research data from this project revealed many areas of
need, especially in developments education, advising, and gatekeeper classes.
(see Category 1)
iv. Student Success Plan - The Ohio Board of Regents (OBR) is requiring all public
campuses to develop and file “Student Success Plans” to identify and measure
core learning outcomes. Both OBR and NC State wish to know if students are
achieving basic competencies as they graduate. The College’s Assessment
Committee has assigned internal teams to research each core learning outcome.
These teams are in the midst of developing reports describing the outcome,
developing a set of measurable objectives, and recommending assessment
measures/methods.
v.
High School Guidance Counselors Advisory Board- This Board meets twice a
year on campus with admissions and spotlights a major or student service that
would be of interest or need to high school guidance counselors and
subsequently, prospective students
Once the College gathers information regarding its population and its needs, it analyzes and selects a course
of action. The formal method is an “analyze, plan, do, and evaluate process.” This has become more
important college-wide since the Achieve the Dream and AQIP initiatives.
3P2
The College builds relationships with its students through a variety of activities that integrate the
student into the college culture.

Student Ambassadors- These students provide campus tours and participate in campus events
and are involved in calling campaigns

Beta Theta Eta, a chapter of Phi Theta Kappa International– This academic honorary involves
221 current students and 500 alumni who have a GPA of 3.5 or over. This chapter has won
national awards every year since 1999 for its leadership and student involvement.

Mavericks – The Mavericks are men’s and women’s basketball and soccer teams, which are run
in coordination with OSU-Mansfield. Students are involved as team members, cheerleaders and
spectators.

Intramural sports – Volleyball, corn holing, basketball and soccer teams involve both NC State
and OSU – Mansfield.

Work Study program- Over 78 students are involved yearly. Through their employment, the
students build connections to the College and staff.

Rock ‘n Ribs – This annual Rib Cook-Off concert event averages 6-8,000 community attendees
including 416 volunteers (students, faculty, staff, community members, Foundation Board
members, & alumni) for the 3-day event. In 2006, it gleaned $16,800 + free advertising dollars
from the media, helping the College to connect to the community.

Career and Transfer Expo – This yearly Spring event involves 70-80 community area employers
and (primarily) Ohio colleges who convene at the College to talk to NC State students about
prospective employment or transfer.

Scholarship Luncheon – The President and Foundation Board attend this event that recognizes
College scholarship recipients, as well as benefactors.

Summer Youth Explosion – A summer camp for children grades 1-6, this is designed to expose
area youth to a college environment and foster a relationship with them as future students

Richland County Job and Family Services One-Stop – An Admissions representative provides
resume writing assistance and college information to prospective students seeking retraining
and/or re-employment at the local Job and Family Service office.

Outreach Centers – These satellite campuses held at area high schools create a relationship with
outlying communities and high schools.

Student Government Board – This combined organization between NC state and OSUMansfield (newly created in Winter ’07), is fostering a relationship with the co-campuses.

Rising Stars and Reality Store – These activities are provided by Tech Prep and designed to
build a relationship with middle school children who might be interested in attending college in
the future

Parent’s Night – This activity is held at local high schools every Winter Quarter to prospective
PSEOP students and their parents

President’s Day High School Visit-prospective high school juniors and seniors visit campus

Alumni –Various activities with this group include : Alumni Coffee Hour with the President,
Alumni Reception at Rock ‘n Ribs, Distinguished Alumni Award through the Ohio Association
of Community Colleges, and the Entrepreneurial Hall of Fame, which recognizes local
entrepreneurs, some of whom are alumni.
It also maintaining relationships with students through individual contact and various forms of media.
Individual Contact
 Child Development Center - Every family is linked with a primary family support person and each
child with a primary caregivers. Each of these staff members builds a close relationship with their
families and provides opportunities for discussion, both informally and formally through conferences
and home visits.
 Faculty advising – Faculty are assigned individual advisees, but also advise other students in their daily
contact in the classroom.
 Recruiters –They hold an initial meeting with prospective students and campus tours throughout a
student’s matriculation.
 Tech Prep Transition Coordinator- She meets with prospective students in their junior and senior years.
 SSC advisors – Advisors meet with all new, incoming students ; they provide advising on a walk-in
basis throughout the year, including intrusive advising to probationary and developmental students
until they complete their gatekeeper classes.
 Financial aid –
1. Students meet individually with this office to discuss financial aid needs.
2. FAFSA Friday – Financial Aid office offers student help each Friday on a walk-in basis.
3. College Goal Weekend – This event provides assistance to students and parents from
the surrounding area in completing financial aid paperwork to attend any college.
 Achieve the Dream – Focus groups of current and alumni students demonstrate the importance of their
input into the college.
 Office of Vice President of Learning Support and Retention – This office held its first Meet and Greet
meeting between OSU-Mansfield and NC State College student services areas to begin building
a working relationship. The College is now working with them to assist in Welcome Week
activities held each fall.
Media Communications
 Newsletters and printed material
o Newsbriefs – This is a weekly campus newsletter of events and important dates distributed to all
campus buildings and posted on the website.
o Leader-Every mailbox in Richland, Ashland, Crawford counties receives this newsletter 3-4 times
a year, touching 136,000 households.
o News releases to local newspapers
o Student handbook- 2000 printed and distributed yearly
o College catalog
o Each Dean began a newsletter to the College community in 2007 to inform them of current
happenings within their division.
 Email/website
o Quarterly reminders sent to students from student service offices
o Faculty contact
o Admissions Recruiters – can be contacted via the website
o O.L.L.I.E. – “online continuous orientation program” – is contact to an online advisor
o College website information (launched Summer ’07).
o Online registration- students can access online help
 Letters/cards/postcards
i. Alumni – Receive Christmas cards from the College and invitations to special events. An
update form is published in the Leader to update contact information.
ii. Admissions/Recruiters –
1. Admissions/Recruiters use a variety of tools to communicate with a
students, depending on the student status:
a. Prospects – receive information from the college
b. Inquiries – receive 5 letters and phone calls, used to encourage the
student to take the next step in their admissions process
c. Applicants – receive 10 forms of communication to instruct them
in the admissions process

iii. Guidance Counselor Newsletter- Director of Admissions distributes this twice yearly to
84 counselors in an 11 county service area. It provides information that can be used with
prospective students in the high schools
Phone –
i. Calling campaigns to students who have not yet enrolled or dropped out
ii. Advising sessions for students in the Directions developmental advising program or who
receive Academic Alerts
iii. Welcome calls to new students the 2nd week of the quarter by SSC
iv. Phone help with student email, registration, financial aid
3P3 –The College primarily uses informal methods to identify the changing needs of the College’s
stakeholders. For example various department areas, both academic and student service areas, participate
in community groups and organizations that provide them with anecdotal information concerning their
changing needs. This information is then used to select a course of action to shape the development of
future academic courses, changes in current courses, and the same for services to students.
What is the
Who administers
Who
Gathers “needs”
When is it
instrument?
the instrument?
participates?
and satisfaction
administered?
information on:
Instructor
Bromfield Library
-faculty users
-library services
Continually
Feedback
Staff
and facilities
Employer
Institutional
-employers with
-needed changes in Annually
Satisfaction
Advancement
newly hired
course content to
Survey
graduates from the prepare students
college
for the workplace
Employer
Institutional
-employers with
-needed changes in Annually
Satisfaction
Advancement
newly hired
course content to
Survey
graduates from the prepare students
college
for the workplace
3P4 Building relationships with key stakeholders occurs in much the same way as with students. College
members meet with stakeholders, either one-on-one, or in meetings, or through social events and
community functions. Various forms of media also foster relationships with these groups.
Community events
 Social events, like Rock ‘n Ribs
 Chamber of Commerce events
 College participation in United Way
 Presidential participation in
o Mansfield Richland Area Education Foundation
o Pioneer Committee Advisory Council
o Rotary
o Richland County Board of Developmental Disabilities
o Tribute to Women In Industry (TWIN) program
o Tech Prep Advisory Council (State Level)
 Membership in community functions – many college members are active participants in church,
hospital, and other community boards, and local government
Meetings
 Meetings with stakeholders and foundation members
 Regular meetings with community leaders and businesses to keep abreast of current training needs
 Meetings with members of OSU-M staff
As to media, the College uses the same for stakeholders as is previously listed for students. (See 3P2)
3P5 Each area of the College is responsible for ascertaining the needs of its stakeholders and deciding
how to address them. The responsible parties 1) evaluate data to ascertain trends and validity, and 2) create
a plan of implementation, and then 3) evaluate the results. For example, a recent meeting between a nearby
company and local educational institutions identified a need for a Biotech major, which the Health Science
Division is in the process of developing. Most recently, a local grant allowed the College’s Workforce
Development to provide free training to local businesses to increase their employee skills and prevent them
from being laid off. (See Category 2) The results of company satisfaction were then gathered and analyzed
by the head of the department and shared with various stakeholders.
3P6 Complaint information is collected through various formal and informal processes. The formal student
grievance procedure is published in the Student Handbook which is received by all students in the FYE 101
- Orientation to College or FYE 161 - College Survival Skills courses and available at the Welcome Center
in Byron E. Kee Hall. Students participating in the distance learning opportunities of the College are able
to view the College resolution policy specific to their needs online at www.ncstatecollege.edu/online .
In addition, the College receives formal complaints from students through the following means:
 Student evaluations of faculty/courses
 Grade Appeal Process as indicated in the College catalog
 Academic Course Drop/Add form (students are invited to indicate the reason withdrawing from a
courses and add personal comments as necessary)
 Filing a report with Campus Security
On a quarterly basis, Deans review the complaint instruments listed above and analyze for validity.
Many student and stakeholder complaints are handled within individual offices but these are not presented
to the College in any summative form. Department rules and procedures evidence the fact that anecdotal
complaint information has been formalized and institutionalized through processes that are outlined to
students and stakeholders.
The formal grievance procedure for faculty and staff is published as a part of the College website at
www.ncstatecollege.edu/offices/hr/default.htm . In addition, the Faculty/Staff Congress provides a forum
for faculty and staff to express concerns and resolve issues in a collaborative atmosphere. Guidelines and
procedures for engaging The Faculty/Staff Congress is available on the College web site.
The College also receives formal complaints from faculty and staff through the following means:
 Employee Exit Interviews performed by Human Resources - Information from each terminating
employee is collected by Human Resources and directed back to the supervisor who determines if
corrective action is necessary.
 Performance Horizons (Campus Quality Survey) – This pre- and post-scan (2002 and 2005
respectively) analyzed the satisfaction of faculty and staff at the College.
Informally, complaints from students and stakeholders are presented and discussed through the following
means:
 Open Forums with the President
 Student interaction with various campus facilities (i.e. Child Development Center, Campus
Recreation Center, Campus Board)
The College has a formal Academic Alert system which allows faculty to communicate complaints to
individual students regarding issues of unsatisfactory academic performance and attendance. When an alert
is necessary, the faculty member sends an email and the faculty member, student, and the SSC
automatically receive a copy. The Student Success Center immediately follows up with the student
encouraging appropriate corrective behavior and the faculty initiating the alert is made aware of the
progress with the student.
The College routinely uses the following three step process to analyze and select a course of action when a
complaint is initiated:
 Information is gathered and analyzed for validity
 If necessary, corrective action is determined with individuals key to the resolution involved
 If the issue can not be resolved at this level, a committee or work team may be created to help in
the resolution process
The College has established the following mechanisms in which resolution of complaints can be
communicated with students and stakeholders:
 Stakeholders involved are notified individually via individual meetings, phone conversations,
specific meetings, paper memo, etc.
 Reports to various groups such as the Board of Trustees, President’s Staff, Faculty/Staff Congress,
Kee Hall Plus Meeting (open meeting with members of the Student Services Division)
 Formal reports published on the College intranet (i.e. Campus Quality Survey)
 Presidential Newsletter
 Presidential Open Forums
 Faculty and Staff In-Service Days
3P7 –The way that the college determines stakeholder satisfaction is described in 3P1 . (See chart in 3P1)
3R1 – Historically, the College’s method of collecting data on student satisfaction had been centered more
on individual departments and/or divisions. In recent years, with the advent of strategic planning, there has
been a move toward processes of collecting data of overall student satisfaction. The following provides
links to data that give information concerning student satisfaction through the various stages of a student’s
experience with NC State.
New Students: These charts provide opinions of first quarter students of their preparedness for college.
New Student Registration Evaluation –Data from this source revealed a need to provide further assistance
to new students. This information resulted in the development of O.L.L.I.E., a new online, continuous
orientation newsletter that is scheduled to begin in Summer 07. F:\Dropoff\AQIP\Data Files\Category
3\3RI\Potential Advising Results
Current Students: These provide overall opinions of current students’ satisfaction with NC State.
(2005) Achieve the Dream Narrative- The research data for this project revealed many areas of need within
the College. Of significance, were student success rates with developmental and/or “gatekeeper” courses.
F:\DROPOFF\AQIP\Data Files\Category 3\3R1\AtD Qualitative Data Results
(2006)Community College Survey of Student Engagement Summary (CCSSE) – This standardized survey
of NC State students covered areas of :Active and Collaborative Learning, Student Effort, Academic
Challenge, Student-Faculty Interaction, Support for Learners. Results benchmarked against peer college
averages. This is given as needed and no data is available as to the impact of results on the College
decisions. F:\DROPOFF\AQIP\Data Files\Category 3\3P1\Surveys\CCSSE 2006
Graduates: These provide overall totals of students’ satisfaction per academic division.
(2006) Graduate Follow-up Competency Survey – This survey is sent out to all graduates once a year. Data
is calculated and formatted into two separate spreadsheet reports: 1) Graduate Follow-up report consisting
of employment, continuing education & salary information, and 2) a Graduate Competencies Report, which
rates the education received, knowledge theory, overall satisfaction of preparedness, mathematical
capability, problem solving skills. The results which rated the College as XXXXX in XXXXX areas is
reviewed yearly by the academic divisions as part of an on going effort to gauge success of graduates in
obtaining employment in their field of study. F:\DROPOFF\AQIP\Data Files\Category 3\3R1\Graduate
Skills Surveys
Employers: The College also surveys them to assist academic divisions in determining preparedness of the
students completing degrees in their area of study.
(2006) Employer Survey Summary – The data is calculated and formatted into a spreadsheet with specific
questions being asked depending on the program of study. Results are reviewed yearly by the academic
divisions to assist them in determining curriculum and program standards. The college rated XXXXX in
XXXX. F:\DROPOFF\AQIP\Data Files\Category 3\3R1\Graduate Skills Surveys
3R2 The College has just begun to address its shrinking enrollment. A recently created Enrollment Team
involving various constituents has assumed the task of investigating the results of the relationship building
with prospective students and what the College can do to increase future enrollment, especially of high
school students. The PAC Strategic Initiative #1 will directly address this opportunity for improvement by
establishing “increased enrollment of recent high school graduates” as a sub-goal, and designing an action
plan and timeline to accomplish this.
3R3 The results of stakeholder satisfaction with the College’s performance indicate a tremendous increase
in all program areas and successful completion of set thresholds as can be seen from the graphs and
explanations provided from pages 17 thru 23 of the Training Workers in Advanced Manufacturing
document. Additional information on stakeholder results is located in the following documentations:
 Community College Survey of Student Engagement Summary (CCSSE)
 Achieve the Dream Community Engagement Final Report
 Employer Survey Results for 03/04, 04/05, and 05/06
 AAC Faces of the Future 2005
3R4 The College has not routinely measured its relationship-building initiatives. The College actively
monitors participation in events but does not monitor activity outside of individual offices nor analyze that
information. This area is now a focus of the College wide Strategic Planning initiatives.
3R5 The Achieve the Dream initiative and the Community College Survey of Student Engagement
Summary (CCSSE) afford the College comparison information for the purpose of benchmarking sometime
in the future. Absent resulting Achieve the Dream initiatives (see 3R2), the College has not routinely
benchmarked its results in stakeholder satisfaction and relationship building against other organizations.
3I1 As a result of these findings, beginning Fall 2006, Many changes were made to assist these students
towards successful completion of the specified classes. Some of these include mandatory math placement
(Jan. 07), usage of a PLATO lab as an alternative delivery stystem, and mandatory tutoring in
developmental math and writing thorugh a lab setting (since students indicated that they wanted tutoring
but never seemed to have time to use it).There is no other data to report at this time.
3I2 No data to report at this time.